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Assurance of Learning Report for Calendar Year 2012
BBA Program
Submitted to UPC
by
Assurance of Learning Council
Haworth College of Business
March 2013
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INTRODUCTION
As indicated in the preamble to last year’s assessment report, calendar year 2012 was a pivotal
year for assessment in the Haworth College of Business (HCOB) for both the BBA and MBA
programs. During this year, assessment of student learning took place under a brand new
assessment system that was developed based on lessons learned from over 10 years of
assessment at the college.
Prior to this - specifically beginning in fall 2011 - the following initiatives were implemented to
close the loop based on the lessons learned:
1. Reorganized the way we teach business communications by establishing a
Communication Center, staffed by business communication faculty, who work with
faculty across the college in designing and implementing embedded communication
assignments throughout the curriculum. These assignments are based on rubrics
developed by the business communication faculty. The Center also works directly with
students on written and oral business communication assignments.
2. Implemented a college-wide effort to standardize our measurement of team skills through
Purdue University’s CATME project. This is to ensure that students get consistent
feedback about team effectiveness standards.
3. Added a Global Business course to our required BBA core classes to address a gap noted
in learning data, along with offering new study abroad scholarships. Both initiatives
reflect the emphasis on global business knowledge in both the HCoB and WMU strategic
plans.
4. Exploring the possibility of including an ethics course and the ‘Ethics Game’, an online
assessment for students, to measure ethical knowledge and decision making.
5. Developed an Assessment Dashboard that will give us ‘real-time’ tracking of direct and
indirect assessment data, as well as data tied to the HCoB strategic plan.
The new assessment system – developed through the diligent work of the majority of HCOB
faculty – has the following key elements:
1. Completely revised - and in some cases completely new – program learning goals and
objectives; the new BBA program learning goals and objectives are in Appendix 1.
2. New rubrics for measuring student achievement of the program goals and objectives; the
new rubrics are in Appendix 2.
3. New committee structure for assessment - the College Assessment Committee was
replaced with an Assurance of Learning Council (ALC). Under the new structure there is
a council chair and seven members, appointed by the Dean. In addition, the graduate and
undergraduate associate deans are ex-officio members of the council. Each council
member serves as a coordinator, or designated champion, for a learning goal topic at both
the undergraduate and graduate levels.
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Currently there are seven learning goal topics coinciding with key topical areas of the
BBA and MBA learning goals. The learning goal topics and associated BBA and MBA
learning goals and objectives are shown in Appendix 3, along with learning goal
champions for calendar year 2012. An overview of the responsibilities of learning goal
champions is provided in Appendix 4.
ASSESSMENT OUTCOMES FOR 2012
Assessment data for calendar year 2012 were collected by the learning goal champions to assess
student learning with respect to the new goals and objectives using the new rubrics. As was the
practice in previous years, assessment data were collected at vantage points in the BBA
curriculum per the schedule in Appendix 5.
The ALC has now completed analysis of the data and prepared relevant executive summaries for
each of the learning goal topics. This consolidated assessment report builds upon the executive
summaries.
Tables 1 and 2 and the accompanying paragraphs provide a general overview of assessment
outcomes for the BBA program learning goals and objectives. Detailed outcomes – including
measures and recommended actions - are in the executive summaries included as an Appendix 6
to this document.
Table 1
Overview of BBA Assessment and Outcomes - Spring 2012
Learning Goal Goal
Champion
Assessment
method
N Benchmark Actual Criterion
Met?
1. Communication
(a) Writing Sagara Rubric 215 75% 62% No
(b) Speaking Sagara Rubric 168 75% 93% Yes
2. Teamwork Palmer CATME 171 80% 74.3% No
3. Global understanding Saini Exam
questions
174 70% 60 –
72%
Yes on
only 1 of 3
items
4. Information technology
(a) IT Knowledge Rea Rubric 190 75% 82% Yes
(b) Apply IT to Business Rea Rubric 190 75% 92% Yes
5. Ethics & Sustainability
(a) Ethics Edmonds Not assessed
(b) Sustainability Edmonds 166 80% 63% No
6. Common business knowledge Penner Not assessed
7. Critical thinking Yaman Not assessed
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Table 2
Overview of BBA Assessment and Outcomes - Fall 2012
Learning Goal Goal
Champion
Assessment
method
N Benchmark Actual Criterion
Met?
1. Communication
(a) Writing Sagara Rubric 196 75% 45% No
(b) Speaking Sagara Rubric
2. Teamwork Palmer CATME 149 80% 70% No
3. Global understanding Saini Exam questions 219 70% 94% Yes
4. Information technology
(a) IT Knowledge Rea Rubric 65 75% 67% No
(b) Apply IT to Business Rea Rubric 65 75% 96% Yes
5. Ethics & Sustainability
a) Ethics Edmonds Not assessed
b) Sustainability Edmonds Exam questions 76 80% 72% No
6. Common business
knowledge
(a) Accountancy Penner Exam questions 83 -
250
70% 74 –
82%
Yes on all
4 items
(b) Bus Process Productivity Penner Exam questions 97 -
388
70% 49 -
89%
Yes on 4
of 5 items
(c) Information Technology Penner Exam questions 65 70% 77% Yes
(d) Finance Penner Exam questions 46 70% 70% Yes
(e) Marketing Penner Exam questions 219 70% 73 -
87%
Yes on all
5 items
7. Critical thinking Yaman Not assessed
Communication Skills
Speaking skills were assessed for the first time in the spring semester of 2012, along with writing
skills, whilst for fall 2012 only writing skills were assessed. In both semesters, students did not
meet the benchmark performance in writing skills; performance was relatively worse for the fall
semester, falling well below the benchmark. In contrast, performance was comfortably above
the benchmark in speaking.
The executive summary for this goal contains details of student scores on specific performance
dimensions, as well as preliminary proposals for curriculum changes to reinforce the good oral
communications skills while trying to rectify the deficiencies in writing skills. These include a
proposal to develop a new sophomore-level course focusing on reinforcing writing skills that
were initially developed in college-level writing courses at the freshman level. The plan is to
have this course serve as a scaffold to professional business writing that will subsequently be
taught in the junior-level class, BUS 3700. That way more time will be available in BUS 3700 to
help students achieve higher success in writing through reinforcement and repetition of the
complex topics covered. In addition students will be regularly encouraged to visit the newly
established Communication Center that provides one-on-one assistance to all HCoB students in
preparing written and oral communication assignments.
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Team Skills
For both spring and fall semesters, the criterion for this goal has not been met. Student
performance on the CATME instrument has been below the established benchmark of 80%. This
is probably because as at now, BBA students do not see the CATME instrument until they are in
BUS 4750. Currently more and more HCOB faculty are adopting CATME in their classes. If this
trend continues and students become familiar with the dimensions, we could start seeing
improvements in their team skills as measured by the CATME dimensions.
Global Business Understanding
For spring 2012, the criterion was met for only one of three assessment items; for fall 2012, the
criterion was met for all three items. The goal champion for this goal has expressed a concern
that the specific exam questions used to assess student learning in this goal may not really be
good measures for the goal. Accordingly, he plans to hold discussions with instructors of the
course to resolve this issue so that the three dimensions of the learning goal objective can be
assessed effectively.
Information Technology Knowledge and Application
Performance on this goal has been mixed for the spring and fall semesters. Of the two learning
objectives for the goal, students met the performance benchmark for IT knowledge only for
spring 2012 but not fall 2012. However, on application of IT knowledge to business processes,
projects, and decision-making they easily met the criterion for both semesters.
Ethics and Sustainability
Of the twin components of this goal, only sustainability was assessed during calendar year 2012.
In both semesters, student performance failed to meet the benchmark, although there was
considerable improvement in the fall semester over the spring semester. Recommendations for
improving student understanding of sustainability include providing more in-class examples of
true “sustainability” efforts, through emphasizing the difference between sustainability and
sustained competitive advantage, as well as reinforcing the definition of sustainability across the
curriculum. There is also a recommendation to rethink the rubric to cover sustainability’s
contains three pillars - environment, society, performance.
Common Business Knowledge
On this goal student performance met the criteria on all dimensions for accountancy, information
technology, finance, and marketing, and all but one dimension for business process productivity.
Thus, in general students seem to be mastering relevant concepts in the key functional areas of
business.
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ASSESSMENT ACTIVITIES AND DELIBERATIONS
The following are activities and deliberations during the assessment year with implications for
the status and conduct of assessment and assurance of learning at the college:
1) The annual assessment retreat was held on Sept 28, 2012 as a half-day event. Attending
faculty were given an overview of the HCoB assessment program (where we have been,
where we are, and where we are going) and introduced to the new committee structure and
learning goal champions. Goal champions made presentations - giving a brief overview of
the current status of her/his learning goal – and invited faculty to join in conversations about
how to better assess student performance.
2) The following important issues/concerns were either discussed or decided by the ALC:
a. There is a need to rethink the structure of our assessment system so that assessment
activities and data collection are spread across the entire curriculum rather than
limited to courses in which the respective content is being taught.
b. Faculty appears to have different perspectives about what the rubrics actually mean.
Specifically, whilst some faculty members adopt an in-depth approach to using and
scoring the rubrics, others adopt a more shallow approach. This raises an important
issue about the comparability of scores across multiple sections of a course that uses
the same rubric.
3) A sub-committee of the ALC undertook a substantial revision of the BBA exit survey to
include questions assessing the extent to which students believe they acquired the knowledge
and skills specified in our learning goals and objectives. The idea was to generate indirect
measures of these goals and objectives to supplement the direct measures that we are
collecting through the rubrics and exam questions. This was deemed useful given AACSB’s
recent decision to allow schools to include indirect measures of student learning in their
assurance of learning programs. The revision also includes more refined measures of student
satisfaction with HCOB support centers, including the newly established Communications
Center.
