How To Learn To Learn

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1 International Assembly for Collegiate Business Education Outcomes Assessment Plan Institution: Academic Business Unit: Saint Peter s University Business Programs of the College of Arts and Sciences/School of Business Administration and the School of Professional and Continuing Studies Date: Revised on January 17, 2014 International Assembly for Collegiate Business Education P.O. Box 3960 Olathe, Kansas USA

2 Appendix IV. Outcomes Assessment Plan Table of Contents Table of Contents... 2 Section I: Strategic Assessment Mission and Broad-Based Goals... 4 Mission Statement... 4 Broad-Based Goals... 4 Section II: Student Learning Assessment... 5 BACHELOR S-LEVEL PROGRAMS... 5 A. Student Learning Assessment for CORE Learning Outcomes for all Bachelor s Degree Programs in Business offered by the College of Arts and Sciences/School of Business Administration (CAS/SBA) and the School of Professional and Continuing Studies (SPCS)... 5 B. Additional Student Learning Assessment for Learning Outcomes for Bachelor s Degree (BS) Programs in: Business Management, Marketing Management, and International Business offered by the College of Arts and Sciences/School of Business Administration (CAS/SBA)... 6 C. Additional Student Learning Assessment for the degree: Bachelor of Science (BS) in Accountancy offered by the College of Arts and Sciences/School of Business Administration (CAS/SBA)... 6 D. Additional Student Learning Assessment for the degree: Bachelor of Science in Business Administration (BSBA) offered by the School of Professional and Continuing Studies (SPCS)... 7 MASTER S-LEVEL PROGRAMS... 8 A. Student Learning Assessment for the degree: Master of Business Administration in the College of Arts and Sciences/School of Business Administration (CAS/SBA)... 8 B. Student Learning Assessment for the degree: Master of Science in Accountancy in the College of Arts and Sciences/School of Business Administration (CAS/SBA)... 9 C. Student Learning Assessment for the Dual Degree: Master of Business Administration/Master of Science in Accountancy (CAS/SBA)... 9 Mapping of Intended Student Learning Outcomes to Broad-Based Student Learning Goals BACHELOR S-LEVEL PROGRAMS Intended Student Learning Outcomes for the CORE for all Bachelor s Degree Programs Additional Intended Student Learning Outcomes for Bachelor s Degree (BS) Programs in: Business Management, Marketing Management, and International Business offered by the College of Arts and Sciences/School of Business Administrations (CAS/SBA)

3 Additional Intended Student Learning Outcome for Bachelor s Degree (BS) Program in Accountancy offered by the College of Arts and Sciences/School of Business Administration (CAS/SBA) Additional Intended Student Learning Outcome for Bachelor s Degree Programs in Business Administration (BSBA) offered by the School of Professional and Continuing Studies (SPCS) MASTER S-LEVEL PROGRAMS Mapping of Assessment Measures to Intended Student Learning Outcomes Mapping of Direct Assessment Measures to Key Learning Outcomes for Business Programs: Bachelor s-level Programs Mapping of Direct Assessment Measures to Key Learning Outcomes for Business Programs: Master s- Level Programs Section III: Operational Assessment Intended Operational Outcomes for the Business Programs of the College of Arts and Sciences/School of Business Administration Mapping of Intended Operational Outcomes to Broad-Based Operational Goals Mapping of Operational Assessment Measures to Intended Operational Outcomes Section IV: Linkage of Outcomes Assessment with Strategic Planning

4 OUTCOMES ASSESSMENT PLAN Business Programs of Saint Peter s University Section I: Strategic Assessment Mission and Broad-Based Goals Mission Statement Mission of the Business Programs of Saint Peter s University The Business Programs aim to produce highly qualified professionals through business programs that are: anchored in the liberal arts, responsive to organizational and societal needs, reflective of evolving business theory and practice, 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. Broad-Based Goals Broad-Based Student Learning Goals: 1. Students will have discipline-specific knowledge in order to manage and advance their careers. 2. Students will have data-driven decision making skills 3. Students will have the communication skills needed to share ideas and knowledge. 4. Students will understand the ethical standards in business. Broad-Based Operational Goals: 1. Offer up-to-date programs that prepare students for career opportunities. 2. Provide comprehensive advising for students. 3. Recruit, maintain, and mentor faculty of exceptional ability and experience. 4

