AOL Annual Overview 2010-2011
Program Level Assessment for AACSB - The Assurance of Learning (AOL) Process
AACSB International—The Association to Advance Collegiate Schools of Business
(AACSB)—is an association of educational institutions, businesses, and other organizations
devoted to the advancement of higher management education. AACSB International is the
premier accrediting agency of collegiate business schools and accounting programs worldwide.
For more information about AACSB International, visit their website at www.aacsb.edu.
Dalton State College’s School of Business (SoB) was accredited in January 2010
following the September 28-29, 2009 site visit by the AACSB peer-review team. Currently the
SOB is in the maintenance of accreditation process. The Assurance of Learning (AOL) process
is a key part of AACSB International accreditation and of our own SOB mission. The AOL
process seeks continuous improvement of teaching and course delivery to students in the School
of Business through measurement and analysis of program goals.
The AOL committee oversees this process. Dr. Marilyn Helms chairs this committee.
Members include Dr. Bruce Hungerford, Professor Jamie Connors, Dr. DK Kim, Dr. Steve
LeMay, and Professor Ben Laughter.
The AOL process is subjected to continuous review and change. The current program
goals, below, were revised for fall 2011 based on prior data collected and reviewed by the
collective SoB faculty.
BBA & BAS Program Goals
The School of Business faculty set broad goals for DSC’s Bachelor of Business
Administration (BBA) and the Bachelor of Applied Science (BAS) degrees. Goals for both
degrees are outlined in the following chart. The BAS degree has the same seven goals as the
BBA degree plus an additional goal of Technical Knowledge and Experience.
Both programs share a common coursework of Area A-F courses at the lower-division
level as well as a common business core block of courses and senior courses and graduation
requirements.
Area F courses include two accounting courses, an environment of business course, two
economics courses (macro and micro-economics) and a fundamentals of computer applications
course. The common business core (common to all majors including accounting, management,
marketing systems, management information systems, and operations management) includes ten
courses including statistics, business law, ethics, business communications, international
business, finance, marketing, management information systems, management, and operations
management) as well as the senior requirements of senior seminar and strategic
management/policy.
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Students choose a major/concentration with varying numbers of courses (depending on
the college catalog). For example, the management major directs students to take four courses
(12 hours) of common management core and five (15 hours) upper division business elective
courses (from management, business administration, marketing, management information
systems, or operations management).
General Business Knowledge
Process:
As part of the assessment process through Spring 2011, faculty completed a course assessment
grid for each course taught during the fall and spring semesters – a complete academic year.
(Note the program goals and AOL process was redesigned during summer 2011 and early fall
2011 for fall 2011 implementation).
This Excel spreadsheet included General Business Knowledge coverage of the following
categories of understanding: ethical responsibility, information technology, legal
responsibilities, social responsibilities, financial theories, financial reporting, financial analysis,
financial markets, distribution of goods, development of markets, group dynamics, individual
influences in organizations, global environments, economic influences and multicultural issues.
Faculty indicated, using a key, how the information was transmitted and synthesized by our DSC
business students. Options include lecture and PowerPoint slides, video, discussion, case
analysis, in class activity, outside class assignment, written paper, oral presentation, guest
speaker, online component, tutorial, active learning and collaborative learning.
As faculty complete their course assessment notebooks (an on-line document from spring 2010
to spring 2011), the first page of the course assessment grid spreadsheet contains the general
business knowledge information. The AOL Committee Chair, AOL Administrative Coordinator,
and other School of Business staff transfer the information from the spreadsheets to a separate
Course Content Analysis spreadsheet by semester for more detail analysis.
Results of Course Content Analysis – General Business Knowledge:
All General Business Knowledge topics discussed below received adequate coverage across the
Area F and Business Core courses. Although lecture and PowerPoint slide presentations with
lecture was the dominant form of coverage, discussion, video, cases analysis, outside class
assignments, active and collaborative learning were indicated as frequent pedagogical
approaches across the curriculum indicating faculty are involved in a variety of knowledge-
transfer and dissemination activities across our courses. The use of discussion is increasing as
well as out of class assignments on a number of topics
Additional coverage of the GBK topics was reasonable by field across the non-core courses
(electives and major/concentration courses) as appropriate to the nature of the topic and course.
