Determining the Degree of Constructive Alignment for Learning Outcomes of Two Modules in a Course on Management

Constructive alignment entails creating educational activities and learning outcomes in a way that they align with the intended course goals, teaching strategies and assessment methods. Several studies have shown that constructive alignment is important to the teaching and learning process and should not be perceived as a simple tick-box exercise. The purpose of this study is to determine the degree of constructive alignment between the learning outcomes of two modules in a course for human resource management to identify if they are repetitive or progressive in nature. This can help to determine if the educational experience of students is coherent. Study guides of two modules were analysed where quantitative data is gathered. Seven of the outcomes in the two modules were found to be progressive. For example, in the first-level module a learning outcome stated: “Explore various assessment methods and instruments”. In the second-level module, this outcome was extended in the following manner “Evaluate the strengths and weaknesses of various assessments methods and instruments.” Two outcomes were found to be repetitive. For example, in the first-level module, a learning outcome stated: “Describe the various types of assessment and evaluations”. It is recommended that constructive alignment should not be a once-off activity for an academic department at the start of a new programme or course. It is important to review the curriculum at regular intervals to determine its relevance to the current society, which would also necessitate a review of the alignment of any new outcomes that are incorporated.