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Public Disclosure of Student Learning Form

Institution: Framingham State University

Academic Business Unit: Department of Business

Academic Year: 2014-2015

International Assembly for Collegiate Business Education 11374 Strang Line Road Lenexa, Kansas 66215

USA

Report of Student Learning and Achievement Institution

Name of your Academic Business Unit

For Academic Year: 2014-2015

Mission of the Name of your Academic Business Unit

Mission Statement The mission of the Department Business is to provide students with a high quality education; prepare students for employment or graduate study in business; and prepare students for imaginative and responsible citizenship and leadership roles in business and society, domestic and world-wide.

General Program Intended Student Learning Outcomes for Business Administration 2014-2015 Academic Year

1. Student will be able to apply critical-thinking, decision making, and problem-solving to current global issues.

2. Student will be able to apply a strategic management process to determine the long-run performance of an organization.

3. Students will be able to demonstrate written and oral communication skills appropriate for organizational situations.

4. Student will be able to determine and use appropriate conflict management techniques within a team.

5. Articulate ethical considerations in a socially responsible manner.

6. Students will be able to demonstrate the ability to apply knowledge of the functional areas of accounting, marketing, finance management in an integrated manner

Intended Student Learning Outcomes: Accounting Major

1. Students will prepare financial statements in accordance to Generally Accepted Accounting Principles and International Financial Accounting Standards.

2. Students will apply critical thinking skill to analyze financial data as well as the different financial accounting methods on the financial statements and reports.

3. Students will demonstrate the ability to prepare and communicate financial information effectively, efficiently and economically to internal and external users.

4. Students will demonstrate their knowledge of internal controls by recognizing circumstances for increasing exposure to fraud

Accreditation Process Manual March 2010 (Amended March 2011) 1

and waste.

5. Students will apply managerial / cost accounting methods and techniques to evaluate and project business performance.

6. Student will demonstrate an understanding of the taxation of individuals and business income.

7. Students will apply appropriate judgment derived from knowledge of accounting theory, to financial analysis

8. Students will demonstrate the ability to use technology in recording and maintaining accounting information.

Outcomes— Indirect Measures of Student Learning:

Assessment Instruments for Intended Student Learning Outcomes— Direct Measures of Student Learning:

1. Direct Measure 1

General Program ISLOs Assessed by this Measure: ISOL 3 Accounting ISLOs Assessed by this Measure: 1, 2,3,4,5,6,7,&

8

Performance Objectives (Targets/Criteria) for Direct Measures:

100% of Accounting concentration student will score 80% of the accounting written project.

Goal Met?

2. Direct Measure 2

General Program ISLOs Assessed by this Measure: Major, Concentration, Specialization, Emphasis, Option, Track ISLOs Assessed by this Measure: Outcomes List

Assessment Instruments for Intended Student Learning

Objective (Target/Criterion) for Direct Measure 2

1. Indirect Measure 1

Performance Objectives (Targets/Criteria) for Indirect Measures:

100% of Accounting concentration students will be “Satisfied” or “Highly Satisfied” with the Accounting curriculum

Yes

2. Indirect Measure 2 100% of Accounting students will state that the Business Department is “Effective” or Highly Effective” in accomplishing its stated mission

Yes

Summary of Results from Implementing Direct Measures of Student Learning:


_J

1 Accounting Written Project Intermediate Accounting II – mini cases – research case, judgment case, real world case, and analytical case (Spring 2015)

Analysis

Judgment

Communications

Research

Understanding

Visual, graphics, spreadsheet, etc.

References

Total number of students

13

13

13

13

13

12

12

15

(86% of total)

(86% of total)

(86% of total)

(86% of total)

(86% of total)

(86% of total)

(80% of total)

Taxation – three mini income tax projects – using the appropriate tax forms and research from the IRS (Fall 2014)

Analysis

Judgment

Communications

Research

Understanding


References

Total number of students 24 estimated


2 Cost Accounting – written homework assignments (Spring 2015) .

Analysis

Judgment

Communications

Research

Understanding


References

Total number of students 24 estimated

Summary of Results from Implementing Indirect Measures of Student Learning:

1 The low response rate to the survey precludes drawing any definitive conclusions. However, the students that responded . were satisfied with the Accounting cuirriculum and felt the business deparment is meeting its stated mission

Extent of Accomplishment of Intended Student Learning Outcomes:

Program: Accounting Major

Intended Student Learning Learning Assessment Measures Outcomes

Direct Measure 1 Direct Measure 2 Indirect Measure 1 Indirect Measure 2 General Program Intended

Student Learning Outcomes Performance Target

Was MET MET

Accounting Written


Project

Met Not Met N/A Met Not

Met N/A Met Not Met N/A Met Not

Met N/A

1. Student will be able to apply critical-thinking, decision making, and problem-solving to current global issues.

X

2. Student will be able to apply a strategic management process to determine the long-run performance of an organization.