INITIATIVES FOR THE FUTURE
Critical thinking and ethics are still sticky points in our assessment program. Going forward, it is
obvious that we need to develop appropriate assessment mechanisms for these two areas. In the
case of ethics, we are exploring the idea of including the ‘Ethics Game’, an online assessment for
students, in an ethics course and to measure ethical knowledge and decision making.
For the foundation business knowledge, the council has decided on a plan to pilot the ETS Major
Field tests for our graduating students at both the BBA and MBA levels. It is envisaged that the
first test will be in fall 2013, with a follow-up in spring 2014.
The following is a timeline for future assessment and “closing the loop” activities
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1) Fall 2011 – Refine Learning Goals and Objectives, develop rubrics
2) Spring 2012 – Spring 2013 – Collect and analyze data
3) Fall 2013 – Faculty subgroups work with Champions to interpret data and make
recommendations for changes to curriculum, learning experiences, pedagogy, assessment
rubrics, process, etc.
4) Spring 2014 – Fall 2014 – Implement changes
5) Spring 2015 – Spring 2016 – Collect and analyze data to determine if changes were
successful (close the loop) – this will also serve to close the loop on the effects of the
Communication Center, the Global Business class and study abroad scholarships, and the
CATME team skills standards
6) Fall 2016 – Re-examine learning goals and objectives; recommend new improvements
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Appendix 1
New BBA Learning Goals and Objectives
BBA Learning Goals and Objectives
Goal 1: Students will be effective communicators
1A Students will write effectively
1B Students will speak effectively
Goal 2: Students will have effective team skills
2A Students will demonstrate characteristics that contribute to effective teams.
Goal 3: Students will acquire global business understanding
3A Students will recognize implications of salient environmental differences for
conducting global business
3B Students will recognize cultural implications for conducting business globally.
Goal 4: Students will understand technology systems
4A Students will have information technology knowledge
4B Students will apply information technology in business
Goal 5: Students will understand ethical business practices
5A Students will be able to define ethics
5B Students will be able to recognize an ethical dilemma
5C Students will be able to describe a framework for resolving an ethical dilemma
5D Students will be able to define sustainability
Goal 6: Students will have common business knowledge
Goal 7: Students will be critical thinkers
7A Students will identify and evaluate evidence to draw conclusions
i) Identify and describe the problem or idea
ii) Collect, organize, and evaluate evidence
iii) Conduct quantitative and/or qualitative analysis
iv) Construct conclusions and implications and solutions
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Appendix 2
Rubrics for Assessing Student Achievement of Learning Goals
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Communication Rubrics
Writing Rubric
Does Not Meet
Expectations Meets Expectations Exceeds Expectations
CONTEXT OF AND PURPOSE FOR
WRITING:
Tailors content to audience and context. ⃝ Demonstrates minimal
attention to context, audience,
purpose, and to the assigned
task(s) (e.g. expectation of
audience).
⃝ Demonstrates adequate
consideration of context,
audience, and purpose, and a clear
focus on the assigned task(s) (e.g.
the task aligns with audience,
purpose, and context).
⃝ Demonstrates a thorough
understanding of context,
audience, and purpose that is
responsive to the assigned tasks
and focuses all elements of the
work.
Achieves the assignment's intent, within
assignment guidelines. ⃝ ⃝ ⃝
CONTENT/DEVELOPMENT:
Incorporates appropriate supporting
evidence. ⃝
Uses inaccurate,
inappropriate, or irrelevant
content in some parts of the
work.
⃝ Uses appropriate and relevant
content to develop and explore
ideas through most of the work.
⃝ Uses appropriate, relevant, and
compelling content to illustrate
mastery of subject and shape
the whole work. Content is accurate and demonstrates writer's
proficiency in topic area. ⃝ ⃝ ⃝
Demonstrates critical analysis. ⃝ ⃝ ⃝
MECHANICS AND LANGUAGE USE:
Is free of errors in grammar, punctuation,
spelling, and sentence structure. ⃝ Uses language that may
interfere with meaning
because of errors in usage. ⃝
Uses clear language that generally
conveys meaning to readers,
although writing may include
some mechanical errors.
⃝ Uses language that skillfully
communicates meaning to
readers with clarity and
fluency, and is virtually error
free. Professional use of language. ⃝ ⃝ ⃝
Writing is concise. ⃝ ⃝ ⃝
FORM AND FORMAT:
Correct form. ⃝ Inconsistently demonstrates
use of a system for basic
organization, visual
presentation, formatting, and
integration of sources.
⃝ Adequately demonstrates use of
important conventions particular
to a specific writing task(s),
including organization, visual
presentation, formatting, and
integration of sources.
⃝ Consistently demonstrates
detailed attention to and
successful execution of specific
writing task(s) including
organization, visual
presentation, formatting, and
integration of sources.
Appropriate organization and development. ⃝ ⃝ ⃝
Aesthetically pleasing. ⃝ ⃝ ⃝
Conforms to ethical code (e.g. appropriate
documentation of sources). ⃝ ⃝ ⃝
COMMENTS: TOTAL SCORE:
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Presentation Rubric
Does Not Meet Expectations Meets Expectations Exceeds Expectations
CONTEXT OF AND PURPOSE FOR
PRESENTATION:
Tailors content to audience and context. ⃝ Demonstrates minimal attention
to context, audience, purpose, and
to the assigned task(s) (e.g.
expectation of audience).
⃝ Demonstrates adequate
consideration of context,
audience, and purpose, and a
clear focus on the assigned task(s)
(e.g. the task aligns with
audience, purpose, and context).
⃝ Demonstrates a thorough
understanding of context,
audience, and purpose that is
responsive to the assigned tasks
and focuses all elements of the
work.
Achieves the assignment's intent, within
assignment guidelines. ⃝ ⃝ ⃝
PHYSICAL ELEMENTS OF
PRESENTATION:
Uses correct voice issues, pace, and tone. ⃝ Inconsistent and at times,
inappropriate use of voice, eye
contact, or body to convey
meaning to audience.
⃝ Uses voice, eye contact, and body
to generally convey meaning to
audience, although some
distracting habits present (e.g.
filler words, etc.).
⃝ Uses voice, eye contact, and body
to skillfully communicate
meaning to audience with clarity
and fluency. Demonstrates effective eye contact. ⃝ ⃝ ⃝
Enhances presentation with body issues (posture,
movement, and gestures). ⃝ ⃝ ⃝
MECHANICS AND LANGUAGE USE:
Exhibits language that is free of errors in grammar
and sentence structure. ⃝
Uses language that may interfere
with meaning because of errors in
usage.
⃝ Uses clear language that generally
conveys meaning to readers,
although presentation may
include some errors or distracting
habits (e.g. filler words).
⃝ Uses language that skillfully
communicates meaning to
audience with clarity and fluency,
and is virtually free of errors
and/or distracting habits. Uses professional language. ⃝ ⃝ ⃝
VISUAL SUPPORT (if applicable):
Supplies supporting material(s) free of errors in
grammar, punctuation, spelling, and sentence
structure. ⃝
Inconsistently demonstrates use
of a system for basic
organization, visual presentation,
formatting, and integration of
sources.
⃝
Adequately demonstrates use of
important conventions particular
to the task(s), including
organization, visual presentation,
formatting, and integration of
sources.
⃝
Consistently demonstrates
detailed attention to and
successful execution of task(s)
including organization, visual
presentation, formatting, and
integration of sources.
Develops and organizes information appropriately. ⃝ ⃝ ⃝ Provides support material(s) that are aesthetically
pleasing. ⃝ ⃝ ⃝
Conforms to ethical code (e.g. appropriate
documentation of sources). ⃝ ⃝ ⃝
COMMENTS: TOTAL SCORE:
____________________
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Global Business Understanding Rubric
Does Not Meet Expectations = 0 Meets Expectations = 1 Exceeds Expectations = 2
Learning objective 1: Recognize implications of salient environmental differences for conducting global business
Identify Global
Business
Environmental Issues
Fails to identify relevant global
business environmental issues (such
as political, geoeconomic, legal,
ethical and socio-cultural issues) in
a given situation.
Identifies relevant global business
environmental issues (such as
political, geoeconomic, legal, ethical
and socio-cultural issues)
satisfactorily
Comprehensively identifies relevant global
business environmental issues (such as
political, geoeconomic, legal, ethical and
socio-cultural issues).
Illustrate Implications
of Global Business
Environments
Fails to illustrate the implications of
global business environments. For
example, does not explain how
political, geoeconomic, legal,
ethical and socio-cultural issues
might impact a given situation.
Illustrates the implications of global
business environments, but without
much detail. For example, explains at
a surface level how political,
geoeconomic, legal, ethical and socio-
cultural issues might impact a given
situation.
Insightfully illustrates the implications of
global business environments. For example,
explains in depth how political,
geoeconomic, legal, ethical and socio-
cultural issues might impact a given
situation.
Learning objective 2: Recognize cultural implications for conducting business globally
Identify Cultural
Issues
Fails to identify relevant cross-
cultural issues in a given situation.
Identifies relevant cross-cultural
issues in a given situation
satisfactorily.
Comprehensively identifies relevant cross-
cultural issues in a given situation.
Illustrate Cultural
Implications for
Business Situations
Does not use concepts and theories
appropriately to illustrate cross-
cultural implications of business
situations. Explanations are
inaccurate or lacking altogether.
Uses concepts and theories accurately
to illustrate cross-cultural
implications of business situations.
Explanations remain at the surface
level, without much detail.
Uses concepts and theories insightfully to
illustrate cross-cultural implications of
business situations. Detailed explanations
demonstrate depth of understanding.
