Student Learning Assessment for Majors: Business Management, Marketing Management, and International Business

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1 Saint Peter s University, Outcomes Assessment Results For Academic Year: Section I: Student Learning Assessment Student Learning Assessment for Majors: Business Management, Marketing Management, and International Business Intended Student Learning Outcomes for the Business Core 1. Students will be able to analyze, evaluate, and present data in a professional manner. 2. Students will respond appropriately when confronted with moral and ethical dilemmas and recognize conflict of interest or perceived conflict of interest. 3. Students will be able to communicate (oral and written) the results of their efforts in a cogent manner so that the listener/reader has confidence in the accuracy of their work. 4. Students will understand the core concepts in marketing, management, finance, and accounting and be able to apply these concepts in an integrated manner. Intended Student Learning Outcome for Each Particular Major 5. Students will use analytical reasoning and problem solving skills to address realistic business problems related to their business management, marketing management, or international business major. Assessment Tools/hods for Intended Student Learning Outcomes Direct Measures of Student Learning: 1. Major Field Test (Peregine undergraduate business exam) 2. Comprehensive assignments/presentations in capstone course Assessment Tools for Intended Student Learning Outcomes Indirect Measures of Student Learning: Performance Targets/Criteria for Direct Measures: The average of students scores in categories on the major field test used to measure Learning Outcomes 1, 2, and 4 will be equal to, greater than, or within five points of the national average. For Learning Outcome 5, the average of students scores in the category related to the major will be at least five points above the national average. For Learning Outcome 3: on the assignment evaluation rubric, at least 70% of students will achieve Level 3 or Level 4 ratings out of a 4- level rating on each learning outcome. Performance Targets/Criteria for Indirect Measures: Revised January 25,

2 1. Student survey added to major field test On the exit survey instrument attached to the Peregrine exams, using a Likert scale, at least 80% of students surveyed will either agree or strongly agree that they have achieved the learning outcomes. 2. Graduating student survey/alumni survey On the survey instrument, at least 80% of 2 nd 5 th -year undergraduate alumni respondents, considering their work experience, will either agree or strongly agree that they achieved the learning outcomes. Summary of Results from Implementing Direct Measures of Student Learning Related to the Business Core for B.S. Performance Target Was degree programs in Business Management, Marketing Management, and International Business Not LO 1 (quantitative). The average score for 55 graduating students averaged over seven areas of quantitative research and statistics on a comprehensive examination was three points above the national average. LO 2 (ethics). The average score for 55 graduating students averaged over seven areas of ethics on a comprehensive examination was at the national average. LO3 (oral communication). On a culminating assignment in a capstone course, evaluated using a four-level rubric, the target was met in three of four categories greater than 70% of 10 students scored at a Level 3 or Level 4. It was not met in one of the four categories. LO3 (written communication). On a culminating assignment in a capstone course, evaluated using a five-level rubric, in all five categories, greater than 70% of 10 students scored at a Level 3 or Level 4. LO4 (core concepts) The average score for 55 graduating students was measured over ten areas of management, six areas of marketing, seven areas of finance, and eight areas of accounting. The average score over all of the areas of each of the following categories met the target: management, marketing, and accounting. The average score over the areas of finance did not meet the target. Summary of Results from Implementing Direct Measures of Student Learning Related to the Major in Business Performance Target Was Management Not LO5 (analytical reasoning applied to content are for major). The average score for 25 graduating students averaged over ten areas of management on the comprehensive examination was 1.8 points above the national average. Summary of Results from Implementing Direct Measures of Student Learning Related to the Major in Marketing Performance Target Was Management Not LO5 (analytical reasoning applied to content are for major). The average score for 11 graduating students averaged over six areas of marketing on the comprehensive examination was 1.7 points above the national average. Summary of Results from Implementing Direct Measures of Student Learning Related to the Major in International Performance Target Was Business Not LO5 (analytical reasoning applied to content are for major). The average score for 17 graduating students averaged over five areas of the global dimensions of business on a comprehensive examination was 1.4 points Revised January 25,