X

3. Students will be able to demonstrate written and oral communication skills appropriate for organizational situations.

X

4. Student will be able to determine and use appropriate conflict management techniques within a team.

X

5. Articulate ethical considerations in a socially responsible manner.

X

6. udents will be able to monstrate the ability to apply owledge of the functional eas of accounting, marketing, ance and management in an egrated manner

X


Intended Student Learning Outcomes:

Accounting Major INTERMEDIATE ACCOUNTING II

Spring 2014 not offered

Direct Measure 1 Direct Measure 2 Indirect Measure 1 Indirect Measure 2

Performance Target Was…






Met N/A


X


X


X

4. Students will demonstrate their knowledge of internal controls by recognizing circumstances for increasing exposure to fraud and waste.

X


X


X


X


X


X


Accounting Concentration TAXATION Fall 2013








Met N/A


X

2. Students will apply critical thinking skill to analyze financial data as well as the

X


different financial accounting methods on the financial statements and reports.


X


X


X


X


X


X



Accounting Concentration COST ACCOUNTING

Spring 2014








Met N/A


x


X


X


X



X



X


X

Proposed Courses of Action for Improvement in Learning Outcomes for which Performance Targets Were Not Met:

1. For Intermediate Accounting II, outcomes have been met.

2. Taxation and Cost Accounting: data was not available.

3. Reduce the number of outcome for the accounting program. The outcome updated outcome: Students will be able to analyze a mini case using appropriate research, accounting judgment and communicate their findings.

4. Align the outcomes with the rubric for the accounting program. A minor adjustment to the rubric itself but the outcomes need to be re-aligned. References will be incorporated with the Research rubric.


Intended Student Learning Outcomes for Business Information Technology:

1. Students identify business requirements and evaluate technology solutions, as well as their effect on businesses processes and on organizational goals and objectives.

2. Students use software applications and productivity tools for analysis, communication and collaboration and to create professionally appropriate work products.

3. Students evaluate and analyze the organizational, political, legal, ethical and global ramifications of managing information, technology and IT professionals, including those related to IT security and privacy.

4. Students build and articulate a business case incorporating concepts for strategy, operational excellence, value analysis and benefit realization.

5. Students identify and use common methods and tools for managing IS/IT projects, processes and professionals.

6. Students demonstrate interpersonal, communication and time management skills as members of teams, including virtual teams.

7. Students demonstrate awareness that globalization requires a willingness to consider multiple perspectives and adjust behavior to accommodate cultural differences.

Assessment Tools for Intended Student Learning Outcomes—

Direct Measures of Student Learning:

Performance Targets/Criteria for Direct Measures: Goal Met?

1. BUIS 411 90% of students will score at least 80% on the Capstone research project

No (62%)

2. BUIS 460 90% of students will score at least 80% on the IT project No (42%)

Assessment Tools for Intended Student Learning Outcomes—

Indirect Measures of Student Learning:

Performance Targets/Criteria for Indirect Measures: Goal Met?

1. Senior Exit Survey 80% of Business Information Technology Major students will be “Satisfied” or “Highly Satisfied” with the Business IT curriculum on the student survey

No (67%)

2. Senior Exit Survey 80% of Business Information Technology Major students will state that the Business Department is “Effective” or Highly

No (67%)


Effective” in accomplishing its stated mission

Results for AY 2013-2014:

Direct measures:

43% of Business Information Technology students scored at least 80% on the IT project.

62% of Business Information Technology students scored at least 80% on the capstone research project.

