Unit: BBA
Program: BBA (Acc, Entr, Fin, Gen, Hum Res, Intl Bus, Mgt, MIS, Mkt)
Degree: Bachelor's
Date: Fri Sep 12, 2014 - 3:32:25 pm

1) Institutional Learning Objectives (ILOs) and Program Student Learning Outcomes (SLOs)

1. Communicate effectively in writing and oral presentations Objectives: Students will give an effective oral presentation [Assessed in BUS345] 2. Students will write an effective report [Assessed in BUS345]

(1a. General education, 1b. Specialized study in an academic field, 2c. Communicate and report)

2. Communicate effectively in writing and oral presentations Objectives: Students will write an effective report [Assessed in BUS345]

(1b. Specialized study in an academic field, 2c. Communicate and report)

3. Manage and use technology in a business setting Objectives: Students will explain information technology usage across different business processes and functions. [Assessed in BUS311]

(1a. General education, 1b. Specialized study in an academic field, 2a. Think critically and creatively)

4. Manage and use technology in a business setting Objectives: Students will be able to evaluate the costs/benefits of applying technology in business. [Assessed in BUS311]

(1a. General education, 1b. Specialized study in an academic field, 2a. Think critically and creatively)

5. Manage and use technology in a business setting Objectives: Students will be able to identify IT/data security and integrity issues. [Assessed in BUS311]

(1a. General education, 1b. Specialized study in an academic field, 2a. Think critically and creatively)

6. Manage and use technology in a business setting Objectives: Students will be able to use IT to conduct quantitative data analysis [Assessed in BUS310]

(1a. General education, 1b. Specialized study in an academic field, 2a. Think critically and creatively)

7. Demonstrate an understanding of global business with an emphasis on the Asia Pacific region Objectives: Students will describe the common principles that characterize global business. [Assessed in BUS313]

(1b. Specialized study in an academic field, 2a. Think critically and creatively, 3b. Respect for people and cultures, in particular Hawaiian culture)

8. Demonstrate an understanding of global business with an emphasis on the Asia Pacific region Objectives: Students will identify and describe various comparative national risks within the context of analysis of Asia-Pacific settings. [Assessed in BUS313]

(1b. Specialized study in an academic field, 2a. Think critically and creatively, 3b. Respect for people and cultures, in particular Hawaiian culture)

9. Demonstrate an understanding of global business with an emphasis on the Asia Pacific region Objectives: Student demonstrates a knowledge of the Asia-Pacific region [Assessed in BUS313]

(1b. Specialized study in an academic field, 2a. Think critically and creatively, 3b. Respect for people and cultures, in particular Hawaiian culture)

10. Demonstrate an understanding of global business with an emphasis on the Asia Pacific region Objectives: Students will describe how national cultures influence business practices and relationships [Assessed in BUS 345]

(1b. Specialized study in an academic field, 2a. Think critically and creatively, 3b. Respect for people and cultures, in particular Hawaiian culture)

11. Identify and analyze ethical issues Objectives: Identify different ethical frameworks that can be applied to business situations. [Assessed in BUS 301] Assess in BUS 315 (CPC 4/26/10)

(1b. Specialized study in an academic field, 2a. Think critically and creatively, 3a. Continuous learning and personal growth, 3d. Civic participation)

12. Identify and analyze ethical issues Objectives: Apply ethical frameworks to a business situation. . [Assessed in BUS 301] Assess in BUS 315 (CPC 4/26/10)

(1b. Specialized study in an academic field, 2a. Think critically and creatively, 3a. Continuous learning and personal growth, 3d. Civic participation)

13. Identify and analyze ethical issues Objectives: Describe how culture influences ethical perspectives. . [Assessed in BUS 301] Assess in BUS 315 (CPC 4/26/10)

(1b. Specialized study in an academic field, 2a. Think critically and creatively, 3a. Continuous learning and personal growth, 3d. Civic participation)

14. Identify and analyze ethical issues Objectives: Explain the boundaries and overlaps between ethics and law. . [Assessed in BUS 301] Assess in BUS 315 (CPC 4/26/10)

(1b. Specialized study in an academic field, 2a. Think critically and creatively, 3a. Continuous learning and personal growth, 3d. Civic participation)

15. Identify and analyze ethical issues Objectives: Discuss the consequences of ethical choices. [Assessed in BUS 301] Assess in BUS 315 (CPC 4/26/10)

(1b. Specialized study in an academic field, 2a. Think critically and creatively, 3a. Continuous learning and personal growth, 3c. Stewardship of the natural environment, 3d. Civic participation)

16. Effectively apply skills in a functional specialization.

(1b. Specialized study in an academic field, 2a. Think critically and creatively)

2) Your program's SLOs are published as follows. Please update as needed.