3 below the national average. Summary of Results from Implementing Indirect Measures of Student Learning. LO1-5: Fifty-seven graduating seniors completed a survey using a Likert scale. Greater than 90% of the students agreed or strongly agreed that they had met all learning outcomes. LO1-5: Eight undergraduate alumni completed a survey using a Likert scale. Eight-eight percent or more agreed or strongly agreed that they had met all learning outcomes. Proposed Courses of Action for Improvement in Areas for which Performance Targets Were Not On-line tutorials will be made available to help students design their oral presentations and get peer feedback. Students will be given more detailed feedback on oral assignments. Finance topics will be given greater coverage in intermediate courses, and key topics will be reviewed in the capstone courses. Coverage of pertinent management topics will be increased in key courses and will be reviewed in the capstone course. Coverage of pertinent marketing topics will be increased in key courses and will be reviewed in the capstone course. The syllabus for BA-347 International Management will be adjusted to increase coverage in key areas. A review of core international topics will be added at the beginning of the capstone course. Student Learning Assessment for the Major in Accountancy Intended Student Learning Outcomes 1. Students will be able to analyze, evaluate, and present data in a professional manner. 2. Students will respond appropriately when confronted with moral and ethical dilemmas and recognize conflict of interest or perceived conflict of interest. 3. Students will be able to communicate (oral and written) the results of their efforts in a cogent manner so that the listener/reader has confidence in the accuracy of their work. 4. Students will understand the core concepts in accounting and be able to apply these concepts in an integrated manner. Assessment Tools/hods for Intended Student Learning Performance Targets/Criteria for Direct Measures: Outcomes Direct Measures of Student Learning: 1. Major Field Test (Peregine undergraduate accounting exam) The average of students scores in categories on the major field test used Revised January 25,

4 to measure Learning Outcomes 1, 2, and 4 will be equal to, greater than, or within five points of the national average. 2. Comprehensive assignments/presentations in capstone course For Learning Outcome 3: on the assignment evaluation rubric, at least 70% of students will achieve Level 3 or Level 4 ratings out of a 4- level rating on each learning outcome. Assessment Tools for Intended Student Learning Outcomes Indirect Measures of Student Learning: Performance Targets/Criteria for Indirect Measures: 1. Student survey added to major field test On the exit survey instrument attached to the Peregrine exams, using a Likert scale, at least 80% of students surveyed will either agree or strongly agree that they have achieved the learning outcomes. 2. Graduating student survey/alumni survey On the survey instrument, at least 80% of 2 nd 5 th -year undergraduate alumni respondents, considering their work experience, will either agree or strongly agree that they achieved the learning outcomes. Summary of Results from Implementing Direct Measures of Student Learning. Performance Target Was Performance Target Was Not LO 1 (quantitative). The average score for 11 students averaged over seven areas of quantitative research and statistics on a comprehensive examination was less than five points of the national average. LO 2 (ethics). The average score for 11 students averaged over four areas of ethics on a comprehensive examination was 0.8 points above the national average. LO3 (oral communication). On a culminating assignment in a capstone course, evaluated using a five-level rubric, the target was met in three of five categories greater than 70% of 13 students scored at a Level 3 or Level 4. It was not met in two of the five categories. LO3 (written communication). On a culminating assignment in a capstone course, evaluated using a five-level rubric, the target was met in all five categories greater than 70% of 13 students scored at a Level 3 or Level 4. LO4 (core concepts). The average score for 11 students was measured over eight areas of accounting and was 7.1 points above the national average. Summary of Results from Implementing Indirect Measures of Student Learning. LO1-5: Ten students in a capstone course completed a survey using a Likert scale. Eighty percent or more agreed or strongly agreed that they had met all learning outcomes. LO1-5: Eight undergraduate alumni completed a survey using a Likert scale. Eighty percent or more agreed or strongly agreed that they had met all learning outcomes. Proposed Courses of Action for Improvement in Areas for which Performance Targets Were Not Revised January 25,

5 More graded quantitative assignments will be added to key courses. Students will be given more detailed feedback on oral assignments. On-line tutorials will be made available to help students design their oral presentations and get peer feedback. Syllabi for finance and upper level accounting courses will be redesigned to increase coverage of key finance topics. Student Learning Assessment for the Master of Business Administration Intended Student Learning Outcomes 1. Students will be able to work effectively as a member of a team. 2. Students will be able to communicate effectively (oral and written). 3. In a business context, students will understand ethical responsibilities of the profession and respond accordingly 4. In a business context, students will be able to recognize problems and apply strategic analysis 5. In a business context, students will be able to reason analytically and make data-driven decisions Assessment Tools/hods for Intended Student Learning Outcomes Direct Measures of Student Learning: 1. Major Field Test (Peregine graduate business exam) 2. Comprehensive assignments/presentations in capstone course Assessment Tools for Intended Student Learning Outcomes Indirect Measures of Student Learning: Performance Targets/Criteria for Direct Measures: The average of students scores in categories on the major field test used to measure Learning Outcomes 3, 4, and 5 will be equal to, greater than, or within five points of the national average. For Learning Outcomes 1 and 2: on the assignment evaluation rubric, at least 70% of students will achieve Level 3 or Level 4 ratings out of a 4-level rating on each learning outcome. Performance Targets/Criteria for Indirect Measures: 1. Student survey added to major field test On the exit survey instrument attached to the Peregrine exams, using a Likert scale, at least 80% of students surveyed will either agree or strongly agree that they have achieved the learning outcomes. 2. Graduating student survey/alumni survey On the survey instrument, at least 80% of 2 nd 5 th -year alumni respondents from the Graduate Business Programs, considering their work experience, will either agree or strongly agree that they Revised January 25,