5 Section II: Student Learning Assessment BACHELOR S-LEVEL PROGRAMS A. Student Learning Assessment for CORE Learning Outcomes for all Bachelor s Degree Programs in Business offered by the College of Arts and Sciences/School of Business Administration (CAS/SBA) and the School of Professional and Continuing Studies (SPCS) 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. Direct Measures of Student Learning: Performance Targets/Criteria for Direct Measures: 1. Major Field Test (Peregine Exam) The average of students scores in categories on the major field test used to measure Learning Outcomes 1 and 2 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 a Level 3 or Level 4 rating out of a 4-level rating for each category measured. 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 surveyed will indicate that they agree or strongly agree that they have achieved the intended learning outcomes. 2. Alumni survey/focus group On the survey instrument, at least 80% of 2 nd 5 th -year alumni respondents, considering their work experience, will indicate that they agree or strongly agree that they achieved the intended learning outcomes. 5

6 B. Additional Student Learning Assessment for Learning Outcomes for Bachelor s Degree (BS) Programs in: Business Management, Marketing Management, and International Business offered by the College of Arts and Sciences/School of Business Administration (CAS/SBA) Intended Student Learning Outcomes for the degree: Bachelor of Science (BS) in Business Management, Marketing Management, and International Business 4. Students will understand the core concepts in marketing, management, finance, and accounting and be able to apply these concepts in an integrated manner. 5. Students will use analytical reasoning and problem solving skills to address realistic business problems related to their specific major: business management, marketing management, or international business. Direct Measures of Student Learning: Performance Targets/Criteria for Direct Measures: 1. Major Field Test (Peregrine Exam) The average of students scores in each of the categories on the major field test used to measure Learning Outcomes 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. Performance Targets/Criteria for Indirect Measures: Indirect Measures of Student Learning: 1. Student survey added to major field test On the exit survey instrument, at least 80% of students surveyed will indicate that they agree or strongly agree that they have achieved the intended learning outcomes. 2. Alumni survey/focus group On the survey instrument, at least 80% of 2 nd 5 th -year alumni respondents, considering their work experience, will indicate that they agree or strongly agree that they achieved the intended learning outcomes. C. Additional Student Learning Assessment for the degree: Bachelor of Science (BS) in Accountancy offered by the College of Arts and Sciences/School of Business Administration (CAS/SBA) Intended Student Learning Outcomes for the degree: Bachelor of Science (BS) in Accountancy 4. Students will understand the core concepts in accounting and be able to apply these concepts in an integrated manner. Performance Targets/Criteria for Direct Measures: 6

7 Direct Measures of Student Learning: Major Field Test (Peregine Exam) Indirect Measures of Student Learning: The average of students scores in the accounting category on the major field test used to measure Learning Outcomes 4 will be equal to, greater than, or within five points of the national average. Performance Targets/Criteria for Indirect Measures: 1. Student survey added to major field test On the exit survey instrument, at least 80% of students surveyed will indicate that they agree or strongly agree that they have achieved the intended learning outcomes. 2. Alumni survey/focus group On the survey instrument, at least 80% of 2 nd 5 th -year alumni respondents, considering their work experience, will indicate that they agree or strongly agree that they achieved the intended learning outcomes. D. Additional Student Learning Assessment for the degree: Bachelor of Science in Business Administration (BSBA) offered by the School of Professional and Continuing Studies (SPCS) Intended Student Learning Outcomes for the degree: Bachelor of Science in Business Administration (BSBA) Management, Marketing Management, and International Business 4. Students will understand the core concepts in marketing, management, finance, and accounting and be able to apply these concepts in an integrated manner. Performance Targets/Criteria for Direct Measures: Direct Measures of Student Learning: 1. Major Field Test (Peregrine Exam) The average of students scores in each of the categories on the major field test used to measure Learning Outcomes 4 will be equal to, greater than, or within five points of the national average. Performance Targets/Criteria for Indirect Measures: Indirect Measures of Student Learning: 1. Student survey added to major field test On the exit survey instrument, at least 80% of students surveyed will indicate that they agree or strongly agree that they have achieved the intended learning outcomes. 2. Alumni survey/focus group On the survey instrument, at least 80% of 2 nd 5 th -year alumni respondents, considering their work experience, will indicate that they agree or strongly agree that they achieved the intended learning outcomes. 7

8 MASTER S-LEVEL PROGRAMS A. Student Learning Assessment for the degree: Master of Business Administration in the College of Arts and Sciences/School of Business Administration (CAS/SBA) Intended Student Learning Outcomes for the degree: Master of Business Administration 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 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. Direct Measures of Student Learning: Performance Targets/Criteria for Direct Measures: 1. Major field test (Peregrine Exam) The average of students scores in each of the 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 a Level 3 or Level 4 rating out of a 4- level rating for each category measured for all learning outcomes. Performance Targets/Criteria for Indirect Measures: Indirect Measures of Student Learning: 1. Student survey added to major field test On the exit survey instrument, at least 80% of students surveyed will indicate that they agree or strongly agree that they have achieved the intended learning outcomes. 2. Alumni survey/focus group On the survey instrument, at least 80% of 2 nd 5 th -year alumni respondents, considering their work experience, will indicate that they agree or strongly agree that they achieved the intended learning outcomes. 8

