Student Learning Assessment for Associate of Arts in Business Administration Program

Transcription

1 Student Learning Assessment for Academic Year Business Programs Student Learning Assessment for Associate of Arts in Business Administration Program Intended Student Learning Outcomes for Associate of Arts in Business Administration Program: 1. Demonstrate an introductory understanding of the functional areas of business, including central concepts and tasks of each. 2. Demonstrate an understanding of financial and managerial accounting, including central concepts and tasks. 3. Demonstrate an understanding of domestic and global economic environments and their influence on firm- level decision- making. 4. Demonstrate the ability to use statistical tools and methods for business decision- making. Assessment Tools for Intended Student Learning Outcomes Direct Measures of Student Learning: Performance Targets/Criteria for Direct Measures: 1. Peregrine Academics Exam Average performance at or above National Comparison Group 2. Within- course Pre and Post tests for BU 200, BU 224, AC 201, AC 202, EC 201 and EC 202 Assessment Tools for Intended Student Learning Outcomes Indirect Measures of Student Learning: 1. Student response on course evaluations for BU 200 Introduction to Business, BU 224 Applied Business Statistics, AC 201 Principles of Accounting I, AC 202 Principles of Accounting II, EC 201 Principles of Macroeconomics and EC 202 Principles of Microeconomics to item #7 I gained a significant amount of knowledge from this course. 2. Student response to exit survey questions regarding perceived personal competence in topic areas of business, statistics, Post test performance of 70% or above Performance Targets/Criteria for Indirect Measures: Mean response at 4.0 or above on the five- point scale where 1 = strongly disagree, 5 = strongly agree, and 4 = agree Mean response at 3.0 or above on the five- point scale where 1 = minimal, 5 = very strong and 3 = satisfactory

2 accounting and economics Summary of Results from Implementing Direct Measures of Student Learning: 1. Results not available; Test was not administered due to small sample size per group (n = 1) Performance Target Was Met Not Met 2. Results not available Summary of Results from Implementing Indirect Measures of Student Learning: 1. BU 200: Fall 2011 = 4.17, Spring 2012 = 4.80 BU 224: Summer 2011 = 4.57, Winter 2012 = 4.33 AC 201: Fall 2011 = 3.6, Spring 2012 = 3.75 AC 202: Summer 2011 = 3.2, Winter 2012 = 3.75 EC 201: Summer 2011 = 4.56, Winter 2012 = 4.19 EC 202: Fall 2011 = 4.5, Spring 2012 = 4.38 Performance Target Was Met Not Met BU 200 BU 224 AC 201 EC 201 AC 202 EC 202 Note that results are for full class groups, including those taking the course as part of the AA in Business Administration program and the BA in Management program. All students are in the Adult Evening and Online Programs (AEOP) area, which is not directly managed by the business area. 2. Results not available; Exit survey was not administered due to small sample size per group (n = 1) Proposed Courses of Action for Improvement in Areas for which Performance Targets Were Not Met: 1. Review instructor s approach to these courses; student response to these online courses is not characteristic of instructor s on ground courses.

3 Student Learning Assessment for Bachelor of Arts in Business Administration Program Intended Student Learning Outcomes for Bachelor of Arts in Business Administration Program : 1. Demonstrate written and oral communication abilities appropriate to business- related tasks. 2. Demonstrate the ability to select and use appropriate quantitative tools, including statistics and management science, for decision- making. 3. Demonstrate an understanding of the functional areas of business, including central concepts, modes of analysis, tasks, and strategies. 4. Demonstrate an understanding of tasks associated with career selection, entry, and management. 5. Demonstrate the ability to assess and create business strategy appropriate for organizations in specified business environments. 6. Demonstrate an understanding of legal obligations of organizations and the ethical dilemmas faced by businesses, along with appropriate frameworks for addressing these dilemmas. 7. Demonstrate an understanding of information technology as it influences organizational processes and system tasks, as well as the ability to use information technology to address functional business tasks. 8. Demonstrate an understanding of the domestic and global economic environments and their influence on firm- level decision- making. 9. Demonstrate an understanding of individual and group dynamics in organizations. 10 Demonstrate an understanding of the connections between academic work and real- life situations through Service- Learning experiences. 11 Demonstrate an understanding of the management of business operations. 12 Demonstrate an understanding of the distinctive features and challenges of conducting business internationally. Assessment Tools for Intended Student Learning Outcomes Direct Measures of Student Learning: 1. Peregrine Academics CPC Exam and supplemental Chaminade questions for Career Development and Professional Writing and Presentation Performance Targets/Criteria for Direct Measures: Average performance on Peregrine Exam at or above National Comparison Group Average performance on Career Development and Professional