Indirect measures:

67% (2/3 respondents) indicated “Satisfied” with the Business IT curriculum on the student survey

67% (2/3 respondents) indicated the Business Department was “Effective” or Highly Effective” in accomplishing its stated mission

Industry Involvement in Setting Program Objectives:

The Business and Information Technology program resulted from collaboration between two academic departments at Framingham State

University, the Department of Economics and Business Administration, and the Computer Science department. An industry advisory board was

formed in 2008 to shape the program’s objectives and content. The board includes managers and executives from local businesses that provide or

use information technology services. Participating companies include Akamai, All9s, Bose, Citizen’s Bank, CSC, EMC, Gurnet Consulting and TJX.

Board members reviewed and revised the program objectives five years ago, which are reflected in the assessment learning objectives for the

program.

The advisory board emphasized the importance for students to develop good communication, team and client management skills. One senior level

course, BUIS 460, assigns student teams to small local businesses to develop requirements and complete a small, short-term project, usually revising

a website or developing a social media plan. At the end of the semester, board members observe student project presentations and provide

feedback to students.

Description of BUIS 460 Team Project:


In BUIS 460, students work in small teams to provide technology-related services to a local small business. Projects have included website design or

improvements, plans for using social media for marketing, and evaluating business software applications. The assignment includes several

components to demonstrate and develop team, project management, and client-management skills. A random number generator is used to identify

team leaders, who select team members based on skill requirements. Each student completes a skill self-assessment, which team leaders use to

select team members. Team selection is done by written ballots and team leaders are asked to not share information about whom they selected first

or last.

We work with local town business associations to invite small business owners to work with student teams. Students prepare emails and interview

questions for their initial meeting with clients. The teams present their proposals in formal presentations, which business advisory board members

and the small business clients attend. Their clients provide feedback at both presentations.

Assessment Measures:

We work with local town business associations to invite small business owners to work with student teams. Students prepare emails and interview

questions for their initial meeting with clients. The teams present their proposals in formal presentations, which business advisory board members

and the small business clients attend. Their clients provide feedback at both presentations.

Observations and Responses:

Interviewing and client management skills: Business clients are overwhelmingly positive about student work and report benefits from student

perspectives and energy. However, several noted that students need more direction in preparing for the initial client interview. One suggestion for

future changes is to ask industry advisory board assistance in preparing students for client interviews. Reflections from students indicate students

are surprised when clients critique or reject the team’s proposed solution, and suggest students fail to include clients in the process after the initial

interview.

Business case analyses – Critical Thinking and Writing: Until 2013, the business case analyses in BUIS 477 were completed as team assignments,

which did not work well as an assessment of student skills. The results were uneven and difficult to interpret. We changed the business case analysis

to an individual assignment, which made several problems in critical thinking immediately apparent. Nearly 10% of the students argued an extreme


position with no attempt to support it using evidence; 15% failed to choose an alternative or make a recommendation. Nearly 10% concluded with

recommendations which were not consistent with their initial stated positions.

Weakness in Case Study Analysis Percentage of student work

Failure to reach conclusion or provide recommendation 15

Oversimplification, extreme argument, bias 10

Recommendation not consistent with evidence 10

Business case analysis is now introduced in BUIS 460 as individual written assignments. For the first assignment, students are instructed to focus on

only three goals for the first case, which are: (1) avoid extreme positions and language, (2) make a recommendation or decision and (3) ensure the

recommendations are internally consistent. The first assignment is not graded for use of evidence or strength of support for the position. Student

performance on the first business case was the same as in previous years, but most students remedied these problems in their second case analyses.

Faculty are revising assignment prompts and rubrics as a result of summer workshops on Critical Thinking and on Written Communication.

Reuse of Team Products: Some team assignments, such as creating team charters and peer evaluation criteria, are required in both BUIS 460 and

BUIS 411. Some students assume it is appropriate to reuse these materials, even when the team members are not the same in both cases.

Discussions about team assignment authorship and reuse are now included as part of the assignment requirements.

Familiarity with Excel: One case study provides an Excel spreadsheet for use in calculating NPV and IRR. The intended challenge for students is to

consider what estimates to use for calculating reduced operational costs. A number of students indicated they had limited experience with Excel

throughout the program and did not know how to use many functions. The department should consider changing the course descriptions for

accounting and finance courses to include learning to use excel.

Global Awareness and Ethics: At least one case study that highlights ethics and one case study that addresses globalization are included in the

business case assignments.


