School of Management (SOM): Summer 2014 2013-2014 Annual ... · 14-15; 2. Discuss the Master...

School of Management (SOM): Summer 2014 2013-2014 Annual Assurance of Learning Report

1. Preamble Name of the Program(s): Bachelor of Science in Business Administration (BSBA) Master of Business Administration (MBA) Master of Science in Human Resources Management/Labor Relations (MS HR/LR) Executive Master of Business Administration (EMBA) Year: 2013-2014 Date: September 19, 2014 Revised October 29, 2014 (Addenda) Participants: Diamando Afxentiou, Umapathy Anathanarayanan, Joshua Bienstock, Jess Boronico, Patricia Brustman, Deborah Cohn, Paul Denninger, Adele Deerson, Alan Fairbairn, Steve Hartman, Ping Ke, Robert Koenig, Maya Kroumova, William Lawrence, Michele Liu, Selene Loughlin, Jim Murdy, Purushottam Meena, Rakesh Mittal, Birasnav Muthuraj, Raja Nag, Arthur Nehr, Bill Ninehan, Larry O’Connell, Kevin O’Sullivan, Abram Poczter, Joanne Scillitoe, Veneta Sotiropoulos, Amr Swid, Raj Tibrewala, Joo-Kwang Yun, Jihong Zeng Introduction: For the purpose of assurance of learning and continuous/incremental improvement of curricula, the School of Management (SOM) Assurance of Learning Committee holds an annual assessment retreat in New York. During this retreat, course leaders and instructors (a) provide and discuss evidence of learning goal attainment, and identify one program-level learning goal/learning outcome per program that forms the basis for improvement during the upcoming year, and (b) develop interventions that represent incremental changes to courses that are anticipated to result in improvement of student performance against identified program-level learning goals/learning outcomes, including modification of course-level learning goals, revision to course-embedded elements of programmatic and contextualized learning goals, or approaches to teaching and learning.

2. Institutional Review: During AY 13-14, the NYIT community agreed to focus on its Global Perspectives/World View competencies. Specifically, upon graduation, students will be able to: 1. Recognize the impact of the global interconnectedness of issues, processes, trends, and systems on their

academic specializations and worldviews; 2. Practice well-researched oral, written, visual, and digital communication in its diverse cross-cultural

forms; 3. Describe a complex global issue from multiple cultural perspectives and explain how those

perspectives affect the treatment of the issue; and

4. Employ effective and appropriate interaction and teamwork with people of different nationalities and cultures, demonstrating respect for social, cultural, and linguistic diversity.

The BSBA Programmatic Learning Goals link to these through four learning objectives: 1. General Learning Goal 2, Objective 2 (G2O2), assessing students ability to explore, compare, or contrast

global value judgments and perspectives; 2. General Learning Goal 3, Objective 1 (G3O1), assessing students ability conduct a multinational or

international study on a contemporary business issue; 3. General Learning Goal 3, Objective 2 (G3O2), assessing students ability to demonstrate the impact of

globalization in a business discipline; and 4. Management-Specific Learning Goal 4 (G4O1), Objective 1, assessing students ability to contribute an

analysis in support of, or develop, a business plan. A matrix of the linkages between BSBA courses measuring attainment of these objectives, as well as the connection to the Global Perspectives/World View Competency is provided in Appendix 1. All Learning Goal rubrics prescribe the following scale for the measurement of student performance: 5 = Excellent; 3 = Average; and 1 = Poor. A score of 4 is awarded for students who exceed expectations but are not exceptional. Similarly, a score of 2 is given for students who do not meet expectations, but are not failing. The School of Management target achievement for Programmatic Learning Goals is 3.0. BSBA Programmatic Learning Goal rubrics are provided in Appendix 2. Based on the Fall 2013 (Appendix 4) data used during the 2014 SOM Annual Assessment Retreat, held on May 19, 2014, students in the BSBA program met or exceeded the targeted achievement level of 3.0 for G2O2 (3.62), G3O1 (3.58) and M4O1 (3.31). The results for G3O2 (2.96) indicate that student attainment of this competency nearly meets expectations, but does offer an opportunity for improvement moving forward. In this spirit, SOM faculty agreed to implement interventions in support of student attainment of G3O2, and through it Global Perspectives/World View Competency 1 in the master syllabi for LLAW 110 (Legal Environment of Business) Section 5A3, MIST 315 (Information Systems) Section 5A1, and QANT 405 (Management Science) Section 5A1. The faculty also designed an intervention for Global Perspectives/World View Competency 4, as linked to the BSBA through G3O2, in the master syllabus for FINC 201 (Corporation Finance), Section 5B1. These interventions are detailed below in the BSBA Program Review section. Samples of student work may be found in the SOM master portfolios at http://www.nyit.edu/management/b.s.b.a_master_portfolios_by_course/.

3. BSBA Program Review:

During the annual retreat, the SOM faculty and administration reviewed BSBA program courses to:

1. Identify one programmatic learning objective as a target of the school’s improvement efforts for AY 14-15;

2. Discuss the Master Syllabi and consider additional course revisions, including modifications to course level learning goals, assurance of learning validations, and scores associated with each assurance of learning validation that are linked to the targeted program-level learning objective;

3. Specify the course-level interventions in support of the selected programmatic learning objective identified in 1, above;

http://www.nyit.edu/management/b.s.b.a_master_portfolios_by_course/

4. Assist each course leader on a one-to-one basis to ensure that, for each course, the course-level learning objectives, assurance of learning validations and scores implemented within the GVS in Fall 2014 are consistent with those described in the revised syllabi; and

5. Close the loop on the course-level interventions related to M1O2, the programmatic learning objective that was targeted for improvement during AY 2013-2014.

BSBA Program Review Outcomes: Summer 2014 forms the fourth year of assessing the BSBA program, which includes both general goals (that contribute to the skills relevant to all NYIT undergraduate students) and management specific goals (targeting skills relevant to SOM BSBA students). Each goal is supported by a minimum of two (2) measurable learning objectives. Appendix 1 provides a mapping matrix of the BSBA programmatic learning goals by course. As stated in Section 1 above, all Learning Goal rubrics prescribe the following scale for the measurement of student performance: 5 = Excellent; 3 = Average; and 1 = Poor. A score of 4 is awarded for students who exceed expectations but are not exceptional. Similarly, a score of 2 is given for students who do not meet expectations, but are not failing. The School of Management target achievement for Programmatic Learning Goals is 3.0. Scores submitted during the Spring 2013 and Fall 2013 semesters were used during the 2014 Assurance of Learning summer retreat to determine which programmatic learning goal and objective will be targeted for improvement during AY14-151. For the Spring 2013 semester, faculty entered data for fifty-nine (59) sections that measured general learning goals with an average of 3.4 across 3,788 scores. Data measuring management-specific learning goal attainment was logged for sixty-one (61) sections. Across the 5,689 management specific scores, the mean level of attainment was 3.41 (see Appendix 3). In the Fall 2013 semester, faculty entered data for eighty-seven (87) sections that measured general learning goals. A total of 6,672 scores were recorded, with a mean general learning goal attainment score of 3.42. Faculty also provided scores for eighty-nine (89) sections that measured the management-specific learning goals. The number of management-specific scores retained was 10,106, with an average of 3.15 (see Appendix 4). This, in itself, forms an assessment as the fall scores benefit from changes made at the prior summer annual retreat. It is noted that the fall 2013 scores have improved, in the aggregate, from the spring 2013 scores; hence interventions from summer 2013 were successful in improving overall performance. For the summer retreat 2014 the faculty discussed the score data provided in Appendices 3 and 4 during the retreat, and chose general learning goal 3 (Illustrate cultural awareness and analyze the impact of globalization on business), objective 2 (demonstrate the impact of globalization in a business discipline) or G3O2, and management specific learning goal 3 (Conduct and utilize research to support business innovation), objective 2 (innovate or survey recent innovations), or M3O2, for improvement during the 14-15 academic year. The rationale for selecting G3O2 and M3O2 included:

1 The school utilizes calendar year data for the purpose of annual assessment each summer.

1. The level of student attainment in the Fall 2013 semester on G3O2 (2.96) and M3O2 (2.78) falls below the target level of 3.0;

2. The drop in scores reflecting student attainment of G3O2 between the Spring 2013 and Fall 2013 semesters, which are 3.52 and 2.96, respectively;

3. The consistently below-target student performance of M3O2 in Spring 2013 (2.43) and Fall 2013 (2.96); and

4. The faculty’s perception that the impact of globalization in a business discipline and innovation are critical components of success in the business environment, as well as important SOM and NYIT mission-advancing elements of the curriculum.

After identifying G3O2 and M3O2 as the continuous improvement targets, course leaders proposed course-level interventions and discussed these with their colleagues. Interventions selected were grouped into four categories:

1. Addition of a formative assessment: Students are given the opportunity to submit a draft of the assurance of learning validation against which G3O2 is scored. The instructor will then provide feedback to the students on how to improve their analyses in support of, or developing, a business plan. The course adopting this approach is FINC 201;

2. Adding a G3O2 as a score to an existing assessment. The course adopting this approach is ECON 201; 3. Modification of assurance of learning validations: Modifying the description of the assurance of

learning validation to clarify the components of the assignment addressing G3O2/M3O2. Courses adopting this approach are BUSI 405 (M3O2) and MIST 315 (G3O2); and

4. Lecture Topics: Adding, reinforcing or moving the delivery of content related to the impact of globalization on a business discipline in Section 17 (15 Week Topical Class Schedule) as a topic to be included in a specific week or weeks or additional reading(s). This directly reinforces the course content relevant to the impact of globalization on a business discipline and the assurance of learning validation linked to G3O2. The courses adopting this approach are LLAW 110 and QANT 405.

Results of these interventions to support student attainment of G3O2 and M3O2 will be tracked during AY14-15, and outcomes will be shared with the faculty during the 2015 Annual Assessment Retreat and in the 2015 Annual Assessment Report. The interventions made for the purpose of improving student performance on G3O2 and M3O2 and modifications to the scoring assessments at the annual summer retreat led to the revision to a total of thirty-six (36) master syllabi, including fifteen (15) in the BSBA core and twenty-one (21) in the BSBA majors/options (see Table 1). The discussions on course modification led to the deletion of thirty-five (35) assurance of learning validations; the addition of twelve (12) assurance of learning validations; modification of thirty-nine (39) assurance of learning validations; the deletion of eighteen (18) scores linked to general, management-specific or major-specific learning goals; addition of six (6) scores linked to general, management-specific or major-specific learning goals; deletion of one (1) invariant learning goal; and the addition of three (3) invariant learning goals. Additional detail concerning these outcomes is found in Appendix 5.

TABLE 1: BSBA COURSE REVI SI ON SUMMARY

Discipline BSBA

Number of Core Courses Revised/Number of Core

Courses in Discipline

Number of Courses Revised

Number of Courses with No Change

ACCT 2/2 13 0

BUSI 3/4 3 6

ECON 2/2 3 2

FINC 1/1 3 9

HRMT 0 6

LLAW 1/1 2 1

MGMT 1/1 2 8

MIST 1/1 1 2

MRKT 1/1 5 6

QANT 3/3 4 0

SBES 0 9

TOTALS 15/16 36 49

Finally, the Assessment Committee was pleased to report that the faculty’s effort to improve student attainment of M1O22, the programmatic learning goal selected for improvement during AY13-14, resulted in a dramatic improvement. Student baseline scores on M1O2 averaged 3.05 during the Fall 2012 semester (the semester in which the score was selected for improvement). With the implementation of the interventions designed to assist student attainment of this objective during AY13-14, the average score improved to 3.38 by the end of the Fall 2013 term. This evidences the effectiveness of the interventions, and demonstrates that the faculty’s focus on this goal was successful.

4. MBA Program Review: In keeping with the assessment approach for the school’s programs, faculty and administration reviewed the MBA program courses to:

1. Identify one programmatic learning goal as a target of the school’s improvement efforts for AY 14-15;

2. Discuss the Master Syllabi and consider additional course revisions, including modifications to course level learning goals, assurance of learning validations, and scores associated with each assurance of learning validation that are linked to the targeted program-level learning goal;


2 Management Goal 1: demonstrate competency and make decision in each of the functional business disciplines; Objective 2: solve

business problems in a functional area.

4. Assist each course leader on a one-to-one basis to ensure that, for each course, the course-level learning goals, assurance of learning validations and scores implemented within the GVS in Fall 2014 are consistent with those described in the revised syllabi;

5. Discuss course-specific improvements based on the joint SOM Executive Council/Business Advisory Board retreat for purpose of consideration of additional interventions; and

6. Close the loop on the course-level interventions related to MBA-3M, the programmatic learning goal that was targeted for improvement during AY 2013-2014.

MBA Program Review Outcomes: Summer 2014 is the third year of assessing the MBA program. Similar to the BSBA program, learning goals fall in two broad categories: general goals that contribute to the skills relevant to all NYIT graduate students, and management specific goals that target skills relevant to SOM MBA students. Appendix 6 provides a mapping matrix of the MBA programmatic learning goals by course. In addition, the integrative elements, or the interdisciplinary content areas, of each course are also shown in this matrix. All Learning Goal rubrics prescribe the following scale for the measurement of student performance: 5 = Excellent; 3 = Average; and 1 = Poor. A score of 4 is awarded for students who exceed expectations but are not exceptional. Similarly, a score of 2 is given for students who do not meet expectations, but are not failing. The School of Management target achievement for Programmatic Learning Goals is 3.0. MBA Programmatic Learning Goal rubrics are provided in Appendix 7. Scores submitted during the Spring 2013 and Fall 2013 semesters were used during the 2014 Assurance of Learning retreat to determine which programmatic learning goal and objective targeted for improvement during AY14-153. For the Spring 2013 semester, faculty entered data for twenty-three (23) sections that measured general learning goals with an average of 3.37 across 1,380 scores. Data measuring management-specific learning goal attainment was logged for twenty-three (23) sections. Across the 2,320 management specific scores, the mean level of attainment was 3.70 (see Appendix 8). In the Fall 2013 semester, faculty entered data for thirty-six (36) sections that measured general learning goals. A total of 2,233 scores were recorded, with a mean general learning goal attainment score of 3.58. Faculty also provided scores for forty-two (42) sections that measured the management-specific learning goals. The number of management-specific scores retained was 3,740, with an average of 3.82 (see Appendix 9). Scores, in the aggregate, demonstrate improvement from the spring to the fall semester. The faculty discussed the score data provided in Appendices 8 and 9 during the summer annual retreat, and chose MBA-2G4 for improvement during the 14-15 academic year. The rationale for selecting MBA-2G included:

3 Data from the Spring 2014 semester was excluded from this analysis due to the low number of data entered into the GVS at the time of the

meeting, which was held shortly after the end of the term. 4 General learning goal 2 Recognize socio-economic issues, and establish and defend a position supported by ethical reasoning.

1. The significant improvement in scores reflecting student attainment of MBA-3G between the Spring 2013 and Fall 2013 semesters (2.85 and 3.42, respectively), as well as the increase in student performance on MBA-3M from 2.94 in Spring 2013 to 3.54 in Fall of 2013

2. The decrease in scores measuring MBA-2G from the Spring 2013 and Fall 2013 semesters (3.52 and 3.47, respectively;

3. The faculty’s perception of the importance of socio-economic issues and the ability to reason ethically is necessary to graduate student success and social responsibility in the global business environment; and

4. The choice of the score (MBA-2G) that had the second lowest performance of all general and management-specific goals in the Fall 2013 semester.

