Departmental Assessment Update - Shidler College of Business Report

Department: Business Administration
Program: BBA
Level: Undergraduate

1. List in detail your undergraduate Student Learning Outcomes (SLOs) for each degree/certificate offered.

BBA Learning Goal #1:  Communicate effectively in writing and oral presentations

 

Objective 1: Students will give an effective oral presentation

Objective 2: Students will write an effective report

 

BBA Learning Goal #2: Manage and use technology in a business setting

 

Objective 1: Students will understand IT usage across different business processes and functions.

Objective 2: Students will be able to evaluate the costs/benefits of applying technology in business.

Objective 3: Students will be aware of IT/data security and integrity issues.

Objective 4: Students will be able to use IT to conduct quantitative analyze data. 

 

BBA Learning Goal #3: Students will develop an understanding of global business with an emphasis on the Asia Pacific region.

 

Objective 1: Students will understand the common principals that characterize global business.

Objective 2:  Students will identify and describe various comparative national risks within the context of analysis of Asia-Pacific settings.

Objective 3: Student demonstrates a knowledge of the Asia-Pacific region

Objective 4: Students will describe how national cultures influence business practices and relationships

 

BBA Learning Goal #4: Identify and analyze ethical issues.

 

Objective 1: Identify different ethical frameworks that can be applied to business situations.

Objective 2: Apply ethical frameworks to a business situation.

Objective 3: Understand how culture influences ethical perspectives.

Objective 4: Understand the boundaries and overlaps between ethics and law.

Objective 5: Know the consequences of ethical choices.

 

BBA Learning Goal #5: Effectively apply skills in a functional specialization

 

2. Where are these SLOs published (e.g., department web page)?

The SLOs are not currently published. The college is in the process of redoing all of its web sites. The program sites will be revised to include the SLOs.

 

3. Explain how your SLOs map onto your curriculum, i.e., how does your curriculum produce the specific SLOs in your students?

The content of all of the BBA core courses has been reviewed by faculty committees to evaluate the extent to which each course contributes to each program’s learning objectives.

The college’s Curriculum and Programs Committee regularly reviews the curriculum in all programs. Part of these reviews now includes mapping the learning objectives in to the curriculum to ensure that the curriculum is properly focused.

 

4. What specific methodologies were used to collect data? In developing your response, consider the following questions:

For all of the programs except the IM PhD program, the College has implemented a course-embedded assessment of performance across the learning objectives. Assignments in designated core courses are used to collect the assessment data. 

Primary trait analysis was used to identify data to be collected and to generate rubrics for the scoring the data elements. Individual faculty members use the rubric to score the students. Data are collected once a year in the core courses. The data are collected on paper scoring sheets and compiled by the dean’s office. 

A minimum sample size of 20% is required in the assessment. In most cases faculty will score all the students in their classes. Accordingly, for a core cores with multiple sections, typically 25% of the sections will be assessed.

Here are the traits and rubrics, along with the course number in which the data are collected:

 

BBA Learning Goal #1:  Communicate effectively in writing and oral presentations

 

Objective 1: Students will give an effective oral presentation [BUS345]

 

Traits

Rubrics

Clearly stated purpose

 

0 = Ill-defined or vague purpose or multiple purposes

1 = Expresses a clear, coherent thesis

2 = Insightful, creative or skillfully presented purpose

Focused sense of audience

 

0 = Unfocused sense of audience

1 = Sticks to the purpose and provides adequate transitions among ideas

2 = Awareness of audience demonstrated through form, language, and presence

Organization

 

0 = Inadequate organization and/or development

1 = Good organization and development

2 = Effective organization contributes to full development of presentation

Content: Appropriate and sufficient support of ideas

 

0 = Does not advance an argument with adequate support

1 = Advances argument with sound evidence and references

2 = Innovatively or expertly advances the presentation with well-researched evidence and documentation

Conclusion

 

0 = Missing or not supported by the arguments in the presentation

1 = Appropriate and supported conclusion

2 = Well supported and valid conclusion

Language

 

