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

mcbeej@sou.edu

541.552.6493

thank you