Large-scale international assessments of learning outcomes: balancing the interests of multiple stakeholders

References

• Accreditation Board for Engineering and Technology. (2015). Criteria for accrediting engineering programs.
   Google Scholar
• Alexander, F.K. (2000). The changing face of accountability: Monitoring and assessing institutional performance in higher education. Journal of Higher Education, 71(4), 411–431.
   Web of Science ®Google Scholar
• Altbach, P.G., Reisberg, L., & Rumbley, L.E. (2009). Trends in global higher education: Tracking an academic revolution. Paris: UNESCO Publications.
   Google Scholar
• Ashwin, P. (2015). Missionary zeal: Some problems with the rhetoric, vision and approach of the AHELO project. European Journal of Higher Education, 5(4), 437–444. doi:10.1080/21568235.2015.1087869
   Google Scholar
• Benneworth, P., & Jongbloed, B.W. (2010). Who matters to universities? A stakeholder perspective on humanities, arts and social sciences valorisation. Higher Education, 59(5), 567–588. doi:10.1007/s10734-009-9265-2
   Web of Science ®Google Scholar
• Brahimi, T., Sarirete, A., & Ibrahim, R.M. (2016). the impact of accreditation on student learning outcomes. International Journal of Knowledge Society Research (IJKSR), 7(4), 51–62. doi:10.4018/IJKSR.2016100105
   Google Scholar
• Carnoy, M., Loyalka, P., Dobryakova, M., Dossani, R., Froumin, I., Kuhns, K., & Wang, R. (2013). University expansion in a changing global economy: Triumph of the BRICs? Stanford: Stanford University Press.
   Google Scholar
• Donaldson, T., & Preston, L.E. (1995). The stakeholder theory of the corporation: Concepts, evidence, and implications. Academy of Management Review, 20(1), 65–91. doi:10.5465/amr.1995.9503271992
   Web of Science ®Google Scholar
• Eaton, J.S. (2003). Is accreditation accountable? The continuing conversation between accreditation and the federal government. CHEA monograph series, 1. Council for Higher Education Accreditation.
   Google Scholar
• Ewell, P.T. (2012). A world of assessment: OECD’s AHELO initiative. Change: The Magazine of Higher Learning, 44(5), 35–42. doi:10.1080/00091383.2012.706515
   Google Scholar
• Freeman, R.E. (1984). Strategic management: A stakeholder approach. Boston: Pitman.
   Google Scholar
• Froumin, I., Kouzminov, Y., & Semyonov, D. (2014). Institutional diversity in Russian higher education: Revolutions and evolution. European Journal of Higher Education, 4(3), 209–234. doi:10.1080/21568235.2014.916532
   Google Scholar
• Gu, L. et al. (2018). Validating the use of translated and adapted heighten® quantitative literacy test in Russia. In Eggins, H. (ed.), Assessment of learning outcomes in higher education. cross-national comparisons and perspectives (pp. 267-284). Cham, Switzerland: Springer.
   Google Scholar
• Jiang, K. (2015). Undergraduate teaching evaluation in China: Progress and debate. International Higher Education, 58, 15.
   Google Scholar
• Jongbloed, B., Enders, J., & Salerno, C. (2008). Higher education and its communities: Interconnections, interdependencies and a research agenda. Higher Education, 56(3), 303–324. doi:10.1007/s10734-008-9128-2
   Web of Science ®Google Scholar
• Kapur, D., & Perry, E.J. (2015). Higher education reform in China and India: The role of the state. Cambridge: Harvard-Yenching Institute Working Paper Series.
   Google Scholar
• Kardanova, E., Loyalka, P., Chirikov, I., Liu, L., Li, G., Wang, H., … Johnson, N. (2016). Developing instruments to assess and compare the quality of engineering education: The case of China and Russia. Assessment & Evaluation in Higher Education, 41(5), 770–786. doi:10.1080/02602938.2016.1162278
   Web of Science ®Google Scholar
• Lampe, M. (2001). Mediation as an ethical adjunct of stakeholder theory. Journal of Business Ethics, 31(2), 165–173. doi:10.1023/A:1010749313936
   Web of Science ®Google Scholar
• Leisyte, L., & Westerheijden, D.F. (2014). Stakeholders and quality assurance in higher education. In Eggins, H. (Ed.), Drivers and barriers to achieving quality in higher education (pp. 83–97). Rotterdam: Sense Publishers.
