Date Received Fall 2006 Semester Assessment Report Form Directions: Please complete a form for each of the programs within your department. This form was designed to provide a format for assessment reporting and should not be used to limit the amount of information provided. Each box that is attached to each of the sections is designed to adjust to varying lengths. If you have any questions, please contact Dr. Bea Babbit t at x51506 or via email at: firstname.lastname@example.org. 1. Program Information: Program Marketing Department Marketing College College of Business Program •Dr. James Cross Assessment •Dr. Michael LaTour, Department Chair Coordinator Semester Data Fall, 2006 Collected Report •Dr. James Cross Submitted by •Dr. Michael LaTour •Ms. Ceri Nishihara, J.D. (Graduate Assistant) Phone/email (702) 895-3364 Date Submitted April 30, 2007 2. According to the Assessment Plan for this program, what were the planned assessments to be conducted during the 2006-2007 Academic Year? You may want to copy and paste from this program’s assessment plan. Program Objective 1: Students be able to synthesize topic-related basic and applied research in Marketing. Program Objective 2: Students be able to incorporate research based Consumer Psychology knowledge into Marketing problem analysis and strategy. Program Objective 3: Students be able to produce, assess and modify marketing plans. Outcome 1: Conduct an internal Marketing organizational assessment. Outcome 2: Identify and prioritize opportunities and threats in the market. Outcome 3: Evaluate and select target opportunities. Outcome 4: Assess market research needs. Outcome 5: Develop marketing strategy. Outcome 6: Assess the performance of a marketing plan against objectives and modify the plan accordingly. Program Objective 4: By the end of the program, students be able to describe, evaluate and apply a market orientation. Outcome 1: Describe the societal purpose of marketing. Outcome 2: Describe marketing's role within the organization. Outcome 3: Evaluate, and be able to apply the core values that should drive marketing decision-making. Describe the importance of the marketing concept. Describe the importance of a long-term orientation. Explain the importance of a global perspective. Describe the importance of customer loyalty. Explain the importance of competitive advantage. Describe the application of ethical philosophies to the cultivation of customer relationships. Curriculum Alignment of Student Learning Objectives. Where is the information introduced, enriched, and/or reinforced in the courses required in the program? Required Courses Program MKT 301 MKT 312 MKT 400 MKT 495 Outcome Goals 1 I I I E 2 I E E R 3 I E E R 4 I E E R I = Introduced E = Enhanced R = Reinforced Evidence/Artifacts used to assess Student Learning Outcomes over the 5 year period of this Plan. What instruments will be used in each of the five years? When and where will they be administered in each of the five years? Which Student Learning Outcomes will be assessed during each of the 5 years? How will results be reported (e.g. percentages, ranks, state or national comparisons) for each of the 5 years? Generally: Because the Marketing curriculum is a less quantitative undertaking than other concentrations offered at the University, placing numerical values on achievement of each Objective is effectively superfluous. Therefore, results and progress will be assessed by the Department Chair and the Assessment Committee to determine the adequacy of the curriculum in achieving each Program Objective. Despite the lack of quantitative data for comparison with similar programs, the pursuit of a degree in Marketing at UNLV is competitive and rigorous; each required class elicits significant input of thought and effort from the Marketing majors. Student Methods/Instruments Expected Measures When and where will Learning (Direct and Indirect) from the the Outcomes to be used Methods/Instruments Methods/Instruments for the be administered and Program data collected? Random sample of Grades and At the end of the 1 tests, writing comments. Spring semester. The assignments from departmental MKT 312, MKT 400, assessment MKT 495. committee will select random samples from appropriate classes. 2 Random sample of Grades and At the end of the tests, writing comments. Spring semester. The assignments from departmental required courses. assessment committee will select random samples from appropriate classes. 3 Random sample of Grades and At the end of the tests, writing comments. Spring semester. The assignments from departmental MKT 495. assessment committee will select random samples from appropriate classes. 4. Random sample of Grades and At the end of the tests, writing comments. Spring semester. The assignments from departmental MKT 495. assessment committee will select random samples from appropriate classes. 