After identifying MBA-2G as the continuous improvement target, course leaders proposed course-level interventions and discussed these with their colleagues. Interventions selected were grouped into two categories:

1. Modification of assurance of learning validations: Modifying the description of the assurance of learning validation, the scoring criterion, or both, to clarify the components of the assignment addressing MBA-3M. Courses adopting this approach are MGMT 630, MGMT 650, and SBES 601;

2. Lecture Topics: Adding or expanding coverage of content areas that address analysis of business issues in Section 17 (15 Week Topical Class Schedule) directly links the course content MBA-3M. The course adopting this approach is ECON 620.

Results of these interventions to support student attainment of MBA-2G will be tracked during AY14-15, and outcomes will be shared with the faculty during the 2014 Annual Assessment Retreat and the 2014 Annual Assessment Report. The faculty also considered inputs from the second annual SOM joint Executive Council/Business Advisory Board meeting. During this retreat, numerous key SOM stakeholders, including industry leaders, alumni, students, and full- and part-faculty members reviewed Section 5 of each master syllabus in the MBA program core. The purpose of this meeting was to determine the degree of attainment of course-level Invariant Learning Goals as evidenced by the Assurance of Learning Validations. As a result, course leaders modified three (3) courses to address their concerns. These are summarized in Appendix 10. As an outcome of these interventions and a comprehensive review of the sixty-seven (67) courses in MBA program, twenty (27) master syllabi were revised (see Table 2). The discussions on course modification led to the deletion of fourteen (14) assurance of learning validations; addition of eight (8) and revision of seventeen (17) assurance of learning validations; the elimination of thirty-five (35) scores linked to general or major specific learning goals; addition of seventeen (17) scores linked to general or major-specific learning goals; elimination of seven (7) invariant learning goals; and the addition of three (3) invariant learning goals. Additional detail concerning these outcomes is found in Appendix 5.

TABLE 2: MBA COURSE REVI SI ON SUMMARY

Discipline MBA

Number of Core Courses Revised/Number of Core

Courses in Discipline

Number of Courses Revised

Number of Courses with No Change

ACCT 1/1 7 1

BUSI 0/1 0 5

ECON 2/2 2 2

FINC 0/2 1 8

HOSP 0 5

MGMT 3/3 8 4

MIST 1/1 1 5

MRKT 1/1 3 6

QANT 2/2 4 3

SBES 1/1 1 1

TOTALS 11/14 27 40

Finally, the Assessment Committee was pleased to report that the faculty’s effort to improve student attainment of MBA-3M5, the programmatic learning goal selected for improvement during AY13-14, resulted in improved student outcomes. Baseline scores on MBA-3M averaged 3.07 during the Fall 2012 semester (the semester in which the score was selected for improvement). With the implementation of the interventions designed to assist student attainment of this objective during AY13-14, the average score improved to 3.54 by the end of the Fall 2013 term. This evidences the effectiveness of the interventions, and demonstrates that the faculty’s focus on this goal was successful.

4. Concluding Statement In order to demonstrate loop closure for the MS and EMBA programs, mini-retreats will be held during the Fall 2014 semester. The results of these meetings will be provided in two addenda to this report. Our sincerest thanks to the SOM faculty and staff for their continued support of and commitment to improving our curricula and student learning, to the Office of Planning and Assessment for their guidance and patience as the SOM assessment processes unfold, and to the SOM Dean for his leadership of this process and our school. Respectfully Submitted: SOM Assurance of Learning Committee Jim Murdy, Chair Diamando Afxentiou, Executive Associate Dean Raj Tibrewala, Executive Director of Assessment Analytics

5 Management Goal 3: Identify and analyze country/region-specific contemporary business issues; establish and effectively

communicate and support recommendations.

Addendum I: MS Program Review In keeping with the assessment approach for the school’s programs, faculty and administration reviewed the MS program courses during the Summer of 2014 to:





A subsequent meeting (October 24, 2014) was held to close the loop on the course-level interventions related to HRM 1M, the programmatic learning goal that was targeted for improvement during AY 2014-2015. MS Program Review Outcomes: Summer 2014 marked the second year of assessing the MS program. As with the BSBA and MBA programs, learning goals fall in two broad categories: general goals that contribute to the skills relevant to all NYIT graduate students, and management specific goals that target skills relevant to SOM MS students. Appendix 11 provides a mapping matrix of the MS programmatic learning goals by course. All Learning Goal rubrics prescribe the following scale for the measurement of student performance: 5 = Excellent; 3 = Average; and 1 = Poor. A score of 4 is awarded for students who exceed expectations but are not exceptional. Similarly, a score of 2 is given for students who do not meet expectations, but are not failing. The School of Management target achievement for Programmatic Learning Goals is 3.0. MS Programmatic Learning Goal rubrics are provided in Appendix 12. During the summer, faculty reviewed scores submitted during the 2013-2014 academic year (AY) to determine which programmatic learning goal would be targeted for improvement during AY14-15. For AY 2013-2014, faculty entered data for thirteen (13) sections that measured general learning goals with an average of 3.95 across 405 scores. Data measuring management-specific learning goal attainment was logged for fifteen (15) sections. Across the 631 management specific scores, the mean level of attainment was 3.6 (see Appendix 13). The faculty discussed the score data provided in Appendix 13 during the summer, and chose HRM-M16 for improvement during the 14-15 academic year. The rationale for selecting HRM-M1 included:

6 Management specific learning goal 1: Develop, manage, and evaluate HR practices that produce the workforce needed by an

organization to achieve its strategic and operational goals in a dynamic global economy.

1. The lower level of student attainment on HRM-M1 (3.19) relative to HRM-2M (4.08) and HRM-3M (3.74), as well as the overall high composite score for the general learning goals (3.95) during this period; and

2. The faculty’s perception of the importance of the ability to develop, manage, and evaluate HR practices that impact on strategic and operation goal achievement in a global business environment as critical to graduate human resources management student success.

After identifying HRM-M1 as the continuous improvement target, course leaders proposed course-level interventions and discussed these with their colleagues. Interventions selected were grouped into four categories:

1. Addition or modification of assurance of learning validations: Modifying the description of the assurance of learning validation, the scoring criterion, or both, to clarify the components of the assignment addressing HRM-M1. Courses adopting this approach are HRMT 715 and HRMT 722;

2. Adding a HRM-M1 as a score to an existing assessment. The course adopting this approach is HRMT 802;

3. Addition of a formative assessment: Students are given the opportunity to submit a draft of the assurance of learning validation against which HRM-M1 is scored. The instructor will then provide feedback to the students on how to improve their analyses in support of, or developing, a business plan. The course adopting this approach is HRMT 703;

4. Addition of a required resource: Adding a required reading to Section 7 (Required Resources) that addresses HRM-M1. The course adopting this approach is HRMT 887; and

5. Lecture Topics: Adding or expanding coverage of content areas that address the development, management and evaluation of HR practices in a strategic and operational context in Section 17 (15 Week Topical Class Schedule) directly links the course content HRM-M1. The courses adopting this approach are HRMT 703 and HRMT 744.

As an outcome of these interventions and a comprehensive review of the nineteen courses in MS program, fourteen (14) master syllabi were revised. The discussions on course modification led to the addition of three (3) and revision of four (4) assurance of learning validations; the elimination of one (1) score linked to management specific learning goals; and addition of three (3) scores linked to general or management specific learning goals. Additional detail concerning these outcomes is found in Appendix 5. In order to close the loop on some of these interventions, the administration and HRMT faculty met to discuss the year-to-date results of these interventions on October 24. Four (4) courses with interventions identified above are being delivered in the Fall 2014 semester: HRMT 703, HRMT 715, HRMT 722, and HRMT 802. The results of these interventions to date show an improvement in student attainment. Specifically, student attainment of HRM-M1 improved from 3.19 during AY 13-14 to 3.61 in the Fall of 2014 (see Appendix 14). Additional results of these interventions to support student attainment of HRM-M1 will be tracked during AY14-15, and outcomes will be shared with the faculty during the 2015 Annual Assessment Retreat and in the 2015 Annual Assessment Report.

Addendum II: EMBA Program Review In keeping with the assessment approach for the school’s programs, faculty and administration reviewed the EMBA program courses during the Summer of 2014 to:





A subsequent meeting (October 27, 2014) was held to close the loop on the course-level interventions related to EMBA S1O2 and MEBA N1O3, the programmatic learning objectives that were targeted for improvement during AY 2014-2015. EMBA Program Review Outcomes: Summer 2014 marked the first year of assessing the EMBA program. The EMBA program is assessed against two program-specific learning goals. Appendix 15 provides a mapping matrix of the EMBA programmatic learning goals by course. All Learning Goal rubrics prescribe the following scale for the measurement of student performance: 5 = Excellent; 3 = Average; and 1 = Poor. A score of 4 is awarded for students who exceed expectations but are not exceptional. Similarly, a score of 2 is given for students who do not meet expectations, but are not failing. The School of Management target achievement for Programmatic Learning Goals is 3.0. EMBA programmatic learning goal rubrics are provided in Appendix 16. During the summer, faculty reviewed scores submitted during the 2013-2014 academic year (AY) to determine which EMBA programmatic learning goal would be targeted for improvement during AY14-15. For AY 2013-2014, faculty entered data for one section that measured EMBA learning goals, with 140 scores captured with a composite attainment of 3.19 (see Appendix 17). The faculty discussed the score data provided in Appendix 16 during the summer, and chose to measure on dimension of each learning goal. Specifically, EMBA 1, objective I1O27 and EMBA 2, objective N1O38 were selected for improvement during the 14-15 academic year. The rationale for selecting these objectives was

7 EMBA learning goal 1: Enhance the capabilities of an organization to successfully innovate in a culturally diverse global operating

environment, objective I1O2: innovative thinking.

8 EMBA learning goal 2: Assess and synthesize the relevant elements of the market environment, and develop and evaluate strategies,

policies, and programs for achieving corporate goals and objectives, Objective N1O3: identify leverage strategies.

driven by the faculty’s perception of the importance of the ability to create and extend unique ideas that cross boundaries in a culturally diverse global economy (I1O2), and to understand, identify and explain leverage strategies that impact on bargaining (N1O3) after measuring student attainment of these objectives and observing the performance in class.

After identifying I1O2 and N1O3 as the continuous improvement targets, course leaders proposed course-level interventions and discussed these with their colleagues. Interventions selected were grouped into two categories:

1. Adding a I1O2 as a score to an existing assessment; and 2. Delivery of seminars on innovative thinking and using leverage strategies in negotiations from

leading scholars in the field at Harvard University. Both of these strategies are being implemented in the revised BUSI 750. In order to close the loop on these interventions, the administration and faculty met to discuss the year-to-date results of these interventions on October 27. The results of these interventions show an improvement in student attainment of both I1O2 and N1O3. Specifically, student attainment of I1O2 improved from 3.14 during AY 13-14 to 3.39 in the Fall of 2014. N1O3 also showed a similar improvement, increasing from 3.14 in AY 13-14 to 3.35 in the Fall of 2014 (see Appendix 18 for Fall 14 scores). Additional results of these interventions to support student attainment of I1O2 and N1O3 will be tracked during AY14-15, and outcomes will be shared with the faculty during the 2015 Annual Assessment Retreat and in the 2015 Annual Assessment Report.

APPENDIX 1: BSBA UNDERGRADUATE PROGRAMMATIC LEARNING GOAL & GLOBAL PERSPECTIVES/WORLD VIEW MAPPING

MATRIX

Undergraduate Program Mission Statement: The mission of the School of Management undergraduate BSBA program is to ensure workforce readiness by means of providing contemporary and competitive academic

curricula, supplemented by co-curricular activities that contribute to student success.

ECO

N20

2EC

ON

204

QAN

T201

ACCT

101

ACCT

110

LLAW

110

MG

MT1

02M

RKT1

02FI

NC2

01M

IST3

15Q

ANT3

00BU

SI40

5Q

ANT4

05BU

SI43

5Te

chno

logy

Inte

rnat

ion

BSBA Undergraduate Programmatic Learning GoalsUpon graduation from the SOM undergraduate BSBA program, the graduating student will be able to:

GEN PLG#1 …. Communicate clearly and conciselyLO#1: utilize effective written communication (substance and style) to demonstrate knowledge.LO#2: utilize oral communication to effectively demonstrate knowledge.LO#3: work effectively in teams.GEN PLG#2…… Compare, contrast, and apply basic ethical conceptsLO#1: establish and support an ethical position on an emerging or contemporary business matterLO#2: explore, compare, or contrast global value judgments and perspectives. Global 2, 3GEN PLG#3…… Illustrate cultural awareness and analyze the impact of globalization on businessLO#1: conduct a multinational or international study on a contemporary business issue Global 1, 2LO#2: demonstrate the impact of globalization in a business discipline Global 1, 3, 4MGT PLG #1 ….. Demonstrate competency and make decision in each of the functional business disciplinesLO#1: demonstrate comprehension and scope of knowledge across each functional area.LO#2: solve business problems in a functional area.MGT PLG #2 ….. Use technology as a decision support tool in business and in the majorLO#1: access an information system to collect data and then conduct an analysis.LO#2: use technology to model and solve an operational problem.LO#3: utilize field specific software. LO#4: prepare reports and presentations using MS-Office products.MGT PLG#3 ….. Conduct and utilize research to support business innovationLO#1: conduct business research.LO#2: innovate or survey recent innovations.MGT PLG#4…. Integrate functional disciplines together to affect sound policy making and business planningLO#1: contribute an analysis in support of, or develop, a business plan. Global 1LO#2: solve business problems that integrate multiple functional areas together.

Gen

eral

Ed

ucat

ion

Busin

ess

Prog

ram

Lo

wer

Co

re

Stan

dalo

ne T

estin

gSe

lect

ion

Crite

ria

OP

MG

MT

MG

MT

MRK

TCO

RP F

INC

Busin

ess

Prog

ram

U

pper

Co

reM

ajor

Sp

ecifi

c

General Education Core

Curriculum

INFO

SYS

INN

& R

ESM

GT

SCI

STRA

TEG

Y

ACCT

1M

GRL

ACC

TBU

S LA

W

Gen

eral

Man

agem

ent S

peci

fic

ECO

N II

STAT

ECO

N I

Excellent - 5 Average - 3 Poor - 1Presents clear statement of purpose/thesis in

appropriate location; material is presented in clear and/or logical order appropriate to the task; and

organization increases readability.

Contains statement of purpose but may rely on implicit thesis or organization.

Omits clear statement of purpose; and addresses topics without clear logical sequence.

Develops a single topic in each paragraph; provides a logical sequence for document content; transitions

develop connections between paragraphs; and paragraphs are not overly long or brief.

May lack development; may stray to other topics within paragraphs; and generally

provides clear transitions between paragraphs.

May present overly short paragraphs, have undeveloped material, or contain unrelated material;

and omits necessary transitions.

Demonstrates sophistication and variation in sentence structure; expresses ideas clearly and

concisely; and contains no unnecessary fragments or run-on sentences.

Generally maintains varied and correct sentence structures; and may include small

number of sentence-level errors.

Employs repetitive or simplistic sentence structures; contains wordy or unclear sentences; and includes

fragments or run-ons.

Adheres to standard rules of grammar, usage, mechanics, punctuation, and spelling; and may

include no more than two minor errors.

Generally adheres to standard rules but includes three or more errors.

Contains significant errors that detract from understanding or compromise writer’s credibility.

Addresses audience concerns by explaining unfamiliar terms/material; employs professional diction and avoids overly technical or colloquial

language; and maintains appropriate tone.

Demonstrates audience awareness but may include some overly technical or colloquial

language; and may lose control of tone.

Uses technical or colloquial language inappropriate to the context of the assignment; and errs in appropriate

tone.

Includes thorough documentation or citation as necessary; supports all claims within either text or

appendix; and properly labels/identifies outside material.

Generally supports claims with properly cited material; and may omit occasional supporting

documentation or material.

