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18/04/23 1

Assurance of Doctoral Learning through Interim and End Goal

Assessments: Implementing AACSB International Guidelines within the

Professional Doctorate

Dr Sandra Corlett

AACSB International and its Assurance of Learning StandardsAACSB - a premier and the largest (Rubin and Martell,

2009) international accrediting body Assurance of Learning (AoL) standards require schools

to provide “hard evidence” (Rubin and Martell, 2009) of educational achievement against programme learning goals

a challenge generally to business schools, because of a lack of systems of direct learning measures

The Assurance of Learning Process1. Define learning goals and objectives2. Align curriculum with goals3. Identify instruments and measures to assess

learning4. Collect, analyze, and disseminate assessment

information5. Use assessment information for continuous

improvement

Define learning goals and objectives1. Have acquired advanced knowledge in areas

of specialization.1.1 Create and interpret new knowledge, through

original research or other advanced scholarship, of a quality to satisfy peer review, extend the forefront of the discipline, and merit publication

1.2 Demonstrate systematic acquisition and understanding of a substantial body of knowledge which is at the forefront of an academic discipline or area of professional practice

Define learning goals (and objectives)2 Have developed advanced theoretical or practical research

skills for the areas of specialization.3 Have given attention to the role of the specialization areas

within managerial and organizational contexts.4 Be prepared for responsibilities in higher education or

professional practice (for those students who expect to enter teaching careers).

5 Have demonstrated personal integration of, and original intellectual contribution to, a field of knowledge (for PhD) or to professional practice (for Professional Doctorates) through a written and oral defence of a dissertation.

Align curriculum with goals• Taught sessions (e.g. DBA Block) and training and

development activities• Ongoing supervision• Preparation for and participation in review events

(Assignment/Project Approval, Annual Progression)

Identify instruments and measures to assess learningThree suggested assessment instruments • Selection based upon knowledge or skill acquired

through previous educational experience (such as pre-entry qualifications)

• Module/course-embedded measures (such as assignments)

• Stand-alone testing or performance (such as end-of-programme thesis) Examiners’ Recommendations at viva

Identify instruments and measures to assess learningThree-point scale of student performance: • to pass without corrections (A award) is to exceed

expectations• to pass subject to corrections (B award) is to meet

expectations• to require a resubmission/fail/be awarded a lower degree (C,

D or E award)is to fall below expectations

The programme ‘standard’ is that 70% and 80% of students at interim and viva stage respectively will achieve A or B award

Collect, analyze, and disseminate assessment information

15 Doctoral students submitted for examination in 2010-11 (8 DBA, 7 PhD)

Analyzed the assessment data from two ‘stand-alone performance tests’ (AACSB, 2007), at the mid-point progression (MPP) and viva stages

The checklist question and open comment responses were coded, using content analysis (Holsti, 1969), against the programme learning objectives.

The frequency of coding ‘counts’ were analyzed to inform curriculum development

Collect, analyze, and disseminate assessment information (contd)

All students met or exceeded expectations at both stages, but performance improved

Proceed/Pass Corrections minor Corrections major Resubmission (viva only)

Lower award Fail

Interim

DBA (n=8) 2 3 3

Viva            

DBA (n=8) 1 6 1      

Collect, analyze, and disseminate assessment information (contd)

Frequency of corrections mapped against Learning Objectives

1.1 1.2 2.1 2.2 3.1 3.2 4.1 5.1 5.2

Interim

All 5 5 22 11 4 1 2 8 6

Viva

All 7 7 6 1 5     7 21

Use assessment information for continuous improvement

‘Close the loop’ (Bisoux, 2008, p.22) - Suggestions for improvement relating to examiners’ comments:

Learning Goal 2• Throughout the programme, keep title, aims, objectives, research

question and boundaries under review and ensure they reflect the work undertaken

Learning Goal 5 (and particularly objective 5.2) • Provide clarity regarding the originality of contribution to practice (DBA)

and to knowledge (PhD)• Ensure the abstract summarises the entirety of the work • Correct typographical and grammatical errors