Groupe ISCAE has organized the Faculty yearly residential seminar Faculty, in the 08&09 and 10 March, 2019 in Marrakech, under the theme: “Because the world will never be like today, RETHINK TOGETHER THE ISCAE OF TOMORROW’.
During this seminar, the Teachers have participated actively in thematic, interactive work sessions.
The first session addresses the topic: “Small School, Big Impact” was led by Mr. Michel KALIKA, an Emeritus Professor of Management at the IAELYON School of Management, and co-director of Business School Impact System (BSIS) for the FNEGE and EFMD.
The second session dealt with the ” Virtual Reality: immersion at E. Leclerc Drive”
and was moderated by Mr. Aurélien ROUQUET, Professor of Logistics and Supply Chai Management at Neoma Business School.
The Third session was a “Review of the AOL approach applied to the Grande Ecole and License programs”, and the Fourth Session, “AOL assessment process “, were presented by Mr. David SIMMONS, Expert in International Accreditations, Quality Education Development.
David Simmons introduced the idea of AACSB.
Starting from Mission, (in the context of AoL) we emphasised the need to establish high-level programme objectives, before moving on to consider how these objectives could be operationalised broken down at a more granular level (in terms of competencies we wish students to demonstrate.)
Then (stage 3 ) we mapped PLOs to the curriculum: this is about where the learning is undertaken on each programme (as differentiated from determination of achievement).
Once we know the PLOs and where the learning is being enabled, the next step was working out how we know the learning has been achieved…. How do we check that the students have achieved that goal?
We looked at what determines ACHIEVEMENT and the tools we use to identify this (embedded elements such as a formal assessment or indirect ones which might be employer feedback, for example), before going on to identify the elements that we use to measure achievement – namely specific characteristics. traits, behaviours – which we then use to provide metrics of attained achievement (suggested 3 levels – from Below Expectations, Meets Expectations to Exceeds Expectations). This gives us evidence as to whether our programme is delivering its PLOs.
At this point we have done the following exhaustive process:
What do we want them to learn? (AOL is about demonstrating that students are learning what we want them to learn. What would you like your graduates to be? What are the programme-level learning outcomes? (4-5 common/2-3 specific) nb – links to mission /vision etc. Who do we want our learners to BE
We have PLOs. How will they be evidenced (Operationalise the PLOs). What do we want them to DO
Where are students enabled to achieve them (Map to curriculum. NB: formal vs informal)
WHERE and HOW
How will you know if the PLOs have been achieved? (NB: grades etc are not usually sufficient). METRICS.
What are the rates of achievement ANALYSIS The final part is to take corrective measures if our sample falls short of expectations. This is “closing the loop” – in other words taking programme outcomes and evolving them in such a way as to ensure that learning is achieved.
The first part of the seminar examined the different stages of AOL specifically up to Q4 above – by relating PLOs to Mission and by asking participants to consider how their collective contributions can add value to the programme experience of their students and ensure desired outcomes.
There is work still to be done in developing more precise learning goals for programmes and ensuring that these are fully mapped across all the different elements of the programme.
The first afternoon session was perhaps rather too ambitious as many of the participants had not been present at the 2018 introductory seminar and therefore the idea of AACSB , and even more AOL, were relatively new to them. It was emphasised that AACSB accreditation is a long-term process (just to reach the stage of eligibility) and that AoL was the specific area that aspiring schools found most challenging – hence the need for a systematic approach.
The second part of the presentation was more interactive, and consisted of four teams working to try to elaborate some sample rubrics for some of the LOs already established in the cse of the Grandes Ecoles programmes. The concept is a difficult one to master in a brief session but participants showed that, with the assistance of (for example) Bloom’s taxonomy, they were responsive to the idea of making the achievement of learning goals as transparent as possible and also showed that they, with more time and appropriate preparation, they are capable of elaborating and articulating different levels of achievement [rubrics] that are an essential part of a comprehensive AOL system
On the sidelines of this event, an attendance certificate was awarded to each participant.