Single Assessments in Business Colleges May Not be Telling the Whole Story

Education is a process that helps students widen their understanding of their fields of study as well as the world around them. The problem is that many colleges may not be aware of whether their students are actually learning. As colleges seek to improve learning assessment in light of budget difficulties they are seeking ways of assessing learning. However, such assessments may actually fail in their overall ability to determine higher levels of student learning. A single method of assessment may not actually be telling the whole story. 

Teaching is an important component of any quality of education. Through this understanding we see that all universities should continuously improve upon their teaching methods as much as possible. A study by Pritchard, Saccucci, and Potter in 2010 helps highlight how one AACSB accredited school improved upon their teaching practices by focusing closely on their mission statement. 

The mission statement is the main guide by which all other functions of the organization are derived.  In order for the organization to effectively use this mission statement they should use it as an overriding philosophy to measure effectiveness as well as a way to review those measurements for continuous improvement. The process should be one that continually analyzes itself for improvement and development. 

This study was longitudinal by nature and looked at teacher and program effectiveness over a period of 12 semesters. They measured the teaching quality by using a SIR II assessment given to students every class and every semester. Each professor was required to do an analysis of their teaching results as well as a personal plan of improvement. The assessment design helped teachers to use data to reflect on their overall performance and find ways to improve. 

The results showed that even though professors were seeking overall improvement they did not actually get it. It was also found that students were more engaged in class and putting forward more effort but did not actually learn more. The results of individual analysis did change over time but the single measure was relatively ineffective in assessing what was occurring.

Since the study relied only on SIR II the results were skewed. Proper assessment of instructors and overall learning of students requires multiple avenues of assessment in order to assess complex teaching well. Furthermore, programs themselves may require multiple assessments and ways of looking at learning in order to adequately reflect what is occurring. However, the process of assessment, analysis of results, and implementation of the results remains a valid method of improving student learning. 

Pritchard, R., Saccucci, M. & Potter, G. (2010). Evaluating a program designed to demonstrate continuous improvement in teaching at an AACSB-Accredited college of business at a regional university: a case study. Journal of Education for Business, 85.

Helping College Students Achieve Their Goals through Relationships

The college experience is a rite of passage that is an avenue to higher income and levels of employment. Students often experience difficulty making the transitions from home life to a traditional college setting without support. For some students the transition requires the acceptance of new connections and social networks with people that support their goals. Student retention has become a bigger concern for colleges in recent years and research helps support how colleges can increase these retention rates as students make these difficult life-changing choices.

Even though there is literature available on how to improve retention rates the actual percentages of retention have not changed much over the past decade (NCES, 2005). The period of adjustment to college life can be difficult for many students as they transition out of their homes and into a new way of thinking and living. Over the past decade the nature of college and the demographics of students are adjusting to new ways of living and this may require new ways of viewing retention.

Prior research indicates that a seminar in the first year helped improve student retention and increase student satisfaction (Astin et al, 2002). Such seminars help students make the transition from their old worlds to the new worlds. Retention may be in part associated with the disappearance of social networks from their homes and not finding appropriate support networks within college. 

The use of student advisers can have an impact on students ability to make this important transition. The skill and strength of the advisory-advisee relationship had an impact on the overall success of first-year student experiences (Nutt, 2003). Students relied on these advisers to give them direction, information, and advice in a number of arenas.  The more connected the students were to the advisers that more able they were to make appropriate choices.

Understanding how and why students do not transition into college life is important in helping students achieve their long-term goals. Much of the previous research has been on traditional universities where students physically move from one location to another. However, the transition may be more of a mental transition and those who have been prepared by their home environment are more likely to have higher levels of success.

Research conducted by Hsu & Bailey (2011) administered surveys to all Foundations of Business Courses for seven semesters at undergraduate courses of an AACSB school. The survey assessed 1.) the level of advisement from various sources within the university (i.e. advisors, instructors, friends, etc…), 2.)  student difficulties (away from home, social fit, jobs, etc…) and 3.) whether or not students would return to school next semester. A total of 913 freshman under the age of 24 participated in the study.

Results:

-Students who said they would not return indicated that their advisor would not share information with them or help them set a plan.

-Students who said they would not return skipped classes more often and had other difficulties in college life. 

-The students who said they would not return to college relied less on their friends and others.

-Students had a favorable view of the 4-year study plan.

-Improving relationships between faculty members and students improved retention.