Gaps in Direct Measures:

The two direct measures for the Business and Information Technology program provide feedback from local business, advisory board members, and

faculty in other related disciplines assessing student presentation skills and research skills. The direct measures do not reflect learning objectives

addressed through case study analysis. Faculty have begun revising assignment prompts and grading rubrics for case study assignments; these will

be further developed to provide direct measures of more learning objectives.

Gaps in Content:

The industry advisory board recommends adding content related to IT security, but there is little room in the program for an additional course. The

program curriculum committee should revise the program to provide students more flexibility in completing the program and update the course

content. In the short term, the research project in BUIS 411 for AY2014-2015 will address a topic related to cyber security.


Intended Student Learning Outcomes for Finance Major:

Students will be able to apply critical-thinking, decision making and problem-solving skills to current global business issues 1.

2. Students will be able to apply a strategic management process to determine the long-run performance of an organization

3. Students will be able to demonstrate written and oral communication skills appropriate for organizational situations

4. Students will be able to determine and use appropriate conflict management techniques within a team

Articulate ethical considerations in a socially responsible manner 5.

Students will demonstrate the ability to apply knowledge of the functional areas of accounting, marketing, finance, and management in an 6. integrated manner Students will be able to use the concepts of the time value of money, the risk/expected return relationship and asset-class and security 7. diversification, to construct an investment portfolio that satisfies a hypothetical client's objectives and constraints. Students will be able to distinguish between various types of risk and calculate returns given appropriate risk measures. 8. Students will be able to demonstrate knowledge of the characteristics of the principle asset classes and key securities in order to evaluate their 9. appropriateness as investments in a broad range of portfolio applications.

10. Students will be able to understand the costs of capital and solve capital budgeting problems Students will be able to describe the major domestic and global financial institutions and the role of those institutions in the global economy and 11. financial markets. Students will be able to develop a preliminary working knowledge of the Standards of Practice and Codes of Conduct of financial practitioners 12. (CFA, CFP, etc.) and use them to address ethical challenges that may be presented in a professional setting.

Assessment Tools for Intended Student Learning Outcomes— Performance Targets/Criteria for Direct Measures: Direct Measures of Student Learning:

1. Business Policy and Strategy Capstone course presentation(MGMT 485)

100% of students will score at least 80% on the Capstone course presentation.

2. Business Policy and Strategy Capstone course written project (MGMT 485)

100% of students will score at least 80% on the written project

3. Finance Presentation (FINA431Manageral Finance II) 100% of Finance concentration students will score at least 80% on the Finance presentation

Assessment Tools for Intended Student Learning Outcomes— Performance Targets/Criteria for Indirect Measures: Indirect Measures of Student Learning:


1. Senior Exit Survey 100% of Finance concentration students will be “Satisfied” or “Highly Satisfied” with the Finance concentrations courses

2. Senior Exit Survey 100% of Finance concentration students will state that the Economics and Business Department is “Effective” or Highly Effective” in accomplishing its stated mission

Student Learning Assessment for Bachelor of Science in Finance

Intended Student Learning Outcomes: Major in Business Administration with concentration in Finance(Finance ISLO):

1. Students will be able to use the concepts of time value of money, the risk/expected return relationship and asset-class and security diversification, to construct an investment portfolio that satisfies a hypothetical client’s objectives and constraints.

2. Students will be able to calculate the various types of risk and calculate returns given the appropriate risk measures.

3. Students will be able to demonstrate knowledge of the characteristics of the principle asset classes and key securities in order to evaluate their appropriateness as investments in a broad range of portfolio applications.

4. Students will be able to understand the cost of capital and solve capital budgeting problems.

5. Students will be able to describe the major domestic and global financial Institutions and the role of those Institutions in the global economy and financial markets.

6. Students will be able to develop a preliminary working knowledge of the standards of Practice and Codes of Conduct of financial practitioners (CFA,CFP,etc..) and use them to address ethical challenges that may be presented in a professional setting.

Assessment Instruments for Intended Student Learning Outcomes— Direct Measures of Student Learning: Performance Objectives (Targets/Criteria) for Direct Measures:

1. Business Policy and Strategy Capstone Course Presentation(MGMT 485)

100% of students will score at least 80% on the capstone course presentation.

2. Business Policy and Strategy Capstone Written Project(MGMT 485) 100% of students will score at least 80% on the written project.