0 = Lack of language facility with frequent errors

1 = Good facility with language

2 = Presentation enhanced by facility in language use, range of diction, and syntactic variety

Voice quality (pace, volume, inflection, enunciation)

 

0 = Vocal qualities distract from the content

1 = Vocal qualities support the content

2 = Vocal qualities reinforce and animate the content

Mannerisms

 

0 = Little eye contact is made with audience; distracting movements

1 = Appropriate eye contact is made with audience; no distracting movements

2 = Audience engage through frequent eye contact and purposeful movement

Use of media

 

0 = Inappropriate or distracting use of media

1 = Appropriate use of media will minimal distractions

2 = Use of media enhances understanding and does not distract from the presentation

Ability to answer questions

 

0 = Unable to answer 25% or more of questions with correct information

1 = Answers 80% or more of questions, but does not expand on the answer

2 = Handles all questions with relevant, correct information and speaks confidently

 

Objective 2: Students will write an effective report [BUS345]

 

Traits

Rubrics

Clearly stated purpose

 

0 = Ill-defined or vague purpose or multiple purposes

1 = Expresses a clear, coherent thesis

2 = Insightful, creative or skillfully presented purpose

Focused sense of audience

 

0 = Unfocused sense of audience

1 = Sticks to the purpose and provides adequate transitions among ideas

2 = Awareness of audience demonstrated through form and language

Organization

 

0 = Inadequate organization and/or development

1 = Good organization and development

2 = Effective organization contributes to full development of the report

Content: Appropriate and sufficient support of ideas

 

0 = Does not advance an argument with adequate support

1 = Advances argument with sound evidence and references

2 = Innovatively or expertly advances the presentation with well-researched evidence and documentation

Conclusion

 

0 = Missing or not supported by the arguments in the report

1 = Appropriate and supported conclusion

2 = Well supported and valid conclusion

Language

 

0 = Lack of language facility with frequent errors

1 = Readability enhanced by facility with language and sentence conventions

2 = Work enhanced by facility in language use, range of diction, and syntactic variety

Use and citation of references

 

0 = No or inappropriate use of references

1 = Adequate set of references

2 = Excellent set of relevant references appropriately applied

 

BBA Learning Goal #2: Manage and use technology in a business setting

 

Objective 1: Students will understand IT usage across different business processes and functions. [BUS311]

 

Traits

Rubrics

Students can explain how information technology is used to facilitate communication and coordination in global business organization

0 = Cannot describe IT use in any aspect of global business

1 = Can describe IT use in one functional area of global business

2 = Can describe IT use in two or more functional areas of global business

Students can explain the process of acquiring and implementing information technologies in global business organizations

0 = Cannot describe the process of acquiring and implementing IT in global business organizations

1 = Can describe some aspects of the process of acquiring and implementing IT in global business organizations

2 = Can describe most aspects of the process of acquiring and implementing IT in global business organizations

 

Objective 2: Students will be able to evaluate the costs/benefits of applying technology in business. [BUS311]

           

Traits

Rubrics

Students can identify the types of business benefits that businesses expect from using IT in business processes

0 = Cannot describe benefits of IT for any business area

1 = Can describe benefits of IT for one business area

2 = Can describe benefits of IT for two or more business areas

Students can identify the types of business costs that business expend to provide IT in business processes

0 = Cannot describe costs of IT in business use

1 = Can identify 2-3 major costs of IT in business use

2 = Can identify a full range of hard and soft costs of IT use

Students can identify the trade-offs of costs and benefits for business use of IT

0 = Can identify costs and benefits but cannot compare them

1 = Can compare basic costs and benefits

2 = Can analyze a situation with multiple costs and benefits of IT use to arrive at recommended actions

 

 

Objective 3: Students will be aware of IT/data security and integrity issues. [BUS311]

 

Traits

Rubrics

Students can identify the risks to data security and integrity

0 = Cannot identify basic ideas

1 = Can identify basic ideas and their application

2 = Can identify basic ideas and draw conclusions about actions not covered by rules and procedures

