1 Summary Report for the Bachelor s Degree in Business Administration (All concentrations) for Academic Year Focus of Assessment: The Business Division focused on campus learning outcomes 6 (Diversity) and 7 (Moral and Ethical issues) for the academic year The assessment plan for this year was put into effect in Spring 02, with discussion in several division meetings and given below are the outcomes that were arrived at through consensus of faculty members in accounting, marketing, economics and management for the business program. Learning Outcome 6: Students will demonstrate an understanding of the importance of cross-cultural principles in business and knowledge of affirmative action issues. Level of learning to be achieved: An understanding of principles involving in managing and dealing with diversity in the workplace. The context in which this learning is to be applied: When doing case studies, writing papers and completing capstone projects that demonstrate analysis, application and synthesis of business concepts related to diversity issues. Learning Outcome 7: Students will demonstrate an understanding of business principles in dealing with moral and ethical issues in the workplace. Level of learning to be achieved: An understanding of social responsibility, and the ability to apply principles of business ethics. The context in which this learning is to be applied: When doing case studies, and completing capstone projects that demonstrate analysis, application and synthesis of business concepts. Means of assessment: Summary of Implementation plan: A) Entry level data was to be gathered on outcomes 6 and 7 through a multiple choice questions survey (Multiple Choice survey on outcomes 6 and 7), which was to be used again at the mid-point and capstone levels to assess progression in learning. The Division put together this set of questions in (Data to be gathered from A201, Z301 and J401 taught by both fulltime and adjunct faculty through spring 04 and fall 2003). Also included was a short question on a moral issue that was to be given in A201 and Z301. B) Case studies/ papers from the Z301 course related to outcomes 6 and 7 were to be gathered and examined by a sub-committee of division members.
2 C) Term papers from J401 for were to be gathered and examined by a subcommittee of division members. D) The BUSE Division would conduct either the Alumni Survey /Employer s Survey (each of these is conducted every alternate year) and examine comments made. E) Evaluation of Learning Outcomes (This is gathered for every course taught in the Business Division each semester for all campus learning outcomes) to be gathered for the three courses A201, Z301 and J401 to compare and assess gains according to student perceptions for outcomes 6,7 and 2. Outcome 2 which is depth of knowledge is relevant here, because it reflects the ability to utilize knowledge of diversity and moral and ethical issues in the business discipline. F) The ETS test results given in the capstone J401 course ( fall 03 and spring 04) will be used to analyze depth of knowledge which is indirectly relevant to outcomes 6 and 7 in the context of management principles, legal rules in business etc. Note: While A201 was used only as an entry level course to gather base line data, both Z301 and J401 (both management courses) were chosen to gather assessment data because they have the largest overlap or synergy possibilities with campus learning outcomes 6 and 7. The case studies and chapters in Z301 were chosen as a result of the assessment plan and the Interim Chair (spring 2002) shared it with the associate faculty member teaching Z301 to ensure that data would be gathered from this course. The same procedure was also applied to J401 where the fulltime faculty member teaching the capstone course was asked to collect papers that related to these objectives. Campus learning outcomes 6 and 7 are integrated with outcome 2 or depth of knowledge and therefore all relevant data pertaining to 2, 6 and 7 have been examined with this integrated approach in mind. Results of assessment, Use of assessment results and Use of Associate Faculty for each instrument used: These are presented for each of the instruments given above under the previous section. A) MULTIPLE CHOICE QUESTIONS on LEARNING OBJECTIVES SIX AND SEVEN and the Open ended essay question on a moral issue. This is a non-standardized test which was developed by the Division. It contains a few questions on diversity as well as ethical and moral issues from each discipline, including information on festivals around the world. Although there is ample data on several sections of A201, in the last report (2001) this did not give useful results or suggest improvements for teaching. Also, results on this test are missing for both Z301 and J401, and it is not possible to assess gains. Each instructor in A201 has received the results of this test and may use it to make modifications in teaching. This semester therefore, there
