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Innovative Outcome Assessment in Graduate Business Education and Continuous Improvement

Author

Listed:
  • Chattopadhyay Satya P.

    (Associate Professor of Marketing, Kania School of Management, University of Scranton, USA)

  • Moylan Mary Elizabeth

    (Weinberg Memorial Library, University of Scranton, USA)

Abstract

The changed environment of global economy with painful austerity and restructuring measures causing severe economic dislocations in many diverse parts of the world have brought into focus the usefulness and value of management education in general and graduate management education in particular. The various accrediting bodies in America, Europe and Asia in recent years have shifted their emphasis to ensuring that learning outcomes of students in the program are tied to the goals and missions of the academic institution and meet the needs of the external partners of the academic enterprise that the students go on to serve. This has resulted in rapid advances in the field of innovative outcome assessment, and measurement of competency in performing higher order tasks as well as demonstration of traits related to successful transition into the business world and contribution to the success of the enterprise where the students are employed. The mere assessment/measurement of traits is not the end, but rather the first step in the cycle of continuous improvement in the tradition of the Plan-Do-Study-Act tradition of TQM. The goal is to identify shortcomings or opportunities for improvement via the assessment process and then to “close the loop” by introducing planned changes to improve system performance.

Suggested Citation

  • Chattopadhyay Satya P. & Moylan Mary Elizabeth, 2014. "Innovative Outcome Assessment in Graduate Business Education and Continuous Improvement," Nang Yan Business Journal, Sciendo, vol. 2(1), pages 173-179, November.
  • Handle: RePEc:vrs:nybujo:v:2:y:2014:i:1:p:173-179:n:18
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