Students can identify basic requirements for securing a business’s information and data

0 = Cannot identify basic ideas

1 = Can identify basic ideas and their application

2 = Can identify basic ideas and draw conclusions about actions not covered by rules and procedures

 

Objective 4: Students will be able to use IT to conduct quantitative analyze data.  [BUS310]

 

Traits

Rubrics

Students can use descriptive statistics to identify characteristics of a data set

0 = Cannot produce an answer that is both complete and accurate

1 = Produces complete and accurate results

2 = Produces appropriate conclusions and insights from analysis

Students can use inferential statistics to assess relationships within data in a data set

0 = Cannot produce an answer that is both complete and accurate

1 = Produces complete and accurate results

2 = Produces appropriate conclusions and insights from analysis

           

 

BBA Learning Goal #3: Students will develop an understanding of global business with an emphasis on the Asia Pacific region.

 

Objective 1: Students will understand the common principals that characterize global business.  [BUS313]

 

Traits

Rubrics

Identify the role of key aspects relevant to national macroeconomic performance (i.e. dynamic relationship of supply and demand, role of government regulation, market imperfections.)

0 = Failed to identify key aspects

1= Identified most significant aspects

2= Identified a comprehensive set of relevant aspects in the context of global business

Describe how economic factors are consistent across countries, but subject to cultural variations.

0 = Failed to describe key factors

1= Good analysis of factors

2= Comprehensive analysis of factors

 

Objective 2:  Students will identify and describe various comparative national risks within the context of analysis of Asia-Pacific settings.  [BUS313]

 

Traits

Rubrics

Identify country specific socio-political risk factors relative to businesses

0 = No identification of socio-political risk factors

1 = Identification of major national risks and implications for business

2 = Comprehensive analysis of country specific socio-political risks and their implications for businesses

Identify national financial-economic risks (i.e. Investment risk, debt levels, foreign exchange risk, banking risk, NPLs)

0 = No or incorrect identification of national risks

1 = Identification of major risks

2 = Comprehensive identification of risks and demonstrated understanding of implication for businesses

Identify interdependencies among environmental risk factors and business practices

0 = No or incorrect identification of interdependencies

1 = Identification of major interdependencies

2 = Comprehensive identification of interdependencies and implications for businesses

 

 

Objective 3: Student demonstrates a knowledge of the Asia-Pacific region [BUS313]

 

Traits

Rubrics

Student can find the countries of the Asia region on a map

0 = Can identify less than half of the countries

1 = Can identify 50% to 80% of the countries

2 = Can identify more than 80% of the counties

Student can categorize countries of the Asia-Pacific region by their stages of development (i.e. developed, developing, LDC)

0 = Categorizes less than half the countries of the Asia-Pacific region correctly

1 = Categorizes a majority of countries of the Asia-Pacific region correctly

2 = Categorizes most of the countries of the Asia-Pacific region correctly

Given research on an Asian-Pacific country or region, can describe the business conditions and practices of the country or region.

0 = Missing key aspects of the country/region

1 = Identifies major characteristics of the country/region

2 = Identifies a comprehensive set of characteristics of the country/region

 

Objective 4: Students will describe how national cultures influence business practices and relationships  [BUS345]

 

Traits

Rubrics

Identify national cultural traits using standard tools within the context of analysis of Asia-Pacific settings.

0 = Failed to identify national cultural traits correctly

1 = Identified major national cultural traits

2 = Identified a comprehensive set of cultural traits

Demonstrate an understanding of the implication of cultural variation on fundamental business practices (e.g., banking practices, labor relations, trade behavior)

0 = Failed to identify the impact of cultural traits on business behavior

1 = Correctly identified cultural impact on business behavior

2 = Demonstrated comprehensive understanding of interplay between cultural traits and business practices

Appropriate use of accepted analytical tools (i.e. SWOT, Porter five forces, generic strategies) in analysis of global business

0 = Insufficient application of accepted tools in analysis

1 = Minimum use of a number of standard analysis tools

2 = Comprehensive and insightful application of various acceptable analysis tools

 

BBA Learning Goal #4: Identify and analyze ethical issues.