May fail to include required supporting materials or documentation; and may include irrelevant addenda.

Includes proper formatting of margins, spacing, indentation, etc; and typeface and use of emphasis

are appropriate to task.

Mostly includes proper formatting and limits errors or inconsistencies.

Distracts reader with errors or inconsistencies in formatting.

Excellent - 5 Average - 3 Poor - 1Follows logical sequence and provides

explanations/elaboration.Follows logical sequence, but fails to

elaborate.Does not follow logical sequence (jumps around in

presentation).Seldom returns to notes, maintaining eye contact

with audience throughout the presentation.Maintains eye contact with audience most of

the time, but frequently returns to notes.Reads most or all of report, making little to no eye

contact with the audience.

Speaks clearly and loud enough for all in audience to hear, makes no grammatical errors, and pronounces

all terms correctly and precisely.

Voice is relatively clear, but too low to be heard by those in the back of the room; makes

several major grammatical errors, and mispronounces some terms.

Mumbles, mispronounces terms, and makes serious and persistent grammatical errors throughout

presentation; speaks too quietly to be heard by many in audience.

GEN PLG#1 …. Communicate clearly and conciselyAPPENDIX 2: BSBA PROGRAMMATIC LEARNING GOAL RUBRICS

LO#1: utilize effective written communication (substance and

style) to demonstrate knowledge.

Effectively summarizes the presentation and provides a sense of closure.

Provides an adequate summary and/or recommendation that is reasonable given the

information/analysis presented.

Weak or no conclusion provided (it is too vague to be of any practical value) or the recommendation is

weakly related to the analysis.Addresses all questions in a manner that

demonstrates a thorough command of the topic(s) of the presentation; uses the allotted time effectively;

and finishes on time.

Demonstrates an ability to address most questions in a thoughtful and effective

manner; finishes on time but has to rush through last points to finish on schedule.

Cannot address basic questions about the topic or addresses them in a superficial manner; does not

finish on time or finishes well before allotted time.

Includes a balanced use of appropriate multimedia that enhances the overall presentation (easy to read,

attractive, informative, and error free).

Includes limited multi-media that enhance the overall presentation; easy to read and

informative, but not outstanding.

Includes little or no multimedia or uses it in a distracting or ineffective manner (difficult to read, has

errors and/or typos, etc.).Excellent - 5 Average - 3 Poor - 1

Brings in extra material in order to enrich the learning environment and is prepared to help the

team’s learning process.

Reads material and prepares written answers to questions.

Reads material during exercise or has not read material; is not prepared to help the team’s learning

process.Explains material to others and provides new insights

in order to promote interpersonal involvement during team meetings.

Is able to answer other’s questions and relates material to own experience during team

meetings.

Occasionally makes a comment related to the topic being discussed or does not make any contribution

during team meetings.During team meetings, is always present or rarely

misses, only 1-2 times a semester.Occasionally misses team meetings, only 3-4

times a semester.Frequently misses team meetings, ≥5 times a

semester.Interaction with team members is positive; keeps

team sessions light to develop a positive team culture.

Is mostly supportive of other s contributions in an effort to promote a positive team culture;

and may be neutral in affective contribution to the team

Does not contribute in a positive manner and sometimes, may cause negative learning environment.

Comments are almost always positive, easily understood; when giving constructive criticism,

feedback is timely, specific, and behaviorally focused.

Is usually an effective communicator; gives feedback that is often helpful.

Comments are sometimes vague and have trouble getting a point across; comments may be negative in

tone or sometimes argumentative.Includes thorough documentation or citation as

necessary; supports all claims within either text or appendix; and properly labels/identifies outside

material.

Generally supports claims with properly cited material; and may omit occasional supporting

documentation or material.

May fail to include required supporting materials or documentation; and may include irrelevant addenda.

Includes proper formatting of margins, spacing, indentation, etc; and typeface and use of emphasis

are appropriate to task.

Mostly includes proper formatting and limits errors or inconsistencies.

Distracts reader with errors or inconsistencies in formatting.

Excellent - 5 Average - 3 Poor - 1Clear description of business matter; context is

provided.Clear description of business matter; no

context.Business matter is not described.

Clear statement of position with examples of how it applies to selected business matter.

Clear statement of position without examples. No position or very poorly expressed.

LO#2: utilize oral communication to effectively demonstrate knowledge.

GEN PLG#2…… Compare, contrast, and apply basic ethical concepts

LO#3: work effectively in teams.

LO#1: establish and support an ethical position on an emerging or

Argument is logical and directly supported by evidence.

Argument is logical but not supported by evidence.

No argument is given or confusing to follow the logic.

At least three (3) sources that are relevant to the argument.

Either too few sources or sources are not related to the argument.

No support of the ethical position.

Excellent - 5 Average - 3 Poor - 1Clear explanation of different global value

judgments/perspectives with relevant examples.

Clear explanation of different global value judgments/perspectives without relevant

examples

No explanation of different global value judgments/perspectives.

Critical analysis of different global value judgments/perspectives. Well documented with

evidence or specific examples.

Analysis of different global value judgments/perspectives not based on

evidence or on specific examples.Restated definitions; no real analysis.

Excellent - 5 Average - 3 Poor - 1

Choice of topic is meaningful it and aligned with the long-term vision of the nation(s).

Choice of topic is international but may not be currently relevant.

The topic chosen is either unrelated to or remotely touching on international issues; the topic chosen has

little, if any relevance.Choice of topic is timely/contemporary; The topic

discusses impact on the U.S. or any other nation and implications; analytical discussion brings out cultural

contrast between nations; analytical discussion demonstrates conceptual knowledge; terminology is

highly relevant to the discipline; Arguments demonstrate a logical sequencing of the ideas.

Discussion demonstrates a moderate understanding of the issue(s);the discussion

and data represent a factual presentation; the discussion includes a modicum of

understanding of cultural differences between nations.

The discussion demonstrates a poor understanding between national and international issues; the

discussion includes a faulty generalization from poor factual data demonstrating poor preparation before

writing.

Analytical discussion is highly interpretive.The discussion is primarily a simple narration

rather than interpretive.The narration is not fully accurate and there is little to

no interpretive material.Citations for the study are highly credible and

support a demonstration of academic in-depth research.

Citations demonstration those that are esaili7y accessible and perhaps reflect a quick

effort without drilling for detail.

The citations and sources of information are not credible.

Excellent - 5 Average - 3 Poor - 1Analysis of the impact of globalization is detailed and

includes a sound inference, with documented support, within at least one functional areas of

business such as accounting, finance, marketing, and management.

Discussion demonstrates the ability to draw an inference from the general to a particular

issue.

The discussion demonstrates an inability to distinguish between business and non-business issues.

Analysis includes elements of modification of national standards to conform to global standards

(accounting rules, financial standards, and marketing and management techniques).

The study exhibits an understanding of integration arising from globalization.

There is no discussion of the impact of globalization.

Analysis includes Impact on the firm’s recruitment of workforce in terms of quality and quantity.

The paper cites specific reactions of a firm resulting from globalization.

There are minimal credible sources of information.

GEN PLG#3…… Illustrate cultural awareness and analyze the impact of globalization on business

LO#2: demonstrate the impact of globalization in a business discipline

LO#2: explore, compare, or contrast global value judgments and

perspectives.

LO#1: conduct a multinational or international study on a

contemporary business issue

ethical position on an emerging or

contemporary business matter

Analysis includes implications to future policy decisions by way of globalization.

Analysis suggests possible implications without supporting evidences.

Total lack of analysis.

Excellent - 5 Average - 3 Poor - 1Chooses multiple functional areas that are relevant

to assignment.Chooses one functional area that is relevant to

assignment.Does not choose functional areas that are relevant to

assignment.Integrates basic and advanced theories and

procedures from relevant functional areas into assignment.

Integrates basic theories and procedures from somewhat relevant functional areas into

assignment.

Fails to integrate any theories and procedures from relevant functional areas into assignment

Able to demonstrate basic knowledge, as well as insights of and impacts on functional areas into

assignment.

Able to demonstrate basic knowledge of functional areas integrated into assignment.

Fails to demonstrate basic knowledge of functional areas integrated into assignment.

Excellent - 5 Average - 3 Poor - 1Clearly states the business problem, issues of the case or opportunity along with potential benefits

which may be realized by solving the business problem in the area specific to the course.

Presents a statement of the business problem, issues of the case or opportunity in the area

specific to the course.

Fails to present a clear statement of the business problem, issues of the case or opportunity in the area

specific to the course.

While describing the business problem the students presents a comprehensive analysis of the relevant external and internal business environment which

requires data from external sources.

While describing the business problem the students presents an accurate analysis of the

business problem based on the material appearing in the textbook or material supplied

Presents an inaccurate analysis of the business problem.

The statement of the problem presented by the student clearly spells the decisions being made, data that needs to be collected or has been presented in

the case, and the objective to be accomplished along with the internal or external constraints, if any.

The statement of the problem presented by the student includes data that needs to be

collected or has been presented in the case, and the objective to be accomplished along with the internal or external constraints, if

any

Shows a lack of understanding in clearly stating the problem being solved, in defining the decisions, and in

handling the relevant data.

Solves the business problems using the state-of-the-art or innovative solution techniques.

Solves the business problems using basic solution techniques.

Solves the problem incorrectly or uses inappropriate data or technique(s)to solve the problem.

Checks for the practical validity of the proposed solution; performs what-if-analysis for potential

changes in the input data or the current environment; Describes the impact of using the

proposed solution on the current or future strategy(is) of the company or industry.

Checks for the validity of the proposed solution and performs what-if-analysis for potential changes in the input data or the

current environment.

Does not check to see if the proposed solution makes sense and performs limited or incorrect sensitivity

analysis.

Identifies many tangible and intangible benefits of the proposed solution and develops a detailed plan

for the implementation.

Identifies benefits of the proposed solution and develops a detailed plan for the

implementation.The benefits are either not presented or not accurate.

MGT PLG#M1: Demonstrate Competency and Make Decisions in Each of the Functional Areas

LO#1: demonstrate comprehension and scope of knowledge across each

functional area.

LO#2: solve business problems in a functional area.

MGT PLG #2…. Use technology as a decision support tool in business and in the major

Excellent - 5 Average - 3 Poor - 1Data acquisition skill is remarkably good. //

Rationale gives strong support to the choice of data. // Use of statistics ( for example, mean, median,

mode, range, slope, exponential growth, exponential decay, and quartile) strongly enhances and supports

the conclusions in student's summary. // Made specific statistical calculations in order to interpret

the data, and showed all his (or her) work.

Data acquisition skill is appropriate. // Rationale gives support to the choice of data.

// Use of statistics ( for example, mean, median, mode, range, slope, exponential growth, exponential decay, and quartile) enhances and supports the conclusions in

student's summary. // Made specific statistical calculations in order to interpret the

Rationale does not support the choice of data. // Did not use statistics to enhance the conclusions in

student's summary. // Made no specific statistical calculations.

Interpretation of the data was correct and insightful. // Provided logical, insightful explanations,

inferences or deductions that relate directly to the established hypothesis. // Summary displayed an in-

depth understanding of the topic. // Reference to future implications in written summary makes sense,

logically follows from student's research, shows thorough understanding, and goes beyond the

obvious conclusions

Interpretation of the data was correct. // Summary made meaningful connections to the hypothesis. // Summary displayed familiarity

with the topic. // Reference to future implications in your written summary makes

sense and logically follows from student's research.

Interpretation of the data was incorrect. // Summary did not relate to the established hypothesis, or was

missing. // Summary displayed serious misconceptions of the topic, or was missing. // Failed to address future implications in the written summary.


LO#2: use technology to model and solve an operational problem.

Follow industry's best practice (that has the highest degree of proven effectiveness supported by objective and comprehensive research and

evaluation) in the use of hardware/software to model and solve ((1) pick-up the issues affecting the

operation of the business, (2) find out the root causes of the problem, (3) summarizing the gathered information, (4) eliminate the obstacle in setting up

the procedure involved in an issue, (5) the implementation of the set procedure, and (6) review

established procedure.) an operational problem from available resources

and technical support

Follow common practice (that has an adequate degree of proven effectiveness

supported by objective and comprehensive research and evaluation) in the use of

hardware/software to model and solve ((1) pick-up the issues affecting the operation of the business, (2) find out the root causes of the problem, (3) summarizing the gathered information, (4) eliminate the obstacle in

setting up the procedure involved in an issue, (5) the implementation of the set procedure,

and (6) review established procedure.) an operational problem from available resources

Inappropriate choice and use of hardware/software to model and solve ((1) pick-up the issues affecting the

operation of the business, (2) find out the root causes of the problem, (3) summarizing the gathered

information, (4) eliminate the obstacle in setting up the procedure involved in an issue, (5) the

implementation of the set procedure, and (6) review established procedure.) an operational problem from

available resources and technical support.


LO#1: access an information system to collect data and then conduct an

analysis.

LO#3: Utilize field specific software

Follow industry's best practices (that has the highest degree of proven effectiveness supported by objective and comprehensive research and

evaluation) in the use of specific software applicable in the business field to achieve the goal/s. Able to choose the best software to resolve the specific

problem. Able to use the software at the intermediate to advanced level. Project runs

perfectly with no technical problems. For example, there are no error messages, malfunction or all files are found. Able to progress intuitively throughout

entire project in a logical path to resolve the problem.

Follow common practice (that has the adequate degree of proven effectiveness

supported by objective and comprehensive research and evaluation) in the usage of

specific software applicable in the business field to achieve the goal/s. Able to choose a

software that partly resolve the specific problem. Able to use the software at the

beginner's level. Project runs minimally. There are many technical problems when running

the project. Project runs minimally. There are many technical problems when viewing the project. It minimally resolve the problem.

Inappropriate choice and usage of specific software applicable in the business area to achieve the goal/s.

Unable to use the software at the beginner's level. Project doesn't run. There are many technical

problems when running the project. Project does not resolve the problem.


LO#4: Prepare reports & presentations using MS-Office

products

Follow industry's best practices (that has the highest degree of proven effectiveness supported by objective and comprehensive research and

evaluation) in the use of the suitable MS Office tool to create business reports and presentations. Report

covers topic in depth, includes important details, follows proper style and the final body of work was

free of grammar, spelling, and formatting errors. Presentation graphics include one moving sequence

with good color choices. Includes varied graphics from three outside sources. Uses varied yet cohesive

methods for presentation. The combination of multimedia elements and content takes

communication to a superior level. There is clear attention given to balance, proportion, harmony, and restraint. The synergy reaches the intended audience

with style and pizzazz.

Follow common practice (that has an adequate degree of proven effectiveness

supported by objective and comprehensive research and evaluation) in the usage of the

suitable MS Office tool to create business reports and presentations. Report covers topic

in adequate depth, includes details, tries to follow proper style and the final body of work

has some grammar, spelling, and/or formatting errors. Presentation graphics

include one moving sequence with some color mixtures. Includes varied graphics from less

than three outside sources. Uses basic cohesive methods for presentation.

Multimedia elements accompany content but there is little sign of mutual reinforcement.

There is no attention to visual design criteria such as balance proportion harmony and

Inappropriate choice and usage of the suitable MS Office tool to create business reports and

presentations. Report fulfills minimal requirements. Presentation graphics include in-coherent moving

sequence/s with some color mixtures. Includes varied graphics from less than three outside sources. Uses in-cohesive methods for presentation. Screens are either

barren and stark or confusing and cluttered. Exaggerated emphasis on graphics and special effects

weakens the message and interferes with the communication of content and ideas.


Presents clear statement of a research question.Lacks a clear research question but does contain a general statement of purpose.

Omits any clear statement of purpose or research question.

MGT PLG#3 ….. Conduct and utilize research to support business innovation

Information used clearly relates to the research question/statement of purpose. It includes several

supporting details and/or examples.

