Assessing Business Knowledge of Students in German Higher Education

Abstract

Different stakeholders frequently claim that there is a gap between academic training and professional requirements. One possible scientific approach toward these recent criticisms is to develop and implement standardized assessments of learning outcomes in higher education. The availability of standardized test instruments potentially enables research into the constitution of students’ knowledge and the supposed gaps. More importantly, criteria for successful and unsuccessful knowledge development can be identified and used as valid sources of information for all stakeholders of higher education (e.g. students, university employees and policy makers). In this paper, domain-specific knowledge is viewed as one key component of professional competence. However, for the genesis of competent action, a combination of different types of knowledge and knowledge organization is necessary, as well as volitional, motivational and social dispositions of the individual. ... The goal of this paper is to describe the development of a test that covers basic business knowledge in line with content covered by compulsory undergraduate business courses. (DIPF/Orig.)

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