Measuring Learning Outcomes in Cross-Cultural Relations Courses: The Case for Experiential Learning
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| Title: | Measuring Learning Outcomes in Cross-Cultural Relations Courses: The Case for Experiential Learning |
|---|---|
| Language: | English |
| Authors: | Mohamed Zainuba, Omer Cem Kutlubay, Ahmad Rahal, Randall Stone |
| Source: | Journal of International Education in Business. 2025 18(1):47-64. |
| Availability: | Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Outcomes of Education, Cross Cultural Training, Cultural Awareness, Intergroup Relations, Experiential Learning, Learner Engagement, Business Administration Education, Student Evaluation, Program Effectiveness, Learning Processes, Directed Reading Activity, Case Method (Teaching Technique), Critical Incidents Method, Course Evaluation |
| DOI: | 10.1108/JIEB-12-2023-0098 |
| ISSN: | 2046-469X 1836-3261 |
| Abstract: | Purpose: Since accreditation bodies emphasize program-level learning goals, there is often less focus on measuring learning at the course level. This study aims to offer a method for using experiential learning exercises to measure student engagement and learning outcomes in cross-cultural relations courses by highlighting which learning outcomes to assess, how to measure the achievement of these learning outcomes, what students learn and the measurement process. Design/methodology/approach: Data was collected from three sections of the (control group) and (experiment groups). Chi-square independence and analysis of variance (ANOVA) tests were employed to examine the significant association between these groups. Findings: Students perform alike when exposed to various experiential learning methods. However, the lack of experiential learning might hinder students' understanding of the course material. Consequently, the performance in both learning objectives from the control group was significantly lower than students in the experiment groups. Originality/value: This study presents an approach for merging assurance of learning into integrated business courses, and how to use experiential learning exercises as instructional tools for improving and measuring learning. When course-level assessments focusing on developing relevant competencies are well-implemented, they can strengthen related program-level goals. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1457137 |
| Database: | ERIC |
| Abstract: | Purpose: Since accreditation bodies emphasize program-level learning goals, there is often less focus on measuring learning at the course level. This study aims to offer a method for using experiential learning exercises to measure student engagement and learning outcomes in cross-cultural relations courses by highlighting which learning outcomes to assess, how to measure the achievement of these learning outcomes, what students learn and the measurement process. Design/methodology/approach: Data was collected from three sections of the (control group) and (experiment groups). Chi-square independence and analysis of variance (ANOVA) tests were employed to examine the significant association between these groups. Findings: Students perform alike when exposed to various experiential learning methods. However, the lack of experiential learning might hinder students' understanding of the course material. Consequently, the performance in both learning objectives from the control group was significantly lower than students in the experiment groups. Originality/value: This study presents an approach for merging assurance of learning into integrated business courses, and how to use experiential learning exercises as instructional tools for improving and measuring learning. When course-level assessments focusing on developing relevant competencies are well-implemented, they can strengthen related program-level goals. |
|---|---|
| ISSN: | 2046-469X 1836-3261 |
| DOI: | 10.1108/JIEB-12-2023-0098 |