Information used clearly relates to the main topic. No details and/or examples are given.

Information has little or nothing to do with the main topic.

Provides a well-developed, logical and cohesive analysis that addresses the research

question/statement of purpose.

Provides some analysis but lacks cohesiveness and development. May stray to other topics in the analysis that lack clear relevance to the

intended purpose.

Provides little analysis with little relevancy to the intended purpose.

All sources (information and graphics) are sufficient in number, quality, and accurately documented in

the desired format.

All sources (information and graphics) are sufficient in number but limited number of quality sources and not all are accurately

Insufficient sources that are not of expected quality nor accurately documented.

Excellent - 5 Average - 3 Poor - 1Describes with significant detail and clarity a selected

innovation including how it works in a manner easily understood to a potential customer.

Describes the selected innovation with some details and clarity.

Unable to clearly describe the selected innovation.

Exhibits a well-developed analysis of the selected innovation market potential.

Exhibits some understanding of the selected innovation market potential.

Lacking an understanding of the selected innovation market potential.

Exhibits a well-developed analysis of the industry dynamics, including competitors, the innovation will

compete within.

Exhibits some understanding of the selected innovation industry dynamic.

Lacking an understanding of the selected innovation industry dynamics.

Excellent - 5 Average - 3 Poor - 1Presents comprehensive statement of the

environment (both external and internal) relating to the specific opportunity within a specific company or

industry.

Presents a statement of the environment (either external or internal) relating to the

specific opportunity within a specific company or industry.

Statement of the environment presented by the student is not clear and some of the important

external or internal factors are missing.

Uses primary and secondary sources for gathering data and information.

Utilizes primary or secondary sources for data gathering.

Utilizes primary or secondary sources for data gathering but omits important assumptions or does

not give any importance to validating data.

Clearly states assumptions and assumptions are all reasonable/realistic.

States most of the assumptions and may include some unreasonable/realsitic

assumptions.

Presents summary of the data and analysis that is difficult to understand or may be missing some of the

important observations. Shows ability to validate the data. Addresses data validation issues. Does not address data validation issues.

Consolidates and presents summary and key observations obtained from the collected data in a

meaningful manner, which allows other professionals to quickly understand the current

environment and the problem (opportunity).

Presents reasonable summary and observations from the collected data in a manner that allows other professionals to

understand the current environment and the problem (opportunity).

Summaries and observations do not permit professionals to appraise the environment and

problem (opportunity).

LO#1: contribute an analysis in support of, or develop, a business

plan.

Conduct Business Research

MGT PLG#4…. Integrate functional disciplines together to affect sound policy making and business planning

Innovate or Survey Recent Innovation

Comprehensive appraisal of alternatives based on academic business theory and resulting in positive and negative outcomes. Comprehensive “what if”

analysis with clear indication of dominant alternative.

Acceptable appraisal of alternatives based on business theory and resulting in positive and

negative outcomes; acceptable “what-if” analysis with somewhat clear indication of

dominant alternative.

Fails to appraise alternatives based on business theory and resulting in positive and negative outcomes; Fails to complete what if analysis with unclear indication of

dominant alternative.


Develops a comprehensive statement of the Problem.

Develops less than a comprehensive statement of the Problem.

Fails to develop a comprehensible statement of the Problem.

Develops a mutually exclusive and collectively exhaustive set of alternative courses of action.

Develops a set of alternative courses of action that does not include some of the

alternatives.

v Fail to develop alternative courses of action that address the stated ProblemDevelop an inadequate

plan for the implementation of the dominant alternative within a business strategy that does not

integrate across business functions.

Evaluates the effectiveness and efficiency of each course of action and contribution of the

functional areas.

Evaluates the effectiveness and efficiency of each course of action and contribution of the functional areas although the analysis has unresolved questions, ambiguities, ....

Does not conduct effectiuveness or efficiency in a meaningful manner.

Develops a comprehensive plan for the implementation of the dominant alternative

within a well conceived business program that fully integrates results across business functions.

Develops an acceptable plan for the implementation of the dominant alternative

within a business program that integrates results across all but not most of the business

functions.

The implementation plan is not accepatble and does not integrate buienss functions appropriately.

Develops Goals and Objectives simultaneously reflecting Mission of the company and the trends

in the environment.

States the Goals and Objectives that disregard some of the external trends in the external

environment.

Goals and Objectives are not Mission related and/or disregard the environmental trends.

Clearly identifies the proper time horizon for the Long-term and Short-term; Develops a set of

balanced scorecard metrics for the Long-term and the Short-term Objectives.

Identifies, with some degree of ambiguity, the proper time horizon for the Long- and Short-

run; Identifies the metrics and the time horizon for the Long-term and the Short-term

Objectives, which lack balance between functional areas.

Identifies improper metrics and fails to distinguish between the time horizon for the Long-term and the

Short-term Objectives.

Develops comprehensive policy and programs that are synergistically related.

Develops comprehensive policy and programs that are “stand-alone” i.e. lack the integrative

element

Develops policy and programs that are fragmented, with some functional areas not included.

LO#2: solve business problems that integrate multiple functional areas

together.

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Page 1

Standard Deviation Standard Error Median Number Of Scores Used

1.1 0.04 3 977

1.14 0.05 3 523

1.08 0.04 4 621

1.12 0.05 3 459

0.63 0.05 3 156

1.06 0.05 4 489

1.06 0.04 4 563

1.09 0.02 3 3,788

0.85 0.24 5 13

1.11 0.04 4 607

1.01 0.03 4 1095

1.08 0.04 3 611

1.05 0.05 3 389

0.97 0.03 4 798

1.12 0.04 4 719

1.13 0.15 3 54

1.02 0.03 4 976

1.02 0.03 4 976

1 0.05 4 427

1.06 0.01 3 5,689

1.05 0.01 4 18,096

1.13 0.05 3 541

1 0.02 4 2,775

0.75 0.07 4 120

1.06 0.01 4 31,009

G101 3.35 48

G102 3.34 29

APPENDIX 3: SPRING 2013 Goal Report

Goal Mean Number Of Course Sections Used

General

G202 3.17 10

G301 3.41 19

G103 3.63 34

G201 3.14 20

Goal Attainment 3.4 59

Management

G302 3.52 31

Composite General

M201 3.44 45

M202 3.14 19

M101 4.31 2

M102 3.53 30

M301 3.51 36

M302 2.43 3

M203 3.11 22

M204 3.56 36

M402 3.56 26

Composite Management

M401 3.4 38

M401 3.4 38


Invariant


Contextual


Major Specific


Instructor Specific

Composite



Parameters Selected:Academic Year 2012 - 2013

Reporting Term 2013SP 2013QDZ 2013Q

Assurances of Learning Validation = 132

Number of Students = 586 Total Number of Scores Assigned = 7976

SectionLocationCode Course(s) in ALL Campus(es).

CourseID All Courses for the Chosen Parameters.

SectionID All Sections for the Chosen Course(s).

CourseLevelCode All Levels for the Chosen Course(s).

School Management

Department -- ALL

MBA_BSBA BSBA

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Data as of 05/13/2014 Page 1

Standard Deviation Standard Error Median Number Of Scores Used

1.34 0.03 4 1505

1.32 0.04 4 1139

1.3 0.03 4 1375

1.42 0.05 3 744

1.36 0.05 4 775

1.58 0.08 4 420

1.52 0.06 4 714

1.39 0.02 4 6,672

0.82 0.17 4 24

1.57 0.04 4 1251

1.54 0.03 4 2061

1.72 0.05 4 1031

1.6 0.11 4 228

1.22 0.03 4 1546

1.33 0.04 4 1189

1.37 0.2 3 49

1.47 0.03 4 2039

1.37 0.05 4 688

1.48 0.01 4 10,106

1.47 0.01 4 14,641

1.32 0.06 3 457

1.53 0.03 4 2,522

1.46 0.01 4 34,398





School Management

Department -- ALL

MBA_BSBA BSBA


Reporting Term 2013QBZ 2013QAZ 2013



Composite




Major Specific

Contextual


Invariant



M401 3.31 76

M402 3.64 31

M301 3.57 50

M302 2.78 6

M203 3.39 20

M204 3.71 59

M201 3.35 67

M202 3.05 31

M101 3.83 1

M102 3.38 52


Management

G302 2.96 33

Composite General

G202 3.62 25

G301 3.58 23

G201 3.11 41

G101 3.39 71

G102 3.48 61

APPENDIX 4: Goal Report Fall 2013

Goal Mean Number Of Course Sections Used

General

G103 3.65 64

Appendix 5: 13-14 Assessment Report Notes: Course-Specific Updates

Course ID Core class indicator

Year of revision Revision detail Scores added

Scores eliminated

ACCT 101 BSBA Core AY 13-14 Section 5: A1 - Eliminated including G1O1 and G3O1, A2 - becomes A1, replaced "exercises" with "data collection," A3 - becomes A2, replaced "team" with "Group" throughout the exercise and ALV description rewritten and added G1O1, G3O1 and M2O4, A4 - Eliminated, including M2O4, A5 - becomes A3, "homework" eliminated, B1 - updated to reflect changes in 5A; SECTION 6: updated the student teaching evaluation items to reflect updated survey items; SECTION 7: Updated to reflect updated text edition; SECTION 8: Updated to reflect updated text edition; SECTION 9: Updated to reflect changes in Section 5; SECTION 17: Updated to reflect revised text.

0 0ACCT 110 BSBA Core AY 13-14 Section 5: A1 - Eliminated including G1O1, A2 - becomes A1,

replaced "exercises" with "data collection," A3 - becomes A2, replaced "team" with "Group" throughout the exercise and ALV description rewritten and added G1O1 and M3O1, A4 - eliminated including M3O1; A5 - becomes A3, "homework" eliminated, B1 - updated to reflect changes in 5A; SECTION 6: updated the student teaching evaluation items to reflect updated survey items; SECTION 9: Updated to reflect changes in section 5

0 0ACCT 102 ACCT option AY 13-14 Section 5: A1 - Eliminated including G1O1, A2 - becomes A1,

A3 - becomes A2, added G1O1 from A1 and M3O1 from A4, A4 - Eliminated including M3O1, A5 - becomes A3; SECTION 6: updated the student teaching evaluation items to reflect updated survey items; SECTION 7: Updated text to 11th edition; SECTION 8: Added one resource; SECTION 9: Updated to reflect changes in SECTION 5

0 0ACCT 302 Pub.ACCT (II) AY 13-14 Section 5: A1, A2 - Replaced A1 and A2 with Homework

Problems/Data Collection, all four scores retained in new A1, A3 - becomes A2, and integrates A4 into the assignment by including an individual tax return using a tax software and the scores from A4, B1 - updated to reflect changes in A2; SECTION 6: updated the student teaching evaluation items to reflect updated survey items; SECTION 9: Updated to reflect changes in section 5

0 0ACCT 306 ACCT option AY 13-14 Section 5: A1 - was A4, A2 and A3 replaced by new A2 (Group

Project), A3 is now old A1. All scores retained; SECTION 6: updated the student teaching evaluation items to reflect updated survey items; SECTION 7: Updated to reflect new text; SECTION 9: Updated to reflect section 5 updates; SECTION 17: Updated to reflect new text

0 0ACCT 311 ACCT option AY 13-14 Section 5: A1 - becomes A3, all scores retained, A2 - becomes

A1, revised description, all scores retained, A3 and A4 - becomes A2, combined into one Group Project, all scores retained, added G2O2; SECTION 6: updated the student teaching evaluation items to reflect updated survey items; SECTION 9: Updated to reflect section 5 changes

1 0ACCT 315 Mgr. ACCT (I),

FINC OptionAY 13-14 Section 5: A1, A2, A4 and A5 eliminated, New A1 and A2

added, all scores retained; SECTION 6: updated the student teaching evaluation items to reflect updated survey items; SECTION 9: Updated to reflect section 5 changes

0 0


ACCT 316 ACCT option AY 13-14 Section 5: A1 - eliminated, MGR ACCT LO4 moved to A2, A2 - becomes A1, revised description; A3 and A4 - Eliminated, scores moved to new A2 Group Project, all scores retained, A5 - becomes A3, description revised; SECTION 6: updated the student teaching evaluation items to reflect updated survey items; SECTION 9: Updated to reflect section 5 changes

0 0ACCT 317 ACCT option AY 13-14 Section 5: A1 - eliminated, MGR ACCT LO4 moved to A2, A2 -

becomes A1, revised description; A3 and A4 - Eliminated, scores moved to new A2 Group Project, all scores retained, A5 - becomes A3, description revised; SECTION 6: updated the student teaching evaluation items to reflect updated survey items; SECTION 9: Updated to reflect section 5 changes

0 0ACCT 406 Mgr. ACCT (I) AY 13-14 Secton 5: A1 - eliminated and replaced with Homework

Problems/Data Collection, all scores retained; A2 - becomes A1, revised description and scoring, A3 - eliminated, scores moved to remaining assignments, A4 - becomes A3, all scores retained, A5 - eliminated, scores moved to remaining assignments; SECTION 6: updated the student teaching evaluation items to reflect updated survey items; SECTION 9: Updated to reflect section 5 changes

0 0ACCT 411 Pub.ACCT (II) AY 13-14 Section 5: A1 - becomes A3, and replaced with Homework

Problems/Data Collection, all scores retained, A2 - becomes A1, revised description and scoring language, all scores retained, A3 - becomes A2, renamed group project, scores retained and one moved here from A4; A4 - Eliminated, scores moved to A2; SECTION 6: updated the student teaching evaluation items to reflect updated survey items; SECTION 9: updated to reflect changes in Section 5

0 0ACCT 416 Pub.ACCT (II) AY 13-14 Section 5: A1 - becomes A3, and replaced with Homework

Problems/Data Collection, all scores retained, A2 - becomes A1, revised description and scoring and added G2O2, A3 - becomes A2, renamed group project, scores retained and two moved from A4 - eliminated; SECTION 6: updated the student teaching evaluation items to reflect updated survey items; SECTION 9: updated to reflect changes in Section 5

0 0ACCT 435 Mgr. ACCT (I) AY 13-14 Section 5: A1 - becomes A2, replaced with A4, description

revised, A2 - eliminated, scores moved to new A2; A3 - eliminated, scores moved to A1 (M2O1, M2O2), A2 (MGR ACCT1, M4O2) and A3 (M1O2), A4 - becomes A1, description revised, scores retained, A5 - becomes A3, description revised, scores retained; SECTION 6: updated the student teaching evaluation items to reflect updated survey items; SECTION 9: updated to reflect changes in Section 5

0 0ACCT 501 MBA Waiveable

CoreAY 13-14 SECTION 6: updated the student teaching evaluation items to

reflect updated survey items; SECTION 7: Updated to reflect updated text edition; SECTION 8: Updated to reflect updated text edition 0 0

ACCT 510 AY 13-14 SECTION 6: updated the student teaching evaluation items to reflect updated survey items; SECTION 7: Updated to reflect updated text edition 0 0

ACCT 610 MBA Core AY 13-14 Section 5: Revised scores to new format; SECTION 6: updated the student teaching evaluation items to reflect updated survey items 0 0


ACCT 713 AY 13-14Section 5: A1 - description revised, scores moved to A2, A2 - eliminate, replaced with Group Project, scores moved to A1, A3 - revised description, FINC LO2C and MBA-2G moved to A2, A4 - eliminated, scores moved to A2, B1 - changed to Group Project, score retained; SECTION 6: updated the student teaching evaluation items to reflect updated survey items; SECTION 9: updated to reflect changes in Section 5