4 Writing and Presentation questions at 70% or above 2. Final Group Presentations in BU 469 Business Strategy Average faculty rating of groups of 24 or above out of 32 possible points, which reflects an average score on rubric dimensions of 3 points out of 4, where 3 points indicates fully successful performance (multiple faculty rate each group) 3. Final Group Presentations in BU 470 Senior Field Experience Average faculty rating of groups of 12 or above out of 16 possible points, which reflect an average score on rubric dimensions of 3 points our of 4, where 3 points indicates proficient performance (multiple faculty rate each group) Assessment Tools for Intended Student Learning Outcomes Indirect Measures of Student Learning: 1. Student response on course evaluations for all business administration required courses to item #7 I gained a significant amount of knowledge from this course. 2. Student response to exit survey questions regarding perceived personal competence in required business administration courses Performance Targets/Criteria for Indirect Measures: Mean response at 4.0 or above on the five- point scale where 1 = strongly disagree, 5 = strongly agree, and 4 = agree Mean response at 3.0 or above on the five- point scale where 1 = minimal, 5 = very strong and 3 = satisfactory Summary of Results from Implementing Direct Measures of Student Learning: 1. Peregrine Academics CPC Exam Chaminade Business Administration Average Total Score = 51.7% (n = 18) National Comparison Group (Aggregate Traditional) Average Total Score = 49.2% Performance Target Was Met Not Met Relative Interpretation of Average Chaminade Student Competency = Average High Score = 65% (Above Average); Low Score = 40% (Average) Chaminade Supplemental Questions for Career Development and Writing & Presentation Chaminade Average Business Administration Student Score = 87% (n = 30)

5 Results by Topic Area Chaminade Bus. Admin. Students National Comparison Group Accounting 50.0% 49.7% Business Ethics 47.8% 51.3% Business Finance 45.0% 50.3% Strategic Management 47.8% 45.4% Business Leadership 58.9% 49.4% Economics 50.6% 47.7% Global Dimensions 55.0% 52.4% Information Management 65.6% 61.2% Legal Environment 58.9% 55.9% Management 56.7% 52.5% Marketing 43.3% 37.3% Quant. Methods & Statistics 40.6% 37.3% Green = Performance Above Comparison Group Red = Performance Below Comparison Group 2. Average Faculty Rating for Groups on Final Strategy Presentation in BU 469 = (n = 8) Average Faculty Rating by Student Group/Organization: Domino s Pizza, Popeye s, Papa John s Pizza = 26 Starbucks, Taco Bell, Jack in the Box = 25 Wendy s = 24 KFC = 21 Note that groups include both accounting and business administration students.

6 3. Average Faculty Rating for Groups on Final Senior Field Experience Presentation in BU 470 = (n = 6) Average Faculty Rating by Student Group/Organization: Detour = 16 Kokua Kalihi Valley Sewing Program, Hawaii Peace & Justice, Volunteer Legal Services = 14 Hawaii Community Stewardship Network, LEAF = 12 Note that groups include both accounting and business administration students. Summary of Results from Implementing Indirect Measures of Student Learning: 1. Mean Response All Courses = 4.0 Performance Target Was Met Not Met Mean Response by Course and Section: BU 200 (F01) = 4.6; (F02) = 4.4; (S01) = 4.5; (S02) = 2.3 BU 224 (F01) = 2.3; (S01) = 2.9 AC 201 (F01) = 4.5; (F02) = 4.5; (S01) = 4.5; (S02) = 4.8 AC 202 (F01) = 3.9; (S01) = 3.7 EC 201 (F01) = 4.0; (S01) = 3.1; (S02) = 3.1 EC 202 (F01) = 4.2; (F02) = 4.2; (S01) = missing BU 308 (F01) = 4.5; (S01) = 4.6 BU 324 (F01) = 3.4; (S01) = 3.6 BU 362 (F01) = 4.7; (S01) = 4.5 FIN 301 (F01) = 4.3; (S01) = 4.4 MGT 305 (F01) = 2.7; (S01) = 2.6 MGT 306 (F01) = 4.3; (S01) = 4.2 MKT 301 (F01) = 4.4; (F02) = 4.6; (S01) = 4.5 BU 200 AC 201 EC 202 BU 308 BU 362 FIN 301 MGT 306 MKT 301 BU 402 BU 407 BU 416 BU 469 BU 470 BU 224 AC 202 EC 201 BU 324 MGT 305 MGT 407

