MAOL: Assessment Report. Master of Arts in Organizational Leadership (MAOL) Assessed by: Mary Quinn. Faculty of MAOL

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1 Master of Arts in Organizational Leadership (MAOL) Assessed by: Mary Quinn Faculty of MAOL Cycle of Assessment: Fall 2012-Spring 2013 Mission Statement: The Master of Arts in Organizational Leadership is designed to focus on the human component of organizations. It takes the learner and develops inspirational leaders with vision and high ethical standards. Program Goals: To develop leaders who understand and critically engage the foundational and emerging theoretical positions in the field of leadership. To develop leaders who demonstrate critical and creative evaluation and decision making to lead change in organizations. To develop leaders who effectively integrate Christian faith and values within multiple contexts. 1 P a g e

2 Program Intended Learning Outcomes (PILO) Means of Program Assessment & Criteria for Success Summary of Data Collected Use of Results A. Students will understand the basic and emerging concepts and theories of leadership. The comprehensive exam is designed to demonstrate the student s mastery of the most significant concepts in each course of the MAOL program. The exam consists of short answer essay questions covering material from all of the courses in the MAOL program. The benchmark is 90% of students taking the exam will score 84% (B) or above. The exam is taken during the LEAD691 Capstone in Organizational Leadership course. 26 students completed the exam. No student scored below 84%. The benchmark was met. Although no student scored below the benchmark, MAOL discussed a concern about the exam in the Spring 2013 MAOL faculty meeting. The concern is that students are simply looking up in their textbooks and notes the answers to the short answer essay questions. Starting with the Fall 2013 class, the exam will be changed to a 100 point multiple choice exam that is timed. B. Students will be able to integrate course-specific skills and knowledge used by leaders to analyze organizations and make recommendations for improvement. The student analyzes an organization of his/her choosing (must be approved) using one of two holistic organizational models. The student collects data about the organization, which can be done in a variety of ways (interviews, articles, websites, etc.). The student identifies gaps between actual performance and desired performance. Underlying or root causes of gaps should be identified in an effort to keep the issues from reoccurring. The interdependence of the model elements must be The papers of 5 students (25%) were reviewed by 4 of the MAOL faculty. The average score was One student scored below a 2.2. The lowest score was 2. Of the 5 elements on the rubric, all of the scores were above the benchmark, except for one. For the element Connecting to Discipline Sees (makes) connections across disciplines, perspectives, the average score was 2. Although the benchmark was met, two items will be discussed in the MAOL faculty assessment review meeting. The first item is that the average score dropped. The second item is the below benchmark score in the Connecting to Discipline Sees (makes) connections across disciplines, perspectives element. 2 P a g e

3 identified. Once the underlying causes are identified, recommendations are made. The benchmark was met. Twenty-five percent of the organizational analyses are randomly selected and evaluated by the MAOL faculty using the organizational analysis rubric. The benchmark is 90% of the students will score 2.2 or above on the rubric. C. Students will be able to identify and analyze their personal leadership style and ethical position. Values Integration Case (VIC) In LEAD531 Ethics for Leading with Integrity, there is a case analysis assignment in Session 10. This case will be used as an embedded assessment tool. It will be evaluated using a revised values rubric. 25% of the analyses will be reviewed. The benchmark is 90% of the students will score 2.2 or above on the rubric. Values Integration Case Analysis of the VIC began with the Fall 2012 course. Six papers were reviewed by 4 of the MAOL faculty. One student scored below a 2.2. The average score was 2.6 The lowest score was 1,6. Of the 5 elements on the rubric, all of the scores were above the benchmark, except for one. For the element Justification of the wisdom of one s conclusions, the average score was 1.6. The benchmark was met. Values Integration Case Although the benchmark was met, one item will be discussed in the MAOL faculty assessment review meeting. The concern is the below benchmark score in the Justification of the wisdom of one s conclusions element. 3 P a g e

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