School of Business and Economics

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School of Business and Economics

The School of Business & Economics has used a course embedded system of assessment, enhanced by nationally normed tests and indirect methods using exit and stakeholder surveys.

The graduate and undergraduate program learning outcomes are as follows:

Teamwork: Students will use teamwork skills to participate effectively in team problem-solving and decision-making situations.
Leadership: Students will use leadership skills to participate effectively in individual and team problem-solving and decision-making situations.
Technology: Students will be able to use word-processing, spreadsheet, database, and collaborative software and worldwide web tools and apply them to analysis of business decision situations.
Communication: Students will be able to communication interpersonally in order to establish positive business relationships; and logically and effectively construct and deliver business presentations in oral and written formats, utilizing a variety of presentation tools and media.
Functional Knowledge: Students will know the core concepts of each business discipline – accounting, finance, information systems, management, and marketing.
Ethics: Students will be able to identify ethical issues in business situations and propose effective approaches to their resolution.
Global and Diverse Perspectives: Students will be able to identify multicultural and diversity issues in business situations and evaluate their impact.
Critical, Analytical and Integrative Thinking: Students will be able to analyze business problem situations systematically and effectively, and apply knowledge from multiple disciplines to the problem.

The system uses mostly direct assessment as indicated above with some nationally normed ETS Field tests and some course embedded assessment. Some indirect assessment measures are still reviewed, such as alumni surveys, employer surveys, faculty surveys, and student exit surveys on an annual basis. Most assessment exercises are given each semester and reviewed by external reviewers, i.e. faculty that did not teach the course and in some cases, members of the business community.

The Assessment Center does skill-based assessment each semester on the basis of 12 different competencies. These competencies have been identified as being highly sought by employers as well as important to academic success. These competencies are encompassed into the following categories:

Critical thinking
Written communication
Interpersonal communication
Presentation
Teamwork
Conflict management

Customer relations
Leadership
Delegation
Coaching
Ethics
Financial impact analysis

These competencies are evaluated using seven exercises: case analysis, in basket exercise, client role play, coaching role play, supervisory role play, presentation and leaderless group discussion. Students complete the Assessment Center in their freshman year and in their senior year while enrolled in X220 and X410. Assessments are done each semester. This year the School will be integrating the skill-based results from the Assessment Center into its data base of knowledge-based assessment.
The tables below include each Learning Outcome, Learning Objectives associated with that Outcome for the School of Business and Economics Undergraduate program, and the assessment tools and timetables to be used for measuring each objective.

A. Data Collection on Each Outcome

Outcome #1 - Teamwork: Students will use teamwork skills to participate effectively in team problem-solving and decision-making situations.
Learning Objective	Name of Assessment Tool	Description of Assessment Tool	Date of Administration
Can articulate the benefits of working in a team for problem solving and decision making Will know and understand the primary teamwork roles and the positive and negative behaviors associated with effective team membership	Discipline Core Concepts Examination	School examination over core concepts in Business Core coursework	W402 each semester
Will exhibit more positive teamwork behaviors than negative behaviors in team situations	Teamwork Evaluation Form SBI Team Peer Evaluation Form	Form assessing occurrence of positive and negative team behaviors during team exercises Form rates team membership characteristics of team members in team case project	Z442 each semester J403 each semester

Outcome #2 -Leadership: Students will use leadership skills to participate effectively in individual and team problem-solving and decision-making situations.
Learning Objective	Name of Assessment Tool	Description of Assessment Tool	Date of Administration
Will know and understand the primary leadership roles and the positive and negative behaviors associated with effective team leadership	Discipline Core Concepts Examination	School examination over core concepts in Business Core coursework	W402 each semester
Will exhibit more positive leadership behaviors than negative behaviors in leadership situations	Team Leadership Roles Evaluation Form Project Leader Evaluation Form	Form assessing occurrence of positive and negative leadership behaviors during team exercises Form assessing application of leadership skills in a project management exercise	Z442 each semester Z442 each semester
Will exhibit individual leadership skills in problem-solving and decision-making situations	Assessment Center activities include in-basked, client role play, leaderless group discussion and supervisory role play exercises.	Assessment Center database of scores by outside raters	X220/X410

Outcome #3 - Technology: Students will be able to use word-processing, spreadsheet, database, and collaborative software and worldwide web tools and apply them to analysis of business decision situations.
Learning Objective	Name of Assessment Tool	Description of Assessment Tool	Date of Administration
Can use Microsoft Word to prepare business reports Can use Microsoft Excel to prepare and analyze business data Can use Microsoft Access to manage and analyze business data Can use a web browser to search, locate and retrieve business information from the internet Can use Microsoft Frontpage or Macromedia Dream Weaver to create and manage a website, intranet and to collaborate. Can use Microsoft Outlook and other collaborative software for management of personal information and collaboration with others Can apply MS Office Tools to analyze a business situation and prepare a report	A106 Challenge Examination ETS Information and Communications Literacy (ICT) - Advanced assessment test	CIS Department Examination over basic computer and Microsoft Office skills Standardized nationally-normed test of computer and information technology literacy	K221 each semester K321 each semester
Can apply MIS body of knowledge to business situations.	MIS Case Analysis Evaluation	Case analysis Score Sheet for MIS Cases	K321 each semester