Avoid Ethnocentric
Orientation
Demonstrates an inability to
consider other cultural perspectives
than your own when analyzing
business situations.
Adequately demonstrates an ability to
consider other cultural perspectives
than your own when analyzing
business situations.
Insightfully demonstrates an ability to
consider other cultural perspectives than your
own when analyzing business situations.
TOTAL
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Information Technology Rubric
Does Not Meet Expectations = 0 Meets Expectations = 1 Exceeds Expectations = 2
Information Technology Knowledge
Evaluate the role Information
Technology plays in business
operation, innovation, and decision
making.
Student failed to evaluate the role
of Information technology within
operational, innovation, and
decision making context.
Student evaluated the role of
Information technology within
operational, innovation, and
decision making context.
Student demonstrated the role of
Information technology within
operational, innovation, and
decision making context.
Identify Information Technology
challenges in business.
Student failed to demonstrate
minimum ability in identifying
Information Technology
challenges related to IT Strategy,
Business/IT alignment, and IT
resource management.
Student demonstrated ability
in identifying Information
Technology challenges related
to IT Strategy, Business/IT
alignment, and IT resource
management.
Student demonstrated exceptional
ability in identifying
Information Technology
challenges related to IT Strategy,
Business/IT alignment, and IT
resource management.
Identify use of Information
Technology to support business
processes automation, and to improve
efficiency/effectiveness of business
process.
Student failed to demonstrate
minimum ability in identifying
business process for IT
automation, and/or efficiency/
effectiveness improvement.
Student demonstrated ability
in identifying business
process for IT automation,
and/or efficiency/
effectiveness improvement.
Student demonstrated exceptional
ability in identifying business
process for IT automation, and/or
efficiency /effectiveness
improvement.
Apply Information Technology in Business
Apply Information Technology in
business process, project
management, and/or decision making.
Student did not apply Information
Technology in assignments and/or
projects.
Student effectively applied
Information Technology in
assignments and/or projects.
Student exceeded expectations in
effectively applying Information
Technology in assignments
and/or projects.
Demonstrate competency using
Information Technology to solve
business problems.
Student failed to demonstrate
competency using Information
Technology to solve business
problems.
Student demonstrated
competency using Information
Technology to solve business
problems.
Student exceeded expectations in
demonstrating competency using
Information Technology to solve
business problems.
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Ethics Rubric Does Not Meet Expectations = 0 Meets Expectations = 1 Exceeds Expectations = 2
Define Ethics Defines ethics as following the
rules.
Describes as ethics as the
rules of right and wrong.
Distinguishes ethics, how you
ought to behave, from law,
how you must behave.
Recognize an Ethical Dilemma Sees a problem or situation that
requires a person or organization
to choose between alternatives
that must be evaluated as right
(ethical) or wrong (unethical).
Sees a problem or situation
that presents a conflict
between competing values
Sees a problem or situation
that presents a conflict
between competing values
and requires a choice between
two or more 'rights' or two or
more 'wrongs' rather than a
choice between right and
wrong.
Describe a Framework for
Resolving an Ethical Dilemma
Can describe some of the
elements of an ethical framework
selected by the instructor.
Can describe most of the
elements of an ethical
framework selected by the
instructor.
Can describe all of the
elements of an ethical
framework selected by the
instructor.
Define Sustainability Equates Sustainability with
environmental protection.
Equates Sustainability with
environmental protection and
other issues of social
responsibility.
Defines Sustainability as
meeting the needs of the
present without
compromising the ability of
future generations to meet
their needs.
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Appendix 3
Learning Goal Topics, Associated BBA and MBA Goals and Objectives, and
2012 Goal Champions
Communication Skills (Goal Champion: Barb Sagara)
BBA Goal 1: Students will be effective communicators
1A Students will write effectively
1B Students will speak effectively
MBA Goal 2: Students will be effective communicators
2A MBA students will develop well-researched professional documents
2B MBA students will deliver professional oral presentations
Teamwork Skills (Goal Champion: Tim Palmer)
BBA Goal 2: Students will have effective team skills
2A Students will demonstrate characteristics that contribute to effective teams.
MBA Goal 5: Students will have effective leadership skills
5A MBA students will be able to formulate viable approaches for leading others
given their individual leadership styles
5B MBA students will effectively interact in teams
Global Business Understanding (Goal Champion: Jagjit Saini)
BBA Goal 3: Students will acquire global business understanding
3A Students will recognize implications of salient environmental differences for
conducting global business
3B Students will recognize cultural implications for conducting business globally.
MBA Goal 1: Students will develop global business skills
1A MBA students will analyze implications of salient environmental differences
for conducting global business
1B MBA students will analyze cultural implications of conducting business
globally
Understanding Technology Systems (Goal Champion: Alan Rea)
BBA Goal 4: Students will understand technology systems
4A Students will have information technology knowledge
4B Students will apply information technology in business
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Part of MBA Goal 3: Students will be effective decision makers
3B MBA students will be able to illustrate the role of information technology in
supporting business
Understanding Ethical and Socially Responsible Business Practices (Goal Champion: Tom
Edmonds)
BBA Goal 5: Students will understand ethical business practices
5A Students will be able to define ethics
5B Students will be able to recognize an ethical dilemma
5C Students will be able to describe a framework for resolving an ethical dilemma
5D Students will be able to define sustainability
MBA Goal 4: Students will be socially responsible
4A MBA students will propose sustainability efforts to be undertaken by an organization
4B MBA students will devise viable solutions to address ethical conflicts
4C MBA students will analyze legal implications of business decisions
Foundation Business Knowledge (Goal Champion: Jim Penner)
BBA Goal 6: Students will have common business knowledge
Specific learning objectives have not yet been identified
Part of MBA Goal 3: Students will be effective decision makers
3C MBA students will integrate functional business knowledge
Critical Thinking Skills (Goal Champion: Devrim Yaman)
BBA Goal 7: Students will be critical thinkers
7A Students will identify and evaluate evidence to draw conclusions
i) Identify and describe the problem or idea
ii) Collect, organize, and evaluate evidence
iii) Conduct quantitative and/or qualitative analysis
iv) Construct conclusions and implications and solutions
Part of MBA Goal 3: Students will be effective decision makers
3A MBA students will select options based on critical analysis
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Appendix 4
Responsibilities of Learning Goal Champions
The champion of each learning goal acts as the key resource person for assessing student
learning with respect to the goal. This implies that each champion:
1) is a repository of knowledge, expertise, and competence necessary to give guidance
and/or first-hand information to other faculty about the goal and assessment of student
learning with respect to the goal,
2) coordinates all assessment efforts at the college pertaining to the goal, including working
with interested faculty to:
a. suggest revisions (if necessary) to the learning goal and/or associated objectives,
b. devise mechanisms for assessing student learning with respect to the goal,
including deciding appropriate direct assessment methods (either course-
embedded or stand-alone assessment) and designing (or revising) assessment
rubrics for the goal, if needed,
c. facilitate/coordinate collection of assessment data pertaining to the goal,
d. analyze and report assessment results relating to the goal,
e. recommend “closing-the-loop” interventions based on assessment results,
f. suggest ways to improve the assessment process relating to the goal.
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Appendix 5
Learning Goals, Objectives, and Assessment Points in the BBA Curriculum
BBA ACTY
2110
MGMT
2500
MKTG
2500
BUS
2700
FIN
3200
BUS
3700
BUS
3750
LAW
3800
BUS
4750
Goal 1: Students will be effective communicators
1A Students will write effectively X
1B Students will speak effectively X
Goal 2: Students will have effective team skills
2A Students will demonstrate characteristics that
contribute to effective teams.
X X
Goal 3: Students will acquire global business understanding
3A Students will recognize implications of salient
environmental differences for conducting global
business
X
3B Students will recognize cultural implications for
conducting business globally.
X
Goal 4: Students will understand technology systems
4A Students will have information technology knowledge X
4B Students will apply information technology in business X
Goal 5: Students will understand ethical business practices
5A Students will be able to define ethics X
5B Students will be able to recognize an ethical dilemma X
5C Students will be able to describe a framework for
resolving an ethical dilemma
X
5D Students will be able to define sustainability X
Goal 6: Students will have common business knowledge X X X X
Goal 7: Students will be critical thinkers
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Appendix 6
Executive Summaries
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COMMUNICATION SKILLS - SPEAKING
Executive Summary [Calendar Year 2012] - SPRING 2012
Goal 1: Communication 1. Students will be effective communicators
Learning Objective 1B: Students will speak effectively
Description of instrument and benchmark: Oral Communication Proficiency
The college Assessment Committee determined in 2006 that the BBA communication goals will be assessed in BUS 3700,
Integrated Communication in Business, where these topics are taught. From 2006 to 2011, written communication was assessed,
and the results are shown below. In Spring 2012, the faculty added the assessment of oral presentations, expanding the Business
Communication Program assessment plan to include HCoB Learning Goal 1, Objective 1B: students will speak effectively.
Assessment was based on students’ presentations utilizing the oral communication rubric adopted by the college faculty in fall of
2011. Faculty teaching all sections of BUS 3700 Integrated Communication in Business are asked to participate. This evaluation
process began in the spring of 2012 and will be repeated each spring semester. Each year, the faculty will then use the results to
determine future emphases and revisions in the course content.
Activity Each student prepares and delivers an oral presentation with visual support.
Benchmark The faculty determined that 75% would serve as the benchmark for the first year of assessment. Based on the findings, the
benchmark will be modified by the faculty of the Business Communication Program upon evaluation of the findings.
