Lawson, Romy and Taylor, Tracy and Fallshaw, Eveline and French, Erica and Hall, Cathy and Kinash, Shelley and Summers, Jane (2011) Hunters and gatherers: strategies for curriculum mapping and data collection for assurance of learning. In: Australian Technology Network Assessment Conference 2011: Meeting the Challenges, 20-21 Oct 2011, Perth, Australia.
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Assurance of learning is a predominant feature in both quality enhancement and assurance in higher education. Assurance of learning is a process that articulates explicit program outcomes and standards, and systematically gathers evidence to determine the extent to which performance matches expectations. Benefits accrue to the institution through the systematic assessment of whole of program goals. Data may be used for continuous improvement, program development, and to inform external accreditation and evaluation bodies. Recent developments, including the introduction of the Tertiary Education and Quality Standards Agency (TEQSA) will require universities to review the methods they use to assure learning outcomes.
This project investigates two critical elements of assurance of learning: 1. the mapping of graduate attributes throughout a program; and 2. the collection of assurance of learning data. An audit was conducted with 25 of the 39 Business Schools in Australian universities to identify current methods of mapping graduate attributes and for collecting assurance of learning data across degree programs, as well as a review of the key challenges faced in these areas.
Our findings indicate that external drivers like professional body accreditation (for example: Association to Advance Collegiate Schools of Business (AACSB)) and TEQSA are important motivators for assuring learning, and those who were undertaking AACSB accreditation had more robust assurance of learning systems in place. It was reassuring to see that the majority of institutions (96%) had adopted an embedding approach to assuring learning rather than opting for independent standardised testing. The main challenges that were evident were the development of sustainable processes that were not considered a burden to academic staff, and obtainment of academic buy in to the benefits of assuring learning per se rather than assurance of learning being seen as a tick box exercise. This cultural change is the real challenge in assurance of learning practice.
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|Item Type:||Conference or Workshop Item (Commonwealth Reporting Category E) (Paper)|
|Item Status:||Live Archive|
|Additional Information (displayed to public):||Abstract only is available in published proceedings. © Copyright in individual articles contained in the Proceedings of the ATN Assessment Conference 2011 is vested in each of the author(s). Proceedings edited by J. D. Yorke.|
|Depositing User:||Dr Jane Summers|
|Faculty / Department / School:||Historic - Faculty of Business and Law - School of Management and Marketing|
|Date Deposited:||26 Aug 2012 05:16|
|Last Modified:||20 Sep 2012 23:30|
|Uncontrolled Keywords:||assurance of learning; curriculum mapping; staff engagement|
|Fields of Research (FoR):||15 Commerce, Management, Tourism and Services > 1503 Business and Management > 150313 Quality Management
13 Education > 1302 Curriculum and Pedagogy > 130203 Economics, Business and Management Curriculum and Pedagogy
13 Education > 1303 Specialist Studies in Education > 130309 Learning Sciences
|Socio-Economic Objective (SEO):||C Society > 93 Education and Training > 9305 Education and Training Systems > 930502 Management of Education and Training Systems
E Expanding Knowledge > 97 Expanding Knowledge > 970115 Expanding Knowledge in Commerce, Management, Tourism and Services
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