Program Evaluation in Business Education

           Chapter fourteen examines the goals of program evaluation within the context of business education programs.  The overall goals of program evaluation is illustrated by showing specific examples of these goals in business program documents, the recurrent attention to these goals in informal and formal evaluation practices, the impact of current legislative and cultural mandates, and examples of the ways that business programs can implement program evaluation in ongoing practices.

            The main goals of program evaluation are to enable a department to improve the quality of its program, to increase the program’s effectiveness, and to strive constantly for excellence.  Program evaluation improves program quality by asking three fundamental questions about the worth of the enterprise being examined.  The questions deal with goal accountability, process accountability, and outcome accountability.  Goal accountability addresses the question of whether goals are reasonable and appropriate.  Process accountability addresses the question of whether the procedures for accomplishing stated goals are reasonable and appropriate.  Outcome accountability addresses the question of the extent to which established goals been achieved.  The questions can be seen as part of ongoing informal assessments of programs, as well as part of formal program evaluation models.

            A commonly used model is the CIPP model, developed in the 1970s.  There are four types of evaluation which include context, input, process, and product.  This model uses both formative and summative information to enable stakeholders to establish an accountability record and make decisions.  Another type of model is known as the Kirkpatrick Model.  It has four evaluation levels which include reaction, learning, behavior, and results.

            There are also steps that can bring about improvement in the program.  The book discusses program goals, curriculum, student organizations, staff, community resources, facilities, software and equipment, instructional materials, and student follow-ups.  Through all of these, educators can learn and improve their system.  By effectively examining everything, educators will have the resources to provide quality instruction when they can continually demonstrate they are doing the right things and doing them well.

            It is important for educators to evaluate themselves and their program.  There is always room for improvement and changes.  Changes made need to be the right type of changes to ensure program quality.

Lambrecht, J. J. & Meggison, P. F. (2007). Program Evaluation in Business Education. In M.L. Bush (Ed.), Assessment for an Evolving Business Education Curriculum (pp. 186-201). Reston, VA: National Business Education Association