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Over the past two years a group of distinguished business faculty worked on defining and measuring a set of learning outcomes for undergraduates in their field. The Measuring College Learning (MCL) project—organized by the Education Research Program at the Social Science Research Council—served to facilitate faculty consensus around a limited set of empirically measurable “essential concepts and competencies” that business students should gain over time. Rather than striving to produce a set of exhaustive of comprehensive list of learning outcomes, the MCL frameworks that emerged serve as a jumping off point for departments and disciplinary associations.
The MCL business panel was made up of fifteen scholars with expertise on teaching, learning, and assessment in the discipline:
Sara Beckman, Senior Lecturer, Earl F. Cheit Faculty Fellow, Haas School of Business, University of California, Berkeley
Thomas Calderon, Chair and Professor of Accounting, College of Business Administration, University of Akron
Lynn Doran, Professor of the Practice, McDonough School of Business, Georgetown University
Doug Guthrie, Professor of International Business and Management, George Washington University
Kathleen Krentler, Professor of Marketing and Director of the Undergraduate Program, College of Business Administration, San Diego State University
Kathy Lund Dean, Distinguished Chair in Leadership and Ethics in Economics and Management, Gustavus Adolphus College
Kathryn Martell, Dean, College of Business, Central Washington University
Jeff Nesteruk, Professor of Legal Studies, Department of Business, Organizations, and Society, Franklin & Marshall College
Claire Preisser, Senior Program Manager, Business and Society Program, The Aspen Institute
Robert Reid, Executive Vice President & Chief Accreditation Officer, Association to Advance Collegiate Schools of Business (AACSB Int’l)
Paige Reidy Soffen, Program Coordinator, Business and Society Program, The Aspen Institute
Scott Romeika, Director of Academic Affairs and Advising, Wharton School of Business, University of Pennsylvania
William Sullivan, Senior Scholar, Center of Inquiry in the Liberal Arts, Wabash College
Karen Tarnoff, Assistant Dean for Assurance of Learning and Assessment, College of Business and Technology, East Tennessee State University
Lynn Wooten, Associate Dean for Undergraduate Programs, Clinical Associate Professor of Strategy and Management & Organizations, Stephen M. Ross School of Business, University of Michigan, Ann Arbor
At the center of each of the MCL white papers is an innovative learning outcomes framework that articulates a set of “essential concepts and competencies” for undergraduate-level learning in the discipline. Essential concepts and competencies are deep understandings and complex skills that faculty believe are fundamental to the discipline, valuable to students, and worth emphasizing given limited time and resources. The MCL learning outcomes frameworks emerge from and are part of the MCL white papers, but they can be used as stand-alone resources.
The Measuring College Learning Project is committed to the idea that the articulated frameworks are part of an iterative process that will evolve and change over time. As part of plans for phase two of the project, we envision building out and piloting assessments based on the learning outcomes frameworks presented in the whitepaper. We look forward to the work to come, as part of a collaborative process with faculty, disciplinary associations, employer groups, and other stakeholders concerned with improving student learning in higher education.
Discipline specific project materials are available under the "Business Tools + Resources" sidebar.
General project materials are available under the "General Tools + Resources" sidebar.
Materials are also available in Improving Quality in American Higher Education: Learning Outcomes and Assessments for the 21st Century (Jossey Bass, 2016).