Читать книгу The Wiley Handbook of Sustainability in Higher Education Learning and Teaching - Группа авторов - Страница 47

Based on background studies, current literature, and the research on the impact of OBE for sustainable growth in higher education, discussed in this chapter, we recommend some specific strategies toward true mapping between POs/SLOs and PEOs so that we can achieve sustainability in higher education sector. The strategies are outlined here according to the major factors of the OBE framework:

1 Formulation of vision and mission statements: In most mediocre academic organizations, the vision and mission statements are formulated and shared among all stakeholders just as a customary, especially in most of the Asian nations. The statements formulated actually determine the roadmap of the institutes and thus, while being developed, the stakeholders who are accountable and associated with the progress of institute and the students need to be taken into consideration. This requires 360° feedback from all stakeholders, namely employers, industries, students, alumni, parents, etc. The feedback will provide an exact estimate of where the institute stands and what more needs to be achieved. Accordingly, the goals of the institution can be set as LRGs and SRGs. The goals so written should be in sync with SDG 4 in all their components or expectations.

2 POs and PEOs: Similar to vision and mission statements, POs and PEOs of the institutes have to be articulated in accordance with those vision and mission statements and must be derived from the organization's SRGs and LRGs. The goals set are to be SMART (specific, measurable, achievable, result‐oriented, and timebound) so that the assessment can be made practically and plans made to overcome any gaps that might be present. Accordingly, POs and PEOs can be modified from time to time.

3 Mapping: Mapping is the most important step in a true assessment of growth in students if the students are to meet any of the goals under SDG 4 of sustainable goals of development. True mapping requires a lot of participation, time, and effort from learners as well as teachers. If the mapping is performed properly, then the identification of any gaps is ve,ry easy and accordingly the POs, COs, PEOs, CEOs, SLOs, and even the goal statements if required, can be modified. If we still believe that the set POs are achievable, then we will modify our best practices so that we can achieve the goals associated with the POs.

4 Rubrics: Mapping in a true sense between PEOs and POs requires a mechanism, metrics, or rubrics as important approaches that can quantify the impact of education in transforming the students into employable graduates. The rubrics play a very important role because scoring is evaluated in terms of suitable rubrics which can have three main components: rating scale, performance criteria, and indicators. The ability of rubrics lies in their determination of actual outcomes in students in the institute or in workplace.

5 Focus on research and industry interaction: A research culture and project‐based learning have to be essential parts of the curriculum at all levels to help develop competence and a set of skills in students.

6 Inclusion of independent studies and special projects in the curriculum: Independent studies (IS) and special projects (SP) of three and four credits respectively can be offered to help develop a specific skill set in students. IS is actually a focused study on a certain topic that exposes students to the complete description, review, analysis, survey, and research about the topic assigned. This is a very important component in developing analytical skills, survey skills, critical thinking, judgment ability, reasoning, and critical review skills; if they study IS seriously, students demonstrate measurable changes in their skill set. Similarly, the SP is also offered, involving some kind of research, which is not very extensive, and other subcomponents of IS, aimed at developing a skill set beyond conventional academic components.