Oral Communications Criteria 1. Demonstrates understanding of context and purpose for assignment
2. Incorporates voices, eye contact and body language effectively
3. Exhibits language free of errors in grammar and structure
4. Integrates visual communication elements effectively
Rating Scale 2 = Exceeds expectations: Excellent overall in meeting the criteria; a few minor weaknesses.
1 = Meets expectations: Acceptable overall but may exhibit noticeable weaknesses in two or more areas in meeting the criteria
0 = Does not meet expectations: Unacceptable and do not meet most of the criteria
21
Dimension Description of Average Rating
CONTEXT OF AND PURPOSE FOR PRESENTATION: Demonstrates adequate consideration of context, audience,
and purpose, and a clear focus on the assigned task(s) (e.g.
the task aligns with audience, purpose, and context).
Tailors content to audience and context.
Achieves the assignment's intent, within assignment guidelines.
PHYSICAL ELEMENTS OF PRESENTATION:
Uses voice, eye contact, and body to generally convey
meaning to audience, although some distracting habits
present (e.g. filler words, etc.).
Uses correct voice issues, pace, and tone.
Demonstrates effective eye contact.
Enhances presentation with body issues (posture, movement, and
gestures).
MECHANICS AND LANGUAGE USE: Uses clear language that generally conveys meaning to
readers, although presentation may include some errors or
distracting habits (e.g. filler words).
Exhibits language that is free of errors in grammar and sentence
structure.
Uses professional language.
VISUAL SUPPORT (if applicable):
Adequately demonstrates use of important conventions
particular to the task(s), including organization, visual
presentation, formatting, and integration of sources.
Supplies supporting material(s) free of errors in grammar,
punctuation, spelling, and sentence structure.
Develops and organizes information appropriately.
Provides support material(s) that are aesthetically pleasing.
Conforms to ethical code (e.g. appropriate documentation of
sources).
Assessment Data/Results:
Course
No.
Assessment
Coordinator/Instructor
Semester
Assessed
Bench-
mark (% of
students
exceeding
cutoff)
Actual
Percent
Number of
Student
(n= )
Assessment
Method
Criterio
n Met?
BUS
3700 All Instructors Spring 2012 75% 93% 168
Oral
Presentations Yes
Action Taken:
22
Proposed course changes (e.g., new lecture, book)
in an effort to close loop
Students are performing at the benchmark level in this assessment area; however, to drive
continuous improvement, the new sophomore-level communication course will present
this material, which will be reinforced in BUS 3700. Additionally, we will watch the data
patterns, as this was just the first year this skill was assessed, for shifts in performance as
faculty continue assessing student oral skills.
Program (MBA or BBA) changed recommended
to UPC or GPC in an effort to close loop
Along with the new course being developed as discussed just above, students will be
encouraged to visit the Communication Center, created to provide one-on-one assistance
to all HCoB students in preparing written and oral communication assignments.
Feedback about assessment process (e.g.,
comments on rubrics, timeline, or objective being
measured)
For future assessment activities, faculty will discuss how best to compile artifacts of "does
not meet," "meets," and "exceeds expectations," perhaps through video recording samples.
Additional Data:.
Dimension
Item Analysis
Average--Scores of 0-
2 available
Item Analysis % of
Students Scoring
Above Criteria--
Criteria = 1
CONTEXT OF AND PURPOSE FOR PRESENTATION:
Tailors content to audience and context. 1.59 96.43%
Achieves the assignment's intent, within assignment guidelines. 1.68 98.21%
PHYSICAL ELEMENTS OF PRESENTATION:
Uses correct voice issues, pace, and tone. 1.27 88.69%
Demonstrates effective eye contact. 1.27 91.07%
Enhances presentation with body issues (posture, movement, and gestures). 1.08 83.33%
MECHANICS AND LANGUAGE USE:
Exhibits language that is free of errors in grammar and sentence structure. 1.52 98.21%
Uses professional language. 1.39 95.83%
VISUAL SUPPORT (if applicable):
Supplies supporting material(s) free of errors in grammar, punctuation,
spelling, and sentence structure. 1.69 97.02%
Develops and organizes information appropriately. 1.43 89.29%
Provides support material(s) that are aesthetically pleasing. 1.64 94.64%
Conforms to ethical code (e.g. appropriate documentation of sources). 1.89 97.02%
23
Additional Comments:
Assessment activities concluded students perform at the benchmark of 70% of adequate and strong. Students in BUS 3700 are taught
effective oral presentation techniques and given a chance to practice and perform. Faculty will meet to review the results from a
breakdown of the eleven specific assessment criteria and further strategize the program’s assessment plan as it pertains to the oral
communication component.
24
COMMUNICATION SKILLS - WRITING
Executive Summary [Calendar Year 2012] – SPRING AND FALL 2012
Goal 1: Communication 1. Students will be effective communicators
Learning Objective 1A: Students will write effectively
Description of instrument and benchmark: As determined by the Assessment Committee, the communication goals will be
assessed in BUS 3700, Integrated Communication in Business, where these topics are taught. Individually written analytical
assignments drawn from all sections of BUS 3700 Integrated Communication in Business are evaluated using the course and
Baccalaureate Writing Requirement criteria every fall semester. Formal assessments began in 2006, and the assessment practice
was modified in 2011 to increase the sample size, and a formalized rubric was developed. Cases selected require students to
analyze a problem and develop an appropriate response utilizing an indirect message structure.
Benchmark: The benchmark of 70% was determined by the faculty and used from 2006 until 2011. In 2012, the faculty
determined a higher rate of 75% should be implemented to help in driving continuous improvement strategies and raising
expectations to meet employer needs as expressed by the Dean's Advisory Council.
Dimensions of Analysis: The dimensions measured on the rubric, shown in the next section, are derived from the
baccalaureate written communication criteria, and map to the dimensions.
1. Reflects understanding of communication problem
2. Purpose contextualized to reflect problem
3. Organization reflects purpose and audience
4. Ideas and arguments support development of purpose
5. Style is appropriate for purpose and audience
6. Conventions of standard written English are used regularly
Rating Scale: The assessment on analytical writings uses a three-tiered rating system which echoes what is done in other
writing assessments on campus.
2 - Exceeds expectations: Excellent overall in meeting the criteria; a few minor weaknesses.
1 - Meets expectations: Acceptable overall but may exhibit noticeable weaknesses in two or more areas in meeting the
criteria
0 - Does not meet expectations: Unacceptable and do not meet most of the criteria
25
Dimension Description of Average Rating
CONTEXT OF AND PURPOSE FOR WRITING:
Demonstrates adequate consideration of context, audience, and purpose,
and a clear focus on the assigned task(s)
Tailors content to audience and context.
Achieves the assignment's intent, within assignment
guidelines.
CONTENT/DEVELOPMENT:
Uses appropriate and relevant content to develop and explore ideas
through most of the work.
Incorporates appropriate supporting evidence.
Content is accurate and demonstrates writer's proficiency
in topic area.
Demonstrates critical analysis.
MECHANICS AND LANGUAGE USE:
Uses clear language that generally conveys meaning to readers, although
writing may include some mechanical errors.
Is free of errors in grammar, punctuation, spelling, and
sentence structure.
Professional use of language.
Writing is concise.
FORM AND FORMAT:
Adequately demonstrates use of important conventions particular to a
specific writing task(s), including organization, visual presentation,
formatting, and integration of sources.
Correct form
Appropriate organization and development.
Aesthetically pleasing.
Conforms to ethical code (e.g. appropriate documentation
of sources).
26
Assessment Data/Results:
Course No. Assessment Coordinator/Instructor
Semester
Assessed
Benchmark (% of
students
exceeding cutoff)
Actual
Percent
No. of
Students
(n= )
Assessment
Method
Criterion
Met?
BUS 3700 Combined data from all reporting
sections
Fall 2012 75% 45% 196 Written
assignment
No
BUS 3700 Combined data from all reporting
sections
Spring 2012 75% 62% 215 Written
assignment
No
BUS 3700 Combined data from all reporting
sections
Fall 2010 70% 68% 50 Written
assignment
No
BUS 3700 Combined data from all reporting
sections
Fall 2008 70% 54% 50 Written
assignment
No
BUS 3700 Combined data from all reporting
sections
Fall 2006 70% 72% 50 Written
assignment
Yes
Action Taken: Proposed course changes (e.g., new
lecture, book) in an effort to close loop
The BCM Program faculty proposed an additional course be added at the sophomore level focusing
on reinforcing writing skills initially developed in college-level writing courses at the freshman
level. This course will effectively build a scaffold to professional business writing taught in the
junior-level class, BUS 3700, where assessment takes place. This course will deliver content on
specifics of business writing including form and style, career development and job search skills, and
public speaking. The BUS 3700 course will have more time available to help students achieve
higher success in writing skills by reinforcement and repetition of the complex topics covered,
which will be reflected in higher assessment scores.
Program (MBA or BBA) changes
recommended to UPC or GPC in an effort
to close loop
Along with the new course being developed as discussed just above, students will be encouraged to
visit the Communication Center, created to provide one-on-one assistance to all HCoB students in
preparing written and oral communication assignments.
Feedback about assessment process (e.g.,
comments on rubrics, timeline, or
objective being measured)
The rubric will be modified slightly to match the wording from the Baccalaureate Written
Communication Criteria, the University approved Value Rubric, and this rubric to improve
understanding when comparing the three documents. The assessment coordinator will work closely
with all faculty teaching BUS 3700 to assist in data collection and standardization of grading.
27
Additional Data: Below, please report any additional data that were collected for this assessment. These data could provide added insight into
helping assess the learning objective and could identify areas where course or program improvements are warranted. If applicable, report summary
results of any sub- dimensions used to create an average that was contrasted to the objective's benchmark.