Thus, while all students received adequate exposure to the topics in the Area F and Core,
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supplemental coverage was provided to reinforce basic knowledge in our Upper Division Major
Core and Electives, though these courses were not taken by all business students.
Some minor variations in content and delivery among multiple sections of the same course
continued to be noted. Courses have standardized generic syllabi and adjunct faculty are
provided with this information as well as work with full-time faculty on the course and are
provided a sample detailed syllabus and other teaching materials. This issue is decreasing due to
more faculty collaboration, sharing of syllabi with new faculty and also after a lengthy
discussion at the first faculty meeting of the 2010-2011 academic year (in August 2010) and the
curriculum committee continues to review policies and procedures for possible standardization
of multiple courses and faculty worked more closely with adjunct counterparts to ensure
coverage, although methods of delivering content may vary.
Coverage details are shown below by topic area in the GBK (General Business Knowledge)
section of the Course Assessment Grid.
Ethical Responsibility
Fall 2010 - Ethical responsibility was covered in the following Area F courses: ACCT 2101,
ACCT 2102, BUSA 2106, ECON 2106, and MGIS 2201.
In the Business Core, the topic was also addressed in BUSA 3060, BUSA 3070, BUSA 3301,
BUSA 3351, FINC 3056, MNGT 3051, MNGT 4701, MGIS 3351, MARK 3010, and OPMT
3251.
Interestingly, the topic had broad coverage in several Upper Division including ACCT 3300,
MNGT 4501, MNGT 4605, MNGT 4610, MARK 3570, MARK 4121, and OPMT 4255.
Spring 2011 – In Spring, Area F courses of ACCT 2101, ACCT 2102, BUSA 2106, ECON 2106,
and MGIS 2201 again covered the topic of ethical responsibility.
In the business core, three courses FINC 3056, MNGT 3051, and OPMT 3251, addressed the
topic.
In the Upper Division block, the following courses, across of variety of concentrations covered
the concept. Courses that covered ethical responsibility included ACCT 3400, ACCT 4300,
ACCT 4400, MNGT 4701, MGIS 3353, MARK 4288, MARK 4800, OPMT 4253, and OPMT
4503.
Information Technology
Fall 2010 – In the fall, Area F courses of ACCT 2101, ACCT 2102, BUSA 2106, and MGIS
2201 covered the topic of information technology.
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Business Core courses including BUSA 3060, BUSA 3301, FINC 3056, MNGT 4710, MGIS
3351, MARK 3010, and OPMT 3251 covered information technology so this was spread across a
variety of majors and courses.
Upper Division courses of ACCT 3100, ACCT 3300, ACCT 3600, MGIS 3352, MGIS 3354,
OPMT 4255, and OPMT 4503 covered information technology. As would be expected a priori,
these majors are key users of information technology.
Spring 2011 - In Spring 2011, Area F courses of ACCT 2101, ACCT 2102, BUSA 2106, and
MGIS 2201 covered the topic as they did in fall 2010.
The business core courses of MNGT 3051 and OPMT 3251 also covered information
technology.
The Upper Division courses of ACCT 4300, ACCT 4400, MNGT 4602, MNGT 4701, MNGT
4800, MARK 4288, MARK 4800, and OPMT 4253 also covered information technology in
spring 2011.
Legal Responsibilities
Fall 2010 - Area F courses including ACCT 2101, ACCT 2102, BUSA 2106, MGIS 2201
covered the topics in the area of legal responsibilities.
In the Business Core, BUSA 3060, BUSA 3070, FINC 3056, MNGT 3051, MGIS 3351, and
OPMT 3251 also address legal responsibilities.
Legal responsibilities were also covered in three Upper Division courses --- ACCT 3300, MNGT
4610, and MARK 3570.
Spring 2011 - In Area F, four courses again covered legal responsibilities as they did in fall
2010. The courses were ACCT 2101, ACCT 2102, BUSA 2106, and MGIS 2201.
In the Business Core, four courses -- BUSA 3351, FINC 3056, MNGT 3051, and OPMT 3251
addressed this subject area.
