ABSTRACT

This paper aims to provide evidence regarding the interpretation that test scores of a newly developed test instrument reflect learning progress in competence in sustainability management. As competence in sustainability management is conceptualised as mainly acquired through academic opportunities to learn (OTLs), students in courses with relevant academic OTLs (focus group) should display greater learning progress than those without (control group). Non-academic OTLs should not predict learning progress. 499 students were tested between winter term 2017/2018 and summer term 2018. We specify SEM with fixed effects for the courses and calculate linear contrasts between the focus and control group. In addition, we predict learning progress by self-rated academic and non-academic OTLs. Results show that for two of the tests, academic OTLs indeed predict learning progress on course level and non-academic OTLs do not. In sum, evidence suggests that scores for two of the tests reflect learning progress in competence in sustainability management.

摘要

本文旨在提供有关解释的证据，即新开发的测试仪器的测试分数反映了可持续性管理能力的学习进展。由于可持续性管理的能力被概念化为主要通过学术学习机会 (OTL) 获得，因此有相关学术 OTL 课程的学生（焦点小组）应该比没有（对照组）的学生表现出更大的学习进步。非学术 OTL 不应预测学习进度。在 2017/2018 冬季学期和 2018 夏季学期之间测试了 499 名学生。我们为课程指定了具有固定效应的 SEM，并计算了焦点组和对照组之间的线性对比。此外，我们通过自评学术和非学术 OTL 来预测学习进度。结果表明，对于其中两个测试，学术 OTL 确实可以预测课程级别的学习进度，而非学术 OTL 则不能。总之，有证据表明，其中两项测试的分数反映了可持续管理能力方面的学习进展。