Program: BBA (Acc, Entr, Fin, Gen, Hum Res, Intl Bus, Mgt, MIS, Mkt)
Degree: Bachelor's
Date: Fri Oct 09, 2015 - 3:10:32 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) 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.
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.
collection of SLO achievement data from a sample of BBA students. testing some new SLO ideas to better understand learning of ethical issues.
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.
218. randomly selected, minimum of 20% of impacted course sections
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.
3 separate sections of the SLO on ethics in the workplace scored below 90%
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.
as this program crosses all of our departments the assessment committee is developing new suggested SLO's to present to the curriculum committee.