A case study of a university transitioning toward reporting learner-based outcomes: Challenges and expectations from the outside

Fernando Padró, Monmouth University, New Jersey

This is a study of what an American university reported as part of its accreditation review, specifically mandating the use of learner-based outcome data. The move towards the use of learner outcomes assessment within accreditation is recent and still developing. The analysis is done in light of a comparison with Australia's approach toward collecting learner data through surveys such as the CEQ. Learner data provided in the accreditation Portfolio is scant, demonstrating the difficulties in transitioning to a continuous improvement approach toward accreditation review and the identification of appropriate metrics, data collection, and use of the data as a proxy for quality. Throughout the narrative, issues surrounding the development and use of learner data are explored. Three major points of consideration are posited which become the bases for presenting concerns shared by developing systems such as those found in the USA and mature national quality assurance processes such as those used in Australia.