3. Finance Presentation (FINA 431 Managerial Finance II) Finance ISLO Assesed by this measure 7,8,9,10,11,12

100% of Finnace Concentration students will score at least 80% on the Finance presentation

Assessment Instruments for Intended Student Learning Outcomes— Indirect Measures of Student Learning:

Performance Objectives (Targets/Criteria) for Indirect Goal Measures: Met?


1. Senior Exit Survey 100% of Finance concentration students will be “Satisfied” or “Highly Satisfied” with the Finance Concentration Courses.

Yes

2. Senior Exit Survey 100% of Finance Students will state that the Economics and Business Department is “Effective” or “Highly Effective” in accomplishing its stated mission.

Yes


1. Not reported

2. Not Reported

3. Finance Presentation (FINA 431 Managerial Finance II) Number of students achieving 80% or more in the Finance Presentation: 16 Finance Presentation 90 87 87 85 87 85 85 90 87 90 90 85 85 85 85 90 Total number of students in the finance concentration: 16 Students in this class grew from 12 to 16. Their average score is 87.06 percent. 100 percent of students scored above 80%


Low response rate precludes any definitive conclusions. The one Finance student respondent indicated satisfaction with the Finance curriculum and indicated the Business Department is achieving its stated mission.

Extent of Accomplishment of Intended Student Learning Outcomes:

Intended Student Learning Outcomes: Major in Finance(Finance ISLO):

Intended Student Learning Outcomes

Intended Student Learning Outcomes: Bachelor of Science in Finance(Finance ISLO):

7. Students will be able to use the concepts of time value of money, the risk/expected return relationship and asset-class and

Business Policy and Strategy Capstone Course Presentation(MGMT 485)


Not Assessed by this Measure

Learning Assessment Measures

Business Policy and Finance Strategy Capstone Presentation

Written (FINA 431 Project(MGMT 485) Managerial

Finance II)

Performance Target Performance Target Was… Was…

Not Assessed by this Not Met Measure

Senior Exit Survey


Not Assessed by

this Measure

Senior Exit Survey


Not Assessed


security diversification, to construct an investment portfolio that satisfies a hypothetical client’s objectives and constraints.

by this Measure

8. Students will be able to calculate the various types of risk and calculate returns given the appropriate risk measures.


Not Assessed by this Measure Met

Not Assessed by

this Measure

Not Assessed by this

Measure 9. Students will be able to demonstrate Not Assessed

knowledge of the characteristics of the Not by this principle asset classes and key securities in order to evaluate their appropriateness as

Not Assessed by this Measure Met Assessed by

this Measure

investments in a broad range of portfolio Measure applications.

10. Students will be able to understand the cost of capital and solve capital budgeting problems.



Not Assessed by

this Measure


Measure 11. Students will be able to describe the major

domestic and global financial Institutions and the role of those Institutions in the global economy and financial markets.



Not Assessed by

this Measure


Measure 12.ents will be able to develop a preliminary

working knowledge of the standards of Not Practice and Codes of Conduct of financial practitioners (CFA,CFP,etc..) and use them to


Not Assessed by this Measure Not Met Assessed by

this Not Assessed address ethical challenges that may be Measure by this presented in a professional setting. Measure

Proposed Courses of Action for Improvement in Learning Outcomes for which Performance Targets Were Not Met:

1. Finance Students Learning Outcome 7 is not met by the presentation because assessed here with the wrong measures. Students take a separate Investment Course and this learning outcome can be assessed with different measures.

2. Finance Students Learning Outcome 12 is not met here because assessed here with the wrong measures. It will be assed with different measures.

3. The connection between the student learning outcomes and the instruments of assessment will be made clearer. The department is in the process of having concentrations in Financial Planning and Concentration in General Finance and a rearrangement of the learning outcomes to match the focus


of the concentrations will help

Student Learning Assessment for Finance Major with a Concentration in Financial Planning (New program started fall 2014)

General Program Intended Student Learning Outcomes (Program ISLOs) Measurement will begin in Spring 2016

1. Demonstrate a comprehensive understanding of the content found within the Financial Planning curriculum and effectively apply and integrate this information in the formulation of a financial plan.

2. Effectively communicate the financial plan, both orally and in writing, including information based on research, peer, colleague or simulated client interaction and/or results emanating from synthesis of material.

