文章基本信息

标题：Linking Classroom Performance to the Institutional Mission Statement
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作者：William Patrick Leonard ; Chia-Hsing Huang
期刊名称：SAGE Open
印刷版ISSN：2158-2440
电子版ISSN：2158-2440
出版年度：2014
卷号：4
期号：1
DOI：10.1177/2158244013518056
语种：English
出版社：SAGE Publications
摘要：A higher education institution’s mission statement should communicate its purpose and goals to both internal and external stakeholders. Unless there is a means of assessing the statement’s efficacy, it is little more than a vacuous public relations contrivance. Most teaching institutions’ mission statements directly or indirectly speak to student learning. Focusing on business schools, a literature review found little evidence of mission statement influence at the individual course level. Studies assessing the linkage between individual courses and the school’s mission statement are few. More comprehensive studies assessing the linkage from assemblages of multiple-section courses, majors, and programs could not be located in the available literature. This article presents a unique and cost-effective mathematical model that can be used to link aggregated student performance in individual courses to the institutional mission statement. Its utility permits the aggregation and disaggregation of data facilitating comparisons and contrasts performance within and across majors, required and elective, and general education within a curriculum in relation to the institution’s mission statement. Furthermore, the model could be used to isolate and compare and contrast targeted subgroups by class standing, faculty rank, experience, and full- or part-time status.
关键词：management education; management; social sciences; higher education; education; corporate governance; business law and business ethics research methods; measurement and scaling methods; research methods; assessment; student learning; mission statement and efficacy