3. Results, conclusions, and discoveries. What are the results of the planned assessments listed above? What conclusions or discoveries were made from these results? Describe below or attach to the form. Results, conclusions, and discoveries Program Objective 1: Students be able to synthesize topic-related basic and applied research in Marketing. Marketing 312: Consumer Behavior In section one, students are expected to conduct primary and secondary research into a consumer-behavior related topic on which they have proposed a hypothesis. This requires that each student draft a questionnaire and conduct the survey to gather information on their chosen subject. Once the raw data is gathered, the students must then perform applicable quantitative analysis and draw a conclusion from the results as related to the class subjects covered during the semester. The final course project requires that the students report their findings based on a combination literature review and primary data with a view to the ethical practices of marketers. Topics ranged from marketing cigarettes to minors, alcohol to the homeless and false advertising about the mistreatment of animals with regard to the “Happy Cows” advertisements from the “Real California Cheese” campaign. In section two students are expected to conduct in-depth research into a consumer behavior topic area and synthesize a large amount of academic as well as practitioner research. In so doing they are thoroughly exposed to the research and analysis processes. In addition, they must organize the results of these efforts in a substa ntial term paper. The Marketing 312 approach clearly satisfies Objective 1 by exposing students to the requirements of creating a study, performing the research and coming to a conclusion with primary and secondary data. The collected samples of students indicate that they have successfully mastered the assimilation of theory and applied research, with overall project grades being quite high: samples reflect that students scored between 83% and 100% for their efforts during the term, as assessed by faculty with substantial experience in the field. The Marketing Department Assessment Committee is quite proud of this result, as the basis for Marketing excellence lies not only in the ability to learn from other’s research, but also in the ability to take current knowledge one step further by designing and executing a cogent and informative research project. Marketing 400: Marketing Research This required course fulfills Objective 1 in two distinct ways: first, it requires the students to perform a large research project on a specific topic (during the surveyed semester, the topic was the viability of a professional sports team locating in Las Vegas). Each group designed a questionnaire based on techniques learned in the classroom setting, surveyed approximately 200 subjects, and performed in-depth analysis of the responses. The students then analyzed the results and made recommendations on whether or not a professional sports team should locate in the Las Vegas area. Second, each student was required to submit two Research Paper Summaries wherein they were expected to find a relevant professional journal article and evaluate it from both a theoretical and practical perspective. Marketing 400 greatly enhances Objective 1 by requiring a larger research project and critiques of peer-reviewed articles as well. Students were very deliberate in their execution of the requirements in this course, indicating that they understood the emphasis on the process of market research. Each sampled project had a solid infrastructure, the variance in grades typically arose from the choice of statistical evaluation and the succeeding analysis. Grades ranged from 80-105 out of a possible 110, indicating that, for the most part, students have a firm grasp on the importance and value of combining first- and secondhand research. Marketing 495: Advanced Marketing Management Objective 1 is further enhanced and refined in the “Capstone” of the undergraduate Marketing curriculum, as students are expected to complete a comprehensive case study analysis. This permits a “closed universe,” allowing the professor to focus more on student comprehension and mastery of the subject matter rather than on the form of the study or research project. Furthermore, the real-life applied research of primary data only improves students’ grasp of performing actual surveys involving real subjects. The expectation in this course is that students demonstrate skills acquired from prerequisite courses and synthesize them with the requirements of an actual business situation. In addition, instructors of MKT 495 contribute comprehensive questions for assessment as part of the business capstone course. Program Objective 2: Students be able to incorporate research based Consumer Psychology knowledge into Marketing problem analysis and strategy. Marketing 301: Marketing Management This course introduces students to the basics of Marketing and forms the basis of the later required concentration courses. This course is based primarily on classroom learning with some independent research, and is geared towards exposing students to the Marketing thought process. Essential to this process is the understanding of consumer psychology as it relates to conception, pricing, promotion and distribution of goods, ideas and services with the final objective of meeting organizational strategic