Student Learning Outcomes Department/Program Assessment Results Report Department/Program BUSINESS ADMINISTRATION Degree BACHELOR OF SCIENCE Date Submitted MAY 6, 2005 Report Period FALL 2002 – SPRING 2004 The purpose of this report is to communicate the assessment activities that have taken place during the last academic year, as well as how the results are being used to improve student learning at the program level. The report should be kept brief, while answering the following questions: I. What was the focus of the program’s student learning assessment for the past academic year? This section should briefly describe the student learning goals and objectives that were the focus for the year. II. What information was collected, how much, and by whom? This section should briefly describe the methodology used to examine the targeted goals and objectives. III. What conclusions were drawn on the basis of the information collected? This section should briefly describe the results (in summary form) and the ir implications to the department or program. If data have been collected over multiple years, provide a trend analysis. IV. How was information used to inform decision-making, planning, and improvement? This section should describe the strategies that will be implemented for program improvement as a result of the conclusions drawn from the assessment activities. It may include curricular revision, faculty development, student services, and/or resource management. Report completed by Christopher Mausolff Date May 6, 2005 Department Chair (Signature) _________________________ Date _______________ Bachelor of Science in Business Administration 1 TABLE OF CONTENTS Previous Mission Statement 2 Summary of Outcomes Assessment Activities 2002-2003 2 Detailed Description of Outcomes Assessment Activities 2002-2003 5 New Mission Statement 13 Summary of Outcomes Assessment Activities 2003-2004 13 Detailed Description of Outcomes Assessment Activities 2003-2004 15 Summary of Outcomes Assessment Activities 2004-2005 18 Appendix A. Previous Learning Objectives 19 Appendix B. New Learning Objectives 23 Appendix C. Assessment Plan Review 24 Bachelor of Science in Business Administration 2 PREVIOUS BUSINESS AND PUBLIC ADMINISTRATION MISSION STATEMENT (prior to Fall 2003) To serve our region by providing a professional business and public administration education that enables our graduates to serve effectively in the workplace and the community. Summary of Outcomes Assessment Activities for Academic Year 2002 – 2003 1. STANDARDIZED ACHIEVEMENT TEST The Outcome Assessment Committee has collaborated with colleagues at other California State University (CSU) business schools to develop a standardized achievement test for undergraduate students. The Committee contributed by writing test questions for the Organizational Behavior section. The test will measure student achievement in core business topic areas: Financial and managerial accounting Legal environment of business Business Statistics Economics Marketing fundamentals Finance fundamentals Management/organizational behavior Information Systems When the test is in use (Spring 2004), BPA will be able to compare the results of its students with those in other CSU Business schools. 2. CUSTOMER SERVICE MEASUREMENT SYSTEM In collaboration with Business and Public Administration (BPA) Student Services, the Outcome Assessment Committee has designed a customer service survey to be administered annually to graduating seniors. The survey measures BPA performance in the following areas: Advising; Other support services, e.g. library, computers; Teaching; Salary gains. Bachelor of Science in Business Administration 3 3. TEAM-BASED LEARNING Teams were established for the purpose of developing unit objectives, gathering and interpreting performance data, and developing action plans. A team structure was chosen in order to facilitate problem solving, information sharing, and collective learning among the faculty. Four unit teams were established: 1. General Business, E-Business; 2. Management Information Systems; 3. Marketing, Sports Management; 4. Management, Human Resources, Small Business Management. BPA’s team-based outcome assessment process is a cyclical process involving planning meetings, program implementation, data gathering, and data analysis meetings (See Figure 1 below). Figure 1. BPA Outcomes Assessment Process Assessment Improvements Fall Planning Meetings Program Year round Implementation: Program Improvements - teaching - support Year round Data Gathering Data Feedback Winter, Analysis Spring Meetings Planning Meetings Each unit team meets during the fall quarter to revisit