3 is no sub-report on this section and the division will consider whether this data is to be gathered in the future. Use of Associate Faculty: Both regular and fulltime faculty participated in gathering and implementing this survey. Several of the sections in A201 were taught by adjunct faculty and they have been an integral part of this process. Open ended question at the end of the multiple choice questions: An open ended case was given at the end of the Multiple Choice questions on campus outcomes 6 and 7 which related to an employee with drinking problems requiring students to explain how they would handle the situation. The objective was to obtain baseline data in A201 at which time students have had little or no exposure to relevant principles and to assess gains as they move to higher level courses such as Z301 by which time students have had exposure to relevant material. The results were gathered in 8 sections of A201 in spring and fall but were missing for Z301 which prevented a complete assessment of results. A sample of 20 papers was reviewed across 8 sections of A201 taught by both fulltime and associate faculty in The following criteria were used to evaluate this work: Writing skills and knowledge of ethical principles as related to Business, Accounting, etc. In terms of basic writing mechanics, such as spelling grammar etc., most of the papers were acceptable. Only 4 out of 20 papers reviewed exhibited poor writing mechanics. About 2/20 responses were very brief and had barely 2 sentence answers. Most of them did make an effort to think about ethical issues and spoke of the need to create a safe workplace. At least 12 out of 20 papers mentioned business principles or concepts, such as equity issues, management principles etc. As mentioned already, this result by itself does not indicate much regarding assessment of learning for campus outcomes 6 and 7. It does provide a baseline for both outcomes 6 and 7 as well as provide a baseline for communication skill. These results were not unexpected in a beginning course. What was needed was data from upper level courses to assess growth and progress over time. Since such data was missing, this part of assessment did not proceed as planned. Again, the division needs to assess whether this instrument should continue to be used, and if so, whether or not some guidelines such as length of response, etc. need to be provided.
4 Use of results: a) These results are to be shared electronically and the division will discuss whether this data needs to be gathered. The present conclusion is that if we wish to continue using this as an instrument, we need to establish criteria to evaluate the results. Division faculty have spoken in previous years of the need to establish criteria for assignments and discussing expectations if they would like their students to be able to demonstrate effective learning on this question. If/when division faculty develops relevant criteria these will be shared with associate faculty. B. Review of papers from Z301 course The Z301 papers were case studies/ short questions assigned by the associate faculty member teaching the course to evaluate campus learning outcomes 6 and 7. Two separate thought papers (1-2 page word-processed papers) were to be assigned to students on each of the campus learning outcomes 6 and 7 (Diversity and Moral and Ethical issues). Relevant chapters and case studies that were relevant had been shared with the Division and the Interim Chair during a Division meeting in spring 2002 on assessment and this had been communicated to the Associate Faculty member teaching the course. A faculty panel of three division members was assigned the task of deciding the criteria to examine these papers. In spring 2002, the panel members agreed on criteria for evaluation. The criteria agreed upon were: Writing skills comprising, spelling, grammar etc., organization ( section headings, introduction, conclusion etc. ), resources ( references integrated in discussion), discipline content ( demonstration of business concepts and knowledge ), analytical ability ( theories or concepts are discussed with clarity and resources used appropriately to support points of view), focus ( there is a clear topic or thesis or central idea), overall quality ( the paper integrates knowledge with skills appropriately ). Results of assessment: There were no papers submitted to the Division office for and hence there are no results for discussion. Use of assessment results: a) This feedback is to be shared electronically with the division. We need to have criteria for assignments in writing to improve learning in our courses. The APA format needs to be specifically mentioned in the written criteria for the assignment. b) The Chair needs to communicate with the associate faculty/ full time faculty teaching this course regarding the need to assign at least one focused case each on i) diversity and multicultural issues and ii) moral and ethical issues. The text for