0 0ACCT 720 AY 13-14

Section 5: A1 - replaced by Homework Problem/Data Collection, all scores retained in new A2, added additional ACCT LO2C in new A1, A2 - added, B1 - reference to A1 added; SECTION 6: updated the student teaching evaluation items to reflect updated survey items; SECTION 7: updated text to new addition; SECTION 9: Updated to reflect updated section 5; SECTION 17: Updated to reflect new text addition

1 0ACCT 721 AY 13-14 Section 5: A1 - replaced by Homework Problem/Data

Collection, two scores here are from B1, all other scores moved to new A2, A2 - added, B1 - reference to A1 added; SECTION 6: updated the student teaching evaluation items to reflect updated survey items; SECTION 7: Added required resource;

ACCT 731 AY 13-14Section 5: A1 - split into two assignments, Part a is now A1 Homework Problem/Data Collection, all scores retained, Part b is now A2, renamed Group Project, description is revised, all scores retained, A3 is B1, with same score; SECTION 6: updated the student teaching evaluation items to reflect updated survey items;

0 0ACCT 732 AY 13-14 no change 0 0BUSI 100 BSBA Core AY 13-14 SECTION 6: updated the student teaching evaluation items to

reflect updated survey items 0 0BUSI 290 AY 13-14BUSI 405 BSBA Core AY 13-14

Section 5: A1 - eliminated M3O1 and moved to section 9, A2 - becomes A1 and INTERVENTION for M3O2 is added by way of modified description, A3 - becomes A2; SECTION 6: updated the student teaching evaluation items to reflect updated survey items; SECTION 7: Updated text; SECTION 8: Removed one resource; SECTION 9: Revised weightings to provide additional detail; SECTION 17: updated to reflect revised text

0 1BUSI 435 BSBA Core AY 13-14

Section 5: Added 3 invariant learning goals, A1 - a. added detail to description and moved M2O1 to c. and moved G1O3 to j, b. added detail to description and eliminated M3O1, c. added M2O1, d. revised description, e. revised description, f. revised description, g. revised description and eliminated M4O1, h. revised description, j. added G1O3, A2 - revised description; SECTION 6: updated the student teaching evaluation items to reflect updated survey items; SECTION 7: updated text new edition; SECTION 8: added new resource links; SECTION 9: revised weights; SECTION 17: Updated to reflect updated text

0 1BUSI 495 AY 13-14 Section 5: removed G3O1 and M4O1; SECTION 6: updated the

student teaching evaluation items to reflect updated survey items; SECTION 16 removed 0 2

BUSI 610 AY 13-14 no changeBUSI 740 EMBA AY 13-14 Section 6: updated the student teaching evaluation items to

reflect updated survey items; SECTION 9: Added INTERVENTION by way of Formative Experience for I1O2 and N1O3 0 0


BUSI 750 EMBA AY 13-14 SECTION 5: added score to A1d as INTERVENTION FOR I1O2; Section 6: updated the student teaching evaluation items to reflect updated survey items; SECTION 9: Added INTERVENTION by way of Formative Experience for I1O2 and N1O3 1 0

BUSIE 401 AY 13-14 no changeBUSIE 402 AY 13-14 no changeBUSIE 403 AY 13-14 no changeBUSIE 410 AY 13-14 no changeBUSIE 650 AY 13-14 no changeBUSIE 700 AY 13-14 no changeBUSIE 702 AY 13-14 no changeBUSIE 701 AY 13-14 no changeECON 202 BSBA Core AY 13-14 Section 5: A1 replaced with exam questions, content edited;

SECTION 6: updated the student teaching evaluation items to reflect updated survey items; SECTION 9: Updated to reflect changes in Section 5; SECTION 17: Updated to reflect content reorganization 0 0

ECON 204 BSBA Core AY 13-14Section 5: A1 - Updated to "Exam Questions/Short Answers"; SECTION 6: updated the student teaching evaluation items to reflect updated survey items; SECTION 9: Updated to reflect changes in Section 5 and new instrument weightings; SECTION 17: Updated to reflect content reorganization

0 0ECON 201 Elective AY 13-14

Section 5: A1 - A1a was A6 and added G3O2 as intervention, A1b was A1, A1c was A3, A2 and A4 are removed from the course and M2O1 and M1O2 are deleted (M2O1 remains in A1b), A5 becomse A2 and is edited for clarification and G1O2 is deleted, B1 updated to reflect changes in Section 5A; SECTION 6: updated the student teaching evaluation items to reflect updated survey items; SECTION 7: New text added; SECTION 8: Old text moved to this section; SECTION 9: Updated to reflect changes in Section 5; SECTION 17: Updated to reflect new text. 1 3

ECON 320 IB option AY 13-14 Section 6: updated the student teaching evaluation items to reflect updated survey items 0 0

ECON 345 Elective AY 13-14 Section 6: updated the student teaching evaluation items to reflect updated survey items 0 0

ECON 501 AY 13-14 SECTION 6: updated the student teaching evaluation items to reflect updated survey items 0 0

ECON 510 AY 13-14 SECTION 6: updated the student teaching evaluation items to reflect updated survey items 0 0

ECON 610 MBA Core AY 13-14 SECTION 6: updated the student teaching evaluation items to reflect updated survey items 0 0

ECON 620 MBA Core AY 13-14Section 3: updates catalog description; SECTION 4: Revised course overview; SECTION 5: added "Excel or" to ILG 2, A1 - revised description to include Compustat and Excel as course-embedded technologies, eliminated item (d) from required results analysis and eliminated second MBA-1M score; SECTION 6: updated the student teaching evaluation items to reflect updated survey items; updated section 7 to include Excel; SECTION 17: Updated to align text to course content and INTERVENTION for MBA-2G added in weeks 6&7.

0 1FINC 201 BSBA Core AY 13-14

SECTION 6: updated the student teaching evaluation items to reflect updated survey items; SECTION 9: Updated to include B1 and formative assessment intervention for G3O2.

0 0FINC 301 FINC/IB options AY 13-14 Section 5: Footnote 2 removed; SECTION 6: updated the

student teaching evaluation items to reflect updated survey items 0 0


FINC 320 FINC option AY 13-14 SECTION 6: updated the student teaching evaluation items to reflect updated survey items 0 0

FINC 325 FINC option AY 13-14 Section 5: A3 - Changed to a Team Project, M2O3 eliminated; SECTION 6: updated the student teaching evaluation items to reflect updated survey items; SECTION 9: Updated to reflect change in section 5 0 1



FINC 501 AY 13-14 SECTION 6: updated the student teaching evaluation items to reflect updated survey items; SECTION 8: Updated reference resources. 0 0

FINC 610 MBA Core AY 13-14 SECTION 6: updated the student teaching evaluation items to reflect updated survey items 0 0

FINC 620 MBA Core AY 13-14 SECTION 6: updated the student teaching evaluation items to reflect updated survey items 0 0





FINC 760 FINC option AY 13-14SECTION 6: updated the student teaching evaluation items to reflect updated survey items; SECTION 7: updated text to 7th edition; SECTION 8: Updated first resource to 10th edition; SECTION 17: Updated to reflect change in section 7

0 0FINC 765 FINC option AY 13-14 SECTION 6: updated the student teaching evaluation items to

reflect updated survey items 0 0HRMT 315 MGMT option AY 13-14 SECTION 6: updated the student teaching evaluation items to

reflect updated survey items 0 0HRMT 430 HRMT option AY 13-14 SECTION 6: updated the student teaching evaluation items to

reflect updated survey items 0 0HRMT 435 HRMT option AY 13-14 SECTION 6: updated the student teaching evaluation items to

reflect updated survey items 0 0HRMT 703 MS HRLR AY 13-14

Section 5: A4 - updated to expand technologies used; SECTION 6: updated the student teaching evaluation items to reflect updated survey items; SECTION 9: INTERVENTION for HRM M1B added (formative assessment); SECTION 17: INTERVENTION for HRM M1B added (change to assignment due date)

0 0HRMT 708 MS HRLR AY 13-14 SECTION 6: updated the student teaching evaluation items to

reflect updated survey items 0 0HRMT 714 MS HRLR AY 13-14 SECTION 6: updated the student teaching evaluation items to


Section 5: A1 - modified to move HRM G1B to new A2 and eliminate HRM M2B; A2 - added Change Leadership Case study, with HRM G1B scored; A3 - added HRM and Environmental Change assignment and new score for HRM M1B as INTERVENTION; SECTION 6: updated the student teaching evaluation items to reflect updated survey items; SECTION 7: eliminated required resource and added three new resources; SECTION 9: Updated to reflect section 5 updates; SECTION 17: Updated to reflect new required resources.

1 1


HRMT 722 MS HRLR AY 13-14Section 5: A2 - added as INTERVENTION for HRM M1; SECTION 6: updated the student teaching evaluation items to reflect updated survey items; SECTION 9: updated to include changes to section 5.



reflect updated survey items; SECTION 17: INTERVENTION for HRM M1 added 0 0

HRMT 802 MS HRLR AY 13-14Section 5: A1 - INTERVENTION for HRM M1 added (one score on HRM M1B), A4 - modified to include a larger range of software alternatives; SECTION 6: updated the student teaching evaluation items to reflect updated survey items; SECTION 9: updated to reflect changes in section 5





SECTION 6: updated the student teaching evaluation items to reflect updated survey items; SECTION 8: Added on reference resource; SECTION 17: expanded weekly topic descriptions



reflect updated survey items; SECTION 17: expanded weekly topic descriptions 0 0

HRMT 887 MS HRLR AY 13-14SECTION 6: updated the student teaching evaluation items to reflect updated survey items; SECTION 7: Added an additional reading as INTERVENTION for HRM-M1B

0 0LLAW 110 BSBA Core AY 13-14

Section 5: Removed "Federal" from ILV 1; SECTION 6: updated the student teaching evaluation items to reflect updated survey items; SECTION 7: Updated text to 13th edition; SECTION 8: Added two links as resources; SECTION 17: Content updated per text update and INTERVENTION added to improve attainment of G3O2

0 0LLAW 210 AY 13-14 SECTION 5: A1 - Eliminated Assignment 3, eliminating the

redundant G2O1; SECTION 6: updated the student teaching evaluation items to reflect updated survey items; SECTION 9: Updated to reflect changes in section 5 and new assignment weights 0 1

LLAW 310 HRMT option AY 13-14 SECTION 6: updated the student teaching evaluation items to reflect updated survey items 0 0

MGMT 102 BSBA Core AY 13-14

SECTION 5: A2: Changed "real company" to "multinational corporation;" A3: Changed "every class" to "one class per week," "international" to "global," "current business press" to "media," and replaced the third to the last sentence; SECTION 6: updated the student teaching evaluation items to reflect updated survey items

0 0MGMT 311 MGMT option AY 13-14 SECTION 6: updated the student teaching evaluation items to

reflect updated survey items 0 0MGMT 335 HRMT, MGMT,

INTL optionsAY 13-14

SECTION 6: updated the student teaching evaluation items to reflect updated survey items

0 0MGMT 370 HRMT, MGMT

optionsAY 13-14 SECTION 6: updated the student teaching evaluation items to

reflect updated survey items 0 0


MGMT 421 AY 13-14 SECTION 6: updated the student teaching evaluation items to reflect updated survey items 0 0

MGMT 425 MGMT option AY 13-14 SECTION 6: updated the student teaching evaluation items to reflect updated survey items 0 0

MGMT 440 IB option AY 13-14Section 5: A3 deleted (2 scores - G2O2, G1O3); A5 deleted (2 scores - M2O3, M3O2); SECTION 6: updated the student teaching evaluation items to reflect updated survey items; Section 9: Updated to reflect deletion of A3 & A5

0 4MGMT 501 MBA Waiveable

CoreAY 13-14

Section 5: Eliminated 1 ILG; SECTION 6: updated the student teaching evaluation items to reflect updated survey items; SECTION 7: Updated text; SECTION 8: Added one resource; SECTION 17: Updated to reflect updated text

0 0MGMT 510 MBA Waiveable

CoreAY 13-14 Section 5: Added 3 invariant learning goals; SECTION 6:

updated the student teaching evaluation items to reflect updated survey items; SECTION 7: updated text new edition; SECTION 8: added new resource links; SECTION 17: Updated to reflect updated text 0 0

MGMT 620 MBA Core AY 13-14Section 5: Deleted Invariant Learning Goal (ILG) 3; A1 added underlining of "business" per EC/BAB recommentation, added MBA-INTL score; A3 deleted (3 scores - MBA-Ethics, MBA-INTL, MBA-2G); Deleted Contextualized Goal 3; B3 deleted (no scores removed); SECTION 6: updated the student teaching evaluation items to reflect updated survey items; Section 7: New Textbook replacing old; Section 8: Smith, Peterson, and Thomas deleted; Section 9: Eliminated A3, Added Participation; Section 17: Updated to reflect new text and 15 week delivery

1 3MGMT 630 MBA Core AY 13-14 Section 5: Modified A2, score d at the recommendation of the

EC/BAB, Modified A3, score c as an intervention for MBA-2G; SECTION 6: updated the student teaching evaluation items to reflect updated survey items 0 0

MGMT 650 MBA Core AY 13-14Section 4: Revised this section to two paragraphs; SECTION 5: Edited 3 ILGs (1,2&9) and deleted 4 ILGs (5-8), replaced all 10 Invariant Assurance of Learning Validations (IALVs) with 4 new ALVs, deleted all 6 of the Contextual Learning Goals (CLGs), added 1 CLG, deleted 5 Contextual ALVs, added intervention for MBA-2G; SECTION 6: updated the student teaching evaluation items to reflect updated survey items; SECTION 7: added new text; Section 8: added 3 new reference resources; SECTION 9: Revised to reflect new ALVs; SECTION 17: Updated to reflect new textbook

10 26MGMT 707 AY 13-14 no change 0 0MGMT 720 AY 13-14 no change 0 0MGMT 735 AY 13-14 SECTION 6: updated the student teaching evaluation items to

reflect updated survey items 0 0MGMT 740 AY 13-14 no change 0 0MGMT 750 AY 13-14 no change 0 0MGMT 780 DSI Option AY 13-14

Section 5: A1 Team Project A - deleted score 2; SECTION 6: updated the student teaching evaluation items to reflect updated survey items; SECTION 7: updated text to 5th edition

0 1MGMT 785 DSI Option AY 13-14 Section5: A1 - revised A2 description of scores; SECTION 6:

updated the student teaching evaluation items to reflect updated survey items; SECTION 7: updated with a new text; SECTION 8: Updated with new resources; SECTION 9: Updated with new weights for assignments; SECTION 17: Updated to reflect new text 0 0


MIST 315 BSBA Core AY 13-14Section 5: A1 - Added clarification as intervention in support of G3O2, A2 - edited score two to "based on students' ability to sort, average, sum and create formulae to process datause technology," deleted M1O2 and added M2O2; SECTION 6: updated the student teaching evaluation items to reflect updated survey items; SECTION 9: Added intervention for G3O2 to existing formative assessment; Section 17: Added intervention for G3O2 as a discussion topic in Wk 2

1 1MIST 320 AY 13-14 SECTION 6: updated the student teaching evaluation items to

reflect updated survey items 0 0MIST 345 IB option AY 13-14 SECTION 6: updated the student teaching evaluation items to

reflect updated survey items 0 0MIST 501 MBA Waiveable

CoreAY 13-14


0 0MIST 610 MBA Core AY 13-14 Section 5: A1 - added MBA-International, A3 - eliminated MBA-

2G, and second writing assignment which also eliminated MBA-HOSP and MBA-FINC; SECTION 6: updated the student teaching evaluation items to reflect updated survey items; SECTION 17: Added lecture in Wk. 5 on Global ERP Implications 1 3

MIST 723 Elective AY 13-14 no change 0 0MIST 731 Elective AY 13-14 no change 0 0MIST 732 Elective AY 13-14 no change 0 0MIST 765 Elective AY 13-14 no change 0 0MRKT 102 BSBA Core AY 13-14

Section 4: Replaced with new content; SECTION 5: Edited 3 ILGs (1,2&3) and deleted 1 ILG (4), A1 - rewritten, 1 score eliminated (M4O1) and one score added (M3O1), A2 - ALV rewritten to broaden case pool; B1 - edited to reflect changes in section 5A; SECTION 6: updated the student teaching evaluation items to reflect updated survey items; SECTION 7: Updated text to 4th edition; SECTION 9: edited to reflect new weighting of ALVs; SECTION 17: Reorganized content and included assignment and exam dates.