their learning objectives; select specific objectives; develop indicators for the selected objectives; and prepare a plan for gathering data to measure the selected learning objectives. Bachelor of Science in Business Administration 4 Program Imple mentation BPA programs run throughout the year, generating data for assessment. Data Gathering Data is gathered by unit teams using course-embedded assessments, stand-alone testing, and customer surveys. Data Analysis Meetings Each unit team meets as necessary during the Winter and Spring quarters to analyze the performance data and develop corrective action plans. Bachelor of Science in Business Administration 5 DETAILED DESCRIPTION OF OUTCOMES ASSESSMENT ACTIVITIES FOR ACADEMIC YEAR 2002 – 2003 FOCUS OF LEARNING ASSESSMENT: E-BUSINESS CONCENTRATION Selected Goal. Know how to appraise e-Business opportunities, tools, and technologies used to support all aspects of e-Business Objective a. Students will demonstrate an understanding of the function and interrelation of components of e-Business. Objective b. Students will demonstrate the ability to use the modern vocabulary of e-Business technology. Objective c. Students will demonstrate a conceptual understanding of the hardware and interface components of a computerized communication network. Objective d. Students will demonstrate a conceptual understanding of organizational functions that should drive e-Business. INFORMATION COLLECTED The following information was collected by the Professor and discussed with the General Business Unit Team: On-Line Business assignment in EBUS 400, E-Business Principles; Midterm and Final in EBUS 400. RESULTS Right now the first half of EBUS 400, E-Business Principles, is theory and the second half is applications using case studies. The students were more successful during the second half of EBUS 400. USE OF RESULTS Given the success of the case studies, the professor will try integrating theory and cases throughout the entire quarter. The professor will present theory and then let the students apply the theory to the assigned cases. Bachelor of Science in Business Administration 6 STUDENT LEARNING GOALS MANAGEMENT INFORMATION SYSTEMS (Submitted by Professors Hossein Bidgoli, Brian McNamara, and Yong Choi) Selected Goal. Students will understand network fundamentals and their importance in a successful systems design and implementation environment. Objective a. Students will be able to gain an in depth knowledge of LANs, MANs, WANs, and client-server architecture Objective b. Students will be able to gain an in depth knowledge of seven layers of the OSI reference model and the TCP/IP protocol. Objective c. Students will be able to gain an in depth knowledge of major LAN operating systems including Windows NT, Novell NetWare and Red Hat Linux in a hands-on environment. INFORMATION COLLECTED The following information was collected by the Professor and discussed with the MIS Unit Team: Scores on case projects and hands-on exercises in MIS 440 Data Communications; Scores on mid-term and final exams. RESULTS The unit team concluded that the students met the learning objectives. USE OF RESULTS The MIS unit team decided not to make changes in MIS 440. Bachelor of Science in Business Administration 7 STUDENT LEARNING GOALS MARKETING (Submitted by Professors Ronald Pimentel and Richard Campbell) Students will have effective oral presentation skills as a core BPA competency. INFORMATION COLLECTED Each student in the Marketing Management (MKTG 300) course will be evaluated on an individual oral presentation using visual aids. This course was selected as it is required of all BPA students. They will be evaluated on preparation and organization of the material, visual aids, and delivery. A copy of an evaluation sheet is attached. ORAL PRESENTATION EVA LUATION SHEET Time: ___________ _____Organizati on (5 points) Gain Attention Preview Body Transitions Summary Linkback _____Preparati on (5 points) Good summary of article Effective notes Ev idence of rehearsal _____Visuals (5 points) Easy-to-read fonts and font sizes Succinct Co mmunicate well Tasteful _____Delivery (5 points) Speaking to the audience Talking, not reading Projecting well Professional demeanor _____TOTAL (20 points) RESULTS Students demonstrated a sound understanding of the aspects of effective oral presentations. For example, during Spring quarter 2002, students in the three sections achieved an average score of 18.83 out of a possible 20 points. Bachelor of Science in Business Administration 8 USE OF RESULTS The Marketing Team decided not to make changes in MIS 440. STUDENT LEARNING GOALS MANAGEMENT Learning Objective: MGMTK2c: Students should understand the impact of organizational structure on individual behavior (Submitted by Professor Michael Flanagan). INFORMATION The assessment is based on an analysis of multiple-choice exams in MGMT 308 Organization Theory and Design. The initial set of assessment data was the exam performance in MGMT 308: Organization Theory and Design, Fall, 2002 (n = 16). There were four non-cumulative multiple-choice exams. I wrote items and significantly revised text bank items. Almost all test items are based on course material found in study guides for each chapter that I developed. The study guides consist of a series of questions that ask the students to apply the course material to real world issues and interpret the meaning of textbook quotes. Two types of test ite ms were used: definition/concept items (approximately 70% of items) and application items (approximately 30% of items). The definition/concept items test understanding of key course concepts. The application items test the ability of students to apply a concept or theory to a scenario never seen before. For example, an organizational design is presented and they are asked to select the alternative that best defines the type of design (e.g., functional, divisional, hybrid, etc.). In theory, the applicat ion items should be more difficult than the definition/concept items. RESULTS Presented below is a summary of the exam performance data from Fall, 2002. This data includes the average percentage items correct for: (a) proprietary framework material (Exam I) versus textbook material (Exams II, III, IV), (b) each individual unit or chapter, and (c) definition/concept items versus application items for each exam. Bachelor of Science in Business Administration 9 Assessment Data: MGMT 308: Organization Theory and Design, Fall, 2002 (n = 16) All data = average percentage items correct Exam I: Proprietary Framework 81% Basic Concepts (Social Sciences): 87% Micro, Macro, Contingency Approaches 73% General Princip les of Organizations 90% Exam II: 70% Ch. 1: Organizat ions and Organization Theory 79% Ch. 2: Strategy, Organizat ion Design, and Effect iveness 65% Ch. 3: Fundamentals of Organization Structure 72% Definition/Concept Items: 74% Application Items: 73% Exam III: 73% Ch. 4: The External Environment 72% Ch. 5: Interorganizat ional Relationships 75% Ch. 6: Manufacturing and Serv ice Technologies 71% Definition/Concept Items: 74% Application Items: 73% Exam IV: 75% Ch. 8: Organizat ion Size, Life Cycle and Control 70% Ch. 9: Organizat ional Culture and Ethical Values 81% Ch. 10: Innovation and Change 71% Ch. 12: Conflict, Power, and Polit ics 83% Definition/Concept Items: 75% Application Items: 73% Organization Theory and Design (Exams II, III, IV) 73% Data Highlights: Average Proprietary Framework performance (81%) is somewhat better than average textbook performance (73%). Average textbook performance has chapter scores ranging from 65% - 83%, equivalent to a D - B range with the majority of chapter scores falling in the C range. Performance on the definition/concept items for each textbook exam is almost identical to performance on the application items. Is the learning objective, MGMTK2c, being met? The learning objective is being met in MGMT 308 based on this set of data. Given the average, at best, study skills and critical thinking skills of the students, plus the heavy course loads students take while working at jobs requiring 20 - 50+ hours per week, the overall C performance level is where they should be performing, pa rticularly given the challenging nature of the OT & D material. Bachelor of Science in Business Administration 10 What am I doing to help students meet the learning objective, MGMTK2c? Giving students my best effort which includes: significant expertise in the organization theory and design (OT & D) literature, an ability to explain difficult abstract OT & D concepts and theories, development of unique study guides that identify key concepts and theories and requires students to apply this material to the real world, use of an active learning format in the classroom, and relatively rigorous grading standards that minimize grade inflation, thereby motivating students who desire B or better grades to learn the material. What else could I do to improve? Honestly, not much, without some major changes in the learning culture at CSUB. This would include attracting students who have learning skills necessary for college- level work, eliminating grade inflation and social promotion norms, stopping students from taking 15 - 20+ units while working 20 - 40+ hours per week. In regards to this last issue, MGMT 309 students (n = 