Unit: Management & Industrial Relations
Program: Entrepreneurship (BBA)
Degree: Bachelor's
Date: Thu Oct 10, 2013 - 1:29:34 pm

1) Below are your program's student learning outcomes (SLOs). Please update as needed.

BBA Learning Goal #1: Communicate effectively in writing and oral presentations Objective 1: Students will give an effective oral presentation [BUS345] Traits Rubrics Clearly stated purpose 0 = Ill-defined or vague purpose or multiple purposes 1 = Expresses a clear, coherent thesis 2 = Insightful, creative or skillfully presented purpose Focused sense of audience 0 = Unfocused sense of audience 1 = Sticks to the purpose and provides adequate transitions among ideas 2 = Awareness of audience demonstrated through form, language, and presence Organization 0 = Inadequate organization and/or development 1 = Good organization and development 2 = Effective organization contributes to full development of presentation Content: Appropriate and sufficient support of ideas 0 = Does not advance an argument with adequate support 1 = Advances argument with sound evidence and references 2 = Innovatively or expertly advances the presentation with well-researched evidence and documentation Conclusion 0 = Missing or not supported by the arguments in the presentation 1 = Appropriate and supported conclusion 2 = Well supported and valid conclusion Language 0 = Lack of language facility with frequent errors 1 = Good facility with language 2 = Presentation enhanced by facility in language use, range of diction, and syntactic variety Voice quality (pace, volume, inflection, enunciation) 0 = Vocal qualities distract from the content 1 = Vocal qualities support the content 2 = Vocal qualities reinforce and animate the content Mannerisms 0 = Little eye contact is made with audience; distracting movements 1 = Appropriate eye contact is made with audience; no distracting movements 2 = Audience engage through frequent eye contact and purposeful movement Use of media 0 = Inappropriate or distracting use of media 1 = Appropriate use of media will minimal distractions 2 = Use of media enhances understanding and does not distract from the presentation Ability to answer questions 0 = Unable to answer 25% or more of questions with correct information 1 = Answers 80% or more of questions, but does not expand on the answer 2 = Handles all questions with relevant, correct information and speaks confidently Objective 2: Students will write an effective report [BUS345] Traits Rubrics Clearly stated purpose 0 = Ill-defined or vague purpose or multiple purposes 1 = Expresses a clear, coherent thesis 2 = Insightful, creative or skillfully presented purpose Focused sense of audience 0 = Unfocused sense of audience 1 = Sticks to the purpose and provides adequate transitions among ideas 2 = Awareness of audience demonstrated through form and language Organization 0 = Inadequate organization and/or development 1 = Good organization and development 2 = Effective organization contributes to full development of the report Content: Appropriate and sufficient support of ideas 0 = Does not advance an argument with adequate support 1 = Advances argument with sound evidence and references 2 = Innovatively or expertly advances the presentation with well-researched evidence and documentation Conclusion 0 = Missing or not supported by the arguments in the report 1 = Appropriate and supported conclusion 2 = Well supported and valid conclusion Language 0 = Lack of language facility with frequent errors 1 = Readability enhanced by facility with language and sentence conventions 2 = Work enhanced by facility in language use, range of diction, and syntactic variety Use and citation of references 0 = No or inappropriate use of references 1 = Adequate set of references 2 = Excellent set of relevant references appropriately applied BBA Learning Goal #2: Manage and use technology in a business setting Objective 1: Students will explain information technology usage across different business processes and functions. Assessed in BUS311 Traits Rubrics Students can explain how information technology is used to facilitate communication and coordination in global business organization 0 = Cannot describe how information technology is used 1 = Can give a basic description of how information technology is used 2 = Can give a comprehensive description of information technology use Students can explain the process of acquiring and implementing information technologies in global business organizations 0 = Cannot explain the process of acquiring and implementing IT in global business organizations 1 = Can explain some aspects of the process of acquiring and implementing IT in global business organizations 2 = Can explain most aspects of the process of acquiring and implementing IT in global business organizations Objective 2: Students will be able to evaluate the costs/benefits of applying technology in business. [BUS311] Traits Rubrics Students can identify the types of business benefits that businesses expect from using IT in business processes 0 = Cannot identify benefits