3. Collect all necessary and relevant qualitative and quantitative information required to develop a financial plan.

4. Analyze personal financial situations, evaluating clients’ objectives, needs, and values to develop an appropriate strategy within the financial plan.

5. Demonstrate logic and reasoning to identify the strengths and weaknesses of various approaches to a specific problem.

6. Evaluate the impact of economic, political, and regulatory issues with regard to the financial plan

7. Apply the CFP Board Financial Planning Practice Standards to the financial planning process.

Assessment Instruments for Intended Student Learning Outcomes— Direct Measures of Student Learning: Performance Objectives (Targets/Criteria) for Direct Measures:

1. FINA400 Financial Planning Case study 80% of students will score at least 80% on Financial Planning Case Study

2. FINA400 Financial Planning Case Presentation 80% of students will score at least 80% on Financial Planning Case Presentation

Assessment Instruments for Intended Student Learning Outcomes— Indirect Measures of Student Learning: Performance Objectives (Targets/Criteria) for Indirect Measures:

1. Senior Exit Survey 80% of Financial Planning students will be “Satisfied” or “Highly Satisfied” with the Financial Planning curriculum on the student survey

2. Senior Exit Survey 80% of Financial Planning students will state that the Business Department is “Effective” or Highly Effective” in accomplishing its stated mission



1. Summary of Results for Direct Measure 1 (Results will be obtained in Spring 2016)

2. Summary of Results for Direct Measure 2(Results will be obtained in Spring 2016)


1. Summary of Results for Indirect Measure 1 (Results will be obtained in Spring 2016)


Student Learning Assessment for a Bachelor of Science in Management

Intended Student Learning Outcomes for a Bachelor of Science in Management:

Students will be able to apply critical-thinking, decision making and problem-solving skills to current strategic management global business 1. issues Students will be able to apply a strategic management process to determine the long-run performance of an organization 2.

Students will be able to demonstrate written and oral communication skills appropriate for organizational situations 3.

Students will be able to determine and use appropriate conflict management techniques within a team 4.


Students will demonstrate the ability to apply knowledge of the functional areas of accounting, marketing, finance, and management in an 6. integrated manner Students will be able to demonstrate understanding of the basic activities of managers in an organizational setting. 7. Students will be able to demonstrate awareness of various social, legal, political, economic, competitive, global and technological influences on 8. business organizations. Students will be able to demonstrate understanding of the basic knowledge, skills, and attitudes required for effective leadership and 9. management, including establishing direction, motivating, planning, organizing and controlling. Students will be able to synthesize information by diagnosing situations and prescribing solutions as a reflective decision-maker. 10. Students will be able to understand the integrated nature of a business organization, think critically, act ethically, and communicate effectively 11. as individuals and in team settings. Students will be able to apply an integrated disciplinary analysis to decision-making and leadership practices. 12. Students will be able to apply critical-thinking, decision making and problem-solving skills to current strategic management global business 13. issues


Assessment Tools for Intended Student Learning Outcomes— Performance Targets/Criteria for Direct Measures: Goal Direct Measures of Student Learning: Met?

1. MGMT 485 Business Policy and Strategy Capstone course written case analysis

100% of Management students will score at least 80% on the Management written case analysis

No

2. MGMT 485 Business Policy and Strategy Capstone presentation 100% of Managament students will score at least 80% on the presentation

No

Assessment Tools for Intended Student Learning Outcomes— Indirect Measures of Student Learning: Performance Targets/Criteria for Indirect Measures:

1. Senior Exit Survey 100% of Management students will be “Satisfied” or “Highly Satisfied” with the Management courses

No (70%)

2. Senior Exit Survey 100% of Management students will state that the Business Department is “Effective” or Highly Effective” in accomplishing its stated mission

No (80%)

Management Major with a Concentration in Entrepreneurship Intended Student Learning Outcomes (Program ISLOs) Measurement will begin in Spring 2016

1. Students will be able to apply critical-thinking, decision making and problem-solving skills to current strategic management global business issues




5. Articulate ethical considerations in a socially responsible manner

6. Students will demonstrate the ability to apply knowledge of the functional areas of accounting, marketing, finance, and management in an integrated manner

7. Students will be able to demonstrate understanding of the basic activities of managers in an organizational setting.

8. Students will be able to demonstrate awareness of various social, legal, political, economic, competitive, global and technological influences on business organizations.

