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Diagnosing Student Learning Outcomes Using the Organizational Learning Contract Framework

Diagnosing Student Learning Outcomes Using the Organizational Learning Contract Framework

Kyra Sutton, Jeremy Ezell, Chetan S. Sankar
Copyright: © 2013 |Volume: 9 |Issue: 1 |Pages: 14
ISSN: 1550-1876|EISSN: 1550-1337|EISBN13: 9781466631762|DOI: 10.4018/jicte.2013010102
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MLA

Sutton, Kyra, et al. "Diagnosing Student Learning Outcomes Using the Organizational Learning Contract Framework." IJICTE vol.9, no.1 2013: pp.12-25. http://doi.org/10.4018/jicte.2013010102

APA

Sutton, K., Ezell, J., & Sankar, C. S. (2013). Diagnosing Student Learning Outcomes Using the Organizational Learning Contract Framework. International Journal of Information and Communication Technology Education (IJICTE), 9(1), 12-25. http://doi.org/10.4018/jicte.2013010102

Chicago

Sutton, Kyra, Jeremy Ezell, and Chetan S. Sankar. "Diagnosing Student Learning Outcomes Using the Organizational Learning Contract Framework," International Journal of Information and Communication Technology Education (IJICTE) 9, no.1: 12-25. http://doi.org/10.4018/jicte.2013010102

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Abstract

Using the Goodman and Beenen (2008) organizational learning contract framework as a diagnostic tool, this study investigates the effectiveness of an academic institution’s learning environments by examining students’ perception of their mastery of the institution’s established curriculum learning goals. Students at a major Southeastern university were surveyed regarding their awareness of College of Business learning goals, their self-perceived goal mastery, and regarding learning environments they felt had helped them develop the related skill sets for each learning goal. Ordinary Least Squares regression and descriptive statistics were used to analyze the data. These results are analyzed and discussed through the lens of the Organizational Learning Contract framework, highlighting its potential in diagnosing curriculum fulfillment of expectations and goals.

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