Upper Division required and elective courses of ACCT 3400, ACCT 4300, ACCT 4400, MNGT
4053, MARK 4800, OPMT 4253, and OPMT 4503 also addressed legal responsibilities.
Social Responsibilities
Fall 2010 – Four Area F courses -- ACCT 2101, ACCT 2102, BUSA 2106, and ECON 2106
similarly addressed social responsible issues.
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Social responsibilities were also covered in the following Business Core courses: BUSA 3060,
BUSA 3070, BUSA 3351, FINC 3056, MNGT 3051, MNGT 4701, MGIS 3351, and MARK
3010.
In the Upper Division non-core business classes, social responsibility was covered in ACCT
3300, MNGT 4501, MNGT 4610, MARK 3570, MARK 4121, OPMT 4255, and OPMT 4503.
Spring 2011
In the spring, social responsibility was covered in four Area F courses --- ACCT 2101, ACCT
2102, BUSA 2106, and ECON 2106.
The Business Core classes of BUSA 3351, FINC 3056, MNGT 3051, and OPMT 3251 also
addressed social responsibilities.
Social responsibilities was also covered in a number of Upper Division courses including- ACCT
3400, ACCT 4300, ACCT 4400, MNGT 4701, MARK 4288, MNGT 4053, MARK 4800, and
OPMT 4253.
Financial Theories
Fall 2010 – Financial theories was covered in the Area F courses of ACCT 2101, ACCT 2102,
and BUSA 2106.
In the Business Core, the topics of financial theories were covered in BUSA 3060, FINC 3056,
and MNGT 4701.
The Upper Division courses including ACCT 3100, ACCT 3300, ACCT 4100, and OPMT 4255
covered financial theories.
Spring 2011 – The pattern continued in to the spring semester. Financial theories were covered
in the Area F- courses of ACCT 2101, ACCT 2102, and BUSA 2106.
Principles of Finance, in the Business Core, or FINC 3056, covered financial theories in the
spring semester of 2011.
In the Upper Division, a number of courses addressed financial theories including ACCT 3200,
ACCT 4300, ACCT 4400, MNGT 4602, and MNGT 4701.
Financial Reporting
Fall 2010 – Financial reporting, like financial theories covered above, was addressed in the Area
F courses of ACCT 2101, ACCT 2102, BUSA 2106, and MGIS 2201.
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In the Business Core, BUSA 3060, BSUA 3070, FINC 3056, and MNGT 4701 all covered
financial reporting.
In the Upper Division, coverage of financial reporting was primarily limited to accounting
courses and included: ACCT 3100, ACCT 3300, ACCT 3600, ACCT 4100 and MNGT 4501.
Spring 2011 – In Spring, Area F courses including ACCT 2101, ACCT 2102, BUSA 2106, and
MGIS 2201, like in fall 2010, also addressed financial reporting.
In the Business Core, FINC 3056 addressed the topic during spring 2011.
Finally, four Upper Division courses, ACCT 3200, ACCT 3400, ACCT 4300, and MNGT 4701,
covered the topic of financial reporting.
Financial Analysis
Fall 2010 – Financial analyses, similarly was covered in the Area F courses of ACCT 2101,
ACCT 2102, BUSA 2106, and MGIS 2201.
In the Business Core, BUSA 3060, FINC 3056, and MNGT 4701 all covered the topic.
When considering Upper Division business courses, accounting majors received the coverage of
the topic of financial analysis in ACCT 3100, ACCT 3300, and ACCT 4100.
Spring 2011 – Financial analysis repeated the coverage areas when considering Area F courses.
These included ACCT 2101, ACCT 2102, BUSA 2106, and MGIS 2201.
In the Business Core, only one course, FINC 3056, covered financial analysis in spring 2011.
Again, accounting, as expected, led the coverage of financial analysis in Upper Division courses.
These were ACCT 3200, ACCT 4300, ACCT 4400, and one management course, MNGT 4701.
Financial Markets
Fall 2010 – Financial markets was covered in the following Area F courses -- ACCT 2101,
ACCT 2102, BUSA 2106, and MGIS 2201.
