Accounting Program Assessment: Exit Interviews of Graduating Seniors

Autor/inn/en	Stewart, Barbara R.; Martin, Charles L., Jr.; Steedle, Lamont F.
Titel	Accounting Program Assessment: Exit Interviews of Graduating Seniors
Quelle	In: American Journal of Business Education, 2 (2009) 7, S.61-72 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1942-2504
Schlagwörter	Accounting; Graduate Surveys; College Seniors; Interviews; Feedback (Response); Program Evaluation; Majors (Students); Career Change; College Entrance Examinations; Job Placement; Student Attitudes; Participant Satisfaction; Student Surveys; Program Attitudes; Educational Attitudes; Educational Assessment; Educational Indicators; Maryland + Suchen Sie Ihr Suchwort? Abrechnung; Buchführung; Buchhaltung; College; Colleges; Senior; Hochschule; Fachhochschule; Interviewing; Interviewtechnik; Programme evaluation; Programmevaluation; Career changes; Berufswechsel; Aufnahmeprüfung; Employment service; Employment services; Arbeitsvermittlung; Schülerverhalten; Schülerbefragung; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Education; assessment; Bewertungssystem; Educational indicato; Bildungsindikator
Abstract	Exit interviews of university graduating seniors have been used to a very limited extent when evaluating academic programs. It is our belief that developing and implementing an exit interview plan stimulates faculty dialog and improves ongoing feedback for department program assessment. From 2001 to 2007, the Accounting Department at Towson University has conducted exit interviews with all graduating seniors as part of the annual internal department assessment activities. The exit interviews have served to assist the Department of Accounting in evaluating its performance as judged by the students served. The positive comments assist to reinforce the quality activities of the department, while the negative comments permit the department to become aware of areas of perceived weakness that are in need of improvement. By receiving annual feedback from a valuable, relevant source, the department is able to continuously monitor, adjust, and improve its performance. (As Provided).
Anmerkungen	Clute Institute. 6901 South Pierce Street Suite 239, Littleton, CO 80128. Tel: 303-904-4750; Fax: 303-978-0413; e-mail: Staff@CluteInstitute.com; Web site: http://www.cluteinstitute.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01