of IT for any business area 1 = Can identify benefits of IT for one business area 2 = Can identify benefits of IT for two or more business areas Students can identify the types of business costs that business expend to provide IT in business processes 0 = Cannot identify costs of IT in business use 1 = Can identify 2-3 major costs of IT in business use 2 = Can identify a full range of hard and soft costs of IT use Students can identify the trade-offs of costs and benefits for business use of IT 0 = Can identify costs and benefits but cannot compare them 1 = Can compare basic costs and benefits 2 = Can analyze a situation with multiple costs and benefits of IT use to arrive at recommended actions Objective 3: Students will be able to identify IT/data security and integrity issues. Assessed in BUS 311 Traits Rubrics Students can identify the risks to data security and integrity 0 = Cannot identify risks 1 = Can identify risks 2 = Can identify risks and draw conclusions about appropriate action Students can identify basic requirements for securing a business’s information and data 0 = Cannot identify basic requirements 1 = Can identify basic requirements and their application 2 = Can identify basic requirements and draw conclusions about appropriate action Objective 4: Students will be able to use IT to conduct quantitative data analysis. Assessed in BUS 310 Traits Rubrics Students can use descriptive statistics to identify characteristics of a data set 0 = Cannot produce an answer that is both complete and accurate 1 = Produces complete and accurate results 2 = Produces appropriate conclusions and insights from analysis Students can use inferential statistics to assess relationships within data in a data set 0 = Cannot produce an answer that is both complete and accurate 1 = Produces complete and accurate results 2 = Produces appropriate conclusions and insights from analysis BBA Learning Goal #3: Demonstrate an understanding of global business with an emphasis on the Asia Pacific region. Objective 1: Students will describe the common principles that characterize global business. [BUS313] Traits Rubrics Identify the role of key aspects relevant to national macroeconomic performance (i.e. dynamic relationship of supply and demand, role of government regulation, market imperfections.) 0 = Failed to identify key aspects 1= Identified most significant aspects 2= Identified a comprehensive set of relevant aspects in the context of global business Describe how economic factors are consistent across countries, but subject to cultural variations. 0 = Failed to describe key factors 1= Good analysis of factors 2= Comprehensive analysis of factors Objective 2: Students will identify and describe various comparative national risks within the context of analysis of Asia-Pacific settings. [BUS313] Traits Rubrics Identify country specific socio-political risk factors relative to businesses 0 = No identification of socio-political risk factors 1 = Identification of major national risks and implications for business 2 = Comprehensive analysis of country specific socio-political risks and their implications for businesses Identify national financial-economic risks (i.e. Investment risk, debt levels, foreign exchange risk, banking risk, NPLs) 0 = No or incorrect identification of national risks 1 = Identification of major risks 2 = Comprehensive identification of risks and demonstrated understanding of implication for businesses Identify interdependencies among environmental risk factors and business practices 0 = No or incorrect identification of interdependencies 1 = Identification of major interdependencies 2 = Comprehensive identification of interdependencies and implications for businesses Objective 3: Student demonstrates a knowledge of the Asia-Pacific region Assessed in BUS 313] Traits Rubrics Student can find the countries of the Asia region on a map 0 = Can identify fewer than half of the countries 1 = Can identify 50% to 80% of the countries 2 = Can identify more than 80% of the counties Student can categorize countries of the Asia-Pacific region by their stages of development (i.e. developed, developing, LDC) 0 = Categorizes less than half the countries of the Asia-Pacific region correctly 1 = Categorizes a majority of countries of the Asia-Pacific region correctly 2 = Categorizes most of the countries of the Asia-Pacific region correctly Given research on an Asian-Pacific country or region, can describe the business conditions and practices of the country or region. 0 = Missing key aspects of the country/region 1 = Identifies major characteristics of the country/region 2 = Identifies a comprehensive set of characteristics of the country/region Objective 4: Students will describe how national cultures influence business practices and relationships [BUS345] Traits Rubrics Identify national cultural traits using standard tools within the context of analysis of Asia-Pacific settings. 