needs. Marketing 301 provides an excellent introduction to the following courses and is assessed by exams and article reports. As with all introductory courses, Marketing 301 functions as a filter of sorts the result being a wider spectrum of awarded class marks for the students taking the course. Marketing 312: Consumer Behavior Through exams, discussions and the required project, students examine consumer behavior and organizational buying behavior issues from an organizational perspective. Discussion sections focus on various consumer behavior issues and how understanding the issues can (or should) guide strategy. Because students are performing analysis from a firm’s viewpoint, they gain insight into various ways consumer psychology can affect a company’s bottom line. Students preparing for the exam portion of the course will be well- versed and assessed on their grasp of how psychology plays into different aspects of the Marketing mix and application of resulting components of strategy. In doing so, Marketing 312 effectively enhances Objective 2 as determined by the subject matter of the final exams. Students scored a raw average of 75% on the exams from both sections, without a significant difference in grades between the two. The problem areas were equally divided between applied theory of consumer psychology and simple memory retention questions. The results of this sample are not surprising, as the field of consumer behavior is riddled with elaborate theories and methods that can be greatly detail-oriented while also being vague. As students progress in the Marketing program, we anticipate that they will refine their knowledge on these topics as they are permitted to delve deeper into the issue of consumer psychology and will emerge with an overall appreciation as to the nuance of behavior with regards to any marketing effort. Marketing 400: Marketing Research By allowing students the opportunity to conduct primary research and turn their findings into insight about the consumer mind, this class further enhances the goal outlined by Objective 2. Students internalize the subject matter of the course, make their observations of survey subjects and apply the two to come up with a recommendation based upon their conceptualization of the consumer psychology. This, in effect, solidifies the very important concept that the customer mind drives success in marketing endeavors and gaining perspective on customer tendencies could be the difference in the success or failure of a commercial endeavor. Marketing 495: Advanced Marketing Management Perhaps more subtly than the preceding courses, Marketing 495 reinforces the idea that consumer psychology forms the basis for understanding markets and targeting marketing effort. At this point in the students’ curricular experience, the issue of the consumer mind is omnipresent and students convey this implicit understanding in their projects and responses. In reviewing the students’ projects and exams, the understanding of the importance of consumer psychology is present, though not explicitly mentioned. In this way, Objective 2 is solidly addressed. Program Objective 3: Students be able to produce, assess and modify marketing plans. Marketing 301: Marketing Management By providing basic Marketing opportunity skills and knowledge through exams and research projects, Marketing 301 supplies the foundation upon which following courses will build. Marketing 400: Marketing Research This course directly addresses Outcome 3 and Outcome 4 of Objective 3. By performing primary research, students gain perspective on the initial processes required to assemble a marketing plan. They evaluate target opportunities by determining the demand for a particular firm undertaking while making note of areas where future research is needed. Marketing 495: Advanced Marketing Management The final exam in this course featured a case study wherein students were tested on their ability to conduct a long -term assessment for a proposed marketing program change. Specifically, it required students to identify different ways to segment a market and assess market segment size, evaluate the prospects of a product line extension with regard to a brand extension, and perform financial and profitability analysis related to a decision arising from those prospects. The case analysis project allowed students to use all relevant data when faced with amending a marketing strategy and further developed the desired Outcomes in Objective 3 by taking the students through an entire marketing plan, from initiation to development of strategy. Based on the samples collected from this course, students exhibited mastery in the areas of market segmentation, extrapolation of data required to plan strategy and reasonable methods for implementation of that strategy. The average grade of the sample was 86 out of a possible 100, indicating that the theories and goals of the curriculum were fully realized. Note: One Outcome that needs addressing is number 6: that students be able to assess the performance of a marketing plan against objectives and be able to modify the plan accordingly. Students have managed quite well in changing