1 1MRKT 301 MRKT option AY 13-14

SECTION 5: A1 - Added A1a and moved M3O2 from A2 to here, A2 - number of articles and topics for articles changed from 3 to 1; Section 6: updated the student teaching evaluation items to reflect updated survey items; SECTION 7: Updated required resource; SECTION 8: Updated reference resource; SECTION 9: Updated to reflect addition to A1 and reduced number of articles in A2; SECTION 17: Updated to reflect updated required text

0 0MRKT 320 MRKT/SBES optioAY 13-14 Section 6: updated the student teaching evaluation items to

reflect updated survey items; SECTION 9: Updated to reflect new weightings. 0 0

MRKT 330 MRKT option AY 13-14Section 5: Moved A3 (class participation) to section 9; SECTION 6: updated the student teaching evaluation items to reflect updated survey items; SECTION 7: updated text edition

0 0MRKT 345 AY 13-14

SECTION 3: Minor modifications to catalog description; SECTION 5: A2 - Replaced with Class Participation and Case Study, A3 - Replaced with Hootsuite University assignment, A4 - replaced with CRM Case; Section 6: updated the student teaching evaluation items to reflect updated survey items; SECTION 7: Updated text; SECTION 9: Updated to reflect new weights for assignments; SECTION 17: Updated to reflect text

0 0MRKT 401 MRKT option AY 13-14 Section 6: updated the student teaching evaluation items to

reflect updated survey items 0 0


MRKT 405 MRKT/IB option AY 13-14 Section 6: updated the student teaching evaluation items to reflect updated survey items 0 0

MRKT 410 MRKT option AY 13-14 Section 6: updated the student teaching evaluation items to reflect updated survey items 0 0

MRKT 501 MBA Waiveable Core

AY 13-14 Section 4: Replaced with new content; SECTION 5: Edited 3 ILGs (1,2&3) and deleted 1 ILG (4); SECTION 6: updated the student teaching evaluation items to reflect updated survey items; SECTION 7: Updated text to 4th edition; SECTION 17: Reorganized content and included assignment and exam dates. 0 0

MRKT 610 MBA Core AY 13-14 Section 5: A1 - deleted at recommendation of EC/BAB, deleted, MBA-ECON; A2 - becomes A1, MBA-2M moved from deleted A1, Social Media component added; SECTION 6: updated the student teaching evaluation items to reflect updated survey items; SECTION 9: edited to reflect changes in Section 5. 1 0

MRKT 710 AY 13-14 Section 6: updated the student teaching evaluation items to reflect updated survey items 0 0





MRKT 765 AY 13-14 SECTION 5: Major revision of A1, including the elimination of MRKT LO1D and all reference to "green" marketing and/or products; Section 6: updated the student teaching evaluation items to reflect updated survey items; SECTION 7: Replaced existing text with new text; SECTION 17: Updated to reflect new text 0 1


QANT 201 BSBA Core AY 13-14Section 5: A1 - edited ALV description, A2 - edited ALV description, A3 - edited ALV description; SECTION 6: updated the student teaching evaluation items to reflect updated survey items; SECTION 7: updated text to 11th edition

0 0QANT 300 BSBA Core AY 13-14

Section 5: A2 - changed "a company's stock" to "the stocks of three multinational companies," added "A comparative analysis between all of the companies will then be performed and analysis of the factors that might influence why the chosen company forecasts are different by relating the trends to socio-economic or global market factors that are relevant and supported by the business press," and added one score (G3O1), A4 - deleted, including one score, B1 - edited to reflect A2; SECTION 6: updated the student teaching evaluation items to reflect updated survey items; SECTION 7: updated text to 9th edition; SECTION 9: updated grading table to reflect increased weighting of Quizzes and deletion of A4

1 1QANT 405 BSBA Core AY 13-14

Section 5: A1 - edited ALV Description, deleted score 2 (G1O2), A23 - edited ALV description; SECTION 6: updated the student teaching evaluation items to reflect updated survey items; SECTION 9: updated grading table to reflect increased weighting of Quizzes; SECTION 17: G3O2 Intervention Moved queuing earlier in the semester to improve student attainment.

1 0


QANT 410 MGMT option AY 13-14Section 5: A1 - Eliminated M4O1 (bullet f) and MGMT LO-1 (bullet i); eliminated A2 including M3O1; SECTION 6: updated the student teaching evaluation items to reflect updated survey items; SECTION 7: updated text to 6th edition; SECTION 9: updated to reflect changes in section 5.

0 2QANT 501 MBA Waiveable

CoreSECTION 6: updated the student teaching evaluation items to reflect updated survey items; SECTION 7: updated text to 11th edition 0 0

QANT 510 MBA Waiveable Core

SECTION 6: updated the student teaching evaluation items to reflect updated survey items; SECTION 7: updated text to 9th edition 0 0

QANT 520 MBA Waiveable Core


0 0QANT 610 MBA Core AY 13-14

Section 5: A1, A2, and A3 - edited ALV to allow instructor flexibility on cases selected; SECTION 6: updated the student teaching evaluation items to reflect updated survey items; SECTION 7: Updated text to 9th edition

0 0QANT 620 MBA Core AY 13-14 SECTION 6: updated the student teaching evaluation items to

reflect updated survey items 0 0QANT 750 DSI Option AY 13-14 SECTION 6: updated the student teaching evaluation items to

reflect updated survey items 0 0QANT 755 DSI Option SECTION 6: updated the student teaching evaluation items to

reflect updated survey items 0 0QANT 760 DSI Option AY 13-14 SECTION 6: updated the student teaching evaluation items to

reflect updated survey items 0 0SBES 310 SBES option AY 13-14 SECTION 6: updated the student teaching evaluation items to





reflect updated survey items 0 0SBES 601 MBA Core AY 13-14 Section 5: Edited ILG 2 to delete references to marketing and

accounting information systems, A1 and A2 merged into one ALV, eliminated MBA-3G from the combined A1/A2, and added MBA-1M to the combined A1/A2, A2 added as a Case Study, with MBA-2M and MBA-3M scores added, A3 - Intervention added as part of the ALV description "The instructor will identify strategies for improving the student’s ability to identify, analyze and evaluate solutions to ethical problems during the class discussion.*", B1 - edited to reflect A2 update; SECTION 6: updated the student teaching evaluation items to reflect updated survey items; SECTION 9: Updated to reflect Section 5 updates and new weighting placed on the final exam

3 1

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SBES 601 Bill LawrenceMGMT 620 Sinan CaykoyuECON 610 Frank LorneMRKT 610 Abram PoczterECON 620 Paul KutasovicFINC 610 Steve ShapiroMIST 610 Ben KhooQANT 610 Rajen TibrewalaACCT 610 Petra DillingFINC 620 Nitzan WeissMGMT 630 Steve HartmanQANT 620 Jess BoronicoMGMT 650 Irwin Gray

Appendix 6: MBA Programmatic Learning Goal and Integrative Elements Mapping Matrix

INTEGRATIVE ELEMENTS Teaching and Learning StrategiesMBA

LEARNING GOALS

APPENDIX 7: MBA PROGRAM RUBRICS

1G: Work Collaboratively in Groups Dimension 5 (Superior) 3 (Benchmark/Expectation) 1 (Minimal)

Contributes to Team Helps the team move forward by articulating the merits of alternative ideas or proposals.

Offers alternative solutions or courses of action that build on the ideas of others. Offers new suggestions to advance the work of the group.

Shares ideas but does not advance the work of the group.

Individual Contributions To the team

Completes all assigned tasks by deadline; work accomplished is thorough, comprehensive, and advances the project. Proactively helps other team members complete their assigned tasks to a similar level of excellence.

Completes all assigned tasks by deadline; work accomplished is thorough, comprehensive, and advances the project. Completes all assigned tasks by deadline; work accomplished advances the project.

Completes all assigned tasks by deadline.

Fosters Constructive Team Climate

Supports a constructive team climate by doing all of the following: • Treats team members respectfully by being polite and constructive in communication. • Uses positive vocal or written tone, facial expressions, and/or body language to convey a positive attitude about the team and its work. • Motivates teammates by expressing confidence about the importance of the task and the team's ability to accomplish it. • Provides assistance and/or encouragement to team members.

Supports a constructive team climate by doing any two of the following: • Treats team members respectfully by being polite and constructive in communication. • Uses positive vocal or written tone, facial expressions, and/or body language to convey a positive attitude about the team and its work. • Motivates teammates by expressing confidence about the importance of the task and the team's ability to accomplish it. • Provides assistance and/or encouragement to team members.

Does not demonstrate the following: • Treats team members respectfully by being polite and constructive in communication. • Uses positive vocal or written tone, facial expressions, and/or body language to convey a positive attitude about the team and its work. • Motivates teammates by expressing confidence about the importance of the task and the team's ability to accomplish it. • Provides assistance and/or encouragement to team members.

Responds to Conflict Addresses destructive conflict directly and constructively, helping to manage/resolve it in a way that strengthens overall team cohesiveness and future effectiveness.

Identifies and acknowledges conflict and stays engaged with it. Redirecting focus toward common ground, toward task at hand (away from conflict).

Passively accepts alternate viewpoints/ideas/opinions

2G: Recognize socio-economic issues, and establish and defend a position supported by ethical reasoning Dimension 5 (Superior) 3 (Benchmark/Expectation) 1 (Minimal)

Recognition of Social Issues Student states and discusses in detail/analyzes the cultural and social issues that affect the strategies and the operations of a business organization. The discussion has depth and clarity.

Student states and discusses the cultural and social issues that affect the strategies and the operations of a business organization. The discussion contains clear arguments with limited depth.

Student states the cultural and social issues that affect the strategies and the operations of a business organization.

Evaluate economic impact Student states and discusses in detail/analyzes the economic theories and the applications of these theories that lead to the strategies and the operations in a diverse cultural environment. The discussion has depth and clarity.

Student states and discusses in the economic theories and the applications of these theories that lead to the strategies and the operations in a diverse cultural environment. The discussion contains clear arguments with limited depth.

Student states and discusses the economic principles that lead to the strategies and the operations in a diverse cultural environment.

Ethical Issue Recognition Student can recognize ethical issues when presented in a complex, multilayered (gray) context AND can recognize cross-relationships among the issues.

Student can either (a) recognize ethical issues when issues arepresented in a complex, multilayered (gray) context ORcan grasp cross-relationships among the issues, or (b) can recognize basic and obvious ethical issues and grasp (incompletely) the complexities or interrelationships among the issues.

Student can recognize basic and obvious ethical issues but fails to grasp complexity or interrelationships.

Application of Ethical Perspectives/Concepts

Student states a position and can state the objections to, assumptions and implications of and can reasonably defend against the objections to, assumptions and implications of different ethical perspectives/concepts, and the student's defense is adequate and effective.Student can independently apply ethical perspectives/concepts to an ethical question, accurately, and is able to consider full implications of the application.

Student states a position and can state the objections to, assumptions and implications of, and respond to the objections to, assumptions and implications of different ethical perspectives/concepts, but the student's response is inadequate.Student can apply ethical perspectives/concepts to an ethical question, accurately, but does not consider the specific implications of the application.

Student states a position but cannot state the objections to and assumptions and limitations of the different perspectives/concepts.Student can apply ethical perspectives/concepts to an ethical question with support but is unable to apply ethical perspectives/concepts.

3G: Lead effectively, particularly in an uncertain global environment Dimension 5 (Superior) 3 (Benchmark/Expectation) 1 (Minimal)

Situational Analysis and Problem Statement Identifies and describes a reasonably complete set of problems present in the leadership situation, utilizing appropriate concepts and theory to define and explain the situation. Articulates a degree of interrelatedness and complexity in describing elements of the problem. Carries out problem analysis before recommending solutions.

Identifies and describes several salient problems in the situation presented. Analyzes the problems in depth, and articulate their interrelatedness and complexity. Problem statements are presented adequately in a clear, concise fashion.

Identifies and describes a few salient problems in the situation presented, but misses some critical points. Lacks analysis of the problems in depth, or articulate their interrelatedness and complexity. Problem statements are sufficiently presented in a clear, concise fashion.

Communication / Interaction Style Proposes communication/ interaction behaviors appropriate to the situation. Describes which communication style (e.g., coaching or counseling) or interaction process (e.g., task or relationship) is appropriate and explains why. Addresses communication needs such as active listening, supportive feedback and assertive communication.

Acknowledges importance of communication and provides specific guidance. Lists communication/ interaction options with differentiating situational requirements. Mentions several additional communication processes (e.g., active listening, feedback assertive communication).

Acknowledges importance of communication but provides limited specific guidance. Lists communication/ interaction options without differentiating situational requirements. Mentions one or two additional communication processes (e.g., active listening, feedback assertive communication).

Motivation / Goal Setting Process Effectively analyzes situational demands to recommend appropriate response for creating a motivating environment, incorporating the need for goals, feedback, rewards, and equity. Recommends workable goals for self and team using “SMART” format, prioritizing goals according to organizational demands and importance. Incorporates mechanisms for participation and input from the team.

Acknowledges the need to address motivation issues. Mentions goal setting and/or rewards. Addresses specificity or complexity in dealing with situational demands. Creates goals which are reasonably complete in addressing requirements of SMART goals. Suggests soliciting and using team input when creating goals and plans.

Acknowledges the need to address motivation issues. Mentions goal setting and/or rewards but lacks specificity or complexity in dealing with situational demands. Creates goals, but goals may be incomplete.Suggests soliciting and using team input when creating goals and plans.

Leadership Power and Team Empowerment Acknowledges centrality of problem solving in a leader’s role, and suggests problem solving approaches which would empower team members to effectively solve problems and implement solutions. Describes a complete rational decision making process, referring to important group processes that must be navigated when making team decisions. Suggests ways to facilitate creativity in team problem solving using brainstorming, nominal group techniques, lateral thinking, etc.

Describes importance of problem solving, and recommends rational problem solving, and describes the process or the obstacles that must be confronted. Does adequately address team decision making processes. Addresses importance of supporting creativity and provides specific guidance.

Describes importance of problem solving, and may recommend rational problem solving, but barely describes the process or the obstacles that must be confronted. May adequately address team decision making processes. Mentions importance of supporting creativity, but may lack in the way of specific guidance.

Conflict Resolution Accurately analyzes situational sources of conflict and advises on appropriate responses for generating positive outcomes from conflict. Describes and applies a collaborative (win/win) conflict resolution process when appropriate, referring to other conflict modes (e.g., avoiding, accommodating, compromising) as called for by the circumstances. Encourages conflict as a source of positive outcomes.

Describes a comprehensiveapproach to conflict resolution with analyzing situational factors and acknowledging other modes of conflict resolution. Refers to situational sources of conflict or to the possible benefits of conflict. Discusses conflict in positive terms, thus preferring not to avoid conflict.

Describes a generic approach to conflict resolution (e.g., collaboration) with barely analyzing situational factors or acknowledging other modes of conflict resolution. Minimally refers to situational sources of conflict or to the possible benefits of conflict. Discusses conflict in positive terms.