7 BU 402 (F01) = 4.6; (S01) = 4.9 BU 416 (F01) = 5.0; (S01) = 4.7 BU 469 (F01) = 4.6; (S01) = 4.9 BU 470 (S01) = 4.7 MGT 407 (F01) = 4.0; (S01) = 2.5 Note that these courses (except BU 402 and MGT 407) include both accounting and business administration students, and at the 200 level students who may not become business majors. 2. Mean Response All Topic Areas = 3.9 Mean Response by Topic Area: International Business = 4.3 Writing & Presentation = 4.3 Marketing = 4.0 Career Skills = 3.9 Strategy = 3.8 Finance = 3.7 Human Resources = 3.7 Legal & Ethical Issues = 3.6 Economics = 3.4 Accounting = 3.2 Information Management = 3.1 Quantitative Methods = 3.0 Operations Management = 3.0 Proposed Courses of Action for Improvement in Areas for which Performance Targets Were Not Met: 1. Review course evaluations with faculty and determine needed actions by course area

8 Student Learning Assessment for Bachelor of Science in Accounting Intended Student Learning Outcomes for Bachelor of Science in Accounting : 1. Demonstrate written and oral communication abilities appropriate to business- related tasks. 2. Demonstrate the ability to select and use appropriate quantitative tools, including statistics and management science, for decision- making. 3. Demonstrate an understanding of the functional areas of business, including central concepts, modes of analysis, tasks, and strategies. 4. Demonstrate an understanding of tasks associated with career selection, entry, and management. 5. Demonstrate the ability to assess and create business strategy appropriate for organizations in specified business environments. 6. Demonstrate an understanding of legal obligations of organizations and the ethical dilemmas faced by businesses, along with appropriate frameworks for addressing these dilemmas. 7. Demonstrate an understanding of information technology as it influences organizational processes and system tasks, as well as the ability to use information technology to address functional business tasks. 8. Demonstrate an understanding of the domestic and global economic environments and their influence on firm- level decision- making. 9. Demonstrate an understanding of individual and group dynamics in organizations. 10 Demonstrate an understanding of the connections between academic work and real- life situations as a result of Service- Learning experiences. 11 Demonstrate an understanding of the legal and ethical responsibilities of professional accountants. 12 Demonstrate an understanding of the concepts, methods, and processes of control that provide for the accuracy and integrity of financial data and the safeguarding of financial assets. 13 Demonstrate an understanding of the concepts of taxation and the impact of taxation on the financial and managerial decisions of business entities. 14 Demonstrate and understanding of the concepts, principles and procedures of auditing and attestation services. 15 Demonstrate an understanding of Generally Accepted Accounting Principles and their application to business situations. 16 Demonstrate an understanding of the preparation, interpretation, evaluation and use of financial information for business decision-

9 making. Assessment Tools for Intended Student Learning Outcomes Direct Measures of Student Learning: 1. Peregrine Academics CPC Exam and supplemental Chaminade questions for Career Development and Professional Writing and Presentation Performance Targets/Criteria for Direct Measures: Average performance on Peregrine Exam at or above National Comparison Group Average performance on Career Development and Professional Writing and Presentation questions at 70% or above 2. Peregrine Academics Accounting Exam Average performance at or above National Comparison Group 3. Final Group Presentations in BU 469 Business Strategy Average faculty rating of groups of 24 or above out of 32 possible points, which reflects an average on rubric dimensions of 3 points out of 4, where 3 points indicates fully successful performance (multiple faculty rate each group) 4. Final Group Presentations in BU 470 Senior Field Experience Average faculty rating of groups of 12 or above out of 16 possible points, which reflect an average score on rubric dimensions of 3 points our of 4, where 3 points indicates proficient performance (multiple faculty rate each group) Assessment Tools for Intended Student Learning Outcomes Indirect Measures of Student Learning: 1. Student response on course evaluations for all business administration required courses to item #7 I gained a significant amount of knowledge from this course. 2. Student response to exit survey questions regarding perceived personal competence in required business and accounting courses 3. Placement of graduates into degree- related professional positions or graduate school Performance Targets/Criteria for Indirect Measures: Mean response at 4.0 or above on the five- point scale where 1 = strongly disagree, 5 = strongly agree, and 4 = agree Mean response at 3.0 or above on the five- point scale where 1 = minimal, 5 = very strong and 3 = satisfactory 80% or above of the prior year s class holds degree- related professional positions and/or is in graduate school