22) this quarter, students comparable to those in MGMT 308, average 13.5 units and work an average of 35.4 hours/week. This course load and work hours do not allow students to learn. The c ulture needs to shift from that of acquiring a degree to that of acquiring an education. USE OF RESULTS The results stimulated a discussion about the learning culture at CSUB. The Management Team decided not to make changes in MGMT 308 ORGANIZATION THEORY AND DESIGN. Bachelor of Science in Business Administration 11 STUDENT LEARNING GOALS MANAGEMENT (continued) (Submitted by Professor John Stark). Learning Objective MGMTS1a: Student will be able to analyze management cases and make recommendations to address identified problems. Learning Objective MGMTS2a: Students will be able to write an effective memo. INFORMATION Grades on memo assignments in MGMT 300 Organizational Behavior Since beginning to teach MGMT 300 in the Fall of 2000, I have included memo writing assignments. Over time, I have refined the assignments to a current requirement of three, one- page, single-spaced memos. The first is written on a story selected by each student and requires the comparison of a story in the Wall Street Journal with the presentation of the same stor y by another newspaper (The Bakersfield Californian, the Los Angeles Times, etc.). Memos two and three are written based on stories from the Wall Street Journal selected by me. In these last two memos, the students analyze the situation, develop and analyze three possible solutions to the identified problem, and then make and defend a recommendation of one of the previously developed options. In grading these assignments, I have developed a rubric to capture performance on basic writing mechanics (punctuation, spelling, grammar, construction, etc.) and analysis skills. While I have tracked the results somewhat informally for over a year, it was not until this past Winter Quarter that I statistically analyzed the results. The results of my analysis thus far follow. RESULTS Informal Analysis: As noted, most of my assessment to date has been informal. However, this effort has had a substantial impact on the course. Initially, I had up to seven writing assignments in a quarter. Not only was this too much for me to grade (70+ students per quarter times multiple assignments!), it was clear that student improvement leveled off after only the first couple of assignments. What was needed was more development work, as opposed to more assignments. After attending the “Writing Across the Curriculum” seminar over Christmas 2001, I added more specific writing development into my classes. For analysis development, I have added two “passes” at development. Not only do we discuss the memos on the day that they are submitted, I also revisit the memo topics on the day that I hand the graded memos back. The first pass allows a general discussion of the analysis. The second, allows me to target a discussion of specific weaknesses identified in the grading effort. While both the writing and analysis skill development efforts have been affected by my assessment efforts to date, it is the writing program that has had the most visible changes. After trying several different approaches and watching the results, I have a rrived at my current Bachelor of Science in Business Administration 12 program of intervention. Other than encourage students to pay attention to their writing, I do very little before the first assignment. I then grade with a red pen. The subsequent shock value gets the students’ attention. I also spend time in class talking about typical errors that I identified. As a result of these efforts, scores for the second assignment generally went up. To continue the development, before the third assignment, I have two mini- lectures given by English Department instructors to review the basics of composition and writing mechanics. In addition, I send those with the most writing troubles (typically about a third of each class) to the English tutoring lab for help in putting the third memo together. The result of these efforts is another score increase. Formal Analysis: Below are the averages of student scores across the three assignments. Measure Memo #1 Memo #2 Memo #3 Punctuation 3.56 4.91 6.61 (Out of 10) Grammar 5.21 6.70 7.09 (Out of 10) Memo Grade 33.63 32.96 35.20 (Out of 40) A. Is the Learning Objective being met? Based on the results from Winter Quarter 2003, the students are clearly improving in punctuation and grammar. However, the combined writing mechanics scores are just short of the 80% performance target. B. What am I doing to help the students? I have already instituted a number of interventions