Assurance of learning in business education – what exactly are we assuring, and whose business should it be?

Aaron Tham · Margarietha de Villiers Scheepers · Anthony Grace · Ann Suwaree Ashton

15 citations0/0 files storedQuality Assurance in Education

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Management and Marketing Education Higher Education Governance and Development Higher Education and Employability

Abstract

Purpose This paper aims to critically evaluate the evolution of Assurance of Learning (AoL) in business education and identify gaps and responsibilities in higher institution landscapes moving into the future. This comes amidst increasing structural reforms, an increasingly digitalised world, accelerated by the COVID-19 pandemic and wider scrutiny of graduate competencies for job readiness. Design/methodology/approach A systematic literature review comprising 27 journal articles published between 2018 and 2022 is the methodology used in this research. This approach is justified as it provides a recent synopsis of current trends on AoL and encompasses the changes over the course of the COVID-19-induced higher education landscapes. Findings The systematic literature review revealed a strong flavour for AoL measurement through the students' perspectives, with little emerging from faculty insights. Only six out of the 27 articles were framed in a non-English speaking background, revealing that most studies were still concentrated in a US or English environment. Also, while papers on AoL have increased in numbers from 2018 to 2022, there remains scant literature on AoL measurements related to the COVID-19 pandemic and recent digital technologies, and how these would have changed given the rapid shift to online or hybrid environments. Originality/value A comprehensive review of AoL literature from 2018 to 2022 is undertaken through Leximancer, which reveals conceptual and relational ties between core themes and concepts of interest. The findings inform business school leaders of the current state of AoL processes, by combining the views of students, faculty and managers.

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References

2003Five Steps to Conducting a Systematic Review 2020The future of business education: A commentary in the shadow of the Covid-19 pandemic 2019Conceptual structure and perspectives on entrepreneurship education research: A bibliometric review 2019A commentary on learning objectives for accounting education programs: The importance of soft skills and technical knowledge 2019The neoliberal turn in Higher Education 2011Quantitative approaches to content analysis: identifying conceptual drift across publication outlets 2020COVID‐19 and Its Impact on Management Research and Education: Threats, Opportunities and a Manifesto 2018Evidence-based policy and higher education quality assurance: progress, pitfalls and promise

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