Program: Marketing (BBA)
Degree: Bachelor's
Date: Fri Nov 16, 2018 - 4:44:21 pm
1) Program Student Learning Outcomes (SLOs) and Institutional Learning Objectives (ILOs)
1. Communicate effectively in writing and oral presentations: Students will give an effective oral presentation.
(1a. General education, 2c. Communicate and report)
2. Communicate effectively in writing and oral presentations: Students will write an effective report
(1a. General education, 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, 2a. Think critically and creatively)
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, 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: 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, 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: Student demonstrates a knowledge of the Asia-Pacific region.
(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: Students will describe how national cultures influence business practices and relationships.
(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: Identify different ethical frameworks that can be applied to business situations.
(1b. Specialized study in an academic field, 3a. Continuous learning and personal growth, 3b. Respect for people and cultures, in particular Hawaiian culture)
12. Identify and analyze ethical issues: Apply ethical frameworks to a business situation.
(1b. Specialized study in an academic field, 3a. Continuous learning and personal growth, 3b. Respect for people and cultures, in particular Hawaiian culture)
13. Identify and analyze ethical issues: Describe how culture influences ethical perspectives.
(1b. Specialized study in an academic field, 3a. Continuous learning and personal growth, 3b. Respect for people and cultures, in particular Hawaiian culture)
14. Identify and analyze ethical issues: Explain the boundaries and overlaps between ethics and law.
(1b. Specialized study in an academic field, 3a. Continuous learning and personal growth, 3b. Respect for people and cultures, in particular Hawaiian culture)
15. Identify and analyze ethical issues: Discuss the consequences of ethical choices.
(1b. Specialized study in an academic field, 3a. Continuous learning and personal growth, 3b. Respect for people and cultures, in particular Hawaiian culture)
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 asneeded.
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: 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) Does the program have learning achievement results for its program SLOs? (Example of achievement results: "80% of students met expectations on SLO 1.")(check one):
No Yes, on some(1-50%) of the program SLOs Yes, on most(51-99%) of the program SLOs Yes, on all(100%) of the program SLOs6) Did your program engage in any program learning assessment activities between June 1, 2015 and October 31, 2018?
Yes No (skip to question 17)7) What best describes the program-level learning assessment activities that took place for the period June 1, 2015 to October 31, 2018? (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) No (skip to question 17) Investigate other pressing issue related to student learning achievement for the program (explain in question 7) Other: 8) Briefly explain the assessment activities that took place.
Marketing BBA's have the same general objectives as all BBA's which are measured by instructors reporting on whether or not students meet learning objectives. Then the specific functional area learning objectives of Marketing BBA's are measured through a pre and post test.
9) What types of evidence did the program use as part of the assessment activities checked in question 7? (Check all that apply.)
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 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 Assessment-related such as assessment plan, SLOs, curriculum map, etc. Program or course materials (syllabi, assignments, requirements, etc.) Other 1: Other 2: 10) State the number of students (or persons) who submitted evidence that was evaluated. If applicable, please include the sampling technique used.
240 students took pre-post test
11) 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: 12) 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: 13) Summarize the results of the assessment activities checked in question 7. For example, report the percentage of students who achieved each SLO.
Marketing BBA's generally met the learning objectives of all BBA's. the pre and post test methodolog was review as there was concern that the post test is not treated seriously enough by students. the past two terms indicate this has been corrected and the improvement from pre to post is not significant and powerful
14) 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: 15) Please briefly describe how the program used the results.
see #13