to improve both the writing mechanics scores and the analysis scores. I will continue to track the results, with particular attention to the writing mechanics, and will make further adjustments as seem advisable. I feel that the results of just one quarter are insufficient to make wholesale changes to the program at this time. C. What else can I do to improve? At this point, as just noted, not much. The writing mechanics are the biggest challenge, so knowing this, I will keep looking for ways to improve my pedagogy and enhance the student learning experience. USE OF RESULTS The Management Team decided not to make changes in MGMT 300 ORGANIZATIONAL BEHAVIOR. Bachelor of Science in Business Administration 13 UNIT TEAM: ACCOUNTING AND FINANCE Instead of participating in course embedded measurement of student achievement, the Accounting and Finance Department administers an achievement test to graduating seniors. The Outcome Assessment Committee has not yet been able to obtain data or analysis from this test. NEW Mission Statement (starting Fall 2003) The School of Business and Public Administration provides educational programs in business, applied economics, public administration, and nonprofit management--complemented by applied research and instructional development--to serve our diverse student body. We prepare graduates to make knowledge-based decisions to address challenging issues facing organizational leaders in our region and global environment. Summary of Outcomes Assessment Activities for Academic Year 2003 – 2004 Standardized Achievement Test During AY 2002-2003, the BPA Outcome Assessment Committee collaborated with colleagues at other California State University business schools to develop a standardized achievement test for undergraduate students. This year the Outcome Assessment Committee administered the test to the first group of graduating seniors. Student Surveys BPA Student Services and the Outcome Assessment Committee designed a student survey last year to be administered to graduating seniors. The survey measured school performance in the following areas: Advising; Other support services, e.g. library, computers; Teaching; and Salary gains. For this year, the survey implementation process has been made more efficient by utilizing Scantron technology. Data from the surveys no longer has to be input by hand. Another change for this year is expansion of the survey program. New Business Learning Goals In April 2003, the Association to Advance Collegiate Schools of Business (AACSB) adopted new standards for business accreditation. In order to accommodate these standards, the Outcome Assessment Committee and the Undergraduate Business Task Force developed a new set of learning goals to guide the assessment process. The new goals are based on a simplified approach. Under this new approach there are just eight goals, instead of the 12 goals and 34 Bachelor of Science in Business Administration 14 objectives of the previous system. The specific learning objectives for these broad goals will be incorporated into course syllabi. Every core required class would have a fixed (or "master") syllabus with learning objectives based on the program learning goals. Improved focus is the rationale for this new system. With fewer goals, the Faculty can be more focused in their teaching and assessment efforts. The development of the learning goals was an inclusive process. A draft set of learning goals was presented and discussed during meetings with the Accounting-Finance and Management- Marketing Departments. Suggestions from these meetings were then incorporated into a revised draft. This new draft was distributed to BPA’s external Advisory Board, which suppor ted the changes. The BPA faculty voted in favor of the new goals during spring quarter 2004. A list of the new learning goals is presented in Appendix B. Course-Embedded Assessment Course-embedded assessment is the cornerstone of BPA’s assessment approach. A process has been established by which faculty work in teams to identify specific learning objectives, measure attainment of these objectives using course assignments, and develop action plans for continuous improvement. This process was utilized during AY 2002-2003, but was postponed during AY 2003-2004 while a new set of learning goals were developed and ratified. Bachelor of Science in Business Administration 15 DETAILED DESCRIPTION OF OUTCOMES ASSESSMENT ACTIVITIES FOR ACADEMIC YEAR 2003-2004 For business departments, assessment of teaching and learning was accomplished this year with a survey of students and a standardized achievement test. Course-embedded assessments were postponed while