Item Analysis
Dimension
Average
Spring 2012
% of students
scoring above 1
Average
Fall 2012
% of students
scoring above 1
Average
2012
Combined
% of students
scoring above 1
CONTEXT OF AND PURPOSE FOR
WRITING:
Tailors content to audience and context. 1.21 86% 1.06 83% 1.14 85%
Achieves the assignment's intent, within
assignment guidelines. 1.15 83% 1.06 83% 1.11 83%
CONTENT/DEVELOPMENT:
Incorporates appropriate supporting evidence. 1.31 93% 1.06 78% 1.19 86%
Content is accurate and demonstrates writer's
proficiency in topic area. 1.22 85% 0.88 66% 1.06 76%
Demonstrates critical analysis. 1.03 75% 0.86 64% 0.95 70%
MECHANICS AND LANGUAGE USE:
Is free of errors in grammar, punctuation,
spelling, and sentence structure. 1.20 83% 0.98 83% 1.09 83%
Professional use of language. 0.93 73% 0.90 76% 0.92 74%
Writing is concise. 1.07 79% 0.90 75% 0.99 77%
FORM AND FORMAT:
Correct form 1.19 81% 0.98 78% 1.09 80%
Appropriate organization and development. 1.09 76% 0.98 79% 1.03 78%
Aesthetically pleasing. 1.31 85% 1.01 82% 1.16 84%
Conforms to ethical code (e.g. appropriate
documentation of sources). 1.54 65% 1.22 94% 1.36 79%
Additional Comments:
Beginning in 2012, instead of using random sampling of n=50 from the total sample, all gathered assignments were part of the n= sample size. All
faculty teaching the course were asked to participate in the assessment, using the rubrics, and to submit their rubrics to the assessment
28
coordinators, Jo Wiley and Barbara Sagara. During 2012, the current case choice is a negative writing assignment, which requires students to write
in an indirect style.
These general findings indicate a normal curve; however, we believe skills of our students reflect a more disturbing national trend of poor writing
abilities in all populations. Students seem to lose ground between their freshman and senior year. We have often hypothesized that our students do
not write on a consistent basis throughout their sophomore and junior years. Large class sizes in subjects that lend themselves to writing
assignments may have a significant negative impact on their practice.
29
TEAM SKILLS
Executive Summary [Calendar Year 2012] - SPRING 2012
Goal 2: Students will have effective team skills
Learning Objective 2A: Students will demonstrate characteristics that contribute to effective teams.
Description of instrument and benchmark: Students evaluate team members on a 5-item rating scale (5=high, 1=low) that
includes five sub-dimensions. The instrument, CATME (Comprehensive Assessment of Team Member Effectiveness), was
developed and is currently maintained with support from the National Science Foundation. An average rating of 4.0 across the
five dimensions was chosen as the indicator used to evaluate students’ team ember effectiveness skills. The five dimensions
and descriptions of “average” (i.e., 3.0) rating are outlined below. The threshold, 4.0, therefore demonstrates behaviors that are
better than the average behaviors listed below.
Dimension Description of average rating
Contributing to the team’s work Completes a fair share of the team's work with acceptable quality.
Keeps commitments and completes assignments on time.
Helps teammates who are having difficulty when it is easy or important.
Interacting with teammates Respects and responds to feedback from teammates.
Participates fully in team activities.
Communicates clearly. Shares information with teammates.
Listens to teammates and respects their contributions.
Keeping the team on track Notices changes that influence the team's success.
Knows what everyone on the team should be doing and notices problems.
Alerts teammates or suggests solutions when the team's success is threatened.
Expecting quality Encourages the team to do good work that meets all requirements.
Wants the team to perform well enough to earn all available rewards.
Believes that the team can fully meet its responsibilities.
Having related knowledge, skills, and
abilities
Demonstrates sufficient knowledge, skills, and abilities to contribute to the
team's work.
Acquires knowledge or skills as needed to meet requirements.
Able to perform some of the tasks normally done by other team members.
30
Assessment Data/Results: Course
No.
ASMNT
Coord
Semester
Assessed
Benchmark
(% of students
exceeding 4.0)
Actual
[%]
No. of
Students
Assessment Method1
Criterion
Met?
BUS 4750 Palmer SP 2012 80 74.3 171 CATME (Behaviorally Anchored Rating
Scale)
No
Action Taken
Proposed course changes (e.g., new lecture, book) in an
effort to close the loop.
Program (BBA or MBA) changes recommended to
UPC or GPC in an effort to close the loop.
Feedback about the assessment process (e.g.,
comments on rubrics, timeline, or objective being
measured).
Additional Data: Below, please report any additional data that were collected for this assessment. These data could provide added
insight into helping assess the learning objective and could identify areas where course or program improvements are warranted. If
applicable, report summary results of any sub-dimensions used to create an average that was contrasted to the objective’s benchmark.
Contributing to the
team’s work
Interacting with
teammates
Keeping the team
on track
Expecting quality Having related
knowledge, skills,
and abilities
Average 4.09 4.21 4.02 4.11 4.13
% of students
scoring above 4.0
73.6 80.1 73.1 75.4 74.9
Additional Comments:
31
TEAM SKILLS
Executive Summary [Calendar Year 2012] - FALL 2012
Goal 2: Students will have effective team skills
Learning Objective 2A: Students will demonstrate characteristics that contribute to effective teams.
Description of instrument and benchmark: Students evaluate team members on a 5-item rating scale (5=high, 1=low) that
includes five sub-dimensions. The instrument, CATME (Comprehensive Assessment of Team Member Effectiveness), was
developed and is currently maintained with support from the National Science Foundation. An average rating of 4.0 across the
five dimensions was chosen as the criterion used to evaluate students’ team ember effectiveness skills. The five dimensions
and descriptions of “average” (i.e., 3.0) rating are outlined below. The criterion, 4.0, therefore demonstrates behaviors that are
better than the average behaviors listed below.
Dimension Description of average rating
Contributing to the team’s work Completes a fair share of the team's work with acceptable quality.
Keeps commitments and completes assignments on time.
Helps teammates who are having difficulty when it is easy or important.
Interacting with teammates Respects and responds to feedback from teammates.
Participates fully in team activities.
Communicates clearly. Shares information with teammates.
Listens to teammates and respects their contributions.
Keeping the team on track Notices changes that influence the team's success.
Knows what everyone on the team should be doing and notices problems.
Alerts teammates or suggests solutions when the team's success is threatened.
Expecting quality Encourages the team to do good work that meets all requirements.
Wants the team to perform well enough to earn all available rewards.
Believes that the team can fully meet its responsibilities.
Having related knowledge, skills, and
abilities
Demonstrates sufficient knowledge, skills, and abilities to contribute to the team's
work.
Acquires knowledge or skills as needed to meet requirements.
Able to perform some of the tasks normally done by other team members.
32
Assessment Data/Results: Course
No.
ASMNT
Coord
Semester
Assessed
Benchmark
(% of students
exceeding 4.0)
Actual
[%]
No. of
Students
Assessment Method1 Criterion
Met?
BUS 4750 Palmer F 2012 80 70 149 CATME (Behaviorally Anchored Rating Scale) No
Additional Data: Below, please report any additional data that were collected for this assessment. These data could provide added insight into
helping assess the learning objective and could identify areas where course or program improvements are warranted. If applicable, report summary
results of any sub-dimensions used to create an average that was contrasted to the objective’s benchmark.
Contributing to the
team’s work
Interacting with
teammates
Keeping the team on
track
Expecting quality Having related
knowledge, skills,
and abilities
Spring Fall Spring Fall Spring Fall Spring Fall Spring Fall
Average 4.09 4.09 4.21 4.15 4.02 4.08 4.11 4.20 4.13 4.12
% of students
scoring above 4.0
74 70 80 77 73 72 75 81 75 71
Additional Comments: This is the first semester that multiple faculty have collected team data in BUS 4750 using CATME. In all cases, this was
the first time these faculty have used CATME. Results will be shared with them and they will be encouraged to discuss the CATME dimensions
with their classes at the beginning of the semester.
Also, several non-BUS 4750 faculty used CATME for the first time in Fall 2012. Courses included MGMT 4040, CIS 2900 (three sections),
ACTY 4220, and BUS 3700 (two sections). These data are not reported in the executive summary; however one element of the plan has been for
an increasing number of faculty to use CATME. This is occurring. The reason I believe data above don’t show a positive trend in each of the five
categories is because BBA students have still not seen the instrument until they are in BUS 4750. As more faculty adopt CATME and students
become familiar with the dimensions, I expect we’ll start seeing improvements.
Action Taken:
Proposed course changes (e.g., new lecture, book) in an
effort to close the loop.
Continue to reinforce group dynamics issues among teams. Have teams discuss expectations
for each other along the CATME dimensions.
Consider collecting data twice each semester – once at midterm so students gain experience
using CATME and again at the end of the semester.
Program (BBA or MBA) changes recommended to UPC or
GPC in an effort to close the loop.
Encourage more faculty to use CATME so that BBA students get a consistent message about
characteristics of effective teams.
Feedback about the assessment process (e.g., comments on
rubrics, timeline, or objective being measured).
33
GLOBAL UNDERSTANDING
Executive Summary [Calendar Year 2012] - SPRING 2012
Goal # 3: Students will acquire global business understanding
Learning Objective # 3a: Students will recognize implications of salient environmental differences for conducting global
business.
Description of instrument and benchmark: Students were evaluated in MKTG 2500 class using three multiple choice questions
embedded on exam during the Spring 2012 semester.
Dimension Description of Average Rating
#1. Identify global business
environmental issues
Identifies relevant global business environmental issues (such as political, geoeconomic, legal, ethical
and socio-cultural issues) satisfactorily.