1M: Utilize technology support systems to strengthen organizational decision processes Dimension 5 (Superior) 3 (Benchmark/Expectation) 1 (Minimal)

Access the Needed Information Accesses technology information using effective, well-designed search strategies and most appropriate information sources.

Accesses technology information using variety of search strategies and some relevant information sources. Demonstrates ability to refine search.

Accesses technology information randomly, retrieves information that lacks relevance and quality.

Use Information Effectively to Accomplish a Specific Purpose

Communicates, organizes and synthesizes information from sources to fully achieve a specific purpose, with clarity and depth.

Communicates, organizes and synthesizes information from sources. Intended purpose is achieved.

Communicates information from sources. The information is fragmented and/or used inappropriately (misquoted, taken out of context, or incorrectly paraphrased, etc.), so the intended purpose is not achieved.

Design Process and Technology Choice All elements of the methodology or theoretical framework are skillfully developed within the technology chosen. Technology choice is among the best known. Appropriate methodology or theoretical frameworks may be synthesized from across disciplines or from relevant sub-disciplines.

Critical elements of the methodology or theoretical framework are developed, however, more subtle elements are ignored or unaccounted for, or some are missing, incorrectly developed, or unfocused. Technology choice is satisfactory.

Inquiry design demonstrates a misunderstanding of the methodology or theoretical framework or technology choice is not suitable.

Implement Technology Implements technology in a manner that addresses thoroughly and deeply multiple contextual factors of the problem.

Implements technology in a manner that addresses the problem statement but ignores relevant contextual factors.

Implements technology in a manner that does not directly address the problem statement.

Analysis Utilizes technology to determine correct problem solutions and reveal insightful patterns, differences, or similarities related to focus.

Utilizes technology to determine a reasonable solution, but may be questions in organization or effective in revealing of important patterns, differences, or similarities.

Utilizes technology to generate a problem solution, and lists evidence, but is not

organized and/or is unrelated to focus.

Evaluate Outcomes Reviews results relative to the problem defined with thorough, specific considerations of need for further work.

Reviews results relative to the problem defined with some consideration of need for further work.

Reviews results superficially in terms of the problem defined with no consideration of need for further work.

2M: Conduct industry, company specific, or environmental business analysis using appropriate data and informational resources to bridge the gap between abstract theory and practice Dimension 5 (Superior) 3 (Benchmark/Expectation) 1 (Minimal)

Determine the Extent of Information Needed Effectively defines the scope of the research question or thesis. Effectively determines key concepts. Types of information (sources) selected directly relate to concepts or answer research question.

Defines the scope of the research question or thesis incompletely (parts are missing, remains too broad or too narrow, etc.). Can determine key concepts. Types of information (sources) selected partially relate to concepts or answer research question.

Has difficulty defining the scope of the research question or thesis. Has difficulty determining key concepts. Types of information (sources) selected do not relate to concepts or answer research question.

Access and Use Information Appropriately Students use correctly all of the following information use procedures: use of citations and references; choice of paraphrasing, summary, or quoting; using information in ways that are true to original context; distinguishing between common knowledge and ideas requiring attribution) and demonstrate a full understanding of the ethical and legal restrictions on the use of published, confidential, and/or proprietary information.

Students use correctly two of the following information use procedures: use of citations and references; choice of paraphrasing, summary, or quoting; using information in ways that are true to original context; distinguishing between common knowledge and ideas requiring attribution) and demonstrates a full understanding of the ethical and legal restrictions on the use of published, confidential, and/or proprietary information.

Students use correctly none of the following information use procedures: use of citations and references; choice of paraphrasing, summary, or quoting; using information in ways that are true to original context; distinguishing between common knowledge and ideas requiring attribution) and demonstrates a full understanding of the ethical and legal restrictions on the use of published, confidential, and/or proprietary information.

Evaluate Information and its Sources Critically Thoroughly (systematically and methodically) analyzes own and others' assumptions and carefully evaluates the relevance of contexts when presenting a position.

Identifies own and others' assumptions and several relevant contexts when presenting a position.Questions some assumptions. Identifies several relevant contexts when presenting a position. May be more aware of others' assumptions than one's own (or vice versa.

Shows an emerging awareness of present assumptions (sometimes labels assertions as assumptions). Begins to identify some contexts when presenting a position.

Application / Analysis

Uses the analysis of data as the basis for deep and thoughtful judgments, drawing insightful, carefully qualified conclusions from this work.

Uses the quantitative analysis of data as the basis for workmanlike (without inspiration or nuance, ordinary) judgments, drawing plausible conclusions from this work.

Uses the quantitative analysis of data as the basis for tentative, basic judgments, although is hesitant or uncertain about drawing conclusions from this work.

Propose a solution Proposes one or more solutions/hypotheses that indicate a deep comprehension of the problem. Solution/hypotheses are sensitive to contextual factors as well as all of the following: ethical, logical, and cultural dimensions of the problem.

Proposes one or more solutions/hypotheses that indicate comprehension of the problem. Solutions/hypotheses are sensitive to contextual factors as well as the one of the following: ethical, logical, or cultural dimensions of the problem.

Proposes a solution/hypothesis that is difficult to evaluate because it is vague or only indirectly addresses the problem statement.

Evaluate Potential Solutions Evaluation of solutions is deep and elegant (for example, contains thorough and insightful explanation) and includes, deeply and thoroughly, all of the following: considers history of problem, reviews logic/reasoning, examines feasibility of solution, and weighs impacts of solution.

Evaluation of solutions is adequate(for example, contains thorough explanation) and considers history of problem, reviews logic/reasoning, examines feasibility of solution, and weighs impacts of solution.

Evaluation of solutions is superficial (for example, contains cursory, surface level explanation) and includes the following: considers history of problem, reviews logic/reasoning, examines feasibility of solution, and weighs impacts of solution.

3M: Identify and analyze country/region-specific contemporary business issues; establish and effectively communicate and support recommendations. Dimension 5 (Superior) 3 (Benchmark/Expectation) 1 (Minimal)

Awareness of culture

Student is highly knowledgeable about specific cultural beliefs, values, and sensibilities that might affect the way that he / she and others think or behave

Student possesses some knowledge of specific beliefs, values, and sensibilities that contribute to the way that he / she and others behave.

Student is largely ignorant of specific value systems that contribute to the way that he / she and others behave, OR he/she possesses negative, stereotyped beliefs about different cultural groups.

Problem Definition

Student demonstrates the ability to construct a clear and insightful problem statement with evidence of all relevant contextual factors.

Student demonstrates the ability to construct a problem statement with evidence of most relevant contextual factors, and problem statement is adequately detailed.

Student demonstrates a limited ability in identifying a problem statement or related contextual factors.

Understanding of the impact of global economy on political decision-making

Student possesses knowledge of economic considerations that drive specific national policies and decisions. He/she can critically evaluate the gains and losses that result from these policies.

Student is aware of some of the economic considerations that drive political decisions. However, this knowledge is somewhat limited or tends to cast issues in black and white terms.

Student is unaware of the impact of economic considerations on political decision-making. He/she may be largely unaware of political events and international economic conditions.

Understanding the impact of decisions made by national, international organizations on

societies, environment, economies

Student has an excellent understanding of the way specific decisions made by national/international organizations impact his/her day-to-day world. He/she is able to evaluate these issues critically and thoroughly.

Student understands how some specific decisions made by national/international organization impact many facets of his/her day-to-day world; however, knowledge is limited or tends to cast issues in black and white.

Student has no knowledge of the impacts of decisions made by national/international organizations. He/she has little knowledge of these organizations or their functions.

Comparative Analysis of Factors in Domestic and Global Business Environments of

Organization

Detailed comparative analysis of factors in domestic and global business environments

Some comparative analysis of factors in domestic and global business environments

No comparative analysis of factors in domestic and global business environments; Incorrect analysis of factors in domestic or global business environment

Application of Analysis to Management Situation

Clear application of analysis to specific management situation; Valid conclusions and good recommendations given

Some application of analysis to specific management situation; Weak conclusions or recommendations made

No application of analysis to specific management situation; Incorrect conclusions or recommendations made

Standard Deviation Standard Error Median Number Of Scores

Used

0.97 0.06 4 229

1.48 0.06 4 646

1.27 0.06 3 505

1.4 0.04 3 1,380

1.15 0.08 2 235

1.04 0.06 2 275

0.89 0.04 4 405

0.49 0.07 4 50

1.03 0.04 4 651

0.89 0.08 5 132

1 0.06 2 243

0.43 0.05 4 64

1.21 0.05 3 672

1 0.03 4 916

0.93 0.03 4 732

1.26 0.02 4 4,375

1.25 0.02 4 6,351

1.43 0.05 4 736

0.98 0.06 5 314

1.29 0.01 4 13,156





School Management

Department -- ALL

MBA_BSBA MBA

Parameters Selected:

Academic Year 2012 - 2013

Reporting Term 2013SP 2013QDZ 2013Q



Composite




Major Specific


Contextual


Invariant

MBA1M 4.11 20


MBA2M 3.94 22

MBAMISTM 4.2 4

MBAMRKTM 2.08 4

4.02 17

MBAETHICSM 2.15 7

MBAFINCM 3.97 10

MBAQANTM 4.14 5

Composite General

MBA1G 4.12 12

MBA2G 3.52 11

MBA3M 2.94 16

MBAACCTM 2.16 4


Management

MBAHRMTM 3.8 2

MBAMGMTM

APPENDIX 8:

SPRING 2013 MBA Goal Report

Goal Mean Number Of Course

Sections Used

General

MBA3G 2.85 13

User: ADMIN\\jmurdy

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Used

1.25 0.04 4 881

0.97 0.04 4 654

1.35 0.05 4 698

1.23 0.03 4 2,233

0.96 0.03 4 1354

0.92 0.03 4 978

1.23 0.03 4 1408

1.36 0.05 4 649

1.33 0.05 4 683

0.94 0.04 4 650

1.05 0.04 4 682

0.43 0.05 5 85

1.34 0.06 3 578

1.03 0.05 4 369

0.87 0.15 4 32

1.16 0.01 4 7,468

1.1 0.01 4 7,347

0.8 0.07 5 131

0.95 0.03 4 1,003

0.58 0.05 4 159

1.13 0.01 4 18,341

MBA3G 3.42 23

MBA1G 3.91 21

APPENDIX 9:

FALL 2013 MBA Goal Report


Sections Used

General


Management

MBA2G 3.47 17

Composite General

MBA3M 3.54 32

MBAACCTM 3.42 10

MBA2M 3.95 36

MBA1M 4.06 31

MBAMGMTM 3.76 29

MBAMISTM 4.91 3

MBAETHICSM 3.43 16

MBAFINCM 4.08 22

MBASTATM 3.88 1


MBAMRKTM 3.22 10

MBAQANTM 3.97 17


Invariant


Contextual


Major Specific


Instructor Specific

Composite





Reporting Term 2013QBZ 2013QAZ 2013







School Management

Department -- ALL

MBA_BSBA MBA

User: ADMIN\\jmurdy

Run at: 7/7/2014 1:27:30 PM

NEW YORK INSTITUTE OF TECHNOLOGY Data Source: DWDB1-I1\\INSTANCE1/ODS_GVS

Data as of 07/06/2014

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APPENDIX 10: Executive Council/ Business Advisory Board Meeting

Assessment of MBA Course Level Learning Goals Summary Notes: Courses Modified based on feedback: MGMT 620

• Comment: “Communication issues should be more ‘business’ oriented” • Comment: “Love to see move examples of communication related to business examples.

The examples were more cultural.” • Action: Add emphasis to business communication elements in A1-Cross-Cultural

Communication – Individual Assignment: “Identify at least 2 theories of cross-cultural communication that can shed light on your own experiences of communicating across cultures. What do these theories explain? What do they fail to explain? What are the implications of your insights for cross-cultural communication in international business organizations? For the purpose of assurance of learning, the Cross-Cultural Communication assignment will receive 2 scores, based on the following: Score 1: The ability to identify the business issues involved in cross-cultural communication, and to present a set of persuasive recommendations (MBA-3M); ”

MGMT 630

• Comment: “Improvement would be having samples of student made web page features supporting the business being studied”

• Action: A2 – EC Business Plan: Add “Design” to scoring description to support invariant learning goal 2 (lead and organize a collaborative initiative, designing and ecommerce based business plans, and project outcomes and comparisons to existing literature;”

MRKT 610

• Comment: “Course focus should remain on branding.” • Action: Deleted A1 – Hierarchical Analysis of Industries, Product Classes, Product

Categories, Forms and Brands from course to focus on the Brand “I” and Brand Analysis assurance of learning validations.

Course Course Leader HR

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HRMT 703 Richard Dibble

HRMT 708 Leon Applewhaite

HRMT 714 Maya Kroumova

HRMT 715 TBA

HRMT 722 William Ninehan

HRMT 733 Leon Applewhaite




MS LEARNING GOALS Teaching and Learning Strategies

APPENDIX 12: MS HRM/LR Program Rubric General Learning Goals: Upon the successful completion of the MS HR/LR program, a student will be able to:

HRM G1 Design and/or implement organization development and/or change initiatives in collaboration with relevant stakeholders;

HRM G2 Demonstrate professionalism and/or apply ethical standards; and

HRM G3 Utilize technology applications and/or research to make data-driven decisions.

Analysis Rubric General Program Learning Goal 1 (HRM G1) Design and/or implement organization development and/or change initiatives in collaboration with relevant stakeholders

Core Type Performance Area

5 Exceeds Standards 3 Meets Standards 1 Fails to Meet Standards

G1 A

Design org. development/ change initiatives

Designs org. development /change initiatives fully meeting all of these 3 criteria :

Fully applies relevant theories and frameworks

Customizes initiatives to fit the needs of the organization/the context of the case

Substantiates proposed courses of action with thorough research / analysis

Designs org. development /change initiatives meeting 2 of these 3 criteria:




Designs inadequate org. development /change meeting 1 or less of these criteria:




G1 B Take into account relevant

stakeholders

Designs org. development /change initiatives fully meeting all of these 3 criteria :

Correctly identifies all relevant stakeholders

Correctly analyzes the interests/positions of relevant stakeholders

Proposed plans/solutions take into account the interests of all relevant stakeholders

Designs org. development /change initiatives meeting 2 of these 3 criteria :




Designs org. development /change initiatives meeting 1 or less of these 3 criteria :




Analysis Rubric General Program Learning Goal 2 (HRM G2) Demonstrate professionalism and/or apply ethical standards

Core Type

Performance Area 5 Exceeds Standards 3 Meets Standards 1 Fails to Meet Standards

HRM G2 A

Apply ethical or professional

standards

Assignments fully meet all of the following criteria, when applicable:

Applies ethical/professional standards when solving HRM/LR problems.

Develops ethical HRM/LR practices and procedures.

Understands the difference between ethical and legal compliance as applied to HRM/LR

Assignments fully meet any two of the following criteria:




Assignments do not meet any of the following criteria:




HRM G2 B

Analyze problems using ethical or professional standards

Assignments fully meet all of the following criteria, when applicable:

Correctly identifies the ethical issues present in an HRM/LR problem or practice

Uses ethical theories/frameworks in the analysis of an HRM/LR problem or practice

Draws on best practices / professional standards in analyzing an HRM/LR problem or practice

Assignments fully meet two of the following criteria:



Draws on best practices / professional standards in analyzing an HRM/LR problem

Assignments do not meet any of the following criteria:



Draws on best practices / professional standards in analyzing an HRM/LR problem

or practice or practice

HRM G2 C Demonstrate professionalism

Written work exceeds the expectations for clarity and presentation an average employer would have

Oral presentations are delivered in a professional manner, exceeding the expectations an average employer would have

Teamwork is carried out in a professional way - students demonstrate high levels of involvement, responsibility and accountability

Written work meets the expectations for clarity and presentation an average employer would have

Oral presentations are delivered in a professional manner, meeting the expectations an employer would have

Teamwork is carried out in a professional way - students demonstrate involvement, responsibility and accountability

Written work does not meet the expectations for clarity and presentation an average employer would have

Oral presentations are not delivered in a professional manner, meeting the expectations an employer would have

Teamwork is not carried out in a professional way - students do not demonstrate involvement, responsibility and accountability

Analysis Rubric General Program Learning Goal 3 (HRM G3)

Utilize technology applications and/or research to make data-driven decisions Core Type Performance

Area 5 Exceeds Standards 3 Meets Standards 1 Fails to Meet Standards

HRM G3 A

Utilize technology and

research techniques

Demonstrates theoretical understanding of basic research techniques.