10 Summary of Results from Implementing Direct Measures of Student Learning: 1. Peregrine Academics CPC Exam Chaminade Accounting Average Total Score = 51.5% (n = 6) National Comparison Group (Aggregate Traditional) Average Total Score = 49.9% Performance Target Was Met Not Met Relative Interpretation of Average Chaminade Student Competency = Average High Score = 65.5% (Above Average); Low Score = 37.3% (Below Average) Chaminade Supplemental Questions for Career Development and Writing & Presentation Chaminade Average Business Administration Student Score = 82% (n = 11) Results by Topic Area Chaminade Accounting Students National Comparison Group Accounting 58.3% 49.7% Business Ethics 65.0% 51.3% Business Finance 55.0% 50.3% Strategic Management 53.3% 45.4% Business Leadership 35.0% 49.4% Economics 53.3% 47.7% Information Management 68.3% 61.2% Legal Environment 50.0% 55.9% Management 45.0% 52.5% Marketing 40.0% 37.3% Quant. Methods & Statistics 43.3% 37.3% Green = Performance Above Comparison Group

11 Red = Performance Below Comparison Group 2. Peregrine Academics Accounting Exam Chaminade Accounting Average Total Score = 54.9% (n = 11) National Comparison Group (Aggregate Traditional) Average Total Score = 49.2% Relative Interpretation of Average Chaminade Student Competency = Average High Score = 79.3% (High); Low Score = 24.3% (Low) 3. Average Faculty Rating for Groups on Final Strategy Presentation = (n = 8) Average Faculty Rating by Student Group/Organization: Domino s Pizza, Popeye s, Papa John s Pizza = 26 Starbucks, Taco Bell, Jack in the Box = 25 Wendy s = 24 KFC = 21 Note that groups include both accounting and business administration students. 4. Average Faculty Rating for Groups on Final Senior Field Experience Presentation in BU 470 = (n = 6) Average Faculty Rating by Student Group/Organization: Detour = 16 Kokua Kalihi Valley Sewing Program, Hawaii Peace & Justice, Volunteer Legal Services = 14 Hawaii Community Stewardship Network, LEAF = 12 Note that groups include both accounting and business administration students.

12 Summary of Results from Implementing Indirect Measures of Student Learning: 1. Mean Response All Courses = 4.2 Performance Target Was Met Not Met Mean Response by Course and Section: BU 200 (F01) = 4.6; (F02) = 4.4; (S01) = 4.5; (S02) = 2.3 BU 224 (F01) = 2.3; (S01) = 2.9 AC 201 (F01) = 4.5; (F02) = 4.5; (S01) = 4.5; (S02) = 4.8 AC 202 (F01) = 3.9; (S01) = 3.7 EC 201 (F01) = 4.0; (S01) = 3.1; (S02) = 3.1 EC 202 (F01) = 4.2; (F02) = 4.2; (S01) = missing AC 301 (F01) = 4.7 AC 302 (S01) = 4.6 AC 303 (F01) = 5.0 AC 306 (S01) = 4.6 BU 308 (F01) = 4.5; (S01) = 4.6 BU 324 (F01) = 3.4; (S01) = 3.6 BU 362 (F01) = 4.7; (S01) = 4.5 FIN 301 (F01) = 4.3; (S01) = 4.4 MGT 305 (F01) = 2.7; (S01) = 2.6 MGT 306 (F01) = 4.3; (S01) = 4.2 MKT 301 (F01) = 4.4; (F02) = 4.6; (S01) = 4.5 AC 404 (S01) = 5.0 AC 408 (F01) = 4.5 BU 416 (F01) = 5.0; (S01) = 4.7 BU 469 (F01) = 4.6; (S01) = 4.9 BU 470 (S01) = 4.7 BU 200 AC 201 EC 202 AC 301 AC 302 AC 303 AC 306 BU 308 BU 362 FIN 301 MGT 306 MKT 301 AC 404 AC 408 BU 416 BU 469 BU 470 BU 224 AC 202 EC 201 BU 324 MGT 305

13 Note that these courses (except 300 and 400 level accounting) include both accounting and business administration students, and at the 200 level students who may not become business majors. 2. Mean Response All Topic Areas = 3.6 (n = 11) Mean Response by Topic Area: Finance = 4.2 Strategy = 4.2 Accounting = 4.1 Career Skills = 3.8 Legal & Ethical Issues = 3.7 Human Resources = 3.7 Writing & Presentation = 3.4 Marketing = 3.4 Economics = 3.3 Quantitative Methods = 2.9 Information Management = 2.6 Finance Strategy Accounting Career Skills L & E Issues HR W & P Marketing Economics Quant. Methods Info. Mgt % of respondents hold degree- related positions or are in graduate school; data for 2 graduates missing (n = 7) Proposed Courses of Action for Improvement in Areas for which Performance Targets Were Not Met: 1. Review course evaluations with faculty and determine needed actions by course area. There are noted areas of alignment between responses to indirect measures 1 (end- of- course assessment of learning) and 2 (end of program assessment of learning), though different student groups are responding to each measure. 2. Continue to attempt to reach graduates for whom we do not have current professional status 3. We will monitor performance in the management/leadership area. Results may reflect the lack of a Principles of Management course and