#2. Illustrate implications of
global business environment
Illustrates the implications of global business environments, but without much detail. e.g., explains at
a surface level how political, geoeconomic, legal, ethical and socio-cultural issues might impact a
given situation.
Assessment Data/Results:
Course
No.
Assessment
Coordinator/Instructor
Semester
Assessed
Benchmark
(expected
% of
students
answering
correctly)
Actual
Percent
Exceeding
Benchmark
Number of
Students (n= )
Assessment
Method
Criterion
Met?
MKTG
2500 Saini/ Eckert
Spring
2012
Question # 1 70% 72% 174 Exam Question Yes
Question # 2 70% 63% 174 Exam Question No
Question # 3 70% 60% 174 Exam Question No
34
Additional Data:
Additional Comments:
Benchmark met for one out of the three questions only suggesting that overall benchmark has not been met for this learning goal
objective. Assessment questions have not been mapped to the individual dimensions to be assessed for this learning objective. Since
the assessment questions are all multiple choice questions, dimension 2 has not been measured and assessed effectively. AOL council
representative will talk to instructors for the course to resolve this issue so that the two dimensions of the learning goal objective can
be assessed effectively.
Action Taken:
Proposed course changes (e.g., new
lecture, book) in an effort to close loop
Program (MBA or BBA) changes
recommended to UPC or GPC in an
effort to close loop
Feedback about assessment process
(e.g., comments on rubrics, timeline,
or objective being measured)
Need to coordinate with course instructors to design a new assessment
instrument to make the assessment for this goal objective more effective.
Situation based short descriptive questions would help assess the objective
dimensions more effectively.
35
GLOBAL UNDERSTANDING
Executive Summary [Calendar Year 2012] - SPRING 2012 - CONTINUED
Goal # 3: Students will acquire global business understanding
Learning Objective # 3B: Students will recognize cultural implications for conducting business globally.
Description of instrument and benchmark: Students were evaluated in MKTG 2500 class using two multiple choice questions
embedded on exam(s) during the Spring 2012 semester.
Dimension Description of Average Rating
#1. Identify cultural issues Identifies relevant cross-cultural issues in a given situation satisfactorily.
#2. Illustrate cultural implications of business
situations
Uses concepts and theories accurately to illustrate cross-cultural implications
of business situations. Explanations remain at surface level, without much
detail.
#3. Avoid ethnocentric orientation Adequately demonstrates an ability to consider other cultural perspectives
than your own when analyzing business situations.
Assessment Data/Results:
Course
No.
Assessment
Coordinator/Instructor
Semester
Assessed
Benchmark
(expected
% of
students
exceeding
cutoff)
Actual
Percent
Exceeding
Benchmark
Number of
Students (n=
)
Assessment
Method
Criterion
Met?
MKTG
2500 Saini/ Eckert
Spring
2012
Question #1 70% 39% 174 Exam Question No
Question #2 70% 95% 174 Exam Question Yes
Additional Data:
36
Additional Comments:
Benchmark is met for one out of the two questions under this learning goal objective. Assessment questions have not been mapped to
the individual dimensions to be assessed for this learning objective. Since the assessment questions are all multiple choice questions,
dimension 2 and 3 have not been measured and assessed effectively. AOL council representative will talk to instructors for the course
to resolve this issue so that the three dimensions of the learning goal objective can be assessed effectively.
Action Taken:
Proposed course changes (e.g., new
lecture, book) in an effort to close loop
Program (MBA or BBA) changed
recommended to UPC or GPC in an
effort to close loop
Feedback about assessment process
(e.g., comments on rubrics, timeline,
or objective being measured)
Need to coordinate with course instructors to design a new assessment
instrument to make the assessment for this goal objective more effective.
Situation based short descriptive questions would help assess the objective
dimensions more effectively.
37
GLOBAL UNDERSTANDING
Executive Summary [Calendar Year 2012] – FALL 2012
Goal # 3: Students will acquire global business understanding
Learning Objective # 3A: Students will recognize implications of salient environmental differences for conducting global
business.
Description of instrument and benchmark: Students were evaluated in MKTG 2500 class using four multiple choice questions embedded
on midterm and final exam during the Fall 2012 semester.
Dimension Description of Average Rating
#1. Identify global business
environmental issues
Identifies relevant global business environmental issues (such as political, geoeconomic, legal, ethical and
socio-cultural issues) satisfactorily.
#2. Illustrate implications of
global business environment
Ilustrates the implications of global business environments, but without much detail. e.g., explains at a
surface level how political, geoeconomic, legal, ethical and socio-cultural issues might impact a given
situation.
Assessment Data/Results:
Course
No.
Assessment
Coordinator/Instructor
Semester
Assessed
Benchmark
(expected %
of students
answering
correctly)
Actual %
Exceeding
Benchmark
No. of
Students
(n= )
Assessment
Method
Criterion
Met? MKTG
2500 Saini/ Schultz Fall 2012
Question # 1
70% 62% 216
Final Exam
Question No
Question # 2
70% 55% 216
Final Exam
Question No
Question # 3
70% 91% 219
Midterm Exam
Question Yes
Question # 4
70% 85% 219
Midterm Exam
Question Yes
38
Additional Data:
Additional Comments: Benchmark met for two out of the four questions only. Assessment questions have not been mapped to the individual dimensions to be
assessed for this learning objective. Since the assessment questions are all multiple choice questions, dimension 2 has not been
measured and assessed effectively. AOL council representative will talk to instructors for the course to resolve this issue so that the
two dimensions of the learning goal objective can be assessed effectively.
Action Taken:
Proposed course changes (e.g., new lecture, book) in
an effort to close loop
Program (MBA or BBA) changes recommended to
UPC or GPC in an effort to close loop
Feedback about assessment process (e.g., comments
on rubrics, timeline, or objective being measured)
Need to coordinate with course instructors to design a new assessment
instrument to make the assessment for this goal objective more effective.
Situation based short descriptive questions would help assess the
objective dimensions more effectively.
39
GLOBAL UNDERSTANDING
Executive Summary [Calendar Year 2012] – FALL 2012 - CONTINUED
Goal # 3: Students will acquire global business understanding
Learning Objective # 3B: Students will recognize cultural implications for conducting business globally.
Description of instrument and benchmark: Students were evaluated in MKTG 2500 class using three multiple choice questions
embedded on midterm and final exam during the Fall 2012 semester.
Dimension Description of Average Rating
#1. Identify cultural issues Identifies relevant cross-cultural issues in a given situation satisfactorily.
#2. Illustrate cultural implications of
business situations
Uses concepts and theories accurately to illustrate cross-cultural implications of business
situations. Explanations remain at surface level, without much detail.
#3. Avoid ethnocentric orientation Adequately demonstrates an ability to consider other cultural perspectives than your own
when analyzing business situations.
Assessment Data/Results:
Course
No.
Assessment
Coordinator/
Instructor
Semester
Assessed
Benchmark
(expected % of
students
exceeding cutoff)
Actual
Percent
Exceeding
Benchmark
No. of
Students
(n= )
Assessment
Method
Criterion
Met?
MKTG
2500
Saini/ Schultz Fall 2012
Question #1 70% 94% 219 Midterm
Exam
Question
Yes
Question #2 70% 92% 219 Midterm
Exam
Question
Yes
Question #3 70% 96% 219 Midterm
Exam
Question
Yes
40
Additional Data:
Additional Comments:
Benchmark is met for all the three questions under this learning goal objective. Assessment questions have not been mapped
to the individual dimensions to be assessed for this learning objective. Since the assessment questions are all multiple choice
questions, dimension 2 and 3 have not been measured and assessed effectively. AOL council representative will talk to
instructors for the course to resolve this issue so that the three dimensions of the learning goal objective can be assessed
effectively.
Action Taken:
Proposed course changes (e.g., new lecture,
book) in an effort to close loop
Program (MBA or BBA) changed
recommended to UPC or GPC in an effort to
close loop
Feedback about assessment process (e.g.,
comments on rubrics, timeline, or objective
being measured)
Need to coordinate with course instructors to design a new assessment
instrument to make the assessment for this goal objective more effective.
Situation based short descriptive questions would help assess the objective
dimensions more effectively.
41
INFORMATION TECHNOLOGY
Executive Summary [Calendar Year 2012] – SPRING AND FALL 2012
Goal # 4: Students will understand technology systems
Learning Objective # 4A: Students will have information technology knowledge
Learning Objective #4B: Students will apply information technology in business
OVERALL SUMMARY
In terms of current IT assessments, BUS 2700 is an excellent course in terms of measuring IT knowledge
and application. However, more needs to be done to help students demonstrate a better command of IT
knowledge. Perhaps a more coordinated effort in the use of supplemental materials, lecture notes, etc.
should be examined.
However, the drastic reduction in the number of sections measured from Spring 2012 to Fall 2012 must
be noted. More needs to be done to encourage participation in this process. Perhaps with the move to
online data collection via SharePoint, this will increase instructor participation as it will be a less onerous
process.
We should also look at other courses as well in the BBA curriculum that might be used as benchmarks for
this objective.
In terms of the MBA, we need to determine which course or courses can best measure the 3B objective.
Ultimately, to increase participation we need to streamline the process using automated workflows,
integrated interfaces, and better reporting functions to determine trends.
SPRING 2012
The following data was collected from six (6) of the twelve (12) BUS 2700 courses in which instructors
reported data. The total student count for this summary is 190.
The findings indicate our students are exhibiting a stronger application of Information Technology as
demonstrated via the multiple BUS 2700 course projects. In terms of applying IT in business processes,
projects, and decision making 89% exceeded expectations. More importantly 94% of the students were
able to demonstrate the ability to solve business problems with IT.
