Improving AACSB Assurance of Learning with Importance-Performance and Learning Growth: A Case Study

Abstract

Two fallacious assumptions can mislead assurance of learning (AoL) loop closing. Association to Advance Collegiate Schools of Business guidance states that learning goals should reflect the outcomes most valued by the program, but evidence shows that schools assign equal priorities to the skills selected. The second false assumption is that students’ prior skill development begins at zero upon entry into programs and courses, leaving the true impact on outcomes open to speculation. Using course coverage in a Principles of Marketing course, we challenge these two assumptions by demonstrating the impact of adding outcome importance and prior learning on AoL.

ACKNOWLEDGMENTS

The authors wish to thank outside reviewers for their helpful guidance and recognize the invaluable assistance of their graduate student, Linda Ensign.