14 an Operations Management course in the curriculum. Intended Student Learning Outcomes for MBA Program: Student Learning Assessment for MBA Program 1. Demonstrate the ability to select and use appropriate quantitative tools to enhance organizational decision- making. 2. Demonstrate an understanding of issues central to financial management of an organization and the ability to use financial tools and analysis to inform business decisions. 3. Demonstrate an understanding of the process of value creation by an organization and the ability to use concepts and processes of marketing and management to develop competitive advantage for organizations in specified business environments. 4. Demonstrate an understanding of the legal obligations and ethical dilemmas faced by businesses and the ability to use related frameworks to inform decision- making. 5. Demonstrate an understanding of domestic and global economic environments and the ability to use economic data to inform decision- making. 6. Demonstrate an understanding of leadership dynamics and the ability to identify appropriate leader actions for enhancing individual, group, and system effectiveness. 7. Demonstrate an understanding of the central components and processes of strategic management and the ability to assess and create appropriate strategies for organizations in specified business environments. Assessment Tools for Intended Student Learning Outcomes Direct Measures of Student Learning: Performance Targets/Criteria for Direct Measures: 1. Peregrine Academics MBA Exam Average performance on Peregrine Exam at or above National Comparison Group 2. Final Group Presentations in MBA 800 Strategic Management Average faculty rating of groups of 24 or above out of 32 possible points, which reflects an average on rubric dimensions of 3 points out

15 of 4, where 3 points indicates fully successful performance (multiple faculty rate each group) Assessment Tools for Intended Student Learning Outcomes Indirect Measures of Student Learning: 1. Student response on course evaluations for all business administration required courses to item #7 I gained a significant amount of knowledge from this course. 2. Student response to exit survey questions regarding perceived personal competence in required business and accounting courses Performance Targets/Criteria for Indirect Measures: Mean response at 4.0 or above on the five- point scale where 1 = strongly disagree, 5 = strongly agree, and 4 = agree Mean response at 3.0 or above on the five- point scale where 1 = minimal, 5 = very strong and 3 = satisfactory Summary of Results from Implementing Direct Measures of Student Learning: 1. Peregrine Academics MBA Exam Chaminade Average Total Score = 64.0% (n = 43) National Comparison Group (Aggregate Blended) Average Total Score = 56.6% Performance Target Was Met Not Met Relative Interpretation of Average Chaminade Student Competency = Above Average High Score = 80% (Very High); Low Score = 47.1% (Average) Results by Topic Area Chaminade MBA Students National Comparison Group Accounting 57.4% 53.7% Business Ethics 70.7% 54.4% Business Finance 50.5% 41.1% Strategic Management 69.5% 65.6% Business Leadership 73.3% 70.2% Economics 60.2% 50.1%

16 Marketing 66.0% 62.8% Green = Performance Above Comparison Group Red = Performance Below Comparison Group 2. Average Faculty Rating for Groups on Final Strategy Presentation = 27 (n = 6) Average Faculty Rating by Student Group/Organization: St. Francis School, Best Buy = 30 Waste to Resource, RIM = 27 Robert Allen Preschool, American Airlines = 24 Summary of Results from Implementing Indirect Measures of Student Learning: 1. Mean Response All Courses = 4.4 Performance Target Was Met Not Met Mean Response by Course and Section: MBA 600 (SU01) = 4.5; (F01) = 4.6; (W01) = 4.4; (SP01) = 4.8 MBA 601 (SU01) = missing; (W01) = 4.5; (SP01) = missing MBA 602 (SU01) = 4.4; (F01) = 4.8; (W01) = 5.0; (W02) = 4.9; (SP01) = 5.0 MBA 610 (SU01) = 4.7; (F01) = 3.9; (W01) = 3.4 MBA 611 (F01) = 4.6; (W01) = 3.9; (SP01) = 4.1 MBA 612 (F01) = 3.9; (SP01) = 4.0 MBA 613 (F01) = 4.0; (SP01) = 3.6 MBA 617 (SU01) = 4.4; (W01) = 4.5 MBA 800 (SU01) = 4.6; (F01) = 4.3; (W01) = 4.1; (SP01) = 5.0 MBA 600 MBA 602 MBA 611 MBA 612 MBA 617 MBA 800 MBA 610 MBA Mean Response All Topic Areas = 3.8 (n = 30)

17 Mean Response by Topic Area: Leadership = 4.4 Ethics & Decision- Making = 4.4 Marketing = 4.1 Strategic Management = 4.1 Legal & Ethical Issues = 3.7 Operations Management = 3.9 Finance = 3.5 Economics = 3.4 Accounting = 3.2 Human Resource Management = 3.1 Proposed Courses of Action for Improvement in Areas for which Performance Targets Were Not Met: 1. Review course approach in Accounting and Human Resource Management, which do not meet standard in measure 1 and have the lowest competence ratings on measure 2