a marketing plan, but have shown little foresight into possible outcomes or metrics for assessing the success of proposed changes. Setting benchmarks to determine the viability of a plan would be most beneficial in preparing students for realistic performance requirements in firm undertakings. Perhaps more focus should be placed on the results of the plan, and not simply the initial ideas for change. Program Objective 4: By the end of the program, students should be able to describe, evaluate and apply a market orientation. Marketing 495: Advanced Marketing Management By going through the process of a case study and requisite analysis, the goals embodied by Objective 4 are implicitly included in the project. Sample grades reflect an average of 91%, indicating a very firm grasp on the underlying Marketi ng concepts. It seems that certain of the Outcomes are not directly addressed, but are necessary components to a satisfactory performance in the class. Note: Because the Outcomes listed under Objective 4 are fairly broad and can be subjective, more effort could be paid to highlighting the core values of Outcome 3. This could be done as a short essay at the beginning of the Advanced Marketing Management course, thus allowing the Assessment Committee to ensure that the values of the industry are being effectively communicated to the students. Should this process yield unsatisfactory results with regards to achievement of Objective 4, the Assessment Committee will work with each professor to amend the course content to better target the aspirations of this Objective during the Capstone class while not upsetting the curriculum already in place. General Assessment of Objectives: Administration of Assessment Exam to graduating Marketing majors. Description of Assessment Instrument The instrument was a 50-question multiple-choice exam that focuses on topic areas in the marketing that correspond to the Department’s program objectives. The questions were randomly selected from appropriate sections of the test bank for a renowned introductory marketing textbook. The selected questions were also designed to test student knowledge, comprehension, and application of important course concepts. The questions were grouped into three sections on the instrument. Each section focused on subject areas of course modules typically covered in most courses and by most textbooks. The first group was made up of 20 questions that centered on processes involved in the formulation of marketing strategies such as segmentation, opportunity identification, SWOT analysis, etc. The second group consisted of 20 questions, which were focused on relevant issues marketing managers confront when making decisions about the different elements of the marketing mix, i.e., price, product, place, and promotion. The last section, consisting of 10 questions, was quantitative in nature. It required students to demonstrate comprehension and application of pricing concepts and formulas. This instrument was the first one produced by the department. Administration of the Assessment Instrument The instrument was administered during class periods at the end of the Fall 2006 semester for the Capstone business course, BUS 495, which all seniors in the College of Business are required to complete. Instructors for the capstone course provided marketing majors in their classes with the instrument and instructions for completing the exam. Students were told that the exam would have no impact on their grade for the capstone or any other course they were currently taking or had completed. They were given the full period of class in which to complete the assessment test. Students reported their answers to the test questions on a Scantron form. They were also instructed that they did not have to write their names on the Scantron form they completed nor the exam copy they received. Assessment Test Results: Test Group Performance A total of 16 marketing majors completed the assessment test. The average number of correct responses across the class was 28.8. The standard deviation of correct responses was 5.7 The maximum number of correct response by an individual student was 39. The least number of correct responses by an individual student was 16. A comparison of the summary statistics for test group performance on the assessment exam for Spring and Fall 2006 appears in the following table. Spring Fall 2006 2006 Average number of correct responses across the 27.8 28.8 class Standard deviation of correct responses across the 12.1 5.7 class Maximum number of correct response by an 37 39 individual student Least number of correct responses by an individual 11 16 student These statistics indicate that overall group performance improved slightly. Perhaps more importantly, the standard deviation of performance across the group fell dramatically. This could be due in part to the redesign of the instrument although the degree of rigor for the questions in both the Spring and Fall 2006 instruments did not vary. Item Analysis An item analysis of the completed Scantron forms revealed the following statistics for the questions as a whole and the three individual groups of questions. Mean