5 Z301 has excellent cases on both issues and the course lends itself well to gathering assignments on these two campus objectives. Use of Associate faculty: As mentioned already, the Associate faculty member was planned to be a part of assessment in implementing and gathering data for this part of assessment. C. Review of J401 (capstone course) papers: Papers were to be gathered in spring and fall. J401 is the capstone course for the Business program and therefore an ideal course in which to gather data on a project/term paper which focuses either on diversity or moral and ethical issues since the course material is related to management principles. Assessment meetings in spring 2002 were used to discuss the assessment plan and the fulltime faculty member teaching the course was asked to collect assignments from students which were directly related to these outcomes. A three member faculty panel other than the fulltime instructor teaching this course was assigned the task of determining criteria for capstone papers in spring The following criteria were to be used for evaluation: Writing skills comprising, spelling, grammar etc., organization ( section headings, introduction, conclusion etc. ), resources ( references integrated in discussion), discipline content ( demonstration of business concepts and knowledge ), analytical skills in business ( theories or concepts are discussed with clarity and resources used appropriately to support points of view), focus ( there is a clear topic or thesis or central idea), overall quality ( the paper integrates knowledge with skills appropriately ). Assessment results: Since no papers were submitted to the division, this part of assessment was not carried out for Use of Associate faculty: Associate faculty members were not involved in this part of assessment. D. Summary of Employers Survey/ Graduate Survey: One of these surveys was to be gathered each year. This was not conducted in Assessment results: The BUSE Division Chair will need to implement this part of assessment. Use of results:
6 a) These results are to be shared with the division electronically in fall 04. The division chair will need to conduct this survey through his office. b) The Division started discussing objectives for each program in spring 02 and this conversation will need to be taken up again in the academic year 04/05. Feedback from employer will be useful in redesigning the academic goals of the division. Use of Associate Faculty: Associate faculty members were not involved with this part of assessment. E. Survey of Learning Outcomes Results The Assessment of Learning Outcomes is a BUSE Division developed instrument composed of seven statements each of which is relative to one of the Campus Student Learning Objectives. Student responses are indicated on a five point Likert Scale as follows: A.= Strongly Agree B.= Agree C.= Undecided D.= Disagree E.= Strongly Disagree This instrument is given to all students in each BUSE Division class section. Student responses are tallied in terms of the number and percentage of responses to each item for each point of the Likert Scale. This feedback is gathered by the instructor along with the end of the semester evaluations. For the purpose of assessment, we discuss results for two of the courses chosen for assessment, namely Z301 and J401 in fall 03. We specifically look at Campus Learning Objectives 2, 6, and 7. Those relevant objectives in the survey are stated as follows: 2. I have increased my knowledge in this course. 6. I have developed multicultural skills in this course. 7. I have thought about moral and ethical problems in this course. Results of assessment: Data Tabulation Question 2 Increased- Depth of Knowledge A. Strongly Agree B. Agree C. Undecided D. Disagree E. Strongly Disagree # Z J Data Tabulation Question 6 - Developed Multicultural Skills A. Strongly Agree B. Agree C. Undecided D. Disagree E. Strongly Disagree #
7 Z J Data Tabulation-Question 7- Thought About Moral and Ethical Issues A. Strongly Agree B. Agree C. Undecided D. Disagree E. Strongly Disagree # Z J Use of assessment results a) This data is to be shared electronically in fall 04. The results indicate that the J401 course is well designed and does contribute to developing a body of knowledge as well as contributing to diversity and moral and ethical issues. However, we need more data on Z301 to be able to assess the improvement in learning as students progress to J401.The Division Chair will need to speak with faculty about submitting data for the office files. b) BUSE faculty (both fulltime and associate) have results on learning outcomes similar to the one presented above for Z301 and J401 for each course that they teach. They can each review their course feedback, examine the curriculum and revise their courses as program objectives get clarified. Use of Associate Faculty: Both fulltime and associate faculty members have participated and gathered data at the individual course level for this instrument. Each associate faculty member receives the results of which outcomes were perceived by students as strengths and which areas could be improved upon. F. Summary of ETS test results The ETS is a standardized test which was given in the J401 capstone course in spring and fall. This is a nationally normed test which provides a basis of comparison of the Business program at IU East with other programs nationally. All business students nationally are tested through this test which contains questions on all the subfields such as accounting, management, marketing, economics etc. given below which comprise the business program. This test is not intended to test for strengths for specific majors. The emphasis is on the acquisition and depth of knowledge across the subfields that any business graduate is expected to have. Campus learning outcomes 6 and 7 may be specifically related to specified subfields such as management, legal and social environment and international issues.