18

19 Operational Assessment for Academic Year Business Programs Mission of the Business Programs: Operational Assessment for Business Programs The University does not have a business unit and organizes business programs by degree level. The mission statement for each level of business program offered at Chaminade University is provided below. Mission statement for undergraduate business programs Our mission in providing undergraduate business programs at Chaminade is to prepare students to enter careers in industry, government, and not- for- profit organizations and to provide businesses in Hawaii with competent employees who are able to contribute to their organization s success and to the community good. Mission statement for graduate business program The MBA program provides students with the tools and perspectives needed to lead and manage for business results and the public good. Our mission is to develop leaders for business, government, and not- for- profit organizations in Hawaii and to provide transferable business skills that will enable graduates to succeed in organizations across the country and internationally. Intended Operational Outcomes:

20 1. Function within the budget for business programs allocated by the University 2. Meet or exceed University objectives for MBA program enrollment; sustain strong enrollment for undergraduate business administration and viable enrollment for undergraduate accounting 3. Evidence student satisfaction with their experiences in business courses and programs 4. Serve as a resource for the Honolulu community Assessment Measures for Intended Operational Outcomes: Performance Targets/Criteria for Operational Assessment Measures: 1. Annual business area budget usage Use of 100% of total allocation or lower 2. University enrollment goal for MBA in Semester Credit Hours 2350 semester credit hour enrollment for MBA Number of majors for B.A. in Business Administration Number of majors for B.S. in Accounting 100 business administration majors; Top ten program at the University in number of majors 30 accounting majors 3. Mean student response to the following item on end- of- term course evaluations: Overall I feel this was a good course. Mean student response to the following item on end- of- program exit surveys: Overall, how satisfied are you with the program you are completing at Chaminade? Mean response of 3.5 or above on a five- point scale where 1 = strongly disagree and 5 = strongly agree Mean response of 4.0 or above on a five- point scale where 1 = very dissatisfied and 5 = very satisfied

21 4. Number of organizations served by business students and faculty Evidence that organizations are used in service learning projects Percentage of full- time faculty engaged in organizational service (pro bono) 50% or more of the full- time faculty are actively engaged in organizational service outside Chaminade annually Summary of Results from Implementing Operational Assessment Measures: 1. As of 6/18 the business area had used 99% of budget with year end on 6/30. Budget will be exceeded. Performance Target Was Met Not Met 2. MBA enrollment = 2445 semester credit hours Accounting majors (fall data) = 37 Business Administration (fall data) = 119 Business Administration is the 6 th largest major and Accounting the 10 th largest major among day undergraduate programs 3. Undergraduate Mean Response by Course and Section to the course evaluation item: Overall I feel this was a good course. BU 200 BU 224 AC 201 AC 202 EC 201 EC 202 (F01) = 4.5 ; (F02) = 4.6; (AEOP F01) = 4.2; (S01) = 4.4; (S02) = 2.8; (AEOP S01) = 4.9 (AEOP SU01) = 4.3; (F01) = 2.5; (AEOP W01) = 4.0; (S01) = 2.7 (F01) = 4.3; (F02) = 4.5; (AEOP F01) = 3.8; (S01) = 4.5; (S02) = 4.6; (AEOP S01) = 3.0 (AEOP SU01) = 2.8; (F01) = 3.9; (AEOP W01) = 3.8; (S01) = 3.5 (AEOP SU 01) = 4.6; (F01) = 4.1; (AEOP W01) = 4.3; (S01) = 3.0; (S02) = 2.9 (F01) = 4.2; (F02) = 4.0; (AEOP F01) = 4.6; (S01) = missing; (AEOP S01) = 4.3 BU 200 AC 201 AC 202 EC 201 EC 202 EC 320 AC 301 AC 302 BU 224 EC 313 MGT 305 MGT 407