 

Objective 1: Identify different ethical frameworks that can be applied to business situations. [BUS315]

 

Trait

Rubrics

Identify at least two relevant frameworks for analyzing ethical situations

0 = was not able to identify at least 2 such frameworks.

1 = correctly identified 2 frameworks

2 = correctly identified more than 2 frameworks

Explain the differences between frameworks

0 = unable to explain differences

1 = able to explain differences without elaboration

2 = able to explain differences with elaboration

Explain how different frameworks result in different conclusions

0 = unable to do so

1 = able to do so adequately

2 = explains adequately and provides relevant examples with quality argument

 

Objective 2: Apply ethical frameworks to a business situation. [BUS315]

 

Trait

Rubrics

Identify the ethical dilemma(s) in a business situation

0 = unable to do so

1 = identifies some but not all of the ethical issues of the dilemma(s)

2 = completely identified the dilemma(s) and was able to raise related issues

Structure the ethical dilemma using an appropriate ethical framework

0 = unable to do so

1 = applies relevant structure appropriately

2 = applies relevant structure and demonstrates appreciation of complexity

Reach a conclusion on the ethical dilemma using the appropriate framework

0 = unable to do so or conclusion not supported by analysis

1 = conclusion justified by the framework

2 = conclusion justified and analysis is comprehensive

 

Objective 3: Understand how culture influences ethical perspectives. [BUS315]

 

Trait

Rubrics

Identify business examples in which cultural differences influence ethical perspective

0 = unable to do so

1 = can identify some relevant examples

2 = identifies examples that are interesting and complex

In the context of a specific business example, describe how ethical principles vary by culture

0 = unable to do so

1 = describes the basic variations

2 = describes basic variations and compares and contrasts those variations

 

Objective 4: Understand the boundaries and overlaps between ethics and law. [BUS315]

 

Trait

Rubrics

Differentiate ethical from legal issues

0 = confuses ethical and legal issues

1 = usually correctly distinguishes between ethical and legal issues

2 = correctly distinguishes between ethical and legal issues

In the context of a specific business example, identify what is unethical versus illegal

0 = confuses ethical and legal issues

1 = usually correctly distinguishes between ethical and legal issues

2 = correctly distinguishes between ethical and legal issues

 

Objective 5: Know the consequences of ethical choices. [BUS315]

 

Trait

Rubrics

Provide real-world examples of consequences of ethical choices in the following dimensions:

  • Social consequences
  • Business consequences
  • Personal consequences

0 = unable to do so for all three dimensions

1 = can do so for all three dimensions

2 = can do so for all three dimensions with interesting and rich examples

 

 



 

 

5. How were the assessment data/results used to inform decisions concerning the curriculum and administration of the program?

We have not yet completed the loop on the assessment process. Data are being collected and we are developing annual review processes for incorporating the data into annual curriculum reviews. This process has been slowed by the fact the in academic year 2006-2007, the faculty did a full review and revision of the MBA curriculum. In the current academic year, 2007-2008, the faculty are doing the same thing with the BBA curriculum.

The standing faculty committee, the Curriculum and Programs Committee, is responsible for the review of the curriculum, including assessment. During this academic year the committee will formalize the review processes, possibly setting up an assessment committee.

 

6. Has the program developed learning outcomes? Please indicate yes or no.

YES

7. Has the program published learning outcomes? Please indicate yes or no.

NO

8. If so, please indicate how the program has published learning outcomes.

9. What evidence is used to determine achievement of student learning outcomes?

10. Who interprets the evidence?

The “Curriculum and Programs Committee” a standing faculty committee under the college’s faculty senate.

11. What is the process of interpreting the evidence?

12. Indicate the date of last program review.

UHM COPR: 2007

AACSB International Accreditation review: 2006