Number of Standard Deviation of Students Scoring Number of Students Correct Responses Scoring Correct Responses Group 1 (Questions 1- 9.0 3.7 20) Group 2 (Questions 21- 9.3 4.5 50) The findings above suggest that marketing majors who completed the assessment test equally well on the two sets of questions contained in the assessment instrument. This stands in contrast to the Spring 2006 results shown below, which indicated that marketing majors performed better on the set of questions centered around marketing mix decisions than those focused on strategy formulation. Mean Number of Standard Deviation of Students Scoring Number of Students Correct Responses Scoring Correct Responses Group 1 (Questions 1- 25.2 14.3 20) Group 2 (Questions 21- 30.8 8.1 40) Group 3 (Questions 41- 28.4 13.7 50) A closer look at student performance on individual items revealed that there were 19 questions for which 8 or more of the 16 students taking the test gave an incorrect response. A further breakdown of these items showed 11 questions for which more than 10 of the 16 students gave an incorrect response. Conclusions This is the second time the Department has administered its program assessment test. Compared to the test results from the Spring 2006 semester when the first assessment was performed, the results for the Fall 2006 suggest slight improvement in the performance of marketing majors across all two areas of marketing topics addressed by the exam. In contrast to the Spring 2006 results, the Fall 2006 results indicate a marked improvement in marketing majors’ performance on the questions about marketing strategy formulation. Spring 2006 Test Results A total of 50 marketing majors completed the assessment test. The average number of correct responses across the class was 27.8. The standard deviation of correct responses was 12.1 The maximum number of correct response by an individual student was 37. The least number of correct responses by an individual student was 11. An item analysis of the completed Scantron forms revealed the following statistics for the questions as a whole and the three individual groups of questions. Mean Number of Standard Deviation of Students Scoring Number of Students Correct Responses Scoring Correct Responses Group 1:Questions 1-20 25.2 14.3 Group 2: Questions 21- 30.8 8.1 40 Group 3: Questions 41- 28.4 13.7 50 These findings suggest that marketing majors who completed the assessment test performed more strongly on the questions that dealt with decisions and issues about the marketing mix elements of a marketing strategy. A closer look at student performance on individual items revealed that there were 21 questions for which 25 or more of the 50 students taking the test gave an incorrect response. A further breakdown of these items showed 4 questions for which more than 40 of the 50 students gave an incorrect responses. 14 questions for which 30 or more students gave an incorrect responses. 21 questions for which 25 or more students gave an incorrect responses. Conclusions This is the first time the Department has administered an assessment test of this nature. At the least, the results from this first test provide benchmarks against which future assessment and progress of the marketing program can be measured. As for the test results, they suggest that there is room for improvement in the performance of marketing majors across all three general areas of marketing topics addressed by the exam and especially in the areas dealing with strategy formulation and application of quantitative-oriented pricing concepts. The results reported here do not account for any specific effects on student performance that might derive from the test bank from which the questions were drawn and specific treatment of topics unique to the textbook for that test bank. 4. Use of Results. What program changes are indicated? How will they be implemented? If none, describe why changes were not needed. The Assessment Instrument administered in the Marketing 495 (Capstone) class indicates that significant improvement can be achieved with greater in-class focus on the Objectives. The Marketing Department Assessment Committee is considering taking the following steps to further highlight the necessity of accomplishing the program goals. The Committee fully understands the implications of the results of the test, and is dedicated to improving the performance on future Assessment Tests/Instruments in future. To assist in this effort, the following approaches will be undertaken: As mentioned in the Discoveries and Results portion of this report, there are two key concepts that should be highlighted in the Marketing curriculum: benchmarking for assessment of a successful program and ensuring that the students understand and embrace Marketing’s core values. Recommendations on each of these were contained within the discussion of the Objectives, but the recommendations could be supplemented with faculty i nsight on the Assessment Plan Objectives as a whole. Faculty should be told which Objectives their courses should address and should include in their coursework activities which directly highlight those Objectives. The