0 = Failed to identify national cultural traits correctly 1 = Identified major national cultural traits 2 = Identified a comprehensive set of cultural traits Discuss the implication of cultural variation on fundamental business practices (e.g., banking practices, labor relations, trade behavior) 0 = Failed to identify the impact of cultural traits on business behavior 1 = Correctly identified cultural impact on business behavior 2 = Demonstrated comprehensive understanding of interplay between cultural traits and business practices Appropriate use of accepted analytical tools (i.e. SWOT, Porter five forces, generic strategies) in analysis of global business 0 = Insufficient application of accepted tools in analysis 1 = Minimum use of a number of standard analysis tools 2 = Comprehensive and insightful application of various acceptable analysis tools BBA Learning Goal #4: Identify and analyze ethical issues. Objective 1: Identify different ethical frameworks that can be applied to business situations. . [Assessed in BUS 301] Assess in BUS 315 (CPC 4/26/10) Trait Rubrics Identify at least two relevant frameworks for analyzing ethical situations 0 = was not able to identify 2 frameworks. 1 = correctly identified 2 frameworks 2 = correctly identified more than 2 frameworks Explain the differences between frameworks 0 = unable to explain differences 1 = able to explain differences without elaboration 2 = able to explain differences with elaboration Explain how different frameworks result in different conclusions 0 = unable to do so 1 = able to do so adequately 2 = explains adequately and provides relevant examples with quality argument Objective 2: Apply ethical frameworks to a business situation. . [Assessed in BUS 301] Assess in BUS 315 (CPC 4/26/10) Trait Rubrics Identify the ethical dilemma(s) in a business situation 0 = unable to do so 1 = identifies some but not all of the ethical issues of the dilemma(s) 2 = completely identified the dilemma(s) and was able to raise related issues Structure the ethical dilemma using an appropriate ethical framework 0 = unable to do so 1 = applies relevant structure appropriately 2 = applies relevant structure and demonstrates appreciation of complexity Reach a conclusion on the ethical dilemma using the appropriate framework 0 = unable to do so or conclusion not supported by analysis 1 = conclusion justified by the framework 2 = conclusion justified and analysis is comprehensive Objective 3: Describe how culture influences ethical perspectives. . [Assessed in BUS 301] Assess in BUS 315 (CPC 4/26/10) Trait Rubrics Identify business examples in which cultural differences influence ethical perspective 0 = unable to do so 1 = can identify some relevant examples 2 = identifies examples that are interesting and complex In the context of a specific business example, describe how ethical principles vary by culture 0 = unable to do so 1 = describes the basic variations 2 = describes basic variations and compares and contrasts those variations Objective 4: Explain the boundaries and overlaps between ethics and law. . [Assessed in BUS 301] Assess in BUS 315 (CPC 4/26/10) Trait Rubrics Differentiate ethical from legal issues 0 = confuses ethical and legal issues 1 = usually correctly distinguishes between ethical and legal issues 2 = correctly distinguishes between ethical and legal issues In the context of a specific business example, identify what is unethical versus illegal 0 = confuses ethical and legal issues 1 = usually correctly distinguishes between ethical and legal issues 2 = correctly distinguishes between ethical and legal issues Objective 5: Discuss the consequences of ethical choices. . [Assessed in BUS 301] Assess in BUS 315 (CPC 4/26/10) Trait Rubrics Provide real-world examples of consequences of ethical choices in the following dimensions: • Social consequences • Business consequences • Personal consequences 0 = unable to do so for all three dimensions 1 = can do so for all three dimensions 2 = can do so for all three dimensions with interesting and rich examples BBA Learning Goal #5: Effectively apply skills in a functional specialization

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: These will be listed on the Shidler College web site, by the end of the Fall 13 Semester
Other:

3) Select one option:

Curriculum Map File(s) from 2013:

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, 2012 and September 30, 2013? (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 June 1, 2012 to September 30, 2013: State the assessment question(s) and/or assessment goals. Include the SLOs that were targeted, if applicable.

SKIP

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.

SKIP

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

SKIP

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

SKIP

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

SKIP

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

SKIP

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

SKIP

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.

SKIP

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.

the courses where this is measured did not turn in assessment results. I will follow up