Empirical Study on Implementing Outcome-Based Education in Branding Courses: Evidence from an Application-Oriented University

Jiasheng Hou

doi:10.54097/nd0xpp98

Authors

Jiasheng Hou

DOI:

https://doi.org/10.54097/nd0xpp98

Keywords:

Outcome-Based Education, Branding Education, Course Learning Outcomes, Project-Based Learning, Teaching Quality Assurance

Abstract

Outcome-Based Education (OBE) has been widely advocated as a framework for improving teaching quality and learning transparency in higher education. However, empirical evidence on its course-level implementation in branding-related courses remains limited, particularly in application-oriented universities. This study examines how OBE can be operationalized at the course level through an empirical case study of a “Digital Branding” course. An OBE-oriented course learning outcomes (CLO) framework was developed, and teaching activities and assessment methods were aligned with these outcomes using reverse curriculum design. Learning outcome attainment was evaluated using multiple sources of evidence, including student questionnaire data (n = 43), teacher evaluations, project outcomes, and external validation from competitions and enterprise feedback. The results show relatively high attainment across key learning outcomes, with professional communication and teamwork demonstrating the strongest performance. In contrast, problem prioritization and innovative strategy development emerged as areas requiring further instructional support. The findings indicate that project-based and interdisciplinary learning provide effective pathways for implementing OBE in branding education, while targeted pedagogical scaffolding is necessary to support higher-order analytical and creative competencies.

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