In terms of IT knowledge, our students still did well with 82% meeting or exceeding all expectations.
Although this exceeds the current benchmark (75%), 18% of the students did not meet expectations. This
indicates more room for improvement.
As noted in the "Action Taken" area, BUS 2700 content will be updated with a much-needed new edition
of the standard textbook for the course. This text book brings much needed discussion of contemporary
technologies (e.g., social media) and their use in business. This update should increase the
Even though our students already exhibit a strong application slant, BUS 2700 will require a real-world
group project as one of the nine (9) projects in the required course pack.
42
Does Not Meet
Expectations = 0
N
(%)
Meets
Expectations = 1
N
(%)
Exceeds
Expectations = 1
N
(%)
Information Technology Knowledge
Evaluate the role
Information Technology
plays in business
operation, innovation,
and decision making.
Student failed to
evaluate the role of
Information
technology within
operational,
innovation, and
decision making
context.
18 Student evaluated
the role of
Information
technology within
operational,
innovation, and
decision making
context.
42 Student
demonstrated the
role of Information
technology within
operational,
innovation, and
decision making
context.
40
Identify Information
Technology challenges
in business.
Student failed to
demonstrate
minimum ability in
identifying
Information
Technology
challenges related
to IT Strategy,
Business/IT
alignment, and IT
resource
management.
18 Student
demonstrated ability
in identifying
Information
Technology
challenges related
to IT Strategy,
Business/IT
alignment, and IT
resource
management.
42 Student
demonstrated
exceptional ability
in identifying
Information
Technology
challenges related
to IT Strategy,
Business/IT
alignment, and IT
resource
management.
40
Identify use of
Information Technology
to support business
processes automation,
and to improve
efficiency/effectiveness
of business process.
Student failed to
demonstrate
minimum ability in
identifying
business process
for IT automation,
and/or efficiency/
effectiveness
improvement.
18 Student
demonstrated ability
in identifying
business process for
IT automation,
and/or efficiency/
effectiveness
improvement.
42 Student
demonstrated
exceptional ability
in identifying
business process for
IT automation,
and/or efficiency
/effectiveness
improvement.
40
Apply Information Technology in Business
Apply Information
Technology in business
process, project
management, and/or
decision making.
Student did not
apply Information
Technology in
assignments and/or
projects.
10 Student effectively
applied Information
Technology in
assignments and/or
projects.
1 Student exceeded
expectations in
effectively applying
Information
Technology in
assignments and/or
projects.
89
Demonstrate
competency using
Information Technology
to solve business
problems.
Student failed to
demonstrate
competency using
Information
Technology to
solve business
problems.
6 Student
demonstrated
competency using
Information
Technology to solve
business problems.
0 Student exceeded
expectations in
demonstrating
competency using
Information
Technology to solve
business problems.
94
43
Action Taken
Proposed course changes (e.g., new
lecture, book) in an effort to close
the loop.
The new 5th
edition of the textbook will be used starting
in Fall 2012 to incorporate the new technologies used in
business today. Assigned a Real World group project in
tune with HCoB students’ conduct. Incorporated nine
projects from the casebook.
Program (BBA or MBA) changes
recommended to UPC or GPC in an
effort to close the loop.
Feedback about the assessment process
(e.g., comments on rubrics, timeline, or
objective being measured).
FALL 2012
The following data was collected from a small sample of BUS 2700 courses in which instructors
reported data. The total student count for this summary is 65.
As in Spring 2012 an astounding 97% demonstrated the ability to apply IT to business processes,
projects, and decision making. The percentage of students (94%) who were able to demonstrate
the ability to solve business problems with IT remained the same.
Students did not do as well in terms of IT knowledge. In this semester only 67% met or
exceeding expectations. This is below the 75% benchmark. Perhaps the change in textbook
editions made a significant impact in some manner. This should be explored further. Instructors
did use more online multimedia material within Connect, but this may not have been sufficient.
Overall, the totals do bring the overall benchmark score to 77%, but there is room for
improvement.
44
Does Not Meet
Expectations =
0
N
(%)
Meets
Expectations = 1
N
(%)
Exceeds
Expectations = 1
N
(%)
Information Technology Knowledge
Evaluate the role
Information
Technology plays in
business operation,
innovation, and
decision making.
Student failed to
evaluate the role
of Information
technology
within
operational,
innovation, and
decision making
context.
33 Student evaluated
the role of
Information
technology within
operational,
innovation, and
decision making
context.
51 Student
demonstrated the
role of
Information
technology within
operational,
innovation, and
decision making
context.
16
Identify Information
Technology challenges
in business.
Student failed to
demonstrate
minimum ability
in identifying
Information
Technology
challenges
related to IT
Strategy,
Business/IT
alignment, and
IT resource
management.
33 Student
demonstrated
ability in
identifying
Information
Technology
challenges related
to IT Strategy,
Business/IT
alignment, and IT
resource
management.
51 Student
demonstrated
exceptional
ability in
identifying
Information
Technology
challenges related
to IT Strategy,
Business/IT
alignment, and IT
resource
management.
16
Identify use of
Information
Technology to support
business processes
automation, and to
improve
efficiency/effectiveness
of business process.
Student failed to
demonstrate
minimum ability
in identifying
business process
for IT
automation,
and/or
efficiency/
effectiveness
improvement.
33 Student
demonstrated
ability in
identifying
business
process for IT
automation,
and/or efficiency/
effectiveness
improvement.
51 Student
demonstrated
exceptional
ability in
identifying
business process
for IT
automation,
and/or efficiency
/effectiveness
improvement.
16
Apply Information Technology in Business
Apply
Information
Technology in
business process,
project
management,
and/or decision
making.
Student did not
apply Information
Technology in
assignments
and/or projects.
3 Student effectively
applied Information
Technology in
assignments and/or
projects.
0 Student exceeded
expectations in
effectively applying
Information
Technology in
assignments and/or
projects.
97
Demonstrate Student failed to 6 Student 0 Student exceeded 94
45
competency
using
Information
Technology to
solve business
problems.
demonstrate
competency using
Information
Technology to
solve business
problems.
demonstrated
competency using
Information
Technology to solve
business problems.
expectations in
demonstrating
competency using
Information
Technology to solve
business problems.
Action Taken
Proposed course changes (e.g., new
lecture, book) in an effort to close the
loop.
Included some questions in the mid-term and final exams to
assess the interpretative knowledge of the technology used in
the course.
Also used on-line "Connect" facility to enhance learning as
adjunct to textbook. Introduced 5th edition of textbook to
reflect ongoing changes in the world of information
technology.
Program (BBA or MBA) changes
recommended to UPC or GPC in an
effort to close the loop.
Feedback about the assessment process
(e.g., comments on rubrics, timeline, or
objective being measured).
CONCLUSION
Our students demonstrate a high level of applying IT to solve business problems. This bodes well for not
only other courses they will take in their majors but also in internships and ultimately jobs. However,
more needs to be done in terms of helping students increase their overall knowledge and understanding of
IT.
Increased collaboration with the GPC to obtain data is absolutely necessary.
Ultimately, to increase participation we need to streamline the process using automated workflows,
integrated interfaces, and better reporting functions to determine trends.
46
COMMON BUSINESS KNOWLEDGE
Executive Summary [Calendar Year 2012] - FALL 2012
Goal # 6: Students will have common business knowledge
Learning Objective # 6a: Students will demonstrate ability to identify, define, and interpret essential concepts and principles in the following business
functional areas:
a) Accountancy
b) Information technology
c) Business Process Productivity
d) Finance
e) Marketing
Description of instrument and benchmark: A 70% benchmark is used for the common business knowledge goal. This goal is tested through exam questions
and assignments.
ACCOUNTANCY
Dimension Description of Average Rating
Operational Budgeting
Standard Cost Systems
Manufacturing Process and Cost Flow
Cost-Volume-Profit Analysis
47
Assessment Data/Results:
Course No.
Assessment
Coordinator/
Instructor
Semester
Assessed
Benchmark
(expected % of
students
exceeding
cutoff)
Actual
Percent
Exceeding
Benchmark
Number of
Students
(n= )
Assessment
Method
Criterion
Met?
Operational Budgeting
ACTY 2110 Penner Fall 2012 70% 75% 83 Exam Question Yes
Standard Cost Systems
ACTY 2110 Penner Fall 2012 70% 77% 83 Exam Question Yes
Manufacturing Process and Cost
Flow
ACTY 2110 Penner Fall 2012 70% 74% 250 Exam Question Yes
Cost-Volume-Profit Analysis
ACTY 2110 Penner Fall 2012 70% 82% 244 Exam Question Yes
Additional Data: Below, please report any additional data that were collected for this assessment. These data could provide added insight into helping assess the
learning objective and could identify areas where course or program improvements are warranted. If applicable, report summary results of any sub-dimensions
used to create an average that was contrasted to the objective's benchmark. Additional Comments:
Action Taken:
Proposed course changes (e.g., new lecture, book) in an effort to
close loop
Program (MBA or BBA) changed recommended to UPS or GPC in
an effort to close loop
Feedback about assessment process (e.g., comments on rubrics,
timeline, or objective being measured)
48
INFORMATION TECHNOLOGY
Dimension Description of Average Rating
Assessment Data/Results:
Course No.
Assessment
Coordinator/ Instructor
Semester
Assessed
Benchmark
(expected % of
students exceeding
cutoff)
Actual Percent
Exceeding
Benchmark
Number of
Students (n= )
Assessment
Method
Criterion
Met?
BUS 2700 Penner Fall 2012 70% 77% 65
Exam
Question Yes
Additional Data: Below, please report any additional data that were collected for this assessment. These data could provide added insight into helping assess the
learning objective and could identify areas where course or program improvements are warranted. If applicable, report summary results of any sub-dimensions
used to create an average that was contrasted to the objective's benchmark.