Assessment Committee could gain further insight into the success of these Objectives by surveying the students in the Marketing 495 class (with a follow-up survey several years later as they are engaged in their careers) . These are students preparing to graduate who have completed a majority of the requirements for a major in Marketing and can provide the best feedback on the Department’s efforts. A proposed questionnaire is below. Program Assessment Questionnaire: Dear Marketing Students, Congratulations on almost completing the Marketing curriculum! To improve our program even further, please tell us how we performed on the following objectives, whether the Marketing faculty and administration has succeeded in presenting and reinforcing the following concepts. Check the appropriate box on how well we met our objectives. Thank you for giving us feedback and best of luck in your future endeavors ! After your 5 4 3 2 1 Marketing required Absolutely! Yes. Maybe. Not really. No idea w hat classes, can you… that is. 1. Conduct an internal marketing organizational assessment? 2. Identify and prioritize opportunities and threats in the market? 3. Evaluate and select target opportunities? 4. Assess market research needs? 5. Develop marketing strategy? 6. Assess the performance of a marketing plan against objectives and modify the plan accordingly? 7. Describe the societal purpose of marketing? 8. Describe marketing’s role within an organization? 9. Evaluate and be able to describe marketing’s core values: a) Marketing Concept? b) Importance of Long-term Orientation? c) Importance of Global Perspective? d) Importance of Customer Loyalty? e) Importance of Competitive Advantage? f) Importance of ethical philosophy in cultivating customer relationships? Additionally, in order to orient new and returning faculty with the Marketing Department objectives outlined above, the Assessment Committee will distribute a department memo at the beginning of each school year detailing the goals of the program and requesting feedback from the professors about how each required class curriculum addresses the objectives, or what changes will be made to fulfill the desired goals. Surveying the faculty serves two purposes: first, it allows faculty an opportunity to further assimilate program objectives into their class curriculum. Second, it allows the Assessment Committee to see the initiative at the beginning of the school year and have a metric by which to judge the success of that initiative at the conclusion of Spring (or Fall) semester. Marketing Department Faculty Assessment Document: Dear Marketing Faculty, As you know, the Marketing Department Assessment Committee has been actively analyzing the performance of Marketing majors to determine overall student success in mastering certain objectives deemed important to being a successful marketer. Please review the list of objectives and outcomes and report back to the Committee by answering the following questions regarding each of Objectives 1-4: 1. How does your planned course curriculum address Objective 1 (2,3,4)? Understand that there are certain objectives that are irrelevant to, or are not intended to be addressed by, specific courses. 2. If you believe your cours e could better address one of the Objectives, how will you change the course structure to accommodate? •Syllabus? •Lectures? •Short research papers? •Term papers? •Special projects? •Presentations? •Quizzes? •Exam questions? 3. If you feel change is warranted, how will the changes outlined above reflect greater focus on achieving the Department Objectives? Note on Faculty Response: We are still receiving little faculty responses to the questionnaire, but believe, based on student improvement on the assessment instrument, that the faculty is responding to the stated departmental objectives by making the objectives focal points in their curricula. However, the Assessment Committee will be expecting a more energetic response from the faculty on this questionnaire in the future. 5. Dissemination of results, conclusions, and discoveries. How and with whom were the results shared? Dissemination of Information over the 5 year period of this Plan. When, where, and how will results be disseminated to stakeholders? Student Learning Who will analyze the When, where, and how Outcomes for the data? will the results be Program disseminated to stakeholders? 1 The Department C hair Results from previous and Assessment academic year will be Committee. disseminated to department faculty, the Dean’s office and the Departmental Advisory Board. The Department Chair Results from previous 2 and Assessment academic year will be Committee. disseminated to department faculty, the Dean’s office and the Departmental Advisory Board. The Department Chair Results from previous 3 and Assessment academic year will be Committee. disseminated to department faculty, the Dean’s office and the Departmental Advisory Board. The Department Chair Results from previous 4 and Assessment academic year will be Committee. disseminated to department faculty, the Dean’s office and the Departmental Advisory Board.
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