Outcome #4 - Communication: Students will be able to communicate interpersonally in order to establish positive business relationships, and to logically and effectively construct and deliver business presentations in oral and written formats, utilizing a variety of presentation tools and media.
Learning Objective	Name of Assessment Tool	Description of Assessment Tool	Date/place of Administration
Research and construct a professional written document on a business issue	Team Written Communication Evaluation Form (TWCEF) Individual Written Communication Evaluation Form (IWCEF)	Form for scoring content and quality of team written report. Form for scoring content and quality of individual written report.	J403 each semester
Prepare and deliver a professional speech on a business issue	Team Oral Report Evaluation Form (TOREF) Individual Oral Report Evaluation Form (IOREF)	Form for scoring content and presentation quality of team client report. Form for scoring content and presentation quality of individual report.	J403 each semester
Produce and distribute an analysis of a business issue, in a professional manner, using appropriate media

Outcome #5 - Functional Knowledge: Students will know the core concepts of each business discipline – accounting, finance, information systems, management, and marketing.
Learning Objective	Name of Assessment Tool	Description of Assessment Tool	Date of Administration
Know core concepts of accounting Know core concepts of finance Know core concepts of information systems Know core concepts of management	ETS Business Area Test	Standardized nationally-normed test on the functional areas of business	J403 each semester
Know core concepts of marketing	Discipline Core Concepts Exam	School examination over core concepts in Business Core coursework	W402 each semester

Outcome #6 - Ethics: Students will be able to identify ethical issues in business situations and propose effective approaches to their resolution.
Learning Objective	Name of Assessment Tool	Description of Assessment Tool	Date of Administration
Can identify ethical issues in business settings Can identify the stake holders involved in business ethical issues Can identify the various stages in the application of ethics in business settings Can describe the characteristics of a contemporary ethical business organizational climate	Business core Concepts Exam	School Examination over core concepts in Business core coursework	W402 Each semester
Can describe the consequences of unethical behavior in a business setting	Tests and cases on ethics	Course embedded tests and cases	P306 each semester L201 each semester
Can develop a resolution to ethical situations in business settings.

Outcome #7 - Global and Diverse Perspectives: Students will be able to identify multicultural and diversity issues in business situations and evaluate their impact.
Learning Objective	Name of Assessment Tool	Description of Assessment Tool	Date of Administration
Recognition of the legitimacy of the concept of diversity Knowledge and understanding that the world is made up of diverse cultures Ability to exhibit an understanding and appreciation of diversity through business interactions with people from different cultures	ETS Business Area Test	Standardized nationally-normed test on the functional areas of business, including international business.	J403 each semester
Ability to integrate and apply knowledge of diverse cultural views and perspectives in business situations	Business Core Concepts Exam	School examination over core concepts in Business Core coursework.	W402 each semester

Outcome #8 - Critical, Analytical and Integrative Thinking: Students will be able to analyze business problem situations systematically and effectively, and apply knowledge from multiple disciplines to the problem.
Learning Objective	Name of Assessment Tool	Description of Assessment Tool	Date of Administration
Ability to analyze financial statements and make effective decisions	Simulation cash flow statements and decision forms	Evaluation of planned decisions based upon previous period financial statements	W402 each semester
Ability to analyze a case study or other fact pattern and draw properly reasoned conclusions	Critical Thinking Examination Assessment Center activities that include in-basket, client role play, leaderless group discussion and supervisory role play exercises.	School Examination Assessment Center database of scores by outside raters	W402/P306 each semester X220/X410 each semester through the Assessment Center

The data concerning the distribution of students for each course at the level of novice, competent and accomplished is feed into the data base and compiled for each learning outcome.

B. Assurance of Learning Process

The assurance of learning process can be charted as follows:

Assurance of Learning Table with Timelines
Activity	Agency	Time Due	Report
Faculty Retreat on Assessment to prepare faculty	Assessment Chair	October 19	Dean
Pilot Business Core Exam	Z302 Professor	November 30	Assessment Chair
Implement Program	Assessment Committee	January 2008	Dean and Faculty
Notify Faculty - Assessment Exercise	Assessment Committee Chair	January 15. September 15	Check on Ethics – Course outline
Select evaluation team	Assessment Committee	February 15 October 15	Assessment Committee
Activity	Agency	Time Due	Report
Appoint Team 2 to 3 members 1- discipline 1-faculty 1- Professional Staff Give timeline	Assessment Committee	January 20 September 20	Assessment Committee Faculty Dean
Decide on quantitative standard for strengths and weaknesses	Assessment Committee	January 30 September 30	Coordinate with Faculty
Collect evaluation team decisions	Assessment Chair	Due by date classes end	Report to Assessment Committee
Feed data into data base	Data entry person	January/ May	Notify Assessment Chair data has been entered.
Analyze data	Assessment Committee Research Assistant and/or Intern from Assessment	March/ June	Notify Assessment Chair
Prepare Annual Report highlighting strengths and weaknesses	Apply standard to results and suggest possible actions. Assessment Committee	February	Report - Dean and Faculty at faculty meeting in February
Make Decisions on changes	Faculty Meeting	March	Dean Faculty
Implement Changes	Dean and Faculty Committees	August	Committee notify the Dean and faculty
Measure results of changes	Done as part of next assessment cycle	Each semester	Assessment Committee
Make decisions on the effectiveness of changes	Dean and Faculty	Two year cycle	Dean and faculty If loop is closed activity is complete. If not, begin process again.

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Campus Assessment of Student Learning Outcomes