BBA Program - Western Michigan University

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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



⃝ Consistently demonstrates

detailed attention to and

successful execution of specific

writing task(s) including

organization, visual



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


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.


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). ⃝ ⃝ ⃝


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



Develops and organizes information appropriately. ⃝ ⃝ ⃝ Provides support material(s) that are aesthetically

pleasing. ⃝ ⃝ ⃝


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



Student demonstrated the role of

Information technology within



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


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.


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.


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


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


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


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.


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%


Exhibits language that is free of errors in grammar and sentence structure. 1.52 98.21%

Uses professional language. 1.39 95.83%


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


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.


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.


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


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


sections

Spring 2012 75% 62% 215 Written

assignment

No


sections

Fall 2010 70% 68% 50 Written

assignment

No


sections

Fall 2008 70% 54% 50 Written

assignment

No


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.


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


WRITING:

Tailors content to audience and context. 1.21 86% 1.06 83% 1.14 85%


assignment guidelines. 1.15 83% 1.06 83% 1.11 83%


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%


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%


documentation of sources). 1.54 65% 1.22 94% 1.36 79%


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



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.,


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


31

TEAM SKILLS

Executive Summary [Calendar Year 2012] - FALL 2012


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:



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


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.


#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.


Course

No.

Assessment


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:


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


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


Executive Summary [Calendar Year 2012] - SPRING 2012 - CONTINUED


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.


#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.


Course

No.

Assessment


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


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:



Program (MBA or BBA) changed



Feedback about assessment process

(e.g., comments on rubrics, timeline,

or objective being measured)





37


Executive Summary [Calendar Year 2012] – FALL 2012


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.


#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.


Course

No.

Assessment


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)



Situation based short descriptive questions would help assess the

objective dimensions more effectively.

39


Executive Summary [Calendar Year 2012] – FALL 2012 - CONTINUED


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.


#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.


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


Exam

Question

Yes


Exam

Question

Yes

40

Additional Data:


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


comments on rubrics, timeline, or objective

being measured)





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

(%)


Evaluate the role


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


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

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


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


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



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

(%)


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 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


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



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


Operational Budgeting

Standard Cost Systems

Manufacturing Process and Cost Flow

Cost-Volume-Profit Analysis

47


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


Manufacturing Process and Cost

Flow


Cost-Volume-Profit Analysis


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



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



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


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


Course No.

Assessment


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


Aggregate Planning

BUS 3750 Penner Fall 2012 70% 49% 97 Exam Question No

Inventory Models


Process

Management


JIT/Lean





50


Item Analysis Percent of Students Scoring

Above Criteria

Measurable #1

Measurable #2

Measurable #3

Measurable #4

Measurable #5


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



Course No.

Assessment


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






Criteria

Measurable #1

Measurable #2











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


Course No.

Assessment


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






Criteria

Measurable #1

Measurable #2











54

SUSTAINABILITY


Learning Goal: Students will understand ethical business practices.

Learning Objective: Students will be able to define sustainability.

Weak

1

Average

2

Strong

3 Score




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



Need to provide more examples in class of true “sustainability” efforts. Distinguish the

difference between sustained competitive advantage and sustainability.



Reinforce definition of sustainability across the curriculum. Provide examples in

different contexts depending on the class.



measured).


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




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



Continue to provide examples in class of true “sustainability” efforts. Distinguish the

difference between sustained competitive advantage and sustainability.



Reinforce definition of sustainability across the curriculum. Provide examples in

different contexts depending on the class.



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.

BBA Program - Western Michigan University

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