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									                              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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