In the Business Core, financial markets were covered in three courses -- BUSA 3060, FINC
3056, and MNGT 4701.
Three Upper Division accounting courses also addressed financial markets -- ACCT 3100,
ACCT 3300, and ACCT 4100.
Spring 2011 – Financial markets was covered in one Area F course in Spring 2011 - ACCT
2101.
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Similarly, one Business Core class, FINC 3056, addressed this topic area.
Finally, two Upper Division courses, MNGT 4701 and OPMT 4503, addressed financial markets
in their course content.
Distribution of Goods
Fall 2010 – Distribution of goods was covered in the following Area F courses -- BUSA 2106,
and ECON 2106.
Business Core courses including BUSA 3060, MARK 3010, and OPMT 3251 covered the topic.
Finally, Upper Division courses in the operations management area (OPMT 4255 and OPMT
4503) addressed the distribution of goods.
Spring 2011 – In Area F, BUSA 2106, ECON 2105, and ECON 2106 covered distribution for
goods.
In the Business Core, OPMT 3251 addressed the distribution of goods.
In the Upper Division two courses, MARK 4288 and OPMT 4503 covered the topic of
distribution of goods.
Development of Markets
Fall 2010 – Development of markets was covered in three Area F courses in Fall 2010. These
were BUSA 2106, ECON 2105, and ECON 2106.
In the Business Core, MNGT 4701 and MGIS 3010 covered the development of markets.
In Upper Division courses, marketing and management covered development of markets in
MNGT 4501, MARK 3570, and MARK 4121.
Spring 2011 – In Area F for the spring, the coverage mirrored fall 2010 with development of
markets being covered in BUSA 2106, ECON 2105, and ECON 2106.
In the Business Core, BUSA 3351 addressed the topic.
In the Upper Division courses of ECON 3108, MNGT 4701, MARK 4288, MARK 4800, and
OPMT 4503 the topic was also included.
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Group Dynamics
Fall 2010 – In Area F courses of ACCT 2101, ACCT 2102, and BUSA 2106, group dynamics
was covered.
In the Business Core, BUSA 3060, BUSA 3070, BSUA 3301, MNGT 3051, and MNGT 4701
addressed the topic.
In the Upper Division, MNGT 4501, MNGT 4605, MNGT 4610, and OPMT 4503 as well
emphasized group dynamics.
Spring 2011 – Three Area F courses, ACCT 2101, ACCT 2102, and BUSA 2106 covered topics
related to group dynamics.
In the Business Core, group dynamics was covered in BUSA 3060, BUSA 3070, BSUA 3301,
MNGT 3051, and MNGT 4701.
In four Upper Division courses, MNGT 4501, MNGT 4605, MNGT 4610, and OPMT 4503,
group dynamics was covered.
Individual Influences in Organizations
Fall 2010 – In Area F courses of ACCT 2101, ACCT 2102, and BUSA 2106, individual
influences in organizations was covered.
In the Business Core, individual influences in organizations were covered in four courses --
BUSA 3050, BSUA 3060, BUSA 3070, and MNGT 3051.
Two Upper Division courses, MNGT 4605 and MNGT 4610, covered individual influences in
organizations.
Spring 2011 – In Area F courses of ACCT 2101, ACCT 2102, and BUSA 2106, individual
influences in organizations was covered.
In the Business Core, MNGT 3051 individual influences in organizations were covered.
Six Upper Division courses, ACCT 4300, ACCT 4400, MNGT 4503, MNGT 4602, MNGT
4800, and MARK 4800 covered individual influences in organizations.
Global Environments
Fall 2010 - In Area F courses of ACCT 2101, BSUA 2106, ECON 2105, and ECON 2106
covered global environments.
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In the Business Core, global environments were covered in seven courses, BUSA 3060, BUSA
3070, BUSA 3351, MNGT 3051, MNGT 4701, MARK 3010, and OPMT 3251.
Five Upper Division courses, MNGT 4501, MNGT 4610, MARK 3570, MARK 4121, and
OPMT 4255, covered global environments.