9. Students will be able to demonstrate understanding of the basic knowledge, skills, and attitudes required for effective leadership and


management, including establishing direction, motivating, planning, organizing and controlling. 10. Students will be able to synthesize information by diagnosing situations and prescribing solutions as a reflective decision-maker.

11. Students will be able to understand the integrated nature of a business organization, think critically, act ethically, and communicate effectively as individuals and in team settings.

12. Students will be able to apply an integrated disciplinary analysis to decision-making and leadership practices.

13. Students will be able to apply critical-thinking, decision making and problem-solving skills to current strategic management global business issues

Intended Student Learning Outcomes: Management Major with a Concentration in Entrepreneurship Area 1 ISLOs

1. Intended Learning Outcome 1 Demonstrate the ability to use discipline specific communications effectively with customers, colleagues, and media in the sport industry.

2. Intended Learning Outcome 2 Demonstrate the ability to use discipline specific decision making skills to critically analyze and evaluate current issues in sports

Intended Student Learning Outcomes: Major, Concentration, Specialization, Emphasis, Option, or Track in Area 2 ISLOs

Assessment Instruments for Intended Student Learning Outcomes— Performance Objectives (Targets/Criteria) for Direct Measures: Direct Measures of Student Learning:

1. MGMT 485 written case study 80% of students will score at least 80% on Case Study

2. MGMT 485 Presentation 80% of students will score at least 80% on the Presentation


1. Senior Exit Survey 80% of Entrepreneurship Concentration students will be “Satisfied” or “Highly Satisfied” with the Financial Planning curriculum on the student survey

2. Senior Exit Survey 80% of Entrepreneurship Concentration students will state that the Business Department is “Effective” or Highly Effective” in accomplishing its stated mission








Student Learning Assessment for Bachelore of Science in Management with a concentration in International Business

Intended Student Learning Outcomes for Management Major with a concentration in International Business:






Students will demonstrate the ability to apply knowledge of the functional areas of accounting, marketing, finance, and management in an 6. integrated manner

7. Students will be able to demonstrate understanding of the legal, social, financial, political and economic environments in international settings

8. Students will be able to articulate how culture impacts international business

9. Students will be able to explain the main institutions that shape the global marketplace


1. International Business course (MGMT 412) 100% of students will score at least 80% on the International Business presentation.

Yes

2. International Business course (MGMT 412) 100% of International Business concentration students will score at least 80% on the International business written project

Yes

Assessment Tools for Intended Student Learning Outcomes— Performance Targets/Criteria for Indirect Measures: Goal Indirect Measures of Student Learning: Met?


1. Senior Exit Survey 100% of students will be “Satisfied” or “Highly Satisfied” with the International Business concentration courses

No responses

2. Senior Exit Survey 100% of International Business concentration students will state that the Business Department is “Effective” or Highly Effective” in accomplishing its stated mission

No responses

Student Learning Assessment for Management Major with Concentration in Sport Management (New program started fall 2014)

Management Major with a Concentration in Sport Management Intended Student Learning Outcomes (Program ISLOs) Measurement will begin in Spring 2016

1. Demonstrate knowledge in the functional areas of accounting, marketing, finance, and management

2. Explain the legal, social, economic, and global environments of business

3. Describe the ethical obligations and responsibilities of business.

4. Demonstrate the ability to use discipline specific communications effectively with customers, colleagues, and media in the sport industry.

5. Demonstrate the ability to use discipline specific decision making skills to critically analyze and evaluate current issues in sports

Intended Student Learning Outcomes: Concentration in Sport Management Area 1 ISLOs

1. Intended Learning Outcome 1 Demonstrate the ability to use discipline specific communications effectively with customers, colleagues, and media in the sport industry.

2. Intended Learning Outcome 2 Demonstrate the ability to use discipline specific decision making skills to critically analyze and evaluate current issues in sports

Intended Student Learning Outcomes: Major, Concentration, Specialization, Emphasis, Option, or Track in Area 2 ISLOs

Assessment Instruments for Intended Student Learning Outcomes— Performance Objectives (Targets/Criteria) for Direct Measures: Direct Measures of Student Learning:

1. MGMT 485 written case 80% of students will score at least 80% on Case Study

2. MGMT 485 presentation 80% of students will score at least 80% on the Presentation



1. Senior Exit Survey 80% of Sport Management Concentration students will be “Satisfied” or “Highly Satisfied” with the Financial Planning curriculum on the student survey

2. Senior Exit Survey 80% of Sport Management Concentration students will state that the Business Department is “Effective” or Highly Effective” in accomplishing its stated mission








Student Learning Assessment for a Bachelor of Science in Marketing

Intended Student Learning Outcomes for Bachelor of Science in Marketing:






Students will demonstrate the ability to apply knowledge of the functional areas of accounting, marketing, finance, and management in an 6. integrated manner Students will be able to articulate fundamental marketing concepts, theories and principles in areas of marketing policy. 7. Students will be able to perform a comprehensive target market analysis 8.

