School of Business - Southern Oregon University the Business Strategy Game (BSG), groups of students...
Transcript of School of Business - Southern Oregon University the Business Strategy Game (BSG), groups of students...
School of Business
Report on Learning Outcomes
2015
Program Learning Outcomes
01
table of contents
Assessment Methods
02Student Performance
03
Business Degrees Awarded
04
05Changes Based on Assessment
Retention Rates
06
School of BusinessProgram Learning Outcomes
There are five basic learning outcomes for every student earning a bachelor’s degree in Business Administration.
1. PROFESSIONAL - Demonstrate the ability to apply and synthesize the functional areas of business to make sound business decisions.2. INFORMATION LITERACY - Access, use and evaluate information in business decision making.
3. DISCIPLINED INQUIRY - Use quantitative and qualitative analytical and critical thinking skills to evaluate information, solve problems and make sound decisions.4. COMMUNICATION SKILLS - Communicate effectively in various forms.5. ETHICS - Demonstrate knowledge and application of prescribed ethical codes and behaviors in the workplace.
.
Learning Outcomes
section 01
Business Plan Presentation
Internship
Major Field Test
Community-based Research
University Assessment
Total
Performance
Comprehensive Business Plan
Business students are assessed using a variety of methods to prove proficiency of program learning outcomes.
Business Simulation Game
section 02
5
Comprehensive Business Plan
Students in the bachelor of science or arts in Business Administration are required to complete a business plan for their senior capstone.
Students are required to apply what is learned in their core business courses and create a feasible business plan. Students present their plan to their peers, department faculty, and their instructor.
Assessment Method
Target Market
Competition Strategy & Risk Technology
Financials
section 03
6
BUSINESS PLAN ASSESSMENTIn 2014-2015, business plans submitted by four sections of BA 499 were evaluated using a
common rubric. A total of 46 plans were rated based on a scale of 0-4 for each section.
Student performance
section 03
2.88
2.94
2.99
3.10
3.14
3.17
3.19
3.20
3.29
3.31
3.35
3.36
3.42
3.46
3.56
3.60
3.64
1.0
Technology Plan
Marketing Plan and Sales Strategy
The Competition
Risk Assessment
Strategic Position
Formatting and Referencing
Financial Information
Community Involvement and Social Responsibility
The Target Market
Development, Milestones and Exit Plan
Industry Analysis and Trends
Operations
Management and Organization
Documentation and support
Writing Mechanics
Company Description
Executive Summary
Average Rating
Average Section Ratings of Four Section of BA 499 (2014-2015)Total Number of BP Evaluated = 46
4 3 2 1 0
A-level
qualities
B-level
qualities
C-level
qualities
D-level
qualities
F-level
qualities
(90–100) (80–89) (70–79) (60–69)(below
60)
7
Business Plan Assessment Student Performance
Course sections were compared including Face-to-Face in Ashland, Medford, and Online instruction.
section 03
0.00 0.50 1.00 1.50 2.00 2.50 3.00 3.50 4.00
Overall Average Rating
Overall Average Rating
Ashland F15 3.41
Online F15 3.12
Ashland W15 3.29
Medford F14 3.37
Comparison of Average RatingsBy BP Segment, By BA 499 Section
4 3 2 1 0
A-level
qualities
B-level
qualities
C-level
qualities
D-level
qualities
F-level
qualities
(90–100) (80–89) (70–79) (60–69)(below
60)
8
Internships and Business ResearchAs part of the core business requirements, students must complete an internship or a practical business research project working with an external business client. In 2014-15, there were 167 students who chose to do an internship and 51 who chose to complete Business Research.
Assessment Method
section 03
9
Internship or Business Research?
Assessment Method
75%
Internships
Typically 120 hours of
internship work are
completed in a term
25%
Business Research
Students participate in a
community-based group
research project
Practical Application
section 03
10
Internships
Employers are required to complete a final evaluation of the student’s performance in the internship experience.
The overall performance of students over the past three years has been high and improving. This chart displays the categories in which students are evaluated and the percentage who performed at the “outstanding” level in each category over the last three years.
Student Performance
.
section 03
Business ResearchStudents are evaluated by the business client using a rubric with a scale of 1-5 with 1 being Poor and 5 being Excellent.
1 2 3 4 5
Communication Skills
Met Objectives
Cooperation
Incorporated Client’s Suggestions
Added Value to your Business
Presentation of Report
Student Performance
section 03
Note: Beginning 2015-16 year, results of the client evaluations will be aggregated for use in
annual assessment reports.