Analysis:

Students and their ability of achieving their goals with a university education relies in part on their perceived ability to transition from one lifestyle and move into the next. The more connections and help a student has in making new connections, communities, and social networks within the school will often determine their success level. Many of the problems students face may be associated with their prior experiences, home networks, and perception of their ability to make this transition. However, the advisor is often the first person such students contact and becomes their initial association to the university. Advisors, who have the ability to give appropriate information, maintain relationships, and help students make the transition are likely to see higher levels of retention.  One must wonder if chronic positive behavior by universities can help students feel more confident about this transition, encourage engagement, and further their opportunities for success.

Author: Dr. Murad Abel

Astin, A. W., Oseguera, L., Sax, L. J., & Korn, W. S. (2002). The American freshman: Thirty-five year trends. Los Angeles: Higher Education Research Institute, UCLA.

Hsu, M. & Bailey, A. (2011). Retention in Business Education: Understanding Business Student Perceptions of Academic Advising and College Life. International Journal of Business and Social Science, 2 (21).

National Center  for Education Statistics (NCES), (2010). Statistical Analysis Report 2005-

156. Retrieved March 9th, 2013, from Web site: http://nces.ed.gov/das/epubs/2005156/

Nutt, C. L. (2003). Academic advising and student retention and persistence

. NACADA. Clearinghouse of Academic Advising Resources. Advising Issues & Resources.

Are College Students Emphasizing the Right Employment Skills?

We hear a lot about what skills are needed within the workplace from the perspective of the employer but we do not often hear about student perspectives. Research helps highlight how undergraduate and graduate students view the necessary skills to be successful in the workplace. It is surprising to find that both undergraduate and graduate students have some similarities but also some differences in their skill perception. 

Employers are regularly looking for a whole host of necessary skills from recent graduates. At 2006 survey entitled Are They Ready to Work found that employers valued work ethic, written and oral communication, teamwork / collaboration, critical thinking, problem solving, and ethics /social responsibility. With over 400 employer participants the survey can be seen as a strong benchmark for recruiter needs.

A survey conducted by Ingbretsen (2009) helped to further lend support to the skills employers request from recent graduates. Such skills were communication skills, work ethic, teamwork, and analytical skills. Such employers desire to find employees that know how to work in groups and use their analytical skills to solve important organizational problems. 

What employers view as important isn’t necessarily what students feel is important. Understanding the differences in perceptions might help narrow the gap through further education and encouragement. If employers are requesting one thing and new employees are emphasizing another then there is bound to be some initial friction as graduates adjust to new work roles.

Research conducted by English, Manton, Sami and Dubey (2012) helped to shed light on the differences in opinion between undergraduate and graduate students between the characteristics needed in the workplace.  A total of 153 graduate students and 360 undergraduate students were surveyed on 26 characteristics needed to be successful in the workplace. All of the students were either from a Business Administration or MIS course at A&M University.

Results: 

-Integrity and Honesty were ranked first for both graduate and undergraduates.

-Strong work ethic was ranked second for both graduate and undergraduates.

-Both graduate and undergraduate students focused more on intrinsic qualities that included integrity, good work ethic, listening skills, common sense, self motivated, positive work attitude, maturity, problem solving ability and critical thinking skills.

-Undergraduates ranked maturity and critical thinking skills as higher than graduate schools.

-Both graduates and undergraduates ranked a positive attitude as high.

-The lowest rankings for both graduate and undergraduate students was cultural fit, prior work experience, extracurricular activities, and knowledge of a second language.

-Both graduate and undergraduate students ranked writing skills lower than studies conducted by others.

Analysis:

The study helps to create greater understanding of how undergraduate beliefs adjust when entering into graduate students. This also emphasizes how employer’s perspectives may not be the same as new employees entering into the market. Even with a number of differences there are plenty of similarities that can be emphasized for shared perspectives. Colleges can also provide stronger emphasis on employer desired characteristics while employers can enhance employee expectations through their training programs limiting any negative effects of divergence of beliefs.

English, D., Manton, E., Sami A. & Dubey, A. (2012). A comparison of the views of college of business graduate and undergraduate students on qualities needed in the workplace. College Student Journal, 46 (2).

Ingbretsen, R. (2009, February 18). What employers really look for when hiring a college graduate. Retrieved from http://searchwarp.com/swa437827-What-Employers-Really-Look-For-When-Hiring-ACollege-Graduate.htm

The Conference Board, Corporate Voices for Working Families, Partnership for 21st Century Skills, and Society for Human Resource Management. Are they really ready to work? 21 Century Skills