A Competence-Based Framework for Business Education Outcomes Alignment

Thesis Abstract

This study addresses the persistent misalignment between business education outcomes and industry-required competence by developing a robust competence-based framework that systematically links learning objectives, teaching strategies, assessment practices, and graduate outcomes. The aim is to operationalize a coherent model that translates desired professional competences into measurable program-wide outcomes and validated assessment rubrics. Specific objectives are (1) to identify core competencies demanded by contemporary business employers across finance, marketing, operations, and general management; (2) to construct a competence-based framework that maps these competencies to curriculum elements, pedagogical approaches, and assessment methods; (3) to validate the framework through empirical testing in multiple business schools; and (4) to propose an implementation plan and governance mechanism for continuous alignment. The study adopts a mixed-methods design, integrating qualitative and quantitative strands to triangulate findings. The population comprises full-time undergraduate and graduate business programs at three accredited universities with diversified specializations, totaling 48 degree programs. A stratified sampling approach yields 24 programs (12 undergraduate, 12 postgraduate) and from each program, graduate employment outcomes and course-level data are collected for two cohorts (n ? 1,200 graduates and n ? 900 courses). Qualitative data are gathered via semi-structured interviews with 36 program directors, 18 industry partners, and 30 senior faculty, complemented by 60 focus group discussions with alumni across five industry sectors. Quantitative data include program-level outcomes, rubric scores, and standardized employability indicators gathered from institutional dashboards and employer surveys. Instruments include a competence-dimension inventory developed from a Delphi study with 25 experts, structured program mapping rubrics, course-level assessment portfolios, and employer perception scales. Validity and reliability are established through content validity with expert panels, inter-rater reliability checks (Cohen’s kappa > 0.70) for rubric scoring, and pilot testing across two programs. Data analysis employs thematic analysis for qualitative insights, descriptive statistics to profile current alignment, and inferential methods including multivariate regression and structural equation modeling (SEM) to test the hypothesized pathways from curriculum design to graduate outcomes. The model specification tests whether the proposed competence-based alignment significantly predicts employability and job performance indicators (R2 not less than 0.40), while multi-group SEM examines invariance across undergraduate and postgraduate cohorts. The expected findings include (i) a validated set of core business competences with operational definitions and measurement scales; (ii) empirical evidence that explicit mapping between competencies and learning activities, assessments, and assessment standards leads to stronger alignment with employer requirements as indicated by higher employer satisfaction scores and improved graduate readiness metrics; and (iii) substantive differences in alignment effectiveness across program types, signaling the need for tailored implementation strategies. The study contributes to knowledge by operationalizing a replicable competence-based framework for business education, providing a rigorous mapping methodology from competencies to curriculum and assessment, and delivering validated instruments and an implementation handbook for continuous alignment. The theoretical contribution links constructivist-informed, outcome-based education principles with dynamic capabilities theory and human capital theory, illustrating how institutions can build adaptive curricula that evolve with industry needs. Practically, the framework offers governance mechanisms, cross-functional committees, and data-informed cycles for ongoing review and improvement. The study concludes that deliberate, data-driven alignment of competencies with teaching, learning activities, and assessments enhances graduate employability and performance, with implications for accreditation standards and policy. Recommendations include adopting the framework as a campus-wide initiative, establishing periodic industry advisory boards, integrating competency-based rubrics into faculty development programs, and implementing longitudinal tracking to monitor alignment over time, along with suggestions for further research on sector-specific competence development and cross-cultural applicability.