A Study on Teaching Quality Evaluation in Modern Logistics Management Education under a Job Competency-Oriented Framework

Jinshuo Guo

doi:10.47297/wspiedWSP2516-250015.20261004

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A Study on Teaching Quality Evaluation in Modern Logistics Management Education under a Job Competency-Oriented Framework

Volume 10, Issue 4

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A Study on Teaching Quality Evaluation in Modern Logistics Management Education under a Job Competency-Oriented Framework
A Study on Teaching Quality Evaluation in Modern Logistics Management Education under a Job Competency-Oriented Framework
Shandong Vocational and Technical University of International Studies, Rizhao, Shandong, 276800, China
Vol. 10, Issue 4, Pages: 72-76(2026)
Published：30 April 2026
DOI：10.47297/wspiedWSP2516-250015.20261004
Accepted：

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Guo Jinshuo.A Study on Teaching Quality Evaluation in Modern Logistics Management Education under a Job Competency-Oriented Framework[J].Journal of International Education and Development,2026,10(04):72-76.
DOI：

Guo Jinshuo.A Study on Teaching Quality Evaluation in Modern Logistics Management Education under a Job Competency-Oriented Framework[J].Journal of International Education and Development,2026,10(04):72-76. DOI： 10.47297/wspiedWSP2516-250015.20261004.

摘要

Abstract

With the shift of logistics operations from segmented tasks to system-wide coordination

job roles increasingly emphasize standardized execution and cross-process collaboration

while existing teaching evaluation in logistics management programs remains largely score-oriented and insufficient to reflect practical performance and job adaptability. To address this gap

this study adopts a job competency-oriented perspective and reconstructs the teaching quality evaluation system at the program level based on the CIPP framework. Evaluation content is reorganized across context

input

process

and product dimensions

and embedded into multi-course teaching processes. Operational records

task execution data

and enterprise feedback are integrated to form a continuous evaluation chain. Through cross-course task implementation and iterative recording

student performance trajectories become observable

enabling a closer alignment between teaching evaluation and job requirements. The results indicate that the proposed approach supports process-based evaluation and enhances the consistency between talent cultivation and industry demand.

关键词

Keywords

references

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