12
SOU Senior Writing AssessmentIn 2013-14, the University Assessment Committee, using a normed rubric, evaluated and rated a random sample of senior capstone projects from every SOU department as part of the University’s assessment and accreditation process.
The papers were evaluated based on content, fluency, convention, focus, evidence, inferences, and conclusion.
The scores for business students were compared against the University as a whole.
Assessment Method
section 03
Business students
outperformed other
seniors on writing quality
and demonstration of
critical thinking.
13
Senior Writing Assessment
Senior students in the Business Department scored higher in their written communication and critical thinking assessments than other SOU seniors.
Sample Content Development/Organization
Fluency of Expression
Standard Convention
Sustained Focus
Evidence Valid inferences/Conclusion
All University Seniors (n=28)
2.61 2.61 2.75 2.61 2.39 2.36
Business Seniors (n=6)
3.33 3.00 2.83 3.67 2.83 2.67
SCALE: 4 = Exemplary, 3=Accomplished, 2=Developing, 1=Beginning
section 03
14
Business Strategy Game
In the Business Strategy Game (BSG), groups of students are assigned to operate an athletic footwear company that produces and markets both branded and private-label footwear and competes head-to-head against footwear companies run by other members of the class. The companies compete in a global market arena, selling in four geographic regions—Europe-Africa, North America, Asia-Pacific, and Latin America.
SOU business students consistently rank in the Global Top 100.
Assessment Method
section 03
15
Performance Categories Evaluated:
1. Earnings per share
2. Return on equity
3. Stock price
4. Overall score
section 03
The BSG
16
BSG Global Top 100 Ranking
2014-15 BSG Global Rankings
section 03
17
Major Field TestThe ETS® Major Field Test is a comprehensive undergraduate and MBA outcomes assessment designed to measure the critical knowledge and understanding obtained by students in their major field of study. The test goes beyond the measurement of factual knowledge. It evaluates a student’s ability to analyze and solve problems, understand relationships and interpret material from their major field of study. The test consists of multiple-choice questions, half of which are based on short case-study scenarios.
Questions use materials such as diagrams, graphs and statistical data. Major Field Test Outline
1. Marketing
2. Management
3. Finance
4. Accounting
Assessment Method
• https://www.ets.org/mft/about/content/mba
section 03
18
Major Field TestBoth undergraduate and graduate students who are near the end of their program of study participated in the major field test.
Student Performance
Number 2015-2016 (n=30) 2010-2011 (n=47)
Count above 50th
percentile70% 51.1%
Count below 50th
percentile30% 48.9%
section 03
19
Academic Year Number of Graduates
Undergraduate Business School
Degree Conferment
• 2011-12
• 2012-13
• 2013-14
• 2014-15
• 129
• 144
• 146
• 135
Business Certificates Awarded
• 2011-12
• 2012-13
• 2013-14
• 2014-15
• 101
• 76
• 76
• 68
Business Minors Awarded
• 2011-12
• 2012-13
• 2013-14
• 2014-15
• 33
• 19
• 29
• 24
Business Graduates
The number of program
completers remains fairly
constant. The number of
certificates awarded has
declined in recent years due
to focusing of resources
leading to fewer certificate
programs offered in the
School of Business.
section 04
20
School of Business Retention Rate
Fall 2015 Returning from Fall 2014
• Freshman
• Sophomore
• Junior
• Senior
• 71.7%
• 77.1%
• 80.8%
• 82.5%
Fall 2014 Returning from Fall 2013
• Freshman
• Sophomore
• Junior
• Senior
• 60.9
• 71.0%
• 76.5%
• 82.8%
Fall 2013 Returning from Fall 2012
• Freshman
• Sophomore
• Junior
• Senior
• 64.1%
• 73.4%
• 79.5%
• 81%
Fall 2012 Returning from Fall 2011
• Freshman
• Sophomore
• Junior
• Senior
• 63%
• 73.5%
• 80.2%
• 82.6%
The retention rate of business
seniors remains steady over the
last four years.
The percentage of freshman returning has increased by about 9 percentages points.
Student Retention
section 05
21
A Result of Our Assessments• Business Communication was added as a core
requirement to improve our students oral and writing skills and develop a more professional disposition
• Advanced Spreadsheets was added as a program prerequisite to enhance students’ ability to analyze data
• The faculty have discussed core business requirements leading up to the capstone course with the goal of better coordination of activities and development of e-Portfolios
• A value statement for the department is being developed to communicate to students the department’s expectations in and out of the classroom
Curriculum Changes
section 06
•contact informationFor more info, please
contact Dr. Joan McBee
Chair, School of Business
541.552.6493
thank you