Spring 2011 – In Area F courses of ACCT 2101, BSUA 2106, ECON 2105, and ECON 2106
covered global environments.
In the Business Core, global environments were covered by courses: BUSA 3351, MNGT 3051,
and OPMT 3251.
The Upper Division courses ACCT 4300, ECON 3051, and OPMT 3251 covered global
organizations.
Economic Influences
Fall 2010 - In Area F courses, the topic of economic influences was covered in ACCT 2101,
BUSA 2106, and. ECON 2105.
In core business classes, the topic was covered in BUSA 3060, MNGT 3051, MNGT 4701,
MARK 3010, and OPMT 3251.
Finally, in Upper Division classes, two key courses, MNGT 4501, OPMT 4255, addressed the
topic.
Spring 2011 - Similarly in Spring, the topic of economic influences was covered in the Area F
courses of ACCT 2101, BUSA 2106, and ECON 2105.
MNGT 3051 and OPMT 3251 in the business core also addressed this key business topic.
Finally, Upper Division courses of ACCT 4300, ECON 3108, MNGT 4701, and MARK 4288
shared in the coverage of the concept.
Multicultural Issues
Fall 2010 – In Area F multicultural issues were covered by, ACCT 2101, and BUSA 2106.
In the Business Core courses, BUSA 3060, BSUA 3070, MNGT 3051, MNGT 4701, and MARK
3010 covered multicultural issues.
Two Upper Division courses, MNGT 4701, and MARK 3010 covered the topic of multicultural
issues.
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Spring 2011 –In Area F, BUSA 2106, discussed multicultural issues.
In the Business Core courses, BUSA 3351 and MNGT 3051 covered multicultural issues.
Three Upper Division courses, MNGT 4701, MARK 4288 and MARK 4800 covered
multicultural issues.
Overall summary – These general business knowledge topics were covered and assessed in a
variety of ways. However, overall Area F courses almost exclusively tended to rely on active
learning, in-class discussions, and both outside and inside class assignments to reinforce the
topics.
In the business cor4e classes, in addition to the more traditional lecture and class
discussion methods, case analysis was a key method used to convey the GBK topics. In the
upper division courses, which consisted of both major and elective courses across the business
disciplines, discussions again was the predominate method for disseminating information on the
topics. However in these courses as would be expected more active learning took place to
present the topics in an application setting. Finally, more videos were used in the upper division
courses to present the general business knowledge.
The issue is the lack of consistency among multiple instructors of the same course that
was evident in past years is less relevant in the 2010-2011 academic year. Standardized generic
syllabi and faculty working together on course design seems to have helped as has adopting a
common textbook for Area F and business core courses.
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Program Goal 1 – General Business Knowledge
Total Test Standard
Scaled Score Mean Percentile Deviation
Spring 2006 162 90 11
Fall 2006 164 95 12 High
Spring 2007 160 85 13
Fall 2007 169 95 11 High
Spring 2008 159 80 11
Fall 2008 157 75 12 Low
Spring 2009 157 75 16 Low
Fall 2009 159 80 11
Spring 2010 158 80 12
Fall 2010 157 75 11
Spring 2011 158 80 13
Program Goal 2 – Functional Area Knowledge
Functional area knowledge is assessed in the following ways:
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1. As of fall 2009, the summary results from the ETS exam by area were used to assess
functional area knowledge.
Note: Prior to fall 2009, in-house tests developed by DSC faculty were used but, the
results from this internationally normed ETS test proved to be more valid and reliable and
easier to administer than in-house developed multiple choice exam designed to test
student knowledge across the Core courses for that major. These in-house exams were
administered for the academic year 2007-2008 in both fall 2007 and spring 2008
semesters (following the pilot administration for fall 2006 and spring 2007). The
accounting exam was developed during fall 2008 and administered for the first time in
spring 2009 (when the first accounting students would graduate from the BBA degree
program). Our preliminary conclusion is that the internally prepared exams may be too
specific. The exams were largely developed from standardized test questions from the
test bank in the principles courses. After discussion at multiple faculty meetings, the SOB
faculty agreed students should be tested on decision-making and critical thinking ability
and that these tests did not reflect that.