Department Website URL:
Student Handbook. URL, if available online:
Information Sheet, Flyer, or Brochure URL, if available online:
UHM Catalog. Page Number:
Course Syllabi. URL, if available online: NA
Other:
Other:

3) Select one option:

Curriculum Map File(s) from 2014:

4) For your program, the percentage of courses that have course SLOs explicitly stated on the syllabus, a website, or other publicly available document is as follows. Please update as needed.

0%
1-50%
51-80%
81-99%
100%

5) Did your program engage in any program assessment activities between June 1, 2013 and September 30, 2014? (e.g., establishing/revising outcomes, aligning the curriculum to outcomes, collecting evidence, interpreting evidence, using results, revising the assessment plan, creating surveys or tests, etc.)

Yes
No (skip to question 14)

6) For the period between June 1, 2013 and September 30, 2014: State the assessment question(s) and/or assessment goals. Include the SLOs that were targeted, if applicable.

1.     Communicate effectively in writing and oral presentations

2.     Manage and use technology in a business setting

3.     Demonstrate an understanding of global business with an emphasis on the Asia Pacific region

4.     Identify and analyze ethical issuesEffectively apply skills in a functional specialization

7) State the type(s) of evidence gathered to answer the assessment question and/or meet the assessment goals that were given in Question #6.

23 traits reported for randomly selected students

8) State how many persons submitted evidence that was evaluated. If applicable, please include the sampling technique used.

16 instructors randomly selected students

9) Who interpreted or analyzed the evidence that was collected? (Check all that apply.)

Course instructor(s)
Faculty committee
Ad hoc faculty group
Department chairperson
Persons or organization outside the university
Faculty advisor
Advisors (in student support services)
Students (graduate or undergraduate)
Dean/Director
Other:

10) How did they evaluate, analyze, or interpret the evidence? (Check all that apply.)

Used a rubric or scoring guide
Scored exams/tests/quizzes
Used professional judgment (no rubric or scoring guide used)
Compiled survey results
Used qualitative methods on interview, focus group, open-ended response data
External organization/person analyzed data (e.g., external organization administered and scored the nursing licensing exam)
Other:

11) For the assessment question(s) and/or assessment goal(s) stated in Question #6:
Summarize the actual results.

350 students were assessed over 37 sections of 5 courses.  97% met the learning objectives.

12) State how the program used the results or plans to use the results. Please be specific.

this created little room for an improvement plan.  the results have been discussed by committee and will be shared with all instructional personnel across the cirriculum (5 departments involved)..  This drove the creation of an explanatory sheet for new instructors to clarify that they are not measuring themselves (see below).

 

 Introduction to Assessment for New Instructors

Assessment of Learning Objectives, commonly referred to as “assessment,” is an important part of our accreditation with both the AACSB and the WASC.  It is something that will not take a great deal of your time or effort, but it is required at the end of each term. 

 

For each class that you teach, I will provide you with two documents:

·         A word document that outlines the learning objectives for the course you are teaching (the course rubric)

·         An Excel spreadsheet to fill in your ratings.  There are several courses on some of the sheets; look for your course number on a tab at the bottom

 

I will send these out early in the term.  Your responsibility is to randomly select a portion of your class.  The minimum is 10%, although in smaller classes, most instructors provide a larger number, and several assess each student.

 

For each objective, the rubric will describe what level of understanding should be marked with a zero, one or two, corresponding to “did not meet the objective,” “met the objective,” “surpassed the objective.”  There is no tabulation or calculation necessary.

 

Assessment is aggregated to a program level and is not examined at the section or instructor level.  Some new instructors worry that honest negative answers may reflect on their teaching effectiveness, but that is not the case.  In fact, any rating inflation will likely lower the amount of variance, and therefore lessen the usefulness of the results. So I do ask that you select students randomly and fill out the report objectively.

 

We have a faculty assessment committee that meets to discuss the results and to refine the process.  All of our departments, and the School of Accountancy, are represented.  When I have received the assessments from each instructor, I create a report that indicates progress toward meeting our student learning objectives.  This information, combined with the results of other, indirect measurements, helps diagnose areas where our programs could be strengthened.  The committee and I then meet to devise an action plan.  The committee then reports back to their department chairs and department faculty, and we work with the departments or the curriculum committee to affect change.

 

I have made every attempt to make this process as straightforward as possible, and welcome any input to that end.  I appreciate your participation in this important process, and hope that, when you see results and actions generated from your input, you will see it as a worthwhile investment of your time and effort.  Thank you for assistance.

13) Beyond the results, were there additional conclusions or discoveries?
This can include insights about assessment procedures, teaching and learning, program aspects and so on.

We have moved the ethics designation from 315 to 345 to align this with the teaching of ethics throughout the core.  this has not been reflected in our assessment process.  This one area that Hannah Ngyen is working on since completing the Manoa Assessment Institute

14) If the program did not engage in assessment activities, please explain.
Or, if the program did engage in assessment activities, please add any other important information here.

N/A