22 EC 313 (F01) = 3.1 EC 320 (S01) = 3.7 AC 301 (F01) = 4.7 AC 302 (S01) = 4.6 AC 303 (F01) = 5.0 AC 306 (S01) = 4.3 BU 308 (F01) = 4.7; (S01) = 4.8 BU 324 (F01) = 3.5; (S01) = 3.7 BU 362 (F01) = 4.8; (S01) = 4.6 FIN 301 (F01) = 4.4; (S01) = 4.3 MGT 305 (F01) = 2.8; (S01) = 2.3 MGT 306 (F01) = 4.3; (S01) = 4.0 MKT 301 (F01) = 4.3; (F02) = 4.7; (S01) = 4.6 AC 404 (S01) = 5.0 AC 408 (F01) = 4.0 BU 402 (F01) = 4.7; (S01) = 5.0 BU 416 (F01) = 5.0; (S01) = 4.3 BU 469 (F01) = 4.7; (S01) = 4.9 BU 470 (S01) = 4.7 BU 480 (S01) = 4.9 MGT 407 (F01) = 3.8; (S01) = 2.4 AC 303 AC 306 BU 308 BU 324 BU 362 FIN 301 MGT 306 MKT 301 AC 404 AC 408 BU 402 BU 416 BU 469 BU 470 BU 480 Graduate Mean Response by Course and Section to the course evaluation: Overall I feel this was a good course. MBA 510 (SU01) = missing; (F01) = missing; (F02) = 4.5; (SP01) = 4.4 MBA 520 (SU01) = missing; (W01) = missing MBA 600 (SU01) = 4.6; (F01) = 4.6; (W01) = 4.4 ; (SP01) = 4.6

23 MBA 601 (SU01) = missing; (W01) = 4.6; (SP01) = missing MBA 602 (SU01) = 4.6; (F01) = 4.8 ; (W01) = 5.0; (W02) = 4.9; (SP01) = 5.0 MBA 610 (SU01) = 4.7; (F01) = 3.7; (W01) = 3.4 MBA 611 (F01) = 4.7; (F02) = missing; (W01) = 4.0; (SP01) = missing MBA 612 (F01) = 3.7; (SP01) = 4.1 MBA 613 (F01) = 4.1; (SP01) = 3.6 MBA 616 (F01) = missing; MBA 617 (SU01) = 4.3; (W01) = 4.0 MBA 701 (SP01) = 4.4 MBA 702 (SP01) = missing MBA 706 (W01) = missing MBA 707 (SU01) = missing MBA 708 (W01) = 4.5 MBA 702 (SP01) = 4.6 MBA 730 (W01) = missing MBA 739 (W01) = 5.0 MBA 740 (F01) = missing MBA 741 (SP01) = not completed MBA 742 (SU01) = ; MBA 754 (F01) = 4.8 MBA 756 (SP01) = 3.9 MBA 761 (SU01) = missing MBA 762 (SU01) = missing; (SP01) = 4.6 MBA 763 (F01) = missing; (F02) = missing MBA 764 (SP01) = 4.0 MBA 770 (W01) = missing MBA 776 (SP01) = 3.8

24 MBA 778 (W01) = 4.8 MBA 779 (SU01) = missing MBA 780 (F101) = ;(W101) = 4.3; (W201) = 5.0; (SP101) = 4.8; (SP201) = missing MBA 800 (SU01) = 4.5; (F01) = 4.0; (W01) = 3.5; (SP01) = 5.0 Undergraduate Mean Response to the exit survey item: Overall, how satisfied are you with the program you are completing at Chaminade? Accounting students: 4.7 (n = 9) Business Administration students: 4.4 (n = 30) Graduate Mean Response to the exit survey item: Overall, how satisfied are you with the program you are completing at Chaminade? MBA students: 4.5 (n = 30) 4. Chaminade students served 10 organizations through consulting projects this year. Robert Allen Montessori Preschool St. Francis School Waste to Resource Detour Hawaii Community Stewardship Network Volunteer Legal Services Hawaii Hawaii Peace and Justice LEAF Hawaii Kokua Kalihi Valley Women s Sewing Program Chef s Third Hand

25 Five of six full- time faculty provided service to organizations outside Chaminade this year. Proposed Courses of Action for Improvement in Areas for which Performance Targets Were Not Met: 1. Budget was exceeded due to additional faculty (adjunct and overload) needed as a result of enrollment increases. Prior year s payment of AACSB dues was moved to this year. Use of student workers exceeded allocation. Budget will be monitored. 2. Courses which evidenced lower student satisfaction were taught by common instructors. We will review course processes with the instructors.

