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2007 Annual International CHRIE Conference & Exposition
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industry resources and input from outside governing bodies, experts and administrators, faculty and students for
ongoing refinement and effectiveness of the system.
PART II: A TE-QA CRITERIA AND MEASURES EXAMPLE
This section of the paper provides and discusses a working example of a set of generalizable instructional
criteria and measures. This criteria and measures developed by a panel of academic, industry and business
professionals represents the first stage of the modeled development phase outlined in Part I. The panel of experts
produced over 30 criteria (see Appendix A which highlights 19 examples of the 30) falling under the following
instructional excellence domains:
Text Book and Required Supplemental Text
Course Integration
Electronic Delivery System
Guest Lecturers/Presenters
Student Assignments
Student Activities
Student Submissions
Student Presentations
Learner Outcomes and Credentials
Academic Research Utilization
The first of the instructional criteria outlined in Appendix A entails Text Book and Required Supplemental
Text. The measurement scale for this domain ranges from having no required text book/supplemental materials
assigned for a course or using a non-leading publisher text book to assigning leading publisher text materials. The
highest level on our exampled scale is assigning a leading publisher text book/supplements used by leading schools
which is authored by scholar(s) from leading school(s). Some courses, like special topics or capstones for
undergraduate programs or graduate classes for example, may not lend themselves to a required text book but rather
relevant supplemental materials. In those instances, there may be no required text book, but a supplemental
compendium of articles from
Harvard Business Press,
for instance.
The next section of instructional criteria encompasses course integration, including the fusion of ethics,
qualitative theory/concepts and quantitative techniques into other content areas across multiple courses. Faculty-
coordination/cooperative teaching on specific knowledge areas (i.e. ethics) across courses can represent an effective
delivery of education (Hill, 2004). For example, concepts and theories on ethics, leadership, human relations, team
building and quality assurance covered in human resources management courses can be experienced and practiced
by students in other courses through different class activities and student projects they partake in. Quantitative
techniques such as financial analyses learned in finance-related classes can be applied to management problem
solving in a strategic management class or marketing plan projects in a marketing class, for instance. The exampled
measurement scale for this domain ranges from no integration of ethics, qualitative theory/concepts or quantitative
techniques to integration of four or more other course theory/concepts/techniques from four different programs (i.e.
hospitality, business, education, arts and sciences).
Today, electronic delivery systems represent an important instructional tool utilized by educators. In a
2006
Journal of Hospitality & Tourism Education
article by Daniel Connolly, Professor of Information Technology
and Electronic Commerce at the University of Denver, School of Hotel, Restaurant, and Tourism Management
stated that “IT has helped to improve teaching methods and overall student learning if used appropriately for
pedagogical reasons. . . When used purposefully by teachers and students alike for course-related activities,
computers and the Internet can engage, enhance student learning and stimulate classroom discuss.” (Connolly and
Lee, 2006:15). Thus, included in the instructional criteria example is faculty utilization of a web-based course
management system (i.e. Blackboard, WebCT, Moodle, etc.). Blackboard, the platform referenced in the example in
Appendix A, provides a convenient and useful vehicle for faculty and students to communicate. Faculty can post
their syllabi, profile, teaching philosophies and unit plan information for student convenience. The communication
and other resource tools allow for learning beyond the classroom and serves as a type of virtual learning community
for students (Connolly and Lee, 2006). Also, technology today can assist faculty in avoiding the cancellation of
classes due to an absence or unplanned circumstance. Faculty can utilize a web-based course management system to
teach a course on-line in lieu of a classroom instructed class as a back-up contingency plan. One exampled scale on
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