   Google Scholar
• Lennon, M.C., Fukahori, S., & Edwards, D. (2018). Global assessments of disciplinary learning outcomes: What we learned from AHELO. In Hazelkorn, E., Coates, H., McCormick, A. C. (Eds.)., Research Handbook on Quality, Performance and Accountability in Higher Education, 264–274. Cheltenham, UK: Edward Elgar Publishing.
   Google Scholar
• Liu, O.L., Shaw, A., Gu, L., Li, G., Hu, S., Yu, N., … Loyalka, P. (2018). Assessing college critical thinking: Preliminary results from the Chinese HEIghten® Critical Thinking assessment. Higher Education Research and Development, 37(5), 999–1014. doi:10.1080/07294360.2018.1467381
   Web of Science ®Google Scholar
• Loyalka, P., Liu, O. L., Li, G., Chirikov, I., Kardanova, E., Gu, L., Ling, L., Yu, N. Guo, F. Ma, L., Hu, S., Johnson, A. S., Bhuradia, A., Khanna, S., Froumin, I., Shi, J., Choudhury, P. K., Beteille, T., Marmolejo, F. & Tognatta, N. (2019). Computer science skills across China, India, Russia, and the United States. Proceedings of the National Academy of Sciences, 116(14), 6732-6736.
   Google Scholar
• Lyytinen, A., Kohtamäki, V., Kivistö, J., Pekkola, E., & Hölttä, S. (2017). Scenarios of quality assurance of stakeholder relationships in finnish higher education institutions. Quality in Higher Education, 23(1),35-49.
   Web of Science ®Google Scholar
• Marmolejo, F., & Beteille, T. (2017). India: Is a college degree worth it? The world bank blogs. Retrieved from http://blogs.worldbank.org/education/india-college-degree-worth-it
   Google Scholar
• Mitchell, R.K., Agle, B.R., & Wood, D.J. (1997). Toward a theory of stakeholder identification and salience: Defining the principle of who and what really counts. Academy of Management Review, 22(4), 853–886. doi:10.5465/amr.1997.9711022105
   Web of Science ®Google Scholar
• Reynolds, S.J., Schultz, F.C., & Hekman, D.R. (2006). Stakeholder theory and managerial decision-making: Constraints and implications of balancing stakeholder interests. Journal of Business Ethics, 64(3), 285–301. doi:10.1007/s10551-005-5493-2
   Web of Science ®Google Scholar
• Shahjahan, R.A., & Torres, L.E. (2013). A ‘global eye’ for teaching and learning in higher education: A critical policy analysis of the OECD’s AHELO study. Policy Futures in Education, 11(5), 606–620. doi:10.2304/pfie.2013.11.5.606
   Google Scholar
• Shaw, A., Liu, O.L., Gu, L., Kardonova, E., Chirikov, I., Li, G., … Loyalka, P. (2019). Thinking critically about critical thinking: Validating the Russian HEIghten® critical thinking assessment. Studies in Higher Education, 1–16, (in press). doi:10.1080/03075079.2019.1672640
   Web of Science ®Google Scholar
• Steedle, J.T. (2012). Selecting value-added models for postsecondary institutional assessment. Assessment & Evaluation in Higher Education, 37(6), 637–652. doi:10.1080/02602938.2011.560720
   Web of Science ®Google Scholar
• Tilak, J.B. (2014). Private higher education in India. Economic and Political Weekly, 49(40), 32–38.
   Google Scholar
• Tremblay, K. (2013). OECD assessment of higher education learning outcomes (AHELO): Rationale, challenges and initial insights from the feasibility study. In Blömeke, S., Zlatkin-Troitschanskaia, O., Kuhn, C. & Fege, J. (Eds), Modeling and measuring competencies in higher education (pp. 113–126). Rotterdam: Sense Publishers.
   Google Scholar
• Tremblay, K., Lalancette, D., & Roseveare, D. (2012). Assessment of higher education learning outcomes feasibility study report: Volume 1 – design and implementation. Paris: OECD.
   Google Scholar
• Varghese, N.V., & Malik, G. (Eds.). (2015). India higher education report 2015. New York, NY: Routledge.
   Google Scholar
• Wang, L. (2014). Internationalization with chinese characteristics: the changing discourse of internationalization in China. Chinese Education & Society, 47(1),7-26.
   Google Scholar
• Woodhouse, D. (1998). Quality assurance in higher education: The next 25 years. Quality in Higher Education, 4(3), 257–273. doi:10.1080/1353832980040306
   Google Scholar