Cracking the Code of Business Student Learning: Through the Lens of Fink’s Taxonomy
Issued Date
2026-02-01
Resource Type
ISSN
19272677
eISSN
19272685
Scopus ID
2-s2.0-105029935697
Journal Title
Journal of Curriculum and Teaching
Volume
15
Issue
1
Rights Holder(s)
SCOPUS
Bibliographic Citation
Journal of Curriculum and Teaching Vol.15 No.1 (2026)
Suggested Citation
Suprawan L., Pratoomsuwan T. Cracking the Code of Business Student Learning: Through the Lens of Fink’s Taxonomy. Journal of Curriculum and Teaching Vol.15 No.1 (2026). doi:10.5430/jct.v15n1p334 Retrieved from: https://repository.li.mahidol.ac.th/handle/123456789/115186
Title
Cracking the Code of Business Student Learning: Through the Lens of Fink’s Taxonomy
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Abstract
Business education has increasingly emphasized learning outcomes and assessment, highlighting the need to understand how students achieve program-level competencies across diverse educational backgrounds. This study examines the multiple factors underlying program learning outcomes, guided by Fink’s Taxonomy, to classify students into meaningful clusters and reveal patterns of achievement. Data were collected from a census of secondary sources in the Business program of an international institution, totaling 383 cases. The findings identify four distinct factors of program learning outcomes: Collaborative Intelligence, Adaptive Business Thinking, Holistic Decision Making, and Analytical Acumen. T-tests and ANOVA reveal differences in program learning outcomes performance by gender, entrance mode, school type, and chosen major. Cluster analysis further identifies two distinct student groups—Pathbreakers and Pathfinders—who differ in their achievement on program learning outcomes and associated characteristics. This study proposes Fink’s Taxonomy as an alternative approach to curriculum assessment.