Dimension Item Analysis Average (0 to 2.0)
Item Analysis Percent of Students Scoring Above
Criteria
Measurable #1
Measurable #2
Additional Comments: Action Taken: Proposed course changes (e.g., new lecture, book) in an
effort to close loop
Include some questions in the mid-term and final exams to assess the interpretative
knowledge of the technology used Used on-line” Connect” facility to enhance
learning as adjunct to textbook. Introduced 5th edition of textbook to reflect
ongoing changes in the world of information technology.
Program (MBA or BBA) changed recommended to UPS
or GPC in an effort to close loop
Feedback about assessment process (e.g., comments on
rubrics, timeline, or objective being measured)
49
BUSINESS PROCESS PRODUCTIVITY
Dimension Description of Average Rating PDCA
Forecasting
Aggregate Planning
Inventory Models
Process Management
JIT/Lean
Assessment Data/Results:
Course No.
Assessment
Coordinator/Instructor
Semester
Assessed
Benchmark
(expected % of
students
exceeding cutoff)
Actual
Percent
Exceeding
Benchmark
Number
of
Students
(n= )
Assessment
Method
Criterion
Met?
PDCA
BUS 3750 Penner Fall 2012 70% 89% 388 Exam Question Yes
Forecasting
BUS 3750 Penner Fall 2012 70% 74% 147 Exam Question Yes
Aggregate Planning
BUS 3750 Penner Fall 2012 70% 49% 97 Exam Question No
Inventory Models
BUS 3750 Penner Fall 2012 70% 88% 175 Exam Question Yes
Process
Management
BUS 3750 Penner Fall 2012 70% 81% 162 Exam Question Yes
JIT/Lean
BUS 3750 Penner Fall 2012 70% 85% 169 Exam Question Yes
Additional Data: Below, please report any additional data that were collected for this assessment. These data could provide added insight into helping assess the
learning objective and could identify areas where course or program improvements are warranted. If applicable, report summary results of any sub-dimensions
used to create an average that was contrasted to the objective's benchmark.
50
Dimension Item Analysis Average (0 to 2.0)
Item Analysis Percent of Students Scoring
Above Criteria
Measurable #1
Measurable #2
Measurable #3
Measurable #4
Measurable #5
Additional Comments:
Action Taken: Proposed course changes (e.g., new lecture, book) in an effort to
close loop
Include some questions in the mid-term and final exams to assess
the interpretative knowledge of the technology used Used on-
line” Connect” facility to enhance learning as adjunct to textbook.
Introduced 5th edition of textbook to reflect ongoing changes in
the world of information technology.
Program (MBA or BBA) changed recommended to UPS or GPC
in an effort to close loop
Feedback about assessment process (e.g., comments on rubrics,
timeline, or objective being measured)
51
FINANCE
Dimension Description of Average Rating
Assessment Data/Results:
Course No.
Assessment
Coordinator/ Instructor
Semester
Assessed
Benchmark
(expected % of
students exceeding
cutoff)
Actual Percent
Exceeding
Benchmark
Number of
Students (n= )
Assessment
Method
Criterion
Met?
FIN 3200 Penner Fall 2012 70% 70% 46
Exam
Question Yes
Additional Data: Below, please report any additional data that were collected for this assessment. These data could provide added insight into helping assess the
learning objective and could identify areas where course or program improvements are warranted. If applicable, report summary results of any sub-dimensions
used to create an average that was contrasted to the objective's benchmark.
Dimension Item Analysis Average (0 to 2.0)
Item Analysis Percent of Students Scoring Above
Criteria
Measurable #1
Measurable #2
Additional Comments: Action Taken: Proposed course changes (e.g., new lecture, book) in an
effort to close loop
Include some questions in the mid-term and final exams to assess the interpretative
knowledge of the technology used Used on-line” Connect” facility to enhance
learning as adjunct to textbook. Introduced 5th edition of textbook to reflect
ongoing changes in the world of information technology.
Program (MBA or BBA) changed recommended to UPS
or GPC in an effort to close loop
Feedback about assessment process (e.g., comments on
rubrics, timeline, or objective being measured)
52
MARKETING
Dimension Description of Average Rating Define Marketing and its Role in Society
Identify the Basic Components of a Marketing Plan
Explain how to Implement, Monitor and Evaluate Marketing Activities
Describe Market Segmentation, its Purpose, and Criteria for Target Market Selection
Explain the Concept of Positioning and its Role in Marketing Strategy Understand the Elements of the Marketing Mix including Ethical Implications of
Decisions
Assessment Data/Results:
Course No.
Assessment
Coordinator/ Instructor
Semester
Assessed
Benchmark
(expected
% of
students
exceeding
cutoff)
Actual
Percent
Exceeding
Benchmark
Number
of
Students
(n= )
Assessment
Method
Criterion
Met?
Define Marketing and its Role in
Society
MKTG 2500 Penner Fall 2012 70% 73% 219
Exam
Question Yes
Identify the Basic Components of a
Marketing Plan
MKTG 2500 Penner Fall 2012 70% 85% 219
Exam
Question Yes
Explain how to Implement, Monitor
and Evaluate Marketing Activities
MKTG 2500 Penner Fall 2012 70% 87% 219
Exam
Question Yes
Describe Market Segmentation, its
Purpose, and Criteria for Target
Market Selection
MKTG 2500 Penner Fall 2012 70% 80% 219
Exam
Question Yes
Explain the Concept of Positioning
and its Role in Marketing Strategy
53
MKTG 2500 Penner Fall 2012 70% 70% 219
Exam
Question Yes
Understand the Elements of the
Marketing Mix including Ethical
Implications of Decisions
MKTG 2500 Penner Fall 2012 70% 87% 219
Exam
Question Yes
Additional Data: Below, please report any additional data that were collected for this assessment. These data could provide added insight into helping assess the
learning objective and could identify areas where course or program improvements are warranted. If applicable, report summary results of any sub-dimensions
used to create an average that was contrasted to the objective's benchmark.
Dimension Item Analysis Average (0 to 2.0)
Item Analysis Percent of Students Scoring Above
Criteria
Measurable #1
Measurable #2
Additional Comments: Action Taken: Proposed course changes (e.g., new lecture, book) in an
effort to close loop
Include some questions in the mid-term and final exams to assess the interpretative
knowledge of the technology used Used on-line” Connect” facility to enhance
learning as adjunct to textbook. Introduced 5th edition of textbook to reflect
ongoing changes in the world of information technology.
Program (MBA or BBA) changed recommended to UPS
or GPC in an effort to close loop
Feedback about assessment process (e.g., comments on
rubrics, timeline, or objective being measured)
54
SUSTAINABILITY
Executive Summary [Calendar Year 2012] - SPRING 2012
Learning Goal: Students will understand ethical business practices.
Learning Objective: Students will be able to define sustainability.
Weak
1
Average
2
Strong
3 Score
Define Sustainability Equates Sustainability with
environmental protection.
Equates Sustainability with
environmental protection and other
issues of social responsibility.
Defines Sustainability as meeting the needs of
the present without compromising the ability
of future generations to meet their needs.
9 (5%) 16 (10%) 104 (63%)*
37 students (22%) equated sustainability with organizational performance (sustained long term performance) which is not an element on the
rubric.
Course
No.
ASMNT
Coord
Semester
Assessed
Benchmark Actual
[%]
No. of
Students
Assessment Method1
Criterion
Met?
BUS 4750 Palmer SP 2012 80 63 166 MC question No
Action Taken
Proposed course changes (e.g., new lecture, book) in an
effort to close the loop.
Need to provide more examples in class of true “sustainability” efforts. Distinguish the
difference between sustained competitive advantage and sustainability.
Program (BBA or MBA) changes recommended to
UPC or GPC in an effort to close the loop.
Reinforce definition of sustainability across the curriculum. Provide examples in
different contexts depending on the class.
Feedback about the assessment process (e.g.,
comments on rubrics, timeline, or objective being
measured).
Additional Comments:
55
SUSTAINABILITY
Executive Summary [Calendar Year 2012] – FALL 2012
Learning Goal 5: Students will understand ethical business practices.
Learning Objective D: Students will be able to define sustainability.
Weak
1
Average
2
Strong
3 Score
Define Sustainability Equates Sustainability with
environmental protection.
Equates Sustainability with
environmental protection and
other issues of social
responsibility.
Defines Sustainability as meeting the needs of the
present without compromising the ability of
future generations to meet their needs.
6 (8%) 7 (9%) 55 (72%)
8 students (10%) equated sustainability with organizational performance (sustained long term performance) which is not an element on the rubric.
Course
No.
ASMNT
Coord
Semester
Assessed
Benchmark Actual
[%]
No. of
Students
Assessment Method1
Criterion
Met?
BUS 4750 Palmer F 2012 80 72 76 MC question No
Action Taken
Proposed course changes (e.g., new lecture, book) in an
effort to close the loop.
Continue to provide examples in class of true “sustainability” efforts. Distinguish the
difference between sustained competitive advantage and sustainability.
Program (BBA or MBA) changes recommended to
UPC or GPC in an effort to close the loop.
Reinforce definition of sustainability across the curriculum. Provide examples in
different contexts depending on the class.
Feedback about the assessment process (e.g.,
comments on rubrics, timeline, or objective being
measured).
Rethink the rubric. Sustainability contains three pillars (environment, society,
performance). Perhaps the designation of “weak” is “can articulate only one element”,
average is “recognizes performance and one other dimension”, and strong is
“articulates all three components.
Additional Comments: There was considerable improvement over Spring 2012 data where only 63% of students were able to correctly define
sustainability.