Ed.D. Dissertations

Date of Award

12-2019

Document Type

Open Access Dissertation

College

College of Education

Department

Education

Degree Name

Doctorate of Education, Ed.D.

Faculty Chair

Floralba Arbelo-Marrero, Ed.D.

Content Specialist

Aaron Cooley, Ph.D.

Content Reader

Toni Carr, Ed.D.

Keywords

authentic assessment, core business skills, interactive feedback, performance standard, professional competence, rubric

Abstract

Newly hired college graduates who have earned their degree in business are underprepared in demonstrable foundational and functional professional competencies required for success in the workplace. The basic business skills necessary to be learned through studies at institutions of higher education are forcing schools to consider if changing the way learning is assessed would create a more valuable post-graduation employee. This phenomenological case study was designed to discover if business school educators at institutions of higher learning recognize the value of using authentic assessment practices as preparation for graduates seeking future employment in a business setting. The study was conducted at a single institution located in the Northeast region of the United States. A combination of 16 members of the administrative team, subject matter experts, and faculty were invited to participate in the study. Data included one-on-one interviews and an open-ended question questionnaire. The four main themes identified include current assessment practices, the understanding of authentic assessment, curriculum creation at the institution, and how student skill validation is currently conducted in the classroom. The outcomes resulting from this research study help to identify further research opportunities including expanding to a larger, more diverse population of participants. Additionally, implementing the same study procedures but across different disciplines would uncover if the phenomenon was global to an institution or specific only to the business school.

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