Program: Business Administration (MBA)
Date: Fri Oct 09, 2015 - 2:08:55 pm
1) Institutional Learning Objectives (ILOs) and Program Student Learning Outcomes (SLOs)
1) Below are your program's student learning outcomes (SLOs). Please update as needed.
Assurance of Learning Goals Master of Business Administration Shidler College of Business University of Hawaii Manoa 1. Demonstrate and apply knowledge of the functional areas of business. Objectives: 1. Students align functional action plans with organizational strategic intents and vision. [Assessed in BUS 632] 2. Students will design complementary functional action plans, organizational structure, and functional control systems with measures [Assessed in BUS 632] 3. Students will be able to conduct quantitative analysis of data. [Assessed in BUS 621] 2. Communicate effectively orally and in writing Objectives: 1. Students will speak effectively Assessed in [BUS 696] 2. Students will write an effective report [Assessed in BUS 632] 3. Understand and apply management skills to the Asia-Pacific business environment Objectives: 1. Students will describe the economics that characterize global business [Assessed in BUS 627] 2. Students will demonstrate knowledge of the Asia-Pacific region [Assessed in BUS 627] 3. Students will describe how national cultures influence business practices and relationships [Assessed in BUS 627] 4. Identify and analyze complex ethical and legal issues. Objectives: 1. Students will be able to analyze ethical issues to a business situation [Assessed in BUS628] 2. Understand the boundaries and overlaps between ethics and law [Assessed in BUS628] 5. Demonstrate understanding of the impacts of information technology on business Objectives: 1. Students will explain information technology usage across different business processes and functions [Assessed in BUS 630] 2. Students will be able to evaluate the feasibility of applying information technology in business [Assessed in BUS 630]
2) Your program's SLOs are published as follows. Please update as needed.
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:
3) Please review, add, replace, or delete the existing curriculum map.
- File (03/16/2020)
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.
5) Did your program engage in any program learning assessment activities between June 1, 2014 and September 30, 2015?
No (skip to question 16)
6) What best describes the program-level learning assessment activities that took place for the period June 1, 2014 to September 30, 2015? (Check all that apply.)
Collect/evaluate student work/performance to determine SLO achievement
Collect/analyze student self-reports of SLO achievement via surveys, interviews, or focus groups
Use assessment results to make programmatic decisions (e.g., change course content or pedagogy, design new course, hiring)
Investigate curriculum coherence. This includes investigating how well courses address the SLOs, course sequencing and adequacy, the effect of pre-requisites on learning achievement.
Investigate other pressing issue related to student learning achievement for the program (explain in question 7)
7) Briefly explain the assessment activities that took place in the last 18 months.
Our assessment activities are primarily focused in two courses, BUS 632 and BUS 696 (strategy and capsone). Instructors randomly select 20% or more of the students in the class and measure their performance against the laerning objectives. our sample this period was approximately 45 students. the results are compiled, and this fall findings will be shared by the faculty assessment committee with the curriculum committee and with the departments. for deficient items, action plans will be implemented.
8) What types of evidence did the program use as part of the assessment activities checked in question 6? (Check all that apply.)
Direct evidence of student learning (student work products)
Assignment/exam/paper completed as part of regular coursework and used for program-level assessment
Capstone work product (e.g., written project or non-thesis paper)
Exam created by an external organization (e.g., professional association for licensure)
Exit exam created by the program
IRB approval of research
Oral performance (oral defense, oral presentation, conference presentation)
Portfolio of student work
Publication or grant proposal
Qualifying exam or comprehensive exam for program-level assessment in addition to individual student evaluation (graduate level only)
Supervisor or employer evaluation of student performance outside the classroom (internship, clinical, practicum)
Thesis or dissertation used for program-level assessment in addition to individual student evaluation
Indirect evidence of student learning
Alumni survey that contains self-reports of SLO achievement
Employer meetings/discussions/survey/interview of student SLO achievement
Interviews or focus groups that contain self-reports of SLO achievement
Student reflective writing assignment (essay, journal entry, self-assessment) on their SLO achievement.
Student surveys that contain self-reports of SLO achievement
Program evidence related to learning and assessment
(more applicable when the program focused on the use of results or assessment procedure/tools in this reporting period instead of data collection)
Assessment-related such as assessment plan, SLOs, curriculum map, etc.
Program or course materials (syllabi, assignments, requirements, etc.)
9) State the number of students (or persons) who submitted evidence that was evaluated. If applicable, please include the sampling technique used.
45. randomized, with a minimum of 20% per section (some did their entire section)
10) Who interpreted or analyzed the evidence that was collected? (Check all that apply.)
Ad hoc faculty group
Persons or organization outside the university
Advisors (in student support services)
Students (graduate or undergraduate)
11) How did they evaluate, analyze, or interpret the evidence? (Check all that apply.)
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)
12) Summarize the results of the assessment activities checked in question 6. For example, report the percent of students who achieved each SLO.
the rate of students achieving the SLO's was in the low 90's.
The three areas where the results indicate action are:
Articulate organizational direction within a plan
Lacked a focused sense of audience
The organization of a functional action plan
13) What best describes how the program used the results? (Check all that apply.)
Course changes (course content, pedagogy, courses offered, new course, pre-requisites, requirements)
Personnel or resource allocation changes
Program policy changes (e.g., admissions requirements, student probation policies, common course evaluation form)
Students' out-of-course experience changes (advising, co-curricular experiences, program website, program handbook, brown-bag lunches, workshops)
Celebration of student success!
Results indicated no action needed because students met expectations
Use is pending (typical reasons: insufficient number of students in population, evidence not evaluated or interpreted yet, faculty discussions continue)
14) Please briefly describe how the program used the results.
the results will be reported to the department and, in conjunction ith the curriculum committee, adjusts to the course content and structure will be suggested and hopefully implemented. These items will be highlighted for attention in the next assessment cycle.