Search results

The chapter describes the Outcome-Based Evaluation (OBE) Initiative of the New York State Library (NYSL) from its start in 2003. Through extensive training, online support, and integration into statewide processes and grant projects, the initiative has brought OBE to New York State's library community with the overall goals of measuring impact and leveraging funding. NYSL's OBE activities and lessons learned are especially helpful to those interested in developing a similar initiative or aspects of it. The activities and findings of the initiative are reviewed including implementation of the ten-stage OBE Training Plan that was the project's foundation. Logic models and outcomes were used to plan and evaluate most of the initiative.

The OBE Initiative has been a success on many levels. Training and support have been effective in teaching library staff how to implement OBE at regional and local levels. The approach has been widely accepted by libraries. NYSL has also integrated OBE techniques into several statewide processes and grant projects. Through OBE, libraries are able to determine the impact of their programs and services. Outcome data leads to improved planning and better decision making. Users ultimately receive higher quality library services, resulting in a more literate community and workforce. OBE can also support advocacy efforts, leading to increased funding for services. While many in the library community are now using OBE, very few have developed a statewide initiative. The chapter is original and has high value. Each of the three authors has carried out multiple aspects of the project.

The purpose of this paper is to discuss the operationalization of the outcome-based education (OBE) model in an accountancy study program in Sri Lanka and the impact of education frameworks on OBE.

This study follows the case study approach to the first academic accounting study program in a Sri Lankan public sector university. Primary data were collected through semi-structured interviews and secondary data through a content analysis of various relevant documents. The data were analyzed thematically using the theory of constructive alignment.

In accounting, the most significant imperative for the OBE stems from normative pressures. Since the accounting education frameworks have closely followed the approach suggested in constructive alignment, the normative institutionalization of professional standards in accounting supports OBE in accounting education. The OBE approach with its diverse range of teaching and learning activities and assessment methods in accounting has yielded multi-stakeholder benefits while posing some challenges in operationalization.

The paper’s insights are based on a single case study in Sri Lanka and may be difficult to generalize to other countries.

This is the first empirical attempt to study the operationalization of the theory of constructive alignment of OBE in accounting for a study program.

Explores through a qualitative case study school administrators′ perceptions of the impact of an outcome‐based educational (OBE) model, five years after its adoption in a Washington State school district. Data were collected through open‐ended interviews with building principals and other administrators. Two major themes emerged from the data: OBE produced changes in practice for both teachers and administrators, and these changes in practice were linked to certain outcomes. Teaming was the most valued change in practice for teachers and administrators, and the OBE “vision” sustained through teaming was the most valued outcome. Surprisingly absent from the data was evidence of outcomes for students. Points out the irony of this finding, given OBE′s emphasis on student outcomes.

Despite vast research on outcome‐based education (OBE), there is little consensus among academics regarding its impact, with both positive and negative comments emerging from the literature. The Hong Kong Polytechnic University (PolyU) has taken the view that OBE is conducive to the enhancement of student core competencies such as global outlook, critical and creative thinking, social and national responsibility, lifelong learning, entrepreneurship and leadership. The aim of this study was to investigate how a newly developed curriculum, based on the OBE philosophy, impacted on students’ core competencies in an engineering/surveying discipline of PolyU. Qualitative interviews were conducted to establish that OBE was being properly implemented prior to a quantitative examination of its impact on students. Only specific positive learning behaviours were identified among students experiencing OBE. Their core competencies, however, were not statistically proven to be greater than those of students with little or no exposure to OBE. Nevertheless, this did not offer unequivocal evidence to either prove or disprove the effectiveness of OBE, and numerous factors other than the OBE philosophy itself were considered possible causes. It also appeared that some teaching staff lacked faith and knowledge in the implementation of OBE which implicates a need for rectification of the situation.

The paper analyzes the effect of country of origin (COO) image, word-of-mouth (WOM) and brand distinctiveness toward overall brand equity (OBE) and its dimensions (brand awareness/associations; perceived quality; brand loyalty) in the brewing sector.

A quantitative research has been conducted by adopting the survey technique and structural equation modeling based on a sample of 401 Italian beer consumers.

Results corroborate a positive effect of (1) COO image and brand distinctiveness on brand awareness/associations, perceived quality and brand loyalty; (2) WOM on perceived quality and brand loyalty; (3) brand awareness/associations and brand loyalty on OBE. Findings also verify the mediating effects of the OBE dimensions on the relationships between the analyzed antecedents (COO image, WOM and brand distinctiveness) and OBE.

Although the selection of a sample composed of Italian students guarantees good research internal validity, findings are not generalizable.

The study offers valuable strategies for brewing firms to reach high levels of brand equity. In particular, it identifies the key role of COO image, WOM, brand distinctiveness and OBE dimensions in realizing careful brand management processes.

The paper focuses on analyzing the influence of COO image on brand equity in the brewing industry, thus enriching an area of investigation that requires further insights within an under-investigated sector.

The purpose of this paper is to adapt the well-established concept of “brand equity” in order to define and measure employer branding and its organizational consequences.

This paper utilized structural equation modeling with a large sample of 600 employees to test the proposition that organizational brand equity (OBE) is translated into attitudes toward the workplace (organizational commitment) and has possible behavioral consequences (turnover intentions).

The study findings provide support for a partial mediation model. In addition to a direct association between OBE and turnover intentions, organizational commitment mediates the relationships between OBE and turnover intentions within a 12-month period.

Employer branding research is heterogeneous in terms of measurement tools and scope. This paper is part of an emerging perspective that suggests the adoption of the brand equity concept from marketing into the field of OB. This paper investigates the relationships between brand equity, employees’ commitment and turnover intentions. Well-established measures and a large-scale sample of 602 participants are used.

Customer relationships and transforming customers into evangelists are imperative in today's world. Therefore, this study aimed to examine the influence of online brand experience (OBE) on brand evangelism (BEM) via relationship quality (trust-TRT, satisfaction-SAT, and commitment-CMT) by integrating the moderating effects of brand reputation (BR), particularly in the Vietnamese banking sector.

This research obtained data from 486 Vietnamese customers who routinely used online banking services. The analysis was performed using structural equation modeling.

The findings demonstrate that OBE directly/indirectly positively affects BEM via relationship quality (TRT, SAT, CMT). Likewise, this study identified relationship quality (TRT, SAT, CMT) as an important mediator. Finally, the findings demonstrate that the moderation effects of BR significantly improved relationship quality (TRT, SAT, CMT) in the banking industry.

This study showcases the significance of OBE in increasing brand evangelists in the financial sector. Thus, this study assists Vietnamese bank managers in creating new branding strategies to foster long-lasting customer relationships.

This original study contributes to the commitment-trust theory and signaling theory by examining the impact of the OBE on brand evangelism via relationship quality by considering the moderating effect of brand reputation in the Vietnamese banking sector.

With the continuous development and penetration of the Internet, there have been vast amounts of changes to the traditional method of classroom teaching. The massive open online course (MOOC) shows a significant combination of network information technology and educational resources. However, in order to make up for the disadvantages which occur when making transition from classroom to online learning such as ‘large-scale’ and ‘no feedback’, the Online-to-Offline (O2O) mode was created and developed. Using the course of ‘microeconomics’ taught by Chinese university professors as a reference, this chapter aims at explaining the course design and innovation which is a modification of the outcomes-based education (OBE) theory, the introduction of O2O teaching reform and application. The process is carried out by firstly setting the expected learning goal of this course on the basis of the OBE educational goal of the university, college and the major; secondly, designing this course with ‘online 311 class’ and ‘offline 271 course’; thirdly, implementing the O2O teaching model; and lastly, evaluating the teaching result in order to provide some enlightenment for the tryout of ‘MOOC+O2O’ and OBE theory under the Internet background.

This paper aims to consider the impact of outcome-based education (OBE) on students studying human services degrees, particularly those in a policing program. This work examines the validity of the notion that OBE is a progressive teaching approach that improves the quality of education and subsequently professional practice.

A critical analysis of a systemised outcome-based teaching and learning approach is adopted.

OBE has, as an idea, swept across most educational institutions in an apparently revolutionary wave. However, any critical scrutiny of this systemised approach to teaching and learning calls into question whether it is really progressive or empty rhetoric achieving reactionary ends. Any systemised attempt at social change by way of neo-liberal outcomes that are not principle-driven will serve only to reinforce a philosophy of aggressive competition and individualism at the expense of the rule of law and social policy that is situated on a social contract foundation.

The practical implications of this paper relate to the delivery of higher education teaching, with particular reference to human service degrees such as policing: the use of post-modernist theory to develop contemporary teaching and learning systems has created challenges with regards to scientific knowledge; a principled, deontological teaching and learning system rather than a utilitarian “outcome”-based delivery is proposed; the validity of the notion that outcome-based teaching and learning systems are progressive initiatives that improve the quality of education is questioned; and the impact of OBE for students entering human services professions such as policing has implications for public and community safety.

This paper considers the efficacy of OBE as a model for higher education teaching, with particular reference to human services degrees such as policing.

The purpose of this study is to analyze the impact of web‐based electronic commerce (WEC) use on organizational benefits (OBE).

The researchers develop a research model based on a literature review. A large‐scale instrument was applied to empirically test the model. MANOVA was first used employing a general linear model. Then, univariate tests were performed to further analyze differences. The model was tested and validated using a sample of 180 firms in the USA.

The findings empirically tested that there is a significant positive impact of WEC use on OBE. Findings also demonstrated the multi‐dimensional nature of both factors.

This research develops and validates reliable measures for the WEC use and OBE. It also provides several indicators that can be used to measure the extent of usage of WEC for both transactional and strategic purposes, and OBE that span several dimensions, including information quality, business efficiency, and competitive advantage. These indicators can serve as benchmarks to evaluate the current state of a firm and help in setting future organizational goals, which can also help managers gauge the risks and benefits associated with WEC.

This paper contributes to the literature by providing evidence of the positive impact of WEC on OBE. It also develops and validates measures for all the constructs involved in the study that can be used in other empirical studies.