a new set of learning goals was developed. Survey Results The surveyed content areas shown below in TABLE 1 are based on the new undergraduate business learning goals. Most surveyed undergraduate business students agree that they had excellent opportunities to develop their knowledge and skills in these key subject areas. TABLE 1. Opportunities for gaining knowledge and skills related to Learning Goals Moderately Completely Average Learning Goal Agree % Agree % Total % Score Communication Skills 39 46 85 3.4 Information Technology Skills 43 41 84 3.2 Critical Thinking Skills 35 48 83 3.3 Ethical Decision Making Skills 35 48 83 3.2 Understanding the Benefits of Diversity 41 39 80 3.2 Teamwork Skills 30 48 78 3.2 Quantitative Skills 50 28 78 3.0 Knowledge of the global business environment 48 22 70 2.9 Students provide especially positive assessments of the learning opportunities in communication, information technology, critical thinking, ethics, and diversity. For each of these learning goals, over 80% of students agreed (either completely or moderately) that they excellent opportunities to develop their knowledge and skills. There is still room for improvement, however, since less than 50% of students completely agree that they had excellent learning opportunities in these subject areas. The undergraduate business survey also included student assessments of teaching quality. The students report the highest quality teaching in Management/organization behavior, marketing, and finance (See TABLE 2 below). They are the least satisfied with the teaching in accounting, international business, and business law. The assessments of teaching excellence are on a scale from 1 − 4 (with 1 = completely disagree and 4 = completely agree) and average between 2.7 and 3.5. Bachelor of Science in Business Administration 16 TABLE 2. Student Pe rceptions of Teaching Excellence in Business Courses Moderately Completely Percent Average Course Agree % Agree % Agreeing Score Management and Org Behavior 26 61 87 3.5 Marketing 39 48 87 3.3 Business Policy/Strategy 51 24 75 3.1 Operations Management 30 43 73 3.1 Mgmt Information Systems 41 26 67 2.9 Mathematics 39 26 65 3.1 Business Law/Legal Environment 46 19 65 3.0 Finance 18 44 62 2.8 Human Resource Management 20 35 55 3.2 Accounting 39 15 54 2.7 Economics 31 22 53 3.0 International Business 20 17 37 3.1 The CSU − Business Achievement Test The CSU−Business Achievement Test is a standardized achievement test developed by CSU business schools to assess knowledge of core business subjects. Over time it should also facilitate learning assessment by allowing performance comparisons across CSU campuses. In this first year of implementation, comparative data is only available on CSU Long Beach. Students in the two schools performed similarly, completing approximately half of the questions correctly (See TABLE 3 below). TABLE 3. CSU− Business Achievement Test Scores for CSU Bakersfield and CSU Long Beach Number Percent School Correct Correct CSUB 37.6 47.0% CSU LB 38.3 47.9% Bachelor of Science in Business Administration 17 The performance of CSUB business students in each subject area is shown below in TABLE 4. The students were strongest in information systems, marketing, and economics, and weakest in statistics, finance, and management/organization behavior. This year’s test scores provide baseline data for the School. In future years it will be possible to monitor the students’ scores over time and thereby catch any significant trends or assess the impact of teaching experiments. Without comparative data it is difficult to interpret the meaning of these scores. Nonetheless, the fact that BPA students answered just 28% of statistics questions correctly is a concern. TABLE 4. Test Results by Subject Area Percentage Content Area Correct Information Systems 67% Economics 55% Marketing 55% Business Law 47% Accounting 46% Management/Organization Behavior 46% Finance 40% Statistics 28% Average Percent Correct 47% Interpretation of the CSU − Business Achievement Test results would also be facilitated by subject area data from other schools. A necessary caution in interpreting such data is that it is likely to be strongly influenced by the proportion of students at each school with concentrations in each subject area. Action: Work with other CSU Business Schools to obtain subject area data from the CSU- Business Achievement Test. Bachelor of Science in Business Administration 18 Summary of Business and Public Administration Outcomes Assessment Activities for Academic Year 2004-2005 Standardized Achievement Test The California State University Business Achievement Test (CSU-BAT) is being administered