9 B. Student Learning Assessment for the degree: Master of Science in Accountancy in the College of Arts and Sciences/School of Business Administration (CAS/SBA) Intended Student Learning Outcomes for the degree: Master of Science in Accountancy 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 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. Direct Measures of Student Learning: Performance Targets/Criteria for Direct Measures: 1. Major field test (Peregrine Exam) The average of students scores in each of the 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 a Level 3 or Level 4 ratings out of a 4- level rating for each category measured for all learning outcomes. Performance Targets/Criteria for Indirect Measures: Indirect Measures of Student Learning: 1. Student survey added to major field test On the exit survey instrument, at least 80% of students surveyed will indicate that they agree or strongly agree that they have achieved the intended learning outcomes. 2. Alumni survey/focus group On the survey instrument, at least 80% of 2 nd 5 th -year alumni respondents, considering their work experience, will indicate that they agree or strongly agree that they achieved the intended learning outcomes. C. Student Learning Assessment for the Dual Degree: Master of Business Administration/Master of Science in Accountancy (CAS/SBA) The dual degree is a combination of both degrees, so the requirements for each degree are met separately within the context of the program requirements for that degree. The assessments in place for the MBA and the MS in Accountancy apply to the dual degree. 9

10 Mapping of Intended Student Learning Outcomes to Broad-Based Student Learning Goals Intended Student Learning Outcomes Broad-Based Student Learning Goals BACHELOR S-LEVEL PROGRAMS Students will have discipline-specific knowledge in order to manage and advance their careers. Students will have datadriven decision making skills. Intended Student Learning Outcomes for the CORE for all Bachelor s Degree Programs 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. Students will have the communication skills needed to share ideas and knowledge. Students will understand the ethical standards in business 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. Additional Intended Student Learning Outcomes for Bachelor s Degree (BS) Programs in: Business Management, Marketing Management, and International Business offered by the College of Arts and Sciences/School of Business Administrations (CAS/SBA) 4. Students will understand the core concepts in marketing, management, finance, and accounting and be able to apply these concepts in an integrated manner. 10

11 Intended Student Learning Outcomes Broad-Based Student Learning Goals Students will have discipline-specific knowledge in order to manage and advance their careers. Students will have datadriven decision making skills. Students will have the communication skills needed to share ideas and knowledge. Students will understand the ethical standards in business 5. Students will use analytical reasoning and problem solving skills to address realistic business problems related to their specific major: business management, marketing management, or international business. Additional Intended Student Learning Outcome for Bachelor s Degree (BS) Programs in Accountancy offered by the College of Arts and Sciences/School of Business Administration (CAS/SBA) 4. Students will understand the core concepts in accounting and be able to apply these concepts in an integrated manner. Additional Intended Student Learning Outcome for Bachelor s Degree Programs in Business Administration (BSBA) offered by the School of Professional and Continuing Studies (SPCS) 4. Students will understand the core concepts in marketing, management, finance, and accounting and be able to apply these concepts in an integrated manner. MASTER S-LEVEL PROGRAMS Master of Business Administration, Master of Science in Accountancy 1. Students will be able to work effectively as a member of a team. 11

12 Intended Student Learning Outcomes Broad-Based Student Learning Goals Students will have discipline-specific knowledge in order to manage and advance their careers. Students will have datadriven decision making skills. Students will have the communication skills needed to share ideas and knowledge. Students will understand the ethical standards in business 2. Students will communicate effectively (oral and written). 3. Students will understand ethical responsibilities and respond accordingly. 4. Students have the ability to recognize problems and apply strategic analysis. 5. Reason analytically and make data-driven decisions. Mapping of Assessment Measures to Intended Student Learning Outcomes BACHELOR S-LEVEL PROGRAMS Intended Student Learning Outcomes Learning Outcomes for CORE for all Bachelor s Programs 1. Students will 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. Major Field Test Assessment Measures Comprehensive Assignments/Presentations Student Survey Alumni Survey/Focus Group 12

