Master of Business Administration Majors: o General

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1 Andrews University has received specialized accreditation for its business programs through the International Assembly for Collegiate Business Education (IACBE), located at Strang Line Road in Lenexa, Kansas, USA. The business programs in the following degrees are accredited by the IACBE: Bachelor of Business Administration Majors: o Accounting o Finance o Information Systems o International Business o Management o Marketing Master of Business Administration Majors: o General

2 International Assembly for Collegiate Business Education Public Disclosure of Student Learning Form Institution: Academic Business Unit: Andrews University School of Business Administration Academic Year: International Assembly for Collegiate Business Education Strang Line Road Lenexa, Kansas USA

3 IACBE ANNUAL REPORT For Academic Year: This annual report should be completed for your academic business unit and submitted to the IACBE by November 1 of each year. General Information Institution s Name: Institution s Address: Andrews University School of Business Administration, 4185 E. Campus Circle Drive City and State or Country: Berrien Springs Zip or Postal Code Name of Submitter: Title: Your Address: Dr. Allen F. Stembridge Dean, School of Business Administration Telephone (with country code if outside of the United States): Type of Institution: Public X Private Nonprofit Private For-Profit Date of Submission: October 10, 2015 Total Headcount Enrollment of the Institution for : 3,400 on campus plus about 4,000 distance learning Administrative Information 1. Provide the following information pertaining to the current president/chief executive officer of your institution: Name: Title: Dr. Neils-Erik Andreasen President Highest Earned Degree: PhD Telephone (with country code if outside of the United States): Provide the following information pertaining to the current chief academic officer of your institution: Name: Title: Check here if this represents a change from the previous year. Dr. Andrea Luxton Provost Fax (with country code if outside of the United States): Highest Earned Degree: PhD Telephone (with country code if outside of the United States): Check here if this represents a change from the previous year. Fax (with country code if outside of the United States): IACBE Annual Report:

4 3. Provide the following information pertaining to the current head of your academic business unit: Name: Title: Dr. Allen F. Stembridge Dean, School of Business Administration Highest Earned Degree: EdD Telephone (with country code if outside of the United States): Fax (with country code if outside of the United States): Check here if this represents a change from the previous year. 4. Provide the following information pertaining to your current primary representative to the IACBE, i.e., the person who is your primary contact for the IACBE and who votes on behalf of the academic business unit on IACBE matters (if not the same as the head of the academic business unit): Name: Title: Highest Earned Degree: Telephone (with country code if outside of the United States): Fax (with country code if outside of the United States): Check here if this represents a change from the previous year. 5. Provide the following information pertaining to your current alternate representative to the IACBE: Name: Title: Dr. Jerry Chi Assistant Dean, School of Business Administration Highest Earned Degree: PhD Telephone (with country code if outside of the United States): Fax (with country code if outside of the United States): Check here if this represents a change from the previous year. IACBE Annual Report:

5 Accreditation Information 1. If applicable, when is your next institutional accreditation site visit? Fall 2016 Year 2. When is your next reaffirmation of IACBE accreditation site visit? Spring 2016 Year 3. Provide the website path to the page containing your public notification of accreditation by the IACBE: (Note: Do not provide URL addresses. Beginning with the institution s home page, describe the link on each page in the path on which someone would click in order to advance to the next page in the path. For example: 1. Click on Academics 2. Click on School of Business 3. Click on IACBE Accreditation etc.) 1. Andrews University 2. Click on Academics 3. Click on Academics page 4. Click on School of Business Administration 5. Click on Public Disclosure Provide the website path to the page containing your public disclosure of student learning results: (Note: Do not provide URL addresses. Beginning with the institution s home page, describe the link on each page in the path on which someone would click in order to advance to the next page in the path. For example: 1. Click on Academics 2. Click on School of Business 3. Click on IACBE Accreditation etc.) 1. Andrews University 2. Click on Academics 3. Click on Academics page 4. Click on School of Business Administration 5. Click on Public Disclosure IACBE Annual Report:

6 5. If your accreditation letter from the IACBE Board of Commissioners contained notes that identified issues that needed to be addressed, please list the number of the IACBE s Accreditation Principle for each note in the table below. Indicate whether action has already been taken or that you have made plans to do so. (Insert additional rows as necessary.) None Commissioners Notes Action Already Taken Action Planned IACBE Annual Report:

7 Programmatic Information 1. For each of your IACBE-accredited business programs, provide the total headcount enrollment and the number of degrees conferred in the program (including each major, concentration, specialization, emphasis, option, or track) for (insert rows in the table as needed): Program Enrollment Number of Degrees Conferred BBA Management BBA Marketing 21 5 BBA Information Systems 16 8 BBA Accounting 25 4 BBA Finance 19 4 BBA International Business 11 3 B.S. Business Administration (Pre-Professional) 24 3 MBA (on Campus or online) Totals for All Programs Combined (In the totals, please do not double-count students who pursued multiple programs during the reporting year, e.g., students who double-majored in both accounting and finance.) Do you offer any of your IACBE-accredited business programs outside of your home country? X No. Yes. If yes, please identify the programs and countries in the table below. In addition, if the programs are delivered In partnership with other institutions, please identify those institutions as well. (Insert rows in the table as needed.) Program Country or Countries Partner Institution(s) IACBE Annual Report:

8 3. Did you terminate any IACBE-accredited business programs during the reporting year? X No. Yes. If yes, please identify the terminated programs in the table below and provide a brief description of your termination plan (e.g., plan for teaching-out the program, when last graduates are expected, etc.). (Insert rows in the table as needed.) Terminated Programs Termination Plan 4. Were changes made in any of your IACBE-accredited business programs during the reporting year? (Note: You do not have to identify course-level changes, e.g., changes in course names, course coding, course numbering, course content, etc.; identify only program-level changes, e.g., changes in program names, program curricula, etc.) X No. Yes. If yes, please identify the changes on a separate page at the end of this report. 5. Were any new business programs (including new majors, concentrations, specializations, emphases, options, and/or tracks) established during the reporting year? x No. Yes. If yes, please identify the new programs and the locations at which they are offered in the table below. (Insert rows in the table as needed.) Please also describe the curricular requirements for the programs on a separate page at the end of this report, and answer item 6 below. New Programs Locations Note: Any new programs (including new majors, concentrations, specializations, emphases, options, and/or tracks) cannot be listed, identified, or advertised as being accredited by the IACBE until they have undergone an accreditation review and have been granted accreditation by the Board of Commissioners. 6. If applicable, was approval of your institutional accrediting body required for any of the new programs identified in item 5 above? X No. Yes. If yes, please attach a copy of the material that you sent to your institutional accrediting body. IACBE Annual Report:

9 7. Did you establish any new locations/instructional sites during the reporting year? X No. Yes. If yes, please identify the new locations/instructional sites and the IACBE-accredited programs offered at those locations/sites in the table below. Please also indicate whether you anticipate that any of the locations/sites will account for 25% or more of the total student credit hours (or contact hours as applicable) in business. (Insert rows in the table as needed.) New Locations/Instructional Sites Programs Offered 25% or More of Total SCH? 8. If applicable, was approval of your institutional accrediting body required for any of the new locations/instructional sites identified in item 7 above? No. Yes. If yes, please attach a copy of the material that you sent to your institutional accrediting body. IACBE Annual Report:

10 Outcomes Assessment 1. Do you offer any majors, concentrations, specializations, emphases, options, or tracks as part of your business programs? X Yes. If yes, proceed to item 2 below. No. If no, proceed to item 4 below. 2. Do your majors, concentrations, specializations, emphases, options, or tracks appear on students transcripts, diplomas, diploma supplements, or other official records of program completion? X Yes. If yes, proceed to item 3 below. No. If no, proceed to item 4 below. 3. Does your current outcomes assessment plan include student learning assessment information for all majors, concentrations, specializations, emphases, options, and tracks contained within your business programs? x Yes. If yes, proceed to item 4 below. No. If no, please submit a revised outcomes assessment plan with your annual report that addresses student learning assessment for all majors, concentrations, specializations, emphases, options, and tracks comprising any portion of your business programs. Information about this requirement can be found on the IACBE website at the following address: 4. Is the outcomes assessment plan that you submitted to the IACBE still current or have you made changes? x The outcomes assessment plan that we have previously submitted is still current. Changes have been made and the revised plan is attached. We have made changes and the revised plan will be sent to the IACBE by: 5. Complete the Outcomes Assessment Results form below and include it with this annual report to the IACBE. Note: Section II of the form (Operational Assessment) needs to be completed only if you received first-time accreditation or reaffirmation of accreditation after January 1, An example of a completed form can be found in a separate document that is available for download on the IACBE s website at: Section I (Student Learning Assessment) of the Outcomes Assessment Results form must be completed for each business program that is accredited by the IACBE (i.e., a separate table must be provided for each program). Add tables, and insert or delete rows in the tables as needed in order to accommodate the number of your (i) business programs, (ii) majors, concentrations, specializations, emphases, options, or tracks in the programs, (iii) intended student learning outcomes, and (iv) intended operational outcomes. In the sections of the assessment results tables entitled Summary of Achievement of Intended Student Learning Outcomes and Summary of Achievement of Intended Operational IACBE Annual Report:

11 Outcomes, do not add or delete columns. Space is provided in these sections for four direct measures of student learning, four indirect measures of student learning, and eight operational assessment measures/methods. If you are employing fewer than this number of assessment instruments, simply leave cells in the unused columns blank. If you are employing more than this number of instruments, you will need to create additional summary-of-achievement tables to report your assessment information. Delete rows in the assessment results tables that do not apply to your academic business unit (e.g., if the business unit does not offer any majors, concentrations, specializations, emphases, options, or tracks in its programs, then delete those rows in the tables). In the sections of the assessment results tables entitled Summary of Achievement of Intended Student Learning Outcomes and Summary of Achievement of Intended Operational Outcomes, enter Met in a given cell of the table if the performance target for the instrument in that column was achieved for the intended outcome in that row; Not Met if the performance target for the instrument in that column was not achieved for the intended outcome in that row; or N/A (Not Assessed) if the instrument in that column does not measure the intended outcome in that row. Student learning performance targets/criteria are the measurable objectives associated with the assessment instruments and rubrics used by the academic business unit in determining whether the intended student learning outcomes have been achieved. For example, if the academic business unit is using a comprehensive project in a capstone course as a direct measure of student learning, then a performance target might be that, on the project evaluation rubric, at least 80% of the students will be rated at the highest level (e.g., proficient, exemplary, etc.) on each learning-outcome-related project evaluation criterion. Operational performance targets/criteria are the measurable objectives associated with the assessment instruments used by the academic business unit in determining whether the intended operational outcomes have been achieved. For example, if the academic business unit has identified an operational outcome pertaining to faculty teaching and is using a senior exit survey as a measure of this outcome, then a performance target might be that 90% of the students will be either satisfied or highly satisfied with various aspects of faculty teaching as identified by relevant items in the survey form. Your student learning assessment results tables need to include two or more direct measures of student learning and two or more indirect measures of student learning for each IACBE-accredited program. These measures must be used at the program level. At the bottom of each assessment results table, space is provided to identify changes and improvements that you plan to make as a result of your assessment activity. Italicized entries in the form represent areas where the academic business unit should insert its own assessment information. IACBE Annual Report:

12 Other Issues Briefly comment on other issues pertaining to your academic business unit that you would like to share with the IACBE. None IACBE Annual Report:

13 Outcomes Assessment Results For Academic Year: Section I: Student Learning Assessment School of Business Administration Student Learning Assessment for the Bachelor of Business Administration (BBA) BBA Intended Student Learning Outcomes (ISLO s) 1. Students will identify the major theory and concepts of business across business functional areas. 2. Students will incorporate relevant quantitative and qualitative data in the analysis 3. Students will be able to identify relevant business theories in analyzing business issues and apply appropriate theories in addressing business issues. 4. Students will be able to deliver oral presentations clearly, confidently, and in an organized format, and present their written thoughts in a coherent narrative to articulate complex ideas 5. Students will be able to identify Christian perspectives when approaching business issues and understand the Judea-Christian foundation of personal and professional integrity, ethics, accountability, and experience positive Christian growth. Intended Student Learning Outcomes: Management Major (Management ISLO s) 1. Students will be able to explain how the required and elective Management major courses integrated with the other functional areas of business. 2. Students will be able to explain the major concepts, theory, and practice of their required Management major courses. 3. Students in Management will be able to articulate that their understanding of Christian principles and ethics related positively to their professional careers. 4. Students will be able to explain that the rigor and content of their Management major courses adequately prepared them for their careers in Management. Intended Student Learning Outcomes: Marketing Major (Marketing ISLO s) IACBE Annual Report:

14 1. Students will be able to explain how the required and elective courses in their Marketing major integrated with the other functional areas of business. 2. Students will be able to explain the major concepts, theory, and practice of their required Marketing major courses. 3. Students in Marketing will be able to articulate that their understanding of Christian principles and ethics related positively to their professional careers. 4. Students will be able to explain that the rigor and content of their Marketing major courses adequately prepared them for their careers in Marketing. Intended Student Learning Outcomes: Systems Major (Information Systems ISLO s) 1. Students 1 will be able to demonstrate the major concepts, theory, and practice of their specific Major in Information Systems. 2. Students will be able to demonstrate that the rigor and content of their Information Systems courses adequately prepared them for their careers in business. 3. Students in Information Systems will be able to articulate that their understanding of Christian Principles and ethics related positively to their professional careers. Intended Student Learning Outcomes: International Business Major (International Business ISLO s) 1. Students will be able to explain how their courses in their Major in International Business integrated with the other functional areas of business. 2. Students in International Business will be able to articulate that their understanding of Christian principles and ethics related positively to their professional careers. 3. Students will be able to explain that the rigor and content of their International Business courses adequately prepared them for their careers in business. Intended Student Learning Outcomes: Accounting Major (Accounting ISLO s) 1. Students will be able to explain how the required and elective Accounting major courses integrated with the other functional areas of business. 2. Students will be able to explain the major concepts, theory, and practice of their required Accounting major courses. 3. Students in Accounting will be able to articulate that their understanding of Christian principles and ethics related positively to their professional careers. 4. Students will be able to explain that the rigor and content of their Accounting courses adequately prepared them for their careers in business. Intended Student Learning Outcomes: Finance Major (Finance ISLO s) 1. Students will be able to explain how the required and elective Finance major courses integrated with the other functional areas of business. IACBE Annual Report:

15 2. Students will be able to explain the major concepts, theory and practice of their required Finance major courses: Intermediate Accounting, Investments, Intermediate Business Finance. 3. Students in Finance will be able to articulate that their understanding of Christian principles and ethics related positively to their professional careers. 4. Students will be able to explain that the rigor and content of their Finance major courses adequately prepared them for their careers in Finance. Note: Bachelor of Science in Business Administration (B.S. Pre-professional) has no Majors in Business only the business core Note: Masters in Business Administration (MBA) is a General MBA. Intended Student Learning Outcomes for the Master of Business Administration On-campus MBA and On-line MBA (ISLO s) 1. Students will be able to demonstrate competence in each of the functional areas of business. 2. Students will be able to integrate the core business concepts and the use of effective management skills. 3. Students will be able to apply professional communication skills, both oral and written. 4. Students will be able to demonstrate their technical, quantitative and computer skills in analyzing and resolving business problems 5. Students will be able to articulate a manager s ethical and diversity responsibilities with a Christian viewpoint to its stakeholders. Assessment Instruments for Intended Student Learning Outcomes Measures of Student Learning: 1. Comprehensive case study analysis and presentation in Capstone course Business Strategies and Decisions. Core ISLO s assessed by this measure: 1,2,3,4,5 Measures and Results for Undergraduate Business Program and Majors Objectives (Targets/Criteria) for Measures: Senior students in each BBA Major and BS in Business Administration (Pre- Professional) will score at least 80% in seven of nine sections of a comprehensive case study analysis and presentation. 2. ETS (Major Field Test) Students in the Management Major will score at least at the 40 th mean Core ISLO s assessed by this measure: 1,2,3 percent for each of the eight sections of the Major Field Test other than Management Major ISLO s assessed by this measure 1,2,3,4 Management, and at least at the 50 th mean percent in Management Assessment Instruments for Intended Student Learning Outcomes Measures of Student Learning: 3. Written analysis and comparison of marketers professional and personal values and attitudes and lifestyles in Marketing Objectives (Targets/Criteria) for Measures: Students in the Marketing Major will score at least 75% on each of three evaluations relating to professional and personal, attitudes and lifestyles of IACBE Annual Report:

16 Management. Core ISLOs assessed by this Measure: 3,4,5 Marketing Major ISLO s assessed by this measure: 1,2,3,4 4. Certification Support Team Assessment in Certification Support course Core ISLO s assessed by this Measure: 2,3 Information Systems Major ISLO s assessed by this measure: 1,2 5. Research paper assessing international aspects of a specific country. Core ISLO s assessed by this measure: 1,3,4,5 International Business Major ISLO s assessed by this measure: 1,2,3 6. ETS (Major Field Test) Core ISLO s assessed by this measure: 1,2,3 Accounting Major ISLO s assessed by this measure 1,2,4 7. Students will form, monitor, and report on investment results based on a hypothetical portfolio of securities that they select. Core ISLO s assessed by this measure: 1,2,3,4 Finance Major ISLO s assessed by this measure: 1,2,3,5 8. Three Thought Papers assigned in Christian World View and Business Ethics. Core ISLO s assessed by this measure: 1,3,4,5 B.S. Business Administration (Pre-Professional) (no major and thus no MajorISLO s). a marketer, taking into account what they have studied in their major and elective marketing courses. Students in the Information Systems Major will score an average of at least Proficient in the Support Team Assessment in Certification Support measures. Goal of 75% on country assessment research paper, in each area. Students in the Accounting Major will score at least at the 40 th mean percent for each of the eight sections of the major field test other than Accounting, and at least at the 50 th mean percent in Accounting. Average goal on the Investment project is a score of 7-8 Average to Good. BS in Business Administration students are expected to score an average of 4 out of 5 on the three rubrics used to assess outcomes statements relating to Christian World View and Ethics. Assessment Instruments for Intended Student Learning Outcomes Measures of Learning: Objectives (Targets/Criteria) for Measures: 1. Dean s Exit survey. On the Dean s Exit Survey graduating seniors will score an average of at Core ISLO s Assessed by this measure: 2,4,5 least 4.5 out of a maximum of 6 in each BBA Major in questions relating to core technical skills, communication skills, and Christian faith and ethics. 2. Senior Survey On the Senior Survey Management students will score an average of at IACBE Annual Report:

17 Core ISLOs Assessed by this Measure: 1,3 Management Major ISLOs Assessed by this Measure: 1,2,4 least 4.5 out of a maximum of 6 on questions relating to their required and elective major courses. 3. Senior Survey On the Senior Survey Marketing students will score an average of at least Core ISLOs Assessed by this Measure: 1,3 4.5 out of a maximum of 6 on questions relating to their required and elective major courses. Marketing Major ISLOs Assessed by this Measure: 1,2,4 4. Senior Survey Core ISLO s Assessed by this Measure: 1,3 Information Systems Major ISLO s Assessed by this Measure: 1,2 5. Senior Survey Core ISLO s Assessed by this Measure: 1,3 International Business Major ISLO s Assessed by this Measure: 1,2,4 6. Senior Survey Core ISLO s Assessed by this Measure: 1,3 Accounting Major ISLO s Assessed by this Measure: 1,2,4 7. Senior Survey Core ISLO s Assessed by this Measure: 1,3 Finance Major ISLO s Assessed by this Measure: 1,2,4 8. Senior Survey Core ISLO s Assessed by this Measure: 1,3 BS Business Administration (Pre-Professional) (no Major and thus no Major ISLO s) On the Senior Survey Information Systems students will score an average of at least 4.5 out of a maximum of 6 on questions relating to their required and elective major courses. On the Senior Survey International Business students will score an average of at least 4.5 out of a maximum of 6 on questions relating to their required and elective major courses. On the Senior Survey Accounting students will score an average of at least 4.5 out of a maximum of 6 on questions relating to their required and elective major courses. On the Senior Survey Finance students will score an average of at least 4.5 out of a maximum of 6 on questions relating to their required and elective major courses. On the Senior Survey BS in Business Administration (Pre-Professional) students will score an average of at least 4.5 out of a maximum of 6 in the core ISLO s Assessment Results: Bachelor of Business Administration (BBA) with a Major in Management Summary of Results from Implementing Measures of Student Learning: 1. Senior students Comprehensive Case Study: Senior Management students score at least 80% in seven of nine sections on the comprehensive case study Background of Firm clearly described (Core ISLO 1) 86.3% Nature and attractiveness of industry, market, competitors, international climate, etc. (Core ISLO 1) 90.0% Current circumstances, SWOT, group mapping, etc. (Core ISLO 2,3) 86.3% Strategic approaches clearly presented and discussed (Core ISLO 3) 91.3% IACBE Annual Report:

18 Whether to invest in firm, needs to be justified (Core ISLO 3) 90.0% Results of investment decision (Core ISLO 2,3) 91.3% Circumstances of investment clearly described, include ethical concerns (Core ISLO 5) 86.3% Presentation clear, avoid reading material (Core ISLO 4) 95.0% Presentation was instructive and interesting (Core ISLO 4) 93.8% (Total number of students in Management Major: 11) 2. Senior Management students score at least at the 40 th mean percent for each of eight sections of the Major Field Test other than Management. Accounting (Core ISLO 1,2,3) 38% Economics (Core ISLO 1,2,3) 36% Quantitative Business Analysis (Core ISLO 1,2,3) 30% Finance (Core ISLO 1,2,3) 38% Marketing (Core ISLO 1,2,3) 52% Legal and Social Environment (Core ISLO 1,2,3) 54% Information Systems (Core ISLO 1,2,3) 50% International Issues (Core ISLO 1,2,3) 42% Senior Management students will score at least at the 50 th mean percent in Management on the Major Field Test and 50% of Management students will score overall at or above the national mean. Management students score on Management section of test: (Management ISLO 2,4) 62.0% Management students scoring at or above national mean (Management ISLO 1,) 36.4% (Total Management students 11) Summary of Results from Implementing Measures of Student Learning: 1. Dean s Exit Interview On average senior Management students score at least 4.5 out of a possible 6 on questions relating to technology, computation, communication and ethical and spiritual experience I have acquired computing skills to be successful in my field (Core ISLO 2) 4.80 I have acquired quantitative skills to be successful in my field (Core ISLO 2) 4.93 The oral reports and presentations will help me in my professional career (Core ISLO 4) 5.73 The courses I have been exposed to had a positive influence on my spiritual growth (Core ISLO 5) 4.67 I know how the Christian faith and ethics are related to my professional area (Core ISLO 5) 5.20 IACBE Annual Report:

19 I plan to become involved in service to my community (Core ISLO 5) 4.80 Average score of Senior Management students ratings: (Management ISLO 3) Management major exposed me to a more positive influence in my spiritual growth 4.67 (Management ISLO 3) I plan to become more involved in service to my church 4.67 (Total Management students 15) 2. Senior Survey of Management students Average score of senior Management students rating: Management major enabled me to recognize different specialties (Core ISLO 1) 4.79 Written assignments and reports prepared me for my career in Management (Core ISLO 4) 4.50 I acquired critical thinking skills to integrate and make appropriate Management decisions (Core ISLO 3) 4.79 Average score of senior Management students rating: (Management ISLO 2) Management major content current for my discipline 5.07 (Management ISLO 1) My Management business courses gave me a broader understanding of the business environment 5.00 (Management ISLO 4) My Management major was rigorous enough to meet my educational objectives 4.57 (Total Management students 14) Summary of Achievement of Intended Student Learning Outcomes: BBA Management Intended Student Learning Outcomes Learning Assessment Measures General Program ISLOs Comprehensive Case Study Major Field Test for Majors Measure 3 Performan ce Target Was Measure 4 Dean s Exit Interview Senior Survey for Majors Measure 3 Measure 4 1. Students will identify the major Met Not Met N/A Met IACBE Annual Report:

20 theory and concepts of business across business functional areas 2. Students will incorporate relevant quantitative and qualitative data in the analysis 3. Students will be able to identify relevant business theories in analyzing business issues and apply appropriate theories in addressing business issues 4. Students will be able to deliver oral presentations clearly, confidently, and in an organized format, and present their written thoughts in a coherent narrative to articulate complex ideas 5. Students will be able to identify Christian perspectives when approaching business issues and understand the Judea-Christian foundation of personal and professional integrity, ethics, accountability, and experience positive Christian growth Met Not Met Met N/A Met Not Met N/A Met Met N/A Met Met Met N/A Met N/A Intended Student Learning Outcomes: Major in Management (Management ISLO s) Comprehensive case Study Major Field test Measure 3 Performan ce Target Was Measure 4 Dean s Exit Interview Senior Survey for Majors Measure 3 Measure 4 1. Students will be able to explain how the required and elective Management major courses integrated with the other N/A Not Met N/A Met IACBE Annual Report:

21 functional areas of business 2. Students will be able to explain the major concepts, theory, and practice of their required Management major courses. 3. Students in Management will be able to articulate that their understanding of Christian principles and ethics related positively to their professional careers 4. Students will be able to explain that the rigor and content of their Management major courses adequately prepared them for their careers in Management N/A Met N/A Met N/A N/A Met N/A N/A Met N/A Met Proposed Courses of Action for Improvement in Learning Outcomes for which Targets Were Not Met: 1. In the case study analysis and presentation, the Management Major students met all of the 9 sections tested. In 2013/14 Management students did not achieve the goal of 80% in the section relating to clear presentation. There was a tendency among some of the students to read large portions of the presentation. This was discussed with the business faculty so as to encourage students from reading presentations and to be more engaging with the audience. As a result the score improved from 73.6% to 95.0% in the current year. 2. This is the second year that we asked for separate MFT results for the senior Management Major students. In 2013/14 Management students scored above the 40 th mean percent in four of the eight functions. The four functions that they again did not achieve the goal were: accounting, economics, quanitative analysis, and finance, where the scores were again all in the mid to upper 30% range. These results reveal that there is a need for Management majors to improve in the quantitative subject areas. Their scores for marketing, legal and social, information systems, and international issues improved in average from 45.0% to 49.5%, well above the goal of 40%. The Curruiculum Committee will be asked to consider changes that need to be made to further develop the Skills of management students in the quantitative-related courses. 3. Senior Management students met the goal of scoring 12% above the goal of the 50 th mean % in questions that focused only on the function of Management. However the overall ranking of our Management students who took the MFT test was only 36.4% who ranked above the national average. This was a small improvement over the 33.3% for 2013/14. It seems obvious that the remarks under (2) relating to quantitative skills IACBE Annual Report:

22 are also relevant here. Assessment Results: Bachelor of Business Administration (BBA) with a Major in Marketing Summary of Results from Implementing Measures of Student Learning: 1. Senior Students Comprehensive Case Study: Senior Marketing students score at least 80% on each of nine sections on the comprehensive case study Background of Firm clearly described (Core ISLO 1) 82.9% Nature and attractiveness of industry, market, competitors, international climate, etc. (Core ISLO 1) 85.0% Current circumstances, SWOT, group mapping, etc. (Core ISLO 2,3) 90.0% Strategic approaches clearly presented and discussed (Core ISLO 3) 92.5% Whether to invest in firm, needs to be justified (Core ISLO 3) 80.0% Results of investment decision (Core ISLO 2,3) 92.5% Circumstances of investment clearly described, include ethical concerns (Core ISLO 5) 90.0% Presentation clear, avoid reading material (Core ISLO 4) 90.0% Presentation was instructive and interesting (Core ISLO 4) 92.5% (Total number of students in Marketing Major: 8) 2. Marketing majors will score 75% or above on analysis of comparison and contrasts of Marketers professional and personal values, based on Marketing major courses Compare and contrast, analysis, and logical conclusion (Core ISLO 3) 96.5% Organization of ideas, logical order verbal and written mechanics (Core ISLO 4) 87.6% Articulation of own personal professional and personal values (Core ISLO 5) 78.5% Marketing majors score 75% or above on professional and personal values and how related to major. (Marketing ISLO 1,2) Describing values and knowledge of professional marketers 96.5% (Marketing ISLO 3,4) Share own values as a Marketer 78.5% (Total Marketing students 7) Summary of Results from Implementing Measures of Student Learning: Dean s Exit interview On average senior Marketing students score at least 4.5 out of a possible 6 on questions relating to technology, computation, communication and ethical and spiritual experience IACBE Annual Report:

23 I have acquired computing skills to be successful in my field (Core ISLO 2) 5.17 I have acquired quantitative skills to be successful in my field (Core ISLO 2) 5.00 The oral reports and presentations will help me in my professional career (Core ISLO 4) 6.00 The courses I have been exposed to had a positive influence on my spiritual growth (Core ISLO 5) 4.67 I know how the Christian faith and ethics are related to my professional area (Core ISLO 5) 5.17 I plan to become involved in service to my community (Core ISLO 5) 4.67 Average score of Senior Marketing students ratings: (Marketing ISLO 3) Marketing major exposed me to a more positive influence in my spiritual growth 4.67 (Marketing ISLO 3) I plan to be more involved in my church 4.50 (Total Marketing students 6) Senior Survey of Marketing students Average score of senior Marketing students rating: (Core ISLO 1) Marketing major enabled me to recognize different specialties 4.75 (Core ISLO 4) Written assignments and reports in Marketing prepared me for my career 4.88 (Core ISLO 3) I acquired critical thinking skills to integrate and make appropriate decisions in Marketing 5.00 Average score of senior Marketing students rating: (Marketing ISLO 2) Marketing major content current for my discipline 4.38 (Marketing ISLO 1) My non-marketing business courses gave me a broader understanding of the business environment 4.75 (Marketing ISLO 4) My Marketing major was rigorous enough to meet my educational objectives 4.88 (Total Marketing students 8) Summary of Achievement of Intended Student Learning Outcomes: BBA Marketing IACBE Annual Report:

24 Intended Student Learning Outcomes Learning Assessment Measures General Program ISLOs Comprehensive case Study Analysis of marketing profession Measure 3 Performa nce Target Was Measure 4 Dean s Exit Interview Senior Survey of majors Measure 3 Measure 4 1. Students will identify the major theory and concepts of business across business functional areas Met N/A N/A Met 2. Students will incorporate relevant quantitative and qualitative data in the analysis Met N/A Met N/A 3. Students will be able to identify relevant business theories in analyzing business issues and apply appropriate theories in addressing business issues Met Met N/A Met General Program ISLOs Comprehensive case Study Analysis of marketing profession Measure 3 Performa nce Target Was Measure 4 Dean s Exit Interview Senior Survey of majors Measure 3 Measure 4 4. Students will be able to deliver oral presentations clearly, confidently, and in an organized format, and present their written thoughts in a coherent narrative to articulate complex ideas Met Met Met Met 5. Students will be able to identify Christian perspectives when approaching business issues and understand the Judea-Christian Met Met Met N/A IACBE Annual Report:

25 foundation of personal and professional integrity, ethics, accountability, and experience positive Christian growth Intended Student Learning Outcomes: Comprehensive case Study Analysis of Marketing Profession Measure 3 Measure 4 Dean s Exit Interview Senior Survey of majors Measure 3 Measure 4 Major in Marketing (Marketing ISLO s) Performa nce Target Was 1. Students will be able to explain how the required and elective courses in their Marketing major integrated with the other functional areas of business N/A Met N/A Met Intended Student Learning Outcomes: Comprehensive case Study Analysis of Marketing Profession Measure 3 Measure 4 Dean s Exit Interview Senior Survey of majors Measure 3 Measure 4 Major in Marketing (Marketing ISLO s) Performa nce Target Was 2. Students will be able to explain the major concepts, theory, and practice of their required Marketing major courses. 3. Students in Marketing will be able to articulate that their understanding of Christian principles and ethics related positively to their professional careers N/A Met N/A Met N/A Met Met N/A IACBE Annual Report:

26 4. Students will be able to explain that the rigor and content of their Marketing major courses adequately prepared them for their careers in Marketing N/A Met N/A Met Proposed Courses of Action for Improvement in Learning Outcomes for which Targets Were Not Met: 1. The Senior Marketing student survey revealed that the Marketing Major students met all goals except in content being current. In 2013/14, with n=4, Marketing students scored 3.75 which was below the goal of 4.50, in answering the question related to the Marketing content being current for their discipline. In the current year, with n=8, the score for content being current was 4.38 an improvement over the 2013/14 score of Assessment Results: Bachelor of Business Administration (BBA) With a Major in Information Systems Summary of Results from Implementing Measures of Student Learning: 1. Senior Students Comprehensive Case Study: Senior Information Systems students score at least 80% on each of nine sections on the comprehensive case study Background of Firm clearly described (Core ISLO 1) 90.0% Nature and attractiveness of industry, market, competitors, international climate, etc. (Core ISLO 1) 93.3% Current circumstances, SWOT, group mapping, etc. (Core ISLO 2,3) 90.0% Strategic approaches clearly presented and discussed (Core ISLO 3) 90.0% Whether to invest in firm, needs to be justified (Core ISLO 3) 90.0% Results of investment decision (Core ISLO 2,3) 93.6% Circumstances of investment clearly described, include ethical concerns (Core ISLO 5) 90.0% Presentation clear, avoid reading material (Core ISLO 4) 93.3% Presentation was instructive and interesting (Core ISLO 4) 86.7% (Total number of students in the Information Systems Major: 6) 2. Information Systems Majors score an average of at least 75% or proficient on Certificate Team Assessment: IACBE Annual Report:

27 All teams of two demonstrate they meet certification requirement from installation to print services (ISLO 2) 75.0% Senior Information Systems Majors score at least 75% on 4 out of 5 parts of the Certificate Team Assessment: (INFS ISLO 1) Install and configure server operating systems 100.0% (INFS ISLO 1,2) Configure and manage active directory domain systems 75.0% (INFS ISLO 1,2) Configure core network services 100.0% (INFS ISLO 1,2) Configure file and print services 75.0% (Total number of students in Infornmation Systems Certificate Assessment =1) Summary of Results from Implementing Measures of Student Learning: 1. Dean s Exit Interview On average senior Information Systems students score at least 4.5 out of a possible 6 on questions relating to technology, computation, communication and ethical and spiritual experience I have acquired computing skills to be successful in my field (Core ISLO 2) 5.00 I have acquired quantitative skills to be successful in my field (Core ISLO 2) 5.50 The oral reports and presentations will help me in my professional career (Core ISLO 4) 5.25 The courses I have been exposed to had a positive influence on my spiritual growth (Core ISLO 5) 4.25 I know how the Christian faith and ethics are related to my professional area (Core ISLO 5) 5.00 I plan to become involved in service to my community (Core ISLO 4) 4.75 Average score of Senior Information Systems students ratings: (Information Systems ISLO 3) Information Systems majors now know how the Christian faith is related to their professional area 5.00 (Information Systems ISLO 3) I plan to become more involved in service to my church 4.75 (Total Information Systems students 4) 2. Senior Survey of Information Systems Majors IACBE Annual Report:

28 Average score of senior Information Systems students rating: Information Systems major enabled me to recognize different specialties (Core ISLO 1) 5.50 Written assignments and reports in Information Systems prepared me for my career (Core ISLO 4) 4.25 I acquired critical thinking skills to integrate and make appropriate decisions in Information Systems (Core ISLO 3) 4.75 Average score of senior Information Systems students rating: (Information Systems ISLO 2) My Information Systems major courses have made me enthusiastic about this discipline and my prospective career 5.00 (Information Systems ISLO 1) My Information Systems major was rigorous enough to meet my educational objectives 4.75 (Total Information Students 4) Summary of Achievement of Intended Student Learning Outcomes: BBA Information Systems Intended Student Learning Outcomes Learning Assessment Measures General Program ISLOs Comprehensive Case Study Certification Assessment Measure 3 Measure 4 Dean s Exit Interview with Information Systems Majors Senior Survey of Information Systems Majors Measure 3 Measure 4 Performanc e Target Was 1. Students will identify the major theory and concepts of business across business functional areas 2. Students will incorporate relevant quantitative and qualitative data in the analysis 3. Students will be able to identify relevant business theories in analyzing business issues and apply appropriate theories in addressing business issues Met N/A N/A Met Met Met Met N/A Met N/A N/A Met IACBE Annual Report:

29 4. Students will be able to deliver oral presentations clearly, confidently, and in an organized format, and present their written thoughts in a coherent narrative to articulate complex ideas 5. Students will be able to identify Christian perspectives when approaching business issues and understand the Judea-Christian foundation of personal and professional integrity, ethics, accountability, and experience positive Christian growth Met N/A Met Met Met N/A Met N/A Intended Student Learning Outcomes: Major in Information Systems (Information Systems ISLO s) Comprehensive Case Study Certification Assessment Measure 3 Measure 4 Performanc e Target Was Dean s Exit Interview with Information Systems Majors Senior Survey of Information Systems Majors Measure 3 Measure 4 1. Students will be able to demonstrate the major concepts, theory, and practice of their specific Major in Information Systems 2. Students will be able to demonstrate that the rigor and content of their Information Systems courses adequately prepared them for their careers in business 3. Students in Information Systems will be able to articulate that their understanding of Christian N/A Met N/A Met N/A Met N/A Met N/A N/A Met N/A IACBE Annual Report:

30 Principles and ethics related positively to their professional careers Proposed Courses of Action for Improvement in Learning Outcomes for which Targets Were Not Met: 1. In 2013/14, of the nine areas assessed in the comprehensive case study, students in the Information Systems Major did not achieve the 80% goal in two areas, viz. Circumstances of the investment clearly described, including ethical concerns (77.6%), and Presentation was instructive and interesting (75.2%). These are good scores but did not meet the goal. The faculty agreed that the scores were not that far out to be overly concerned, particularly when these students scored 5.75 on their understanding of how ethics relates to their professional career as per the question in the dean s exit survey. For the current year 2014/15 the score for investment and ethical concerns improved from 77.6% to 90.0%, and the score for presentation was instructive and interesting improved from 75.2% to 86.7%. In the current year the Information Systems students met the goal of 80% in all nine areas. 2. In the 2013/14 Dean s Exit Interview of the Information Systems students the goal of at least 4.5 out of 6 was met in all questions except two. One relating to quantitative skills, and the second relating to oral reports and presentations. In each of these two areas the scores were 4.20 instead of the minimum of For the current year the goals for these two questions were met, with scores of 5.50 and 5.25 respectively. However, in the current year the score for the question related to information systems courses having a positive influence on spiritual growth was 4.25 compared to the previous year s score of Nevertheless, the average score for the two questions related to spiritual growth and how the Christian faith and ethics related to the professional area of information Systems resulted in an average score of 4.6 and meets the goal of 4.5. This was drawn to the attention of the Information Systems faculty. We will hopefully see a bigger improvement next year. 3. In the Senior Survey the response in 2013/14 to the questions regarding students being able to recognize how their major in information Systems related to different specialties scored a 4.40 compared to the goal of In the current year this score improved to The score for how the written assignments and reports in Information Systems prepared the student for their careers was 4.25 which is below the goal of 4.5 and lower than the previous year s score of This was brought to the attention of the Information systems faculty. It needs to also be stated that with small n s we can expect even large variations in scores from year to year. 4. The Information Systems ISLO scores in 2013/14 were 3.80 for each of two questions, one relating to whether the Information Systems major courses made the students enthusiastic about the discipline and their prospective careers. The second asked whether the major was rigorous IACBE Annual Report:

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