A new version of the ETS was implemented by Educational Testing Service in fall 2010.
Our students take the ETS their last semester of graduation and the test results count 15%
of their final grade in MNGT 4701 Strategic Management to stress the importance of this
course. Exams are administered in the DSC Testing Center outside of class time and
study/review materials are available on GAView for the students. A practice test is given
the first week of class so students can understand the test format.
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Note BAS majors completed concentration exams in their chosen concentration area.
2. ETS results provide information more adequately on functional area knowledge at the
business core level. As the results in the table below indicate, our students’ performance
has been consistently strong in the three major areas for which national comparisons are
available (Management, Marketing & Information Systems).
Program Goals 3-7
The following program goals are assessed via the rubrics developed by the faculty and
administered for AOL assessment purposes.
3A: Written Communications
3B: Oral Communications
4: Critical Thinking
5: Ethical Considerations
6: Teamwork
7: Analysis of Business Conditions
AY 2010-2011 represented the sixth year of application of the AOL rubrics. All of the rubrics
were administered during the fall and spring semesters with the following average scores:
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Pre-tests in Written Communication and Ethics
Note in the prior years, prior to 2009, written communications and ethics scores were low and
were identified by our collective business faculty as areas for improvement. All faculty were
encouraged develop and implement additional written communications assignments and use the
school wide rubric as a model for evaluation and student feedback.
After monitoring the progress in these two areas to ascertain the degree to which these measures
proved effective, the faculty have agreed to address these rubric areas with an earlier pre-test
assessment (before waiting until the last strategy course). In fall 2008 the faculty agreed to add a
one-page critical thinking/writing assignment to the Environment of Business (BUSA 2106)
class to determine if more help is needed in writing and to decide if perhaps this is a screening
the SOBA faculty might want to use to admit students to upper division (UD) status. Because
many non-business majors take this Area F course, faculty agreed a stand-alone business
communications course was needed within the School of Business (and not taught in the
Education department as it was being taught). A new course was created and added to the
business core in fall 2009. Dr. LeMay continued to use a comprehensive writing component to
the Business Communications class using the school rubric for evaluation and feedback during
the 2010-2011 academic year. Pre-test results for written are shown below.
BUSA 3301 Business Communications
Similarly because past ethics results were not meeting our goal, in fall 2009 a new ethics course
was developed and added o the business core curriculum. The ethics pre-test is now administered
in BUSA 3070 and results are shown below.
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BUSA 3070 Business Ethics
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Program Goals 3A
Average scores continue to improve in written communication given the pre-test and extra
instruction examples in Business Communication in the Business Core. By the time these
students arrive in the capstone strategy class, scores are noted as improved. Writing has been
added and emphasized in a number of upper division courses.
Program Goals 3B
However with the added emphasis on written communication scores our oral communication
scores have dropped below our goal of 3.0. It should be noted a new business faculty
member/grader was added in Fall 09 and beyond to assess these presentations and the rubric was
slightly revised, however more emphasis on oral communication is needed.
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Program Goals 4
Critical thinking scores have met the goal of 3.0 since fall of 2008.
Program Goals 5
Ethical coverage and results trended slightly below goal in the 2010-2011 academic year as
shown below. More emphasis on ethics across the business courses is more evident in current
textbooks that all seem to have an ethics chapter or coverage.
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Program Goals 6
Teamwork is assessed by students but student team members are selected by the strategic
management professor. Nevertheless, results on teamwork continued to improve and perhaps
improvement on communication in other courses could be the reason. However, faculty have
noted that since this is a student-assessed measure, they may not be as critical on their peers’
performance as they should constructively be.
Program Goals 7
Business analysis exceeded the School of Business goal of 3.0 in Fall 2010 but dropped to 2.9 in
Spring 2011. Our DSC SoB executive (Dean’s) Advisory Board continues to stress the need for
students to have critical thinking skills to analyze business conditions for the present as well as
the future.
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Summary:
Based on the results of the Fall 2010-11 academic year and past performance and from meetings
with faculty in Spring 2011 and Summer 2011, the faculty collectively agreed changes were
needed to the AOL process. Peer and aspirant schools were benchmarked on their AOL proces
but the faculty agreed to focus on our unique situation.