to graduating seniors during the Spring Quarter 2005. The CSU-BAT is a standardized undergraduate achievement test developed and managed by participating California State University business schools. An analysis of this data will appear in next year’s report. Student Surveys Surveys are being administered to students in BA 490, Senior Seminar, during Winter and Spring Quarters. The survey measured school performance in the following areas: Advising; Other support services, e.g. library, computers; Teaching. An analysis of this data will appear in next year’s report. Course-Embedded Assessment Unit teams are meeting during Spring Quarter 2005 to discuss their course-embedded assessment data. Bachelor of Science in Business Administration 19 APPENDIX A. PREVIOUS LEARNING OBJECTIVES (Fall 2001-Spring 2004) Goals and Objectives B.S. in Business Administration A. SKILLS GOAL S1. STUDENTS WILL BE ABLE TO THINK CRITICALLY AND ANALYZE PROBLEMS USING MODELS AND FRAMEWORKS. Objective S1a. Students will demonstrate an understanding of the decision- making process and be able to follow appropriate steps. Objective S1b. Students will be able to collect and organize data from primary and secondary sources. Objective S1c. Students will be able to understand and analyze quantitative data. Objective S1d. Students will be able to critically analyze a situation and recommend alternatives based upon established criteria. GOAL S2. STUDENTS WILL BE ABLE TO EFFECTIVELY USE TECHNOLOGY TO ACCOMPLISH REQUIRED BUSINESS TASKS. Objective S2a. Students will demonstrate proficiency with word-processing tools. Objective S2b. Students will demonstrate proficiency with spreadsheet and database management. Objective S2c. Students will demonstrate proficiency with presentation tools. Objective S2d. Students will be able to use library, Internet and other search tools to discover and evaluate information. GOAL S3. STUDENTS WILL BE ABLE TO COMMUNICATE EFFECTIVELY, BOTH ORALLY AND IN WRITING. Objective S3a. Students will be able to individually write a concise, effective memo. Objective S3b. Students will be able to write a concise, informative report with an appropriate executive summary. Objective S3c. Students will be able to write a thorough and effective case analysis. Bachelor of Science in Business Administration 20 Objective S3d. Students will be able to make an effective informative presentation. Objective S3e. Students will be able to make an effective persuasive presentation. GOAL S4. STUDENTS WILL DEMONSTRATE AN ABILITY TO WORK WELL WITH OTHERS AND IN GROUP/TEAMS. Objective S4a. Students will contribute to an effective group/team and produce high- quality outputs in a group/team environment. Objective S4b. Students will demonstrate understanding and empathy for other group and class members. GOAL S5. STUDENTS WILL BE ABLE TO WORK INDEPENDEN TLY. OBJECTIVE S5A. STUDENTS WILL BE ABLE CONCEIVE AND IMPLEMENT A PROJECT WORKING INDEPENDENTLY. OBJECTIVE S5B. STUDENTS WILL DEMONSTRATE TIME MANAGEMEN T SKILLS. B. VALUES GOAL V1. STUDENTS WILL VALUE DIVERSITY. Objective V1a. Students will demonstrate tolerance for human diversity. Objective V1b. Students will be able to interact effectively in diverse groups and with individuals from diverse backgrounds. Goal V2. Students will develop a well-conceived ethical framework to guide decision- making and behavior. Objective V2a. Students will be able to articulate a personal framework for guiding their decision- making. Objective V2b. Students will be able to apply ethical models to organizational situations involving ethics and social responsibility. Bachelor of Science in Business Administration 21 Goal V3. Students will demonstrate a tolerance for change and a commitment to lifelong learning. Objective V3a. Students will appreciate the need to constantly update their knowledge and skills and be aware of strategies for maintaining currency in their chosen fields. Goal V4. Students will develop a stakeholders approach to business. Objective V4a. Students will appreciate the importance of ALL stakeholders (e.g., customers, employees, owners, creditors, regulatory bodies) in any business endeavor. C. KNOWLEDGE Goal K1. Students should possess a solid understanding of basic principles of all functional areas of business Objective K1a. Students should have a basic understanding of the vocabulary, principles, concepts and basic analytical tools of accounting. Objective K1b. Students should have a basic understanding of the vocabulary, principles, concepts and basic analytical tools of finance. Objective K1c. Students should have a basic understanding of the vocabulary, principles, concepts and basic