Demonstrates appropriate use of technology.

Demonstrates ability to work independent of instructions on assignments involving research techniques and application of technology.

Demonstrates theoretical understanding of basic research techniques.

Demonstrates appropriate use of technology.

Demonstrates ability to follow instructions in the application of research techniques and application of technology

Does not demonstrate comprehension of basic research techniques

Does not demonstrate appropriate use of technology.

Does not demonstrate the ability to apply research techniques and technology

HRM G3 B Evaluate data to make data-driven decisions

Comprehends data analysis results.

Interprets results correctly.

Recommends correct managerial decisions based on the data interpretation.

Understands data analysis results.

Correctly interprets results.

Based on the results, makes incorrect recommendations for managerial decisions.

Does not show basic understanding of data analysis results.

Does not interpret results correctly.

Makes incorrect recommendations for managerial decisions.

MS HRM/LR Program:

Specific Learning Goals: Upon the successful completion of the MS HR/LR program, a student will be able to:

HRM M1 Develop, manage, and evaluate HR practices that produce the workforce needed by an organization to achieve its strategic and operational goals in a dynamic global economy;

HRM M2 Build productive relationships between employees and employers in both the union and non-union workplaces; devise

practices that recognize the needs of a diverse workforce; and HRM M3 Apply behavioral science theories, legal doctrines, and economic concepts; critically analyze and synthesize findings relevant to

human resources management and labor relations.

Analysis Rubric Program-Specific Learning Goal 1 (HRM M1) Develop, manage, and evaluate HR practices that produce the workforce needed by an organization to achieve its strategic and

operational goals in a dynamic global economy Core Type Performance


HRM M1 A

Develop or Manage HRM

Practices

Develops HRM practices that fulfill all of the following requirements completely:

HRM practices are grounded in organizational requirements based on the internal and external environment

HMR practices are linked with the business strategy of the organization

HRM practices are mutually supportive

Develops HRM practices that fulfill any two of the following requirements:




Develops HRM practices that do not fulfill any of the following requirements:




HRM M1 B

Analyze the Environment of HRM Practices

Provides analysis that fulfills all of the following requirements completely:

External organizational environment outlining major environmental factors

Organizational business need

An analysis grounded in research.

Provides analysis that fulfills any two of the following requirements:


Organizational business needs


Provides analysis that lacks all of the following requirements:


Organizational business needs


HRM M1 C Evaluate HRM Practices

Evaluates HRM practices that fulfill all of the following requirements completely:

Identify/create benchmarks for evaluated HRM practices

Assess alignment of HRM practices with the organizational strategy

Assess the fit between HRM practices and the external organizational environment.

Evaluates HRM practices that fulfill any two of the following requirements:




Does evaluation of HRM practices that lack all of the following requirements:




Analysis Rubric Program-Specific Learning Goal 2 (HRM M2) Build productive relationships between employees and employers in both the union and non-union workplaces; devise

practices that recognize the needs of a diverse workforce Core Type Performance


HRM M2 A

Analyze employment relationship /

workforce needs

The analysis fulfills all of the following requirements completely:

Describes and explains the relationship between employers and employees

Correctly identifies workforce needs

Discusses alternate explanations and reasons for employer and employee relations and workforce needs

The analysis fulfills any 2 of the following requirements completely:




The analysis does not fulfill any of the following requirements:




HRM M2 B

Evaluate workplace practices

Identifies, describes and discusses all of the following completely:

workplace practices

internal and external fit of workplace practices

fit between workplace practices and workforce needs

alternate explanations, issues, and solutions

Identifies, describes and discusses any 2 of the following:

workplace practices




Does not identify, describe or discuss any of the following: workplace practices




HRM M2 C Develop workplace practices

Develops workplace practices that meet all of the following criteria completely:

build a productive employment relationship

have internal and external fit

meet workforce needs

Develops workplace practices that meet any 2 of the following criteria:




Develops workplace practices that do not meet any of the following criteria:




Analysis Rubric Program-Specific Learning Goal 3 (HRM M3) Apply behavioral science theories, legal doctrines, and economic concepts; critically analyze and synthesize findings relevant to

human resources management and labor relations Core Type Performance


HRM M3 A

Analyze using theory

Provides analysis of HR/LR problems that meets all of the following comprehensively:

uses all relevant theories /doctrines /concepts/terminology

correctly applies theories to the problem(s)

clearly expresses ideas, structures the analysis well

Provides analysis of HR/LR problems that meets 2 of the following:




Provides analysis of HR/LR problems that does not meet any of the following:




HRM M3 B

Evaluate using theory

Provides an evaluation of HR/LR policies and procedures that meets all of the following comprehensively:

discusses compatibility with relevant theories/doctrines/concepts

suggests ways to improve policies/procedures based on relevant theories/doctrines/concepts

evaluation/suggestions are clearly articulated

Provides an evaluation of HR/LR policies and procedures that meets any two of the following:

discusses compatibility with relevant theories / doctrines /concepts

suggests ways to improve policies/procedures based on relevant theories/doctrines/concept


Provides an evaluation of HR/LR policies and procedures that does not meet any of the following:

discusses compatibility with relevant theories / doctrines /concepts

suggests ways to improve policies/procedures based on relevant theories/doctrines/concepts


HRM M3 C Synthesize HR/LR

knowledge

Provides synthesis of HR/LR findings / literature that meets all of the following comprehensively:

correctly identifies and summarizes relevant articles/sources

uses databases such as Proquest, Lexis/Nexis, First Search, etc.

provides a coherent overview of the state of knowledge on a particular subject; identifies gaps in knowledge

Provides synthesis of HR/LR findings / literature that meets any two of the following:




Provides synthesis of HR/LR findings / literature that does not meet any of the following:





Used

0.6 0.08 5 59

0.86 0.11 4 59

1.06 0.2 3 29

0.92 0.17 4 29

0.84 0.16 3 29

1.24 0.11 4 122

1.21 0.14 5 78

1.09 0.05 4 405

1.17 0.15 4 61

1.14 0.15 4 61

1.16 0.15 4 61

0.78 0.09 4 76

0.85 0.1 4 74

0.81 0.09 4 76

1.11 0.13 3 74

0.89 0.1 3 74

0.98 0.11 3 74

1.06 0.04 4 631

1.08 0.03 4 1,036

SectionLocationCode ALL




School Management

Department -- ALL

MBA_BSBA MSHR



Reporting Term 2014SP 2014D 2014C 2



Composite



MSHR1AM 3.08 7


MSHR1BM 3.3 7

MSHR1CM 3.2 7

MSHR2BM 4.14 6

MSHR2AM 3.95 6

MSHR3AM 3.77 4

MSHR2CM 4.14 6

MSHR3BM 3.8 4

MSHR3CM 3.92 4


Management

MSHR3BG 4.01 5

Composite General

MSHR2CG 3.72 3

MSHR3AG 3.75 7

MSHR2BG 3.72 3

MSHR1AG 4.66 3

MSHR1BG 4.05 3

Appendix 13:

MS AY 13-14 Goal Report


Sections Used

General

MSHR2AG 3.48 3

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Used

1.07 0.23 4 21

1.29 0.16 3 68

1.75 0.49 5 13

1.31 0.13 4 102

1.31 0.13 4 102





School Management

Department -- ALL

MBA_BSBA MSHR



Reporting Term 2014QAZ 2014FA 2014A



Composite



HRMT HRMM2A 3.69 2

Composite Major Specific

HRMT HRMM1A 3.95 2

HRMT HRMM1B 3.5 6

Appendix 14:

Fall 14 MS Goal Report


Sections Used

Major Specific

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COURSE I1O1 I1O2 I1O3 N1O2 N1O4 S1O1 S1O2 S1O3 S1O4 S1O5 N1O1 N1O3 N1O4

BUSI 740BUSI 750

EMBA1: 1. Enhance the

capabilities of an organization to

successfully innovate in a

culturally diverse global operating

environment.

EMBA2: 2. Assess and synthesize the relevant elements

of the market environment, and develop and evaluate

strategies, policies, and programs for achieving

corporate goals and objectives.

2013-2014 EMBA Programmatic Learning Goal Mapping MatrixUpon the successful completion of the EMBA program, the student will be able to:

Appendix 15


Used

0.85 0.18 4 22

0.85 0.18 4 22

0.83 0.1 3 66

0.82 0.12 4 44

0.79 0.12 4 44

0.66 0.14 3 22

0.51 0.11 3 22

0.59 0.12 3 23

0.73 0.11 3 44

0.89 0.09 4 110

0.83 0.04 3 375

0.58 0.15 3 14

0.47 0.13 3 14

0.53 0.14 3 14

0.53 0.14 3 14

0.39 0.07 3 28

0.36 0.1 3 14

0.36 0.1 3 14

0.36 0.1 3 14

0.47 0.13 3 14

0.58 0.15 3 14

0.44 0.04 3 140

0.76 0.03 3 551

MBA2G 3.82 1

Composite General

Appendix 17:

EMBA AY 13-14 Goal Report


Sections Used

General

MBA2M 3.33 2

MBA3M 3.55 2


Management

MBAHOSPM 3.45 1

MBAMGMTM 3.52 2

MBAECONM 3.98 1

MBAFINCM 3.36 1



MBAMISTM 3.07 1

MBA1M 3.65 2


Contextual

BUSI EMBAI2 3.14 1

BUSI EMBAI3 3.14 1

Major Specific

BUSI EMBAI1 3.29 1

BUSI EMBAN3 3.14 1

BUSI EMBAN4 3.14 1

BUSI EMBAN1 3.18 1

BUSI EMBAN2 3.14 1



BUSI EMBAS1 3.29 1

BUSI EMBAS3 3.21 1


Composite

Reporting Term 2014X2 2014X1Z 2014X

School Management

Department -- ALL






MBA_BSBA EMBA



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Page 1


Used

0.77 0.04 3 342

0.81 0.06 3 172

0.78 0.07 3 127

0.53 0.08 3 43

0.81 0.06 3 172

0.78 0.07 3 127

0.81 0.06 3 172

0.81 0.06 3 172

0.78 0.07 3 127

0.79 0.02 3 1,112

0.79 0.02 3 1,454

Appendix 18:

EMBA Fall 2014 Goal Report


Sections Used

Contextual


Major Specific

BUSI EMBAI1 3.24 2

BUSI EMBAI2 3.39 2

BUSI EMBAN3 3.35 2

BUSI EMBAS1 3.24 2

BUSI EMBAS2 3.39 2

BUSI EMBAS3 3.24 2

BUSI EMBAS4 3.24 2

BUSI EMBAS5 3.39 2



Composite






Reporting Term 2014QAZ 2014FA 2014A

School Management

Department -- ALL



MBA_BSBA EMBA



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Page 1

EMBA PLG LINKAGES 5 3 1

S1O1 External Analysis

7 or more external factors are well

described with related examples, and

are priortized relevant to the firm.

5-6 external factors are described

with a reasonable set of examples, all

related to organizational events and

performance.

There is a limited discusison of

external factors (0, 1, or 2), or factors

are poorly described or have no or

few examples.

S1O2 Internal Analysis

6+ internal factors are well descibed,

are prioritized, and show systematic

connections.

2-5 internal factors are reasonable

described, with examples reflecting

key processes.

There is a limited discusison of

internal factors (0 or 1), or factors

are poorly described, or have no or

few examples.

S1O3 Strategic Alternatives

More than one scenario considered,

are well described, clearly related to

organization and link to a

comprehensive internal/external

analyses.

Single or few alternatives are

provided, are reasonable described,

and relate to the organization.

No alternative is provided

S1O4 Implementation

An analysis of stakeholders, culture

and stages of transition, with

corresponding recommendation are

provided.

Listed suggestions and explained

rationale for implementation and

transition are presented.

There is a limited consideration of

implementation.

S1O5 Evaluation & Measurement

Key areas clearly measurable, key

personnel considered, and all

measurements are evaluated and

critiqued.

Clearly measurable criteria are

employed with meaningful outputs.

Poorly measured criteria or no

performance evaluation criteria are

utilized.

Strategic Planning Rubric

EMBA2

Appendix 16

EMBA PLG LINKAGE 5 3 1

N1O1 Define the Problem/Issue EMBA2

Student has a clear and unmistakable

understanding of the issue and has a

superior ability to articulate the

problem or issue, and can effectively

explain, and clarify the issue to others

Student is reasonably able to identify,

comprehend, and articulate the

problem or issue that leads to

negotiations on the matter.

Student is unable to identify,

comprehend, and articulate the

problem or issue that leads to the

negotiations on the matter.

N1O2 Identify Proposal Motivation EMBA1

Student clearly , instinctively, and

effectively determines and/or

comprehends the underlying needs or

interests and alternative

perspectives/viewpoints that lead to

consideration and submission of a

proposal

Student is reasonably able to determine

and/or comprehend the underlying

needs or interests of affected groups

that lead to consideration and

submission of a proposal.

Student is unable to determine and/or

comprehend the underlying needs or

interests, or cannot represent the

concerns of all affected groups, that

lead to consideration and submission of

a proposal

N1O3 Identify Leverage Strategies EMBA2

Student demonstrates an exceptional

ability to understand, identify and

explain leverage strategies that impact

on bargaining. Student is able to

explain to others and present a

cohesive argument that argues

effectively against opposing

perspectives.

Student demonstrates a reasonable

ability to understand and identify

leverage strategies that impact on the

creation of arguments and bargaining,

although there are small gaps in the

representation of opposing positions.

Student demonstrates an inability to

fully understand and identify leverage

strategies that impact on effective

creation of arguments or bargaining

N1O4 Proposal Communication EMBA1

Student demonstrates an exceptional

ability to present, explain, and justify

bargaining positions and proposals that

address strengths relative to alternative

positions.

Student demonstrates a reasonable

ability to present, explain and justify

bargaining proposals but omits

addressing a small segment of

alternative positions.

Student demonstrates an inability to

present, explain and justify bargaining

proposals clearly and with attention to

alternative positions.

Negotiation Rubric

EMBA PLG LINKAGE 5 3 1

I1O1 Embracing Contradictions

Integrates alternate,

divergent, or contradictory

perspectives or ideas fully.

Incorporates alternate,

divergent, or contradictory

perspectives of ideas in a

exploratory way.

Acknowledges (mentions in

passing) alternate, divergent,

or contradictory perspectives

or ideas.

I1O2 Innovative Thinking

Creates and extends a novel

or unique idea, question,

format or product to create

new knowledge or knowledge

that crosses boundaries.

Experiments with creating a

novel or unique idea,

question, format, or product.

Reformulates a collection of

available ideas

I1O3 Solving Problems

Not only develops a logical

consistent plan to solve

problem but recognizes

consequences of solution and

can articulate reason for

choosing solution

Utilizes a broad selection of

alternatives to develops a

logical, consistent plan to

solve the problem

Only one or two alternatives

are considered and are used

to solve the problem.

Alternative choices are not

justified fully.

Innovation Rubric

EMBA1

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