26 Summary of the changes and improvements that were needed based on the results from implementing the outcomes assessment plan. At the undergraduate level, two issues have been identified from recent assessment of student learning that are driving pedagogical changes. First, while the performance of our best students on standardized program exams is quite strong, the average results achieved by our students are less strong. Second, student performance on capstone projects in BU 469 Business Strategy and BU 470 Senior Field Experience indicates that our students can benefit from being better able to integrate information and ideas across the functional areas of business. Additionally, while faculty observe students to exhibit generally strong skills at organizational research and data collection, students are less strong at making sense of those data and their implications for organizational functioning and direction. To address these issues, we have taken three courses of action. First, we have introduced an integration case that students engage in every business course across their program of study. Titled The Big Mac Experience, the case exposes students to the operations of McDonalds and its industry. McDonalds was chosen as the integration company because it allows students to study a global organization at the corporate level and small business at the franchise level simultaneously. Additionally most of our students have had personal experience with McDonalds prior to coming to Chaminade, and they have the opportunity to engage McDonalds locally while they are in the program. The Big Mac Experience is in its second year at the time of the self- study. Second, we have provided students exposure to faculty from different business disciplines from the beginning of their programs to allow them to see the different issues and perspectives on those issues dealt with by each of the functional areas of business. For example, the first course undergraduate business students take, BU 200 Introduction to Business, is taught in sections by faculty from at least two business disciplines. In the self- study year, faculty from marketing, accounting and operations management have taught the course. All sections of the course are scheduled at the same time so that sections can be combined for cross- disciplinary conversations for about 1/3 of the course. Faculty from the other business disciplines (economics, finance, management, HR, for example) visit the course and introduce their field, the related course(s) in the curriculum, and the central business issues and questions their discipline is concerned with. Facilitated by course faculty, this approach exposes students to what they will be studying in their program, connects students with faculty as resources for them from the start of their program, and initiates integrated thinking about how organizations work.

27 Third, we have worked to increase the use of action- learning in the curriculum, since focus on application inherently encourages students to integrate their knowledge. Our approach to this has been to include service learning projects for every year of the curriculum. For example, students in their first and second years help to teach financial literacy to younger students at a local elementary school through a stock market challenge activity, using their course knowledge in introduction to business, economics, and accounting. Students in their second and third years construct and manage a fundraising effort for a local non- profit organization, using their course knowledge in economics and marketing. Students in their third and fourth years do a number of projects including FAFSA education for high school parents and low income tax clinics, using business students knowledge of coursework in marketing and finance and accounting students knowledge of tax concepts. And fourth year students do a consulting project, in groups, for an organization that integrates their program learning through application. Performance of MBA students on national program exams has been above average for the last year to two years. Student performance in capstone strategy projects has evidenced the same challenge with integrative thinking across business functions observed with the undergraduate students. Undergraduate students work has tended to show better research skills than that of the MBA students. To address this issue, this year we have used a team teaching approach in the capstone Strategic Management course. The teaching team consists of three professors from three different business disciplines. The instructors address students case work from the perspective of their individual disciplines and encourage students to consider the implications of their analysis and direction for each of the business disciplines. Faculty from the disciplines not represented in the teaching team are invited to provide guest lectures and to attend and provide feedback on the final student presentations in the course. Faculty from every business discipline are available to students for coaching and advice on issues related to their discipline. Additionally, there are too many missing course evaluations for the MBA program, limiting our ability to assess students satisfaction with their courses. Course evaluations are completed in the MBA classes, and the evaluations are returned to the Graduate Services office after completion. The Graduate Services office does not reliably collect and process the course evaluations. For this last year, we have only verified that evaluations were not administered in one MBA course. Instructors for multiple courses have indicated that evaluations were administered, but processed reports were not generated or received. The Graduate Services office has indicated for many of these that they were not returned after completion. Some have been later discovered by Graduate Services. We will change the method of

28 administering course evaluations for the academic year. Course evaluations will be returned to the MBA program office beginning with the summer 2012 term, so that the MBA office can confirm evaluations have been administered before submitting evaluation responses to the Graduate Services office for processing. Regarding operations assessment, we have not yet distinguished between broad- based operational goals and operational goals, which we will do for the coming year s assessment cycle. Additionally, operational goals do not currently include goals related to faculty composition or deployment. Goals in this area will be identified for the assessment cycle as well. Summary Evaluation of Outcomes Assessment The business area began work on program assessment in 2006, and we are still in the process of developing our approach to assessment. At present, we are most satisfied with the direct measure of student learning that we use. We examine knowledge through testing and skills through the use of applied projects at both the undergraduate and graduate levels. Faculty are collectively involved in reviewing assessment results and developing integrated solutions to address student learning needs across their programs of study. We are less settled, however, on our indirect measures of student learning. In particular, we are unclear whether the use of course evaluation and exit survey items is really giving us measures of perceived learning and competence rather a measure of satisfaction. We note that average student responses to the item about perceived learning in course evaluations are very similar to responses to the item about course satisfaction. We also note for the current year at the undergraduate level, that the topic area of lowest perceived competence, information management, is also the exam topic area on which students performed best. Our operational goals and measures are currently appropriate. We will review those with the University s next provost when one is selected in the coming academic year. As noted in above, we will distinguish between broad- based operational goals and operational goals in the coming assessment cycle, and we will add operational goals related to faculty composition and deployment.