Issues:
Some problems in the current AOL process was noted.
• Too many classes seemed to rely on teamwork and presentations
• Presentations were not really improving but students who rated their peers consistently
assigned high scores
• Oral communication skills need to be stressed and improved
• The current program goals did not address technology which is a growing area of
emphasis for both students and area businesses, their employers.
• Faculty who attended senior project team presentations in the strategic management class
noted students were unable to answer some questions on debt/leverage
• Also faculty noted the senior presentations did not to an adequate job on providing an
overview/outline of their presentation
• More emphasis is needed on critical thinking
• Students need review of their presentations not only by faculty in the SoB but by outside
business professionals as well
• Too much data is being gathered that is not needed (major-level data) for AACSB or
SACS and there is so much data gathering of each student, each semester, there is little
time for analysis, change, and reflective contemplation of the student learning and the
assessment of learning process to best close-the-loop.
Changes/Continuous Improvement:
Several faculty teaching economics and finance agreed while they did cover how leverage
impacts breakeven and return to shareholders they could do a better job of covering this topic.
Dr. Culp agreed to cover the topic more in his Principles of Macroeconomics course beginning
fall 2011.
At a late-spring 2011 faculty meeting and again in early fall (8/23/11) faculty meeting, faculty
agreed to changes in the AOL process as shown on the chart attached in the Appendix of this
document.
Key changes to program goals are noted. While written communication, oral communications,
and ethics remain. New goals for information technoogy and quantitative decision-making have
been added. Old goals of critical thinking, teamwork, and analysis of business conditions have
been combined into a new program goals entitled “Strategic Analysis of Busienss Conditions.”
As shown on the chart, outside graders from business and idustry will be used to assess this final,
capstone analysis and team presentation.
Other changes include the number of graders for each assignment has been reduced to allow
faculty consistency among graders (inter-rater reliability was mentioned as a possible issue in the
past and faculty outside the major-area often graded assignments) and a rotating Spring/Fall
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schedule of assessment has been added. New rubrics have been added and faculty functional-
area committees have also revised rubrics from prior semesters.
The Course Assessment Grid (CAG) spreadsheet gathered information on general business
knowledge of a list of terms (Ethical Responsibility, Information Technology, Legal
Responsibilities, Social Responsibilities, Financial Theories, Financial Reporting, Financial
Analysis, Financial Markets, Distribution of Goods, Development of Markets, Group Dynamics,
Individual Influences in Organizations, Global Environments, Economic Influences, and
Multicultural Issues) that provided limited information for decision making. Careful reading of
the AACSB Maintenance of Accreditation process seemed to indicate that while these topics
were important to cover, they are more the responsibility of the Curriculum Committee to ensure
these were covered. As of fall 2011, faculty committees were also formed within the functional
areas (the growing size of the SoB faculty also facilitated this), to assess coverage of these topic
areas.
The Course Assessment Grid was reduced in size and scope to cover only course goals (from the
generic course syllabi). [In the past each course had been assessed on general business
knowledge, program goals, major or concentration goals, and course goals]. This grid is largely
for SACS use in measuring continuous improvement at the course level. No longer are faculty
notebooks (either hard copy or electronic) of tests, quizzes, presentation slides, etc. kept. This
frees faculty to work more carefully and thoroughly on improving course delivery. However,
test scores and other measures of student learning and performance are used to provide data for
completing this document.
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DSC SCHOOL OF BUSINESS ADMINISTRATION ASSURANCE OF LEARNING GOALS FOR THE BBA AND BAS DEGREE PROGRAMS – EFFECTIVE FALL 2011
BBA Learning Goal – expresses what we BBA Learning objective – BBA Learning objective – Course (if course Measured by Measured by Measurement
want our students to be (including observable actions of our observable actions of our embedded (course- the following Schedule
life-long skills and knowledge for a students that demonstrate students that demonstrate measures), embedded individuals
successful career). achievement of the learning achievement of the demonstration assignments,
goal. learning goal – (stand-alone scoring grids or
intellectual and testing), or rubrics, etc.)
