Unit: Marketing
Program: Marketing (BBA)
Degree: Bachelor's
Date: Fri Oct 09, 2015 - 2:33:12 pm

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

1. Communicate effectively in writing and oral presentations: Students will give an effective oral presentation.

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

2. Communicate effectively in writing and oral presentations: Students will write an effective report

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

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

(1b. Specialized study in an academic field)

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

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

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

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

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

(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: Students will describe the common principles that characterize global business.

(1b. Specialized study in an academic field)

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

(1b. Specialized study in an academic field)

9. Demonstrate an understanding of global business with an emphasis on the Asia Pacific region: Student demonstrates a knowledge of the Asia-Pacific region.

(1b. Specialized study in an academic field)

10. Demonstrate an understanding of global business with an emphasis on the Asia Pacific region: Students will describe how national cultures influence business practices and relationships.

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

11. Identify and analyze ethical issues: Identify different ethical frameworks that can be applied to business situations.

(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: Apply ethical frameworks to a business situation.

(2a. Think critically and creatively, 3a. Continuous learning and personal growth, 3d. Civic participation)

13. Identify and analyze ethical issues: Describe how culture influences ethical perspectives.

(2a. Think critically and creatively, 3a. Continuous learning and personal growth)

14. Identify and analyze ethical issues: Explain the boundaries and overlaps between ethics and law.

(2a. Think critically and creatively, 3a. Continuous learning and personal growth, 3d. Civic participation)

15. Identify and analyze ethical issues: Discuss the consequences of ethical choices.

(2a. Think critically and creatively, 3a. Continuous learning and personal growth, 3d. Civic participation)

16. Effectively apply skills in a functional specialization.

(3a. Continuous learning and personal growth)

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

Department Website URL: http://shidler.hawaii.edu/node/1783
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:
Other:
Other:

3) Please review, add, replace, or delete the existing curriculum map.

Curriculum Map File(s) from 2015:

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 learning assessment activities between June 1, 2014 and September 30, 2015?

Yes
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.)

Create/modify/discuss program learning assessment procedures (e.g., SLOs, curriculum map, mechanism to collect student work, rubric, survey)
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)
Other:

7) Briefly explain the assessment activities that took place in the last 18 months.

The marketing department assesses SLO's through a pre and a post test for marketing majors.  additionally their students are assessed with the rest of the BBA's in through core and capstone classes.

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)


Artistic exhibition/performance
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
Other 1:
Other 2:

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
Other 1:
Other 2:

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.)
Other 1:
Other 2:

9) State the number of students (or persons) who submitted evidence that was evaluated. If applicable, please include the sampling technique used.

84 students took the post test.  all students in the marketing capstone course.

10) 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:

11) 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:

12) Summarize the results of the assessment activities checked in question 6. For example, report the percent of students who achieved each SLO.

the mean score of the postest was 14.50 compared to the pretest score of 8.31,  with a possible score of 15.

13) What best describes how the program used the results? (Check all that apply.)

Assessment procedure changes (SLOs, curriculum map, rubrics, evidence collected, sampling, communications with faculty, etc.)
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)
Other:

14) Please briefly describe how the program used the results.

this is an ngoing program run by the marketing department.  results are shared and both pretest and post test results are used to drive curriculum changes.

15) Beyond the results, were there additional conclusions or discoveries? This can include insights about assessment procedures, teaching and learning, and great achievements regarding program assessment in this reporting period.

16) If the program did not engage in assessment activities, please explain.