6 achieved the learning outcomes. Summary of Results from Implementing Direct Measures of Student Learning. LO1 (teamwork). On a culminating assignment in a capstone course, evaluated using a four-level rubric, in two of four categories, greater than 70% of 28 students scored at a Level 3 or Level 4. In two of the four categories, less than 70% scored at a Level 3 or Level 4. LO2 (oral communication). On a culminating assignment in a capstone course, evaluated using a four-level rubric, in three of four categories, greater than 70% of the 28 students scored at a Level 3 or Level 4. In one of the four categories, less than 70% scored at a Level 3 or Level 4. LO2 (written communication ). On a culminating assignment in a capstone course, evaluated using a fourlevel rubric, in all four categories, greater than 70% of the 28 students scored at a Level 3 or Level 4. LO3 (ethics). The average score for 24 students averaged over six ethics categories of a comprehensive examination was within five points of the national average. LO4 (strategic analysis in business context). The average score for 24 students averaged over nine strategic analysis categories of a comprehensive examination was not within five points of the national average. LO5 (analytical). The average score for 24 students averaged over eleven cagegories for the quantitative research techniques and statistics category of a comprehensive examination was 6.9 points above the national average. Summary of Results from Implementing Indirect Measures of Student Learning. Performance Target Was Not Eleven students in a capstone course completed a survey using a Likert scale. Eighty-two percent or more indicated that they were successful or very successful in achieving the intended student learning outcomes. Eleven alumni from the Graduate Business Programs completed a survey using a Likert scale. Eighty percent or more indicated that they were successful or very successful in achieving the intended student learning outcome: LO1, LO2(oral), LO3, LO4, and LO5. Less than 70% either agreed or strongly agreed that they were successful in meating LO2 (written). Proposed Courses of Action for Improvement in Areas for which Performance Targets Were Not On-line tutorials will be made available to help students design their oral presentations and get peer feedback. Students will be given more detailed feedback on their oral presentations. The number of written assignments in key required courses will be increased and more detailed feedback given. Syllabi for key courses will be redesigned to enhance strategic analysis content. Revised January 25,

7 Student Learning Assessment for the Master of Science in Accountancy Intended Student Learning Outcomes 1. Students will be able to work effectively as a member of a team. 2. Students will be able to communicate effectively (oral and written). 3. In an accounting context, students will understand ethical responsibilities of the profession and respond accordingly 4. In an accounting context, students will be able to recognize problems and apply strategic analysis 5. In an accounting context, students will be able to reason analytically and make data-driven decisions Assessment Tools/hods for Intended Student Learning Outcomes Direct Measures of Student Learning: Performance Targets/Criteria for Direct Measures: 1. Major Field Test (Peregine graduate accounting exam) The average of students scores in categories on the major field test used to measure Learning Outcomes 3, 4, and 5 will be equal to, greater than, or within five points of the national average. 2. Comprehensive assignments/presentations in capstone course For Learning Outcomes 1 and 2: on the assignment evaluation rubric, at least 70% of students will achieve Level 3 or Level 4 ratings out of a 4-level rating on each learning outcome. Assessment Tools for Intended Student Learning Outcomes Indirect Measures of Student Learning: Performance Targets/Criteria for Indirect Measures: 1. Student survey added to major field test On the exit survey instrument, at least 80% of students will indicate that they were successful or very successful in achieving the intended core learning outcomes. 2. Graduating student survey/alumni survey On the survey instrument, at least 80% of 2 nd 5 th -year alumni respondents from the Graduate Business Programs considering their work experience, will indicate that they are successful or very successful in achieving the intended Summary of Results from Implementing Direct Measures of Student Learning. Performance Target Was Not LO1 (teamwork). On a culminating assignment in a capstone course, evaluated using a four-level rubric, in all four categories, all eleven students scored at a Level 3 or Level 4. LO2 (oral). On a culminating assignment in a capstone course, evaluated using a four-level rubric, in all four categories, all eleven students scored at a Level 3 or Level 4. Revised January 25,