13 3. Students will 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. Additional Learning Outcomes for Bachelor s Degree (BS) Programs in: Business Management, Marketing Management, and International Business Major Field Test Comprehensive Assignments/Presentations Student Survey Alumni Survey/Focus Group 4. Students will understand the core concepts in marketing, management, finance, and accounting and be able to apply these concepts in an integrated manner. 5. Students will reason analytically and apply critical thinking skills to the core concepts in their major: business management, marketing management, international business, or accounting. Additional Learning Outcomes for Bachelor s Degree (BS) Program in Accountancy Major Field Test Comprehensive Assignments/Presentations Student Survey Alumni Survey/Focus Group 4. Students will understand the core concepts in accounting and be able to apply these concepts in an integrated manner. 13

14 Additional Learning Outcomes for Bachelor s Degree (BS) Program in Business Administration (BSBA) Major Field Test Comprehensive Assignments/Presentations Student Survey Alumni Survey/Focus Group 4. Students will understand the core concepts in accounting and be able to apply these concepts in an integrated manner. MASTER S-LEVEL PROGRAMS Intended Student Learning Outcomes Assessment Measures Learning Outcomes for Masters of Business Administration, Master of Science in Accountancy, and Dual Degree: Master of Science in Accountancy/Masters in Business Administration Major Field Test Comprehensive Assignments Student Survey Alumni Survey/Focus Group 1. Students will be able to work effectively as a member of a team. 2. Students will communicate effectively (oral and written). 3. Students will understand ethical responsibilities and respond accordingly. 4. Students have the ability to recognize problems and apply strategic analysis. 5. Reason analytically and make datadriven decisions. 14

15 Mapping of Direct Assessment Measures to Key Learning Outcomes for Business Programs: Bachelor s-level Programs BACHELOR S-LEVEL PROGRAMS Key Learning Outcomes Direct Measures of Student Learning Core for all undergraduate Business Programs Major Field Test Comprehensive Assignments/Presentation 1. Knowledge of the functional areas of accounting, marketing, finance, and management 2. Knowledge of the legal, social, and economic environments of business 3. Knowledge of the global environment of business 4. Knowledge of the ethical obligations and responsibilities of business 5. The ability to use decision-support tools 6. The ability to communicate effectively 7. The ability to apply knowledge of business concepts and functions in an integrated manner Mapping of Direct Assessment Measures to Key Learning Outcomes for Business Programs: Master s-level Programs MASTER S-LEVEL PROGRAMS Key Learning Outcomes Direct Measures of Student Learning Core for all Graduate Business Programs Major Field Test Comprehensive Assignments/Presentation Assignments/Presentation 1. Skills in problem recognition 2. Skills in strategic analysis and integration 3. The ability to apply quantitative methods to real-world business situations 4. The ability to communicate to relevant publics: a.) Effective written communication b.) Effective oral communication and business presentation skills 5. Teamwork skills: The ability to work with a team of colleagues on projects 6. In-depth knowledge of the ethical obligations and responsibilities of business 15

16 Section III: Operational Assessment 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 For Operational Outcome 1: 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 faculty 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. 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 On a yearly basis, 70% of our faculty will be engaged in professional development activities of the type identified by IACBE. 16

17 Mapping of Intended Operational Outcomes to Broad-Based Operational Goals Intended Operational Outcomes Broad-Based Operational Goals Offer up-to-date programs that give students timely career opportunities Provide comprehensive advising for students Recruit, maintain, and mentor faculty of exceptional ability and experience 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. Mapping of Operational Assessment Measures to Intended Operational Outcomes Intended Operational Outcomes Operational Assessment Measure Faculty Yearly Reports Student surveys Faculty Credentials Department Reports 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. 17

18 4. Provide career preparation experiences for students, such as internships, mock interviews, resume writing, personal branding, career counseling. 18

19 Section IV: Linkage of Outcomes Assessment with Strategic Planning (A. Provide a narrative that describes the ways in which the results from implementing your outcomes assessment plan (i.e., changes and improvements needed) are linked to the strategic planning processes of the academic business unit and the institution.) The University s overall assessment process requires each Department and School to be actively involved in evaluating their programs. To track the process through the academic year and to monitor progress, the assessment data for Student Learning Outcomes and Operational Outcomes, plus any additional needs identified, are collected during the academic year by the Department Chairs, Graduate Director, the Dean of the College of Arts and Sciences/School of Business Administration, and the Dean of the School of Professional and Continuing Studies. Based on a preliminary review of all of the information collected, the Deans, Department Chairs, and Graduate Program Director tabulate the assessment results, prepare any additional information or data that might be needed to inform the discussion, and plan the agenda for at least a two-day summer workshop. During the summer workshop, business faculty review the overall assessment results as outlined in the Assessment Plan, meet with the external Advisