Assessment of Student Learning Outcomes (Fall 2003)

Transcription

1 Assessment of Student Learning Outcomes (Fall 2003) Please provide the information below about how your academic unit assesses the extent to which students achieve student learning outcomes associated with each academic program (defined as a major). If you need assistance, please contact Dr. Virginia Wheeless at or on Groupwiise . This information is due in the Planning Office no later than November 21, 2003 and will be updated annually. Academic Program (Major): Marketing Graduate or Undergraduate: Graduate (M.B.A. in Marketing) Date November 19, 2003 Coordinator of the Program: David Strutton, Department Chair strutton@unt.edu Person Completing This Form: Lou E. Pelton, Masters Program Advisor pelton@unt.edu The following (I - IV) are attached: 1. Statement of Student Learning Outcomes: Provide a brief list of the learning outcomes that students are expected to demonstrate that they know and/or are able to perform at the end of their program; in other words, demonstrate what they have learned. Each outcome listed should be capable of being measured by the means in II below. Please number the outcomes (1 to x). 2. Measuring Student Learning Outcomes: Describe how the program measures how well students have achieved the outcomes listed above and provide a list of methods and/or tools with the following information: 1. Name of assessment method or tool. 2. If the method or tool is copyrighted, provide the name of the cmpany who owns the tool. 3. Frequency of use how often is this tool/method used, e.g., every spring semester students graduating in this major are interviewed by the program coordinator; students complete a capstone course in their final semester of the program; or each fall, a faculty committee reviews the portfolios of the students for the previous year. 3. Use of Assessment Results. Describe how the results of the assessments described above are shared with faculty in the academic program. How are the results used to improve the program? 4. Changes Made Based on the Assessment Results: Describe how the program has changed (or why it has not changed) based on the results of the assessment of learning outcomes. Indicate the year the change was implemented. Please indicate how the student learning outcomes have changed if applicable. Signature of Department Chair: Date Signature of Person Completing the Form: Date

2 Masters in Business Administration (Marketing) Learning Objectives and Assessment The mission of the Masters in Business Administration (M.B.A.) in Marketing is to provide graduate students with the knowledge, skills and experiences to contribute to the advancement of marketing and logistics practices in the global marketplace. To achieve this mission, the department has developed an innovative curriculum that integrates emerging marketing applications and theories to real-world decision scenarios. I. Statement of Student Learning Outcomes Specifically, the Department of Marketing and Logistics threads six central managerial imperatives into the M.B.A. in Marketing curriculum: Developing strategies to address the dynamics of culture and consumption Successfully managing supply chain relationships Managing market intelligence and customer data in the deployment of marketing tactics Confronting the challenges of globalization Making effective oral and written presentations Becoming aware of ethical and social management issues Collectively, these managerial imperatives are designed to prepare each student with the necessary resources and training to confront the marketing and logistics opportunities and challenges embedded in the 21 st -century business environment. Toward this goal, the Department of Marketing and Logistics partners with for-profit and non-governmental organizations to provide executive briefings, cooperative education, internships, and Study Abroad Programs for our graduate students. Successful graduates of the M.B.A. in Marketing are provided analytical skills, applied methodologies and technical tools: to develop and execute a strategic marketing plan to conduct a comprehensive macro- and micro-market analysis to formulate a market segmentation plan to understand the applications of marketing technologies in the market to develop benchmarks for assessing market performance outcomes to develop professional communication skills to make successful marketing presentations Knowledge Objectives Culture and Consumption Objectives 2. Analyzing the demographic, value-based, attitudinal and lifestyle characteristics of customers. 3. Evaluating how product, pricing, promotion and distribution strategies are customized to target markets. 4. Applying various social science perspectives to understand consumer and industrial buying behavior. 5. Appreciating multi-cultural considerations in the marketing of goods and services across diverse markets. 6. Reacting to global, political, regulatory, socio-economic, and technological factors that impact cross-cultural markets. Supply Chain Relationship Objectives 6. Identifying the key channel roles in the supply chain to maximize customer satisfaction. 7. Assessing the costs and benefits associated with the management of supply chain relationships. 8. Employing conflict resolution tactics to achieve effective supply chain relationships. 9. Critically evaluating the logistics processes that underlie successful supply chain management. 10. Applying various supply chain management methods and tools (e.g., enterprise resource planning) to achieve effective and efficient marketing channel relationships. 11. Appreciating the challenges that confront multinational corporations (MNCs) in managing global supply chains. Market Intelligence and Customer Data Management Objectives

3 12. Understanding the stages of the marketing research process. 13. Developing sampling and research designs to capture relevant and timely customer information. 14. Developing research instruments to measure states of being, states of mind and/or behaviors in the marketplace. 15. Collecting primary and secondary data to explore factors that impact marketers, customers, and markets. 16. Using statistical analysis methods and tools to analyze market intelligence and customer data. 17. Demonstrating how market intelligence and customer data can contribute to marketing decision-making. Globalization Objectives 18. Developing in-depth studies of focal market(s) in the U.S. and abroad. 19. Identifying characteristics of transitional, emerging, industrialized and post-industrialized economies Creating a comprehensive marketing plan for market entry and/or expansion. 21. Identifying challenges and opportunities associated with international marketing. 22. Appreciating the complexities of exchange governance in global marketing strategies and tactics. 23. Identifying political, regulatory, socio-economic, and technological factors that impact international marketing efforts. Oral and Written Presentation Objectives 24. Making professional oral presentations. 25. Articulating marketing plans, research and/or strategies in a professional written presentation. 26. Using audio and/or visual tools (e.g. PowerPoint) to enhance oral/or written presentations. 27. Addressing questions and issues about the content of an oral presentation. 28. Demonstrating effective written communication skills in marketing presentations. Ethical and Social Management Objectives 29. Understanding the importance of integrity in marketing practice and performance. 30. Identifying marketing strategies and tactics that may be construed as unethical or socially irresponsible. 31. Exploring alternative approaches for resolving ethical conflict in marketing practices. 32. Becoming aware of the American Marketing Association s code of ethics.

4 Course Content and Managerial Imperatives The integration of the six managerial imperatives in the M.B.A. in Marketing program is summarized in the following chart. The range of knowledge content in each course is assigned one of the following designations: Incidental (I) Low (L) Moderate (M) Significant (S) Extensive (X) Course 1 Culture and Consumption Supply Chain Relationships Customer Data Management Globalization Oral/Written Presentations Ethics & Social Management MKTG 5150 r S S M M M S MKTG 5250 r M L X L X M MKTG 5850 r M S S M X S MKTG 5200 X M S M M M MKTG 5260 M L X S X M MKTG 5300 M X M S M L MKTG 5550 S S S X X M MKTG 5560 M X X S M L r designates that the course is required for all M.B.A. in Marketing students Course Key MKTG MKTG 5250 MKTG 5850 MKTG 5200 MKTG 5260 MKTG 5300 MKTG 5550 MKTG 5560 Course Title Marketing Management Information for Strategic Marketing Decisions Effective Marketing Planning in Dynamic Environments Customer Behavior Applied Multivariate Methjods for Marketing Decision Making Strategic Supply Chain Management Decision Making in Global Markets Strategic Logistics Management 1 MKTG 5600 is a course dedicated to emerging issues in strategic marketing, and the content may be adjusted to accommodate current events and issues in marketing. Accordingly, each managerial imperative may be different across semesters. Additional course offerings includes independent studies (MKTG 5900 and MKTG 5910) and internships (MKTG 5800). 2 MKTG 5150 is part of the M.B.A. core curriculum.

5 II. Measuring Student Learning Outcomes Student-Driven Assessment Tools Tool 1 Student Evaluation of Instructor. A multi-item, multiple measure self-administered questionnaire distributed to all students enrolled and present in class. Instrument is not copyrighted. Data is collected across instructors and semesters for every course section. Data is reported to administrators and faculty to use a resource for continuous improvement of course, pedagogical techniques, instructional activities and learning outcomes. Tool 2 Exit Interviews. Random exit interviews conducted by Masters Program Advisor with graduating M.B.A. in Marketing students. Chairperson queries students on course and curriculum content, preparedness for career goals, perceived instructional quality and suggestions for M.B.A. program/experience improvement. Interview procedures are not copyrighted. Conducted with graduating seniors at or near graduation near the end of each long semester. Tool 3 Student Programs. American Marketing Association and Logistics Student Association develop programs to fortify M.B.A. course experience, including executive briefings and workshops focused on developing applied career skills (e.g., resume writing, career preparedness). Learning outcomes are addressed with Faculty Advisor. American Marketing Association is a student chapter of the international association based in Chicago, Illinois. Logistics Student Association is an independent department-initiative with no national affiliation. No materials are copyrighted. Students may elect to meet with Faculty Advisor, on a as-needed basis. Course-Driven Assessment Tools Tool 4 Comprehensive Exams. Comprehensive exams are used in some courses. The exams consist of questions designed to measure student s knowledge of course-specific marketing principles and practices. Special attention is given to the application of concepts, methods and tools to marketing decision scenarios. Additionally, a comprehensive exam is administered in the the capstone M.B.A. core course (BUSI 5190) The exams are not copyrighted. Questions are developed by the instructor of record for each course, and the exam remains the intellectual property of the instructor. The comprehensive exam results are reported to only the student in each course (by semester). The data from the exam administered in the capstone M.B.A. core course (BUSI 5190) is collected at the end of each long semester (usually spring semester). Results are reported to the COBA Masters Program Committee on an annual basis. Tool 5 Capstone Course. MKTG 5850 requires the development of a comprehensive marketing plan for a specific product/service using techniques and information garnered from marketing and business core curriculum. Students are required to present a major oral and written marketing plan. The course materials are not copyrighted. Students are required to enroll in this course in the final semester(s) of their degree program.

6 Tool 6 Project Assignments. Extensive project assignments are used in each course to assess students ability to integrate knowledge, skills and experiences in marketing decision-making. A written and/or oral presentation is required to present the project. The project assignments are each faculty member s intellectual property, and they may change across instructors for each course offering. Project is required in a majority of departmental course offerings. Some of the projects are completed in team settings; others may be individual projects. The majority are completed in team settings where students have a hands-on experience in managing team dynamics, communicating ideas, compiling information and resources, and developing a joint presentation. They are used to assess the students ability to integrate concepts and skills to confront real-world marketing decision scenarios. The project assignments are conducted each semester. Tool 7 Written Research Reports. In select courses, written research reports are required to demonstrate how well students can use market intelligence and customer data to make marketing decision-making (primarily MKTG 5250 and MKTG 5560). The reports and the assignments are not copyrighted. The research report assignments are each faculty member s intellectual property, and they may change across instructors for each course offering. The research report is required in MKTG 5250 (required) and MKTG 5560 (elective), and may be required in other courses at the discretion of the instructor. Most of the research projects are completed in team settings; others may be individual projects. The research teams provide students with a hands-on experience in managing team dynamics, communicating ideas, compiling information and resources, and developing a comprehensive marketing research plan. They are used to assess the students ability to integrate concepts and skills to confront real-world marketing research decision scenarios. The assignments are conducted each semester. Summary of Course-Driven Tools Application Across Course Offerings Course Presentation Research Report Major Project MKTG Yes No Yes MKTG 5250 Yes Yes Yes MKTG 5200 Yes No Yes MKTG 5260 Yes Yes Yes MKTG 5300 No No Yes MKTG 5550 Yes No Yes MKTG 5560 No No Yes MKTG 5850 is the capstone course in the degree program. Externally-Generated Assessment Tools Tool 8 Advisory Board. The Chairperson meets with an advisory board of industry practitioners to discuss issues regarding courses, curricula and student preparedness. The advisory board input is not copyrighted. The Chairperson meets with the advisory board on an annual basis.

7 III. Use of Assessment Results Student-Driven Assessment Tools Tool 1 The students responses and feedback are considered in continuously improving course content, instructional effectiveness and pedagogical methods in each course. Tool 2 The students responses and feedback are considered in continuously improving course content, instructional effectiveness and pedagogical methods in each course. Tool 3 The Faculty Advisor for each extra-curricular program meets with the officers periodically to discuss gaps in the students experiences, and the Faculty Advisor may assist in the development of executive briefings, workshops or company visits (tours) that address the student-reported gaps. Course-Driven Assessment Tools Tool 4 Comprehensive exam results provide a basis for evaluating students comprehension of course content based on a uniform evaluation process. Students may meet with the faculty to discuss learning gaps. The faculty member provides supplemental instruction or resources to fortify the students understanding of course concepts to improve their performance outcomes. The goal is to provide a one-to-one platform for an open instructional dialogue between students and the faculty member. Tool 5 The capstone course is an opportunity for students to integrate knowledge, skills and experiences across all previous marketing and business core course work in a real-world decision scenario. The marketing plan is a team assignment, so students are responsible for managing group dynamics and communicating effectively with team members. The capstone course requires an oral and written presentation. Each component of the marketing planning process is evaluated, and the oral presentation uses business communication benchmarks for effective performance. Tool 6 Project assignments provide feedback to both the student and the faculty member regarding her/his ability to apply marketing principles to a relevant marketing issue or problem. Furthermore, an assessment of communication skills is a major part of the project assignments. Project assignments are graded based on established performance criterion, and students are encouraged to use the faculty member as a project facilitator. Tool 7 Written research reports assess analytical abilities and communication skills. Furthermore, faculty members assess the degree to which the student could identify a marketing problem, develop pertinent measurement constructs, collect data and evaluate results. Written research reports are graded based on established performance criterion, and students are encouraged to use the faculty member as a project facilitator. Externally-Generated Assessment Tools Tool 8 The Advisory Board meets with the Chairperson to discuss issues regarding courses, curricula and student preparedness. Recommendations may be shared with the Department s Curriculum Committee and Masters Program Advisor, as needed.

8 IV. Changes Made Based on Assessment Results Over the last three years, the department has made significant changes in course content, curricula and instructional methods to ameliorate the student learning outcomes in the M.B.A. in Marketing degree program. The assessment tools have collectively provided insights for the development of six managerial imperatives that provide students with a body of knowledge, skills and experiences that improve their preparedness for careers related to marketing and logistics management. One of the most significant changes was the department name to the Department of Marketing and Logistics. The appendage of logistics is accordant with the seminal role of supply chain management and logistics concepts in business policies and practices. It is also consistent with the Dallas/Fort Worth metroplex international position as an inland distribution center. The important role of distributive sciences across D/FW business and industry is illustrated by The Alliance Distribution Center, the realization of NAFTA-driven increases in the movement of goods, and the creation of managerial positions to support the distribution infrastructure. The significant changes based on assessment results include the following: The development and implementation of six managerial imperatives across the marketing curriculum. These imperatives are required components of each course. Development of a concentration (within the M.B.A. in Marketing) in logistics and supply chain management. The addition of Masters-level courses in logistics and supply chain management. The integration of supply chain management principles across the M.B.A. in Marketing curriculum. The increased use of WebCT and Internet-instructional tools across the M.B.A. in Marketing curriculum. [In fact, some courses have been developed for 100% on-line execution.] The increased utilization of technology-driven tools (such as Web-based animation) in instruction, course projects and faculty-student communications. The development of an advanced course in multi-variate statistical analysis using SPSS, a leading social sciences software program. Students working in work teams across course projects and assignments. Significant increases in the requirements for students to improve their business communication skills through extensive written assignments, oral presentations and major projects.