8 In fall 2003, 16 students in BUS J401 Administrative Policy took Business Test II. Their mean score was out of a maximum score of 200 points. In spring 2004, 12 students in BUS J401 Administrative Policy took Business Test II. Their mean score was out of a maximum score of 200 points. The interpretation of the score can be made by using the mean score distribution for all the institutions that utilized this test for spring The mean score for 359 participating institutions with 24,715 examinees was and the median was The relative standing of BEST Division s mean of for fall 03 points indicates that approximately 60% of other institutions had a mean score below IU East. The relative standing of BEST Division s mean of for spring 04 points indicates that approximately 55 to 60 % of other institutions had a mean score below IU East. The ETS results for spring and fall from 2002 to spring 2004 are summarized below in terms of percentiles (% of other institutions with mean scores below IU East for various sub-fields in business nationally). Spring 02 Fall 02 Spring 03 Fall 03 Spring 04 No of Students (15) (15) (16) (16) (12) Accounting 84% 53% 40% 60% 45% Economics Management Quantitative Business Analysis Finance Marketing Legal and Social Environment International Issues Overall, the results in bold which are relevant to campus learning outcomes 6 and 7 are in the 40% to 95% range. The variation is wide and this may be a result of some students in the capstone course not having taken some of the pre-requisites. A transcript analysis may help us in identifying whether our students have completed the core courses. For instance, some of the students who took the capstone have been enrolled in F301 since. Overall, the results indicate that the Division needs to focus its efforts towards achieving at least 50% in each subfield. Use of results: a) These results are to be shared electronically and we need to have an ongoing discussion as the division works in terms of redefining program objectives and integrating campus outcomes 6 and 7 with the overall business curriculum. b) The ETS results are valuable in setting and reaching goals for the future. The division continues to aim for at least the 50 th percentile in every sub-field. c) The capstone course needs to be discussed by the division. d) An examination of individual ETS test results and an examination of the roster of names of students taking the test showed that some of the students had not completed the
9 core courses. It may be useful to do a transcript analysis and see which courses in the core have yet to be completed. e) In 2002, the BUSE Division redesigned its curriculum. Specifically, it required undergraduates to take one course in thinking and reasoning and one course in diversity in its general education component. f) We need to examine how our courses integrate the body of knowledge across disciplines so that even if the degree is completed over several years, our students are required to review and use material that they have learned in many of the courses. Results are strong for the management sub-field indicating that our core has an adequate emphasis on management and related subfields. We have several courses in management at various levels in the core. There is W100, Z301 and J401 as well as the law courses. The other courses such as marketing and finance have only one course each in the core and until recently we did not have concentrations in these fields. Most of our students were majoring in management or accounting. The wide variation in the results in various disciplines indicates that we need to pay attention to the time interval in which our students take some of the earlier courses. For instance, some of the students have taken economics courses more than 6 years ago, and in the case of F301, some students have not yet completed the course, even while they are enrolled in the capstone. The capstone needs to have an integrative experience which requires them to bring together concepts in marketing, accounting, finance, economics and quantitative methods. Use of Associate Faculty: Associate faculty was not involved with this tool for assessment.
10 Table 1: Bachelor s Degree in Business Administration Learning Objective Program Objective Assessment Criteria and Procedures Assessment Results Use of Results
11 Appreciation and Understanding of Diversity ( objective 6) Students will demonstrate an understanding of the importance of crosscultural principles in business and knowledge of affirmative action issues. Level of learning to be achieved: Managing and dealing with diversity in the workplace. The context in which this learning is to be applied: When doing case studies, writing papers and completing capstone projects that demonstrate analysis, application and synthesis of business concepts related to diversity issues. Alumni Survey: At least 65% of graduating students surveyed will agree that they are well prepared for a career in the field. Employer s Survey: At least 65% of employers will indicate satisfaction with IU East graduates. Graduating majors will pass a nationally normed ETS Business Test with a mean score in the 50 th percentile. Papers in Z301, J401 to be assessed by a panel of faculty. All papers would show acceptable quality of work. Multiple Choice survey on Outcomes 6 and 7 put together by Business faculty would show improvement of results as students moved from A201, to Z301 and then J401 with at least 75% results in the J401 course. This survey was not conducted in This was not conducted in This was conducted in fall 03 (16 students) and spring 04. In spring 60% and in fall more than 55% of other institutions had a mean score below IU East. Results in Z301 and J401were missing Results of this test are analyzed across sections of A201, Z301 and J401 to examine gains. While there were results for A201, the other results were missing and hence there is no report on this part. The division has been discussing better use o prerequisites and possible modifications in the capstone course. The Chair will work with Z301 and J401 faculty in choosing cas studies appropriately. The Division will work on clarifying objective for the capstone J401 course The Division is discussing establishing criteria and clarifying course and program objectives for Management courses and specifically J401. Survey of Campus Learning Outcomes would indicate that at least 90% or more students would indicate that they agreed or strongly agreed that they had improved on this campus learning objective. Results were to be analyzed and compared across the Z301 and J401 course. The results for J401 were strong, but the results on Z301 were not adequate to make comparisons on progress. The Division is beginning to discuss methods and means of integrating campus learning outcomes 6 an 7 better within the business discipline and is focusing on the capstone course in particular.
12 Table 1: Bachelor s Degree in Business Administration Learning Objective Program Objective Assessment Criteria and Procedures Assessment Results Use of Results
13 Moral and ethical issues ( objective 7) Students will demonstrate an understanding of business principles in dealing with moral and ethical issues in the workplace. Level of learning to be achieved: An understanding of social responsibility, and the ability to apply principles of business ethics and principles to case studies and solving business problems. The context in which this learning is to be applied: When doing case studies, and completing capstone projects that demonstrate analysis, application and synthesis of business concepts such as social responsibility and business ethics. Alumni Survey: At least 65% of graduating students surveyed will agree that they are well prepared for a career in the field. Employer s Survey: At least 65% of employers will indicate satisfaction with IU East graduates. Graduating majors will pass a nationally normed ETS Business Test with a mean score in the 50 th percentile. Papers in Z301, J401 to be assessed by a panel of faculty. All papers would show acceptable quality of work. Multiple Choice survey on Outcomes 6 and 7 put together by Business faculty would show improvement of results as students moved from A201, to Z301 and then J401 with at least 75% results in the J401 course. This was not conducted in Was not conducted in This was conducted in fall 03 (16 students) and spring 04. In spring 60% and in fall more than 55% of other institutions had a mean score below IU East. Results in Z301 and J401were missing Results of this test are analyzed across sections of A201, Z301 and J401 to examine gains. While there were results for A201, the other results were missing and hence this was not used this year. The division has been discussing better use o prerequisites and possible modifications in the capstone course. The Chair will work with Z301 and J401 faculty in choosing cas studies appropriately. The Division will work on clarifying objective for the capstone J401 course. The Division is discussing establishing criteria and clarifying course and program objectives for management courses and specifically J401. Survey of Campus Learning Outcomes would indicate that at least 90% or more students would indicate that they agreed or strongly agreed that they had improved on this campus learning objective. Results were to be analyzed and compared for the Z301 and J401 course. The results for J401 were strong, but the data on Z301 was not adequate to make comparisons on progress. The Division is beginning to discuss methods and means of integrating campus learning outcomes 6 an 7 better within the business discipline and is focusing on the capstone course in particular.
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