behavioral consequences performance
evaluation
1. Knowledge of All Business Our students will demonstrate a ETS Overall Score and ETS MNGT 4701 ETS Overall Outside Spring and Fall
Disciplines: basic knowledge of all business Functional Area Scores Strategic score and ETS standardized (each time
Our graduates will understand core disciplines overall and Management Functional Area international test MNGT 4701 is
business concepts in the following competency within their chosen (graduating seniors Scores – stand-alone taught)
functional areas (traditional learning discipline. in their last testing (2 hour
disciplines): accounting, economics, semester) exam) in their
management, quantitative business last senior
analysis, information systems, finance, semester of
markets, legal issues, international graduation and
issues. administered in
the DSC Testing
Center by Ms.
Cathy Jackson
2. Oral Communication: Our students will deliver a Traits: Organization, visual BUSA 3301 Oral Faculty teaching Spring
Our graduates will demonstrate how to professional, individual business aids, eye contact, elocution, Business Communication course(s).
make an effective, professional oral presentation. mannerisms. Substantive Communications Rubric
business presentation. content to presentation
3. Written Communication: Our students will author a Traits: Logic and BUSA 3301 Written Faculty teaching Fall
Our graduates will demonstrate professional business organization, language, Business Communication course(s) and at
effective written communications in a letter/memorandum. spelling and grammar, Communications Rubric least one outside
professional quality business purpose grader.
document.
4. Basic Information Technology: Students will be able to Information technology MGIS 2201 Proficiency Faculty teaching Fall
Our graduates will demonstrate the construct, effectively use and proficiency in the following Introduction to scores in the course(s).
ability to effectively use information interpret graphical and tabular areas: Word, Excel, Computer four areas
technology and software. methods of data presentation in PowerPoint, Access Applications;
spreadsheet software,
manipulate word processing
software, and effectively use
presentation software.
5. Quantitative Decision-Making: Students will be able to use Proficiency in analyzing BUSA 3050 Quantitative Faculty teaching Spring
Our graduates will demonstrate the information technology to solve data and reporting results to Business Statistics Decision course(s) and
ability to use technology to solve and and interpret quantitative effectively solve a business Making Rubric one outside
interpret quantitative business business problems problem. faculty grader
problems.
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6. Ethics: Our graduates will understand Our students will demonstrate Identification of the ethical BUSA 3070 Ethics rubric Faculty teaching Spring
the importance of behaving ethically in the ability to analyze issues and dilemma, groups affected, Business Ethics course(s) and
their professional lives and will situations having ethical and alternative outcomes, one outside
effectively identify ethical implications legal implications for business ability to forecast possible faculty grader
of business decisions. decisions. Our students will results from a case
identify an ethical dilemma in a scenario.
scenario/case and apply an
ethical model or framework to
propose and defend a solution.
7. Strategic Analysis of Business Our students will use appropriate Teamwork, data gathering, MNGT Strategic Faculty teaching Fall & Spring
Conditions: Students will be able to analytical techniques to identify industry analysis, company 4701Strategic Analysis Rubric course(s) and
apply decision making processes and business strategies, current analysis (accounting, Management two outside
tools to define the problem, identify problems, generate and compare marketing, finance, graders (faculty
and collect needed information, and alternatives, and develop and operations), identification and/or business
analyze the information to reach an present a team solution for a of current strategy, solution community
appropriate strategic business decision. regional publicly-traded developed from analysis member)
company and its industry. and justified with company
and industry facts, effective
oral communication, use of
presentation software and
handling of audience
questions
BAS
8. BAS Learning Goal: Students will Students entering the BAS Students will show and Admission to BAS BAS admissions BAS Each semester as
demonstrate significant and relevant degree will have an appropriate justify a block of relevant, degree program and committee Admissions needed
work experience in a chosen business block of relevant, significant significant technical UD business classes composed of a Committee
and/or technical area. technical business coursework business coursework with minimum of Chaired by Dr.
and be ready to move into higher appropriate documentation three SoB D’Itri.
levels of supervision and and letter(s) of faculty
management in the field after recommendation from members.
completing the bachelor’s degree employer(s).
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