9. Students will be able to articulate appropriate product/brand strategies and positioning based on specific market segments, product lifecycle and family lifecycle

Assessment Tools for Intended Student Learning Outcomes— Direct Measures of Student Learning: Performance Targets/Criteria for Direct Measures: Goal

Met?

1. MRKT 402 Strategic Marketing written case analysis 100% of Marketing concentration students will score at least 80% on the Marketing Management written project

No

2. MRKT 402 Strategic Marketing presentation 100% of Marketing concentration students will score at least 80% on the Marketing presentation

No


1. Senior Exit Survey 100% of Marketing concentration students will be “Satisfied” or “Highly Satisfied” with the Marketing concentration courses

No (70%)

2. Senior Exit Survey 100% of Marketing concentration students will state that the Business Department is “Effective” or Highly Effective” in accomplishing its stated mission

No (82%)


Student Learning Assessment for Master of Arts in Human Resource Management

Intended Student Learning Outcomes for MA in Human Resources :

1. Students will be able to demonstrate conceptual, analytical, and operational knowledge needed to assume a position in human resource management.

2. Students will be able to demonstrate a proper balance of theoretical and practical knowledge

3. Students will be able to demonstrate sophisticated analytical, verbal, and intellectual skills needed to forecast personnel needs.

4. Students will be able to demonstrate sophisticated analytical, verbal, and intellectual skills needed to hire new employees

5. Students will be able to demonstrate sophisticated analytical, verbal, and intellectual skills needed to create an environment which promotes maximum employee satisfaction

6. Students will be able to demonstrate sophisticated analytical, verbal, and intellectual skills needed to create an environment which promotes maximum employee efficiency


1. Seminar in Human Resources Presentation 100% of students will score at least 80% on the seminar presentation

Yes

2. Seminar in Human Resources Comprehensive Project 100% of students will score at least 80% on the seminar written project

Yes

Assessment Tools for Intended Student Learning Outcomes— Indirect Measures of Student Learning: Performance Targets/Criteria for Indirect Measures: Goal

Met?

1. MA in Human Resources Management Exit Survey 100% of graduating students will be “Satisfied” or “Highly Satisfied” with the MA in Human Resources Management curriculum

No (75%)

2. MA in Human Resources Management Exit Survey 100% of graduating students will state that the MA in Human Resources Program is “Effective” or Highly Effective” in accomplishing its stated objectives

No (50%)


MASTER’S-LEVEL PROGRAMS

Student Learning Assessment for Master of Business Administration with a Concentration in Management

Intended Student Learning Outcomes for the Master of Business Administration (MBA with a Concentration in Management):

Students will be able to communicate effectively in professional situations by applying appropriate written, verbal, interpersonal, and 1. presentation skills Students will be able to lead, manage, and contribute as a member to project teams 2.

Students will be able to employ tactical, operational, and strategic decision making and problem solving to organizational issues 3.

4. Students will be able to demonstrate a fundamental understanding of the workings of all aspects of an organization

5. Students will be able to analyze business issues and apply quantitative analysis in decision making


1. MGMT 989 Strategic Management 100% of MBA students will score at least 80% on the oral presentation.

TBD summer

2. MGMT 989 Strategic Management 100% of MBA students will score at least 80% on the written case analysis.

TBD Summer 2015


1. MBA Focus Group 100% of graduating students will be “Satisfied” or “Highly Satisfied” with the MBA program

TBD Summer 2015

2. MBA Exit Survey 100% of graduating students will state that the MBA Program is “Effective” or Highly Effective” in accomplishing its stated objectives

TBD Summer 2015


IA· International Assembly for Collegiate Business Education

Documents

Transcript of IA· International Assembly for Collegiate Business Education