8 LO2 (written). On a culminating assignment in a capstone course, evaluated using a four-level rubric, in all four categories, all eleven students scored at a Level 3 or Level 4. LO3 (ethics). The average score for 11 students averaged over three ethics categories of a comprehensive examination for graduate accounting was 6.7 points of the national average. LO4 (strategic analysis in accounting context). The average score for 11 students averaged over nine strategic analysis categories of a comprehensive examination was not within five points of the national average; however, the average score averaged over five areas of the accounting category was 6.3 points above the national average. LO5 (analytical). The average score for 11 students averaged over eleven cagegories for the quantitative research techniques and statistics category of a comprehensive examination was within five points of the national average. Summary of Results from Implementing Indirect Measures of Student Learning. Graduating students completed a survey using a Likert scale. Eighty-six percent or more indicated that they were successful or very successful in achieving all the intended student learning outcomes. Eleven alumni from the Graduate Business Programs completed a survey using a Likert scale. Eighty percent or more indicated that they were successful or very successful in achieving the intended student learning outcome: LO1, LO2(oral), LO3, LO4, and LO5. Less than 70% either agreed or strongly agreed that they were successful in meating LO2 (written). Proposed Courses of Action for Improvement in Areas for whick Performance Targets Were Not The number of written assignments in key required courses will be increased, and students will be given more detailed feedback. Key course syllabi will be reviewed and more Strategic Analysis content will be added Key course syllabi will be reviewed and more quantitative content will be added. Section II: Operational Assessment Operational Assessment for the Business Programs of the College of Arts and Sciences/School of Business Administration Mission of the Business Programs of the College of Arts and Sciences/School of Business Administration The mission of the Business Programs of the College of Arts and Sciences/School of Business Administration is to produce highly qualified professionals through business programs that are: anchored in the liberal arts, responsive to organizational and societal needs, reflective of evolving Revised January 25,

9 business theory and proactive, infused with an emphasis on ethical decision making, and informed by changing global conditions. Through a richly diverse student body, the Business Programs provide students with uncommon learning experiences that produce professionals that are ready to excel in and embrace the diverse work environments of the future. Intended Operational Outcomes for the Business Programs of the College of Arts and Sciences/School of Business Administration 1. Maintain working relationships with business organizations in the region. 2. Provide each student with on-going advising throughout the program. 3. Have faculty that are actively engaged in professional development. 4. Provide career preparation experiences for students, such as internships, mock interviews, resume writing, personal branding, career counseling. Assessment Measures for Intended Operational Outcomes: Performance Targets/Criteria for Operational Assessment Measures: 1. Faculty Yearly Reports and Departmental or Program Yearly Reports 30% of the full-time faculty will be involved with businesses, such as working on a joint project, consulting, or providing research assistance. 30% of the full-time facuty will facilitate events for students to interact with business leaders. A Business Advisory Panel will meet at least once per year to discuss program goals and curricula. 2. Undergraduate and graduate student surveys On the survey instrument, at least 80% of our students will be satisfied with the advising they have received and with the career preparation offered. For those who participate in internships, at least 90% will rate the experience as beneficial for their career development. 3. Faculty credentials and professional development as gleaned from a Faculty Yearly Reports Summary of Results from Implementing Direct Measures of Student Learning. On a yearly basis, 70% of our faculty will be engaged in professional development activities of the type identified by IACBE. Operational Outcome 1: between 35% and 45% of the full-time faculty were involved with businesses in the categories indicated; 55% of the full-time faculty facilitated students interactions with business leaders. A meeting of the Advisory Board was held in June 2013 Operational Outcome 2: on a survey using a Likert scale, greater than 80% of 66 graduating students indicated that they were either satisfied or very satisfied with the advising provided. Operational Outcome 3: 100% of our faculty (full-time and part-time) who taught during are either Performance Target Was Not Revised January 25,

10 doctorally or professionally qualified. During , 100% of our faculty were involved in at least 1 of the 5 types of scholarship and professional development activities as identified by IACBE. 77% of the faculty are involved in 2 or more of the 5 types, and 45% are involved in 4 of the 5 or all 5 types. Operational Outcome 4: 80% or more of the 66 graduating students did not either agree or strongly agree that they were satisfied with the career services provided; although, for those students who participated in an internship, greater than 90% of the students agreed or strongly agreed that the experience was beneficial for their career development. Proposed Courses of Action for Improvement in Areas for which Performance Targets Were Not : More effectively publicize the career programs offered by the Office of Experiential Learning and Career Services Have staff from the Office of Experiential Learning and Career Services visit classes Revised January 25,

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