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Senators and Representatives in the United States Congress and the Department of Education have demanded evidence from administrators at colleges and universities that the quality of education they provide was worth the billions of federal dollars being spent. In 2010, for example, members of Congress wanted to know that the outstanding balance of more than $850 billion, which, in that year was loaned to more than 19 million students, promoted positive learning results (Sparks, 2011).
Regulations from multiple stakeholders require reports on student learning outcome assessment in higher education. Government officials demand evidence of student learning to justify federal expenditures on higher education (Culver, 2010). Duque and Weeks (2010) have noted the importance of assessing student learning outcomes in response to requirements from external stakeholders, such as the government. However, a lack of guidance on how to assess student learning outcomes has made it difficult to meet the requirements of the regulators. One reason regulators may not provide useful guidance could be perceptions regarding academic freedom (Eaton, 2010).
The U.S. Department of Education formed a committee to report to the Secretary of Education on measures of student success (USDE, 2011). The committee noted that data and measures of student learning were being collected for numerous stakeholders, but that stakeholders only agreed on a few standardized measures (USDE, 2011). Ohia (2011) noted that administrators, faculty, and staff struggle to identify useful models that allow them to assess and report effective student learning outcomes.
Accreditation has been the primary tool used by the government to determine whether or not institutions of higher education were qualified to receive federal funding. However, government officials have also been demanding evidence of student learning (Culver, 2010).
Overview
This study provided evidence that applying quality management theory (internal quality assurance) enhanced the assessment processes of student learning outcomes (external quality assurance). In short, the synergism generated through a linkage with quality management standards improved the ability to assess student learning outcomes. The study added to existing knowledge in management and quality management theory by providing insight into the impact of quality management principles and the extent to which implementing them enhanced the process of assessing student learning outcomes (Bontas, 2011).
Management theory building must include factors responsible for observed patterns in specific...