analytical tools of marketing. Objective K1d. Students should have a basic understanding of the vocabulary, principles, concepts and basic analytical tools of operations. Goal K2. Students will have a understanding of the forces that influence a firm’s profitability. Objective K2a. Students will understand how environmental forces (e.g., political, legal, social, technological, domestic economy, global economy) and competition influence a firm’s success. Objective K2b. Students will understand the basics of consumer behavior and markets. Objective K2c. Students will understand how employees behave within organizations Objective K2d. Students will understand the basics of cost control and cost relationship to a firm’s profits. Bachelor of Science in Business Administration 22 Goal K3. Students will understand basics of operating a firm in an effective and efficient manner. Objective K3a. Students should have a basic understanding of the vocabulary principles, concepts and basic analytical tools of management. Objective K3b. Students should have a basic understanding of the vocabulary principles, concepts and basic analytical tools of TQM. Objective K3c. Students should have a basic understanding of the process of change and how to effectively produce and manage change within an organization. Bachelor of Science in Business Administration 23 Appendix B. CSUB School of Business & Public Administration New Learning Goals for the Bachelor of Science Program (approved February 2004) General Learning Goals Goal 1. Critical Thinking Skills: Students will be able to integrate knowledge, to think critically and to analyze problems using models and frameworks. Goal 2. Information Technology Skills: Students will be able to effectively use technology to accomplish required business tasks. Goal 3. Communication Skills: Students will be able to present ideas, concepts, and quantitative information orally and in written form. Goal 4. Quantitative Skills: Students will be able to generate and interpret quantitative data. Goal 5. Ethical Understanding and Reasoning Abilities: Students will be able to apply a well- conceived ethical framework to guide decision- making and behavior. Management-Specific Learning Goals Goal 1. Collaboration Skills: Students will demonstrate an ability to interact effectively with diverse others and work successfully in a team environment. Goal 2. Knowledge of Functional Areas: Students will have a basic understanding of the vocabulary, principles, information technology, and analytical tools of accounting, finance, marketing, management and operations. Goal 3. Knowledge of External Forces: Students will understand how environmental forces (e.g., political, legal, social, technological, economic, and international) and competition/cooperation influence an organization’s success. Bachelor of Science in Business Administration 24 APPENDIX C. Department/Program Student Learning Assessment Plan Review Department/Program B.S. Business Administration Date May 6, 2005 S = Satisfactory D = Developing M = Missing Asse ssment Plan Component S D M Comments Missi on Statement Provides a concise and coherent statement of S The mission statement was the aims and purposes of the developed with broad department/program stakeholder participation. Provides a comprehensive framework for student S learning goals Student Learning Goals Describe knowledge, skills, and values expected S New learning goals developed in of graduates 2004. Consistent with mission S Provide the foundation for more det ailed S descriptions of learning outcomes Student Learning Objectives/Outcome s Consistent with learning goals M The new system relies on learning objectives in each course syllabus. Use action verbs that describe knowledge, skills, M or values students should develop Specify performance, competencies, or M behaviors that are observable and measurable Asse ssment Measure s Plan specifies multiple measures for assessment S Course-embedded assessment, of learning outcomes surveys, and achievement test. Plan emphasizes direct measures of student S learning objectives/outcomes Measures are consistent with S objectives/outcomes Each objective/outcome is measured S Over a 3-5 year time period. Asse ssment Timeline Clear and complete description of where in M We need to pull this together curriculum objectives/outcomes will be assessed from the Master Syllabi. Clear and complete description of whic h goals M No timeline has been developed. and outcomes will be measured each year Student learning is measured regularly and S A comprehensive system is in consistently over time place.
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