ARTICULATION OF OUTCOME-BASED EDUCATION IN GRADUATE EDUCATION: A PRACTITIONER- ACTION RESEARCH

Abstract

This paper tested for the goodness-of-fit between Theory and Practice in the Institute of Education- Graduate Studies of the Far Eastern University via Outcome- Based Education using the theoretical frameworks of Hatch and Schultz on organizational identity dynamics and Argyris on scientific feedback loop models. Hatch and Schultz [1] hold the view that organizational identity is an ongoing process that behaves like a conversation between the organizational self (as expressed by its culture) and images held by key stakeholders. This perspective is an extension by analogy of Mead’s social identity theory [2] in which he posits that individual identity is born of a conversation between the “I†and the “meâ€. Processes linking organizational identity are positioned with respect to recent concerns about the effects of increased levels of organizational transparency. Issues of concern that were ascertained via this research are the following: (1) Learning outcomes set by the Professor are mostly manifested/ observed in the Graduate Class (2) Some prerequisite research skills are weakly manifested/ observed in the Graduate Class.  Hence, using Argyris’ scientific feedback loop models for evaluation [3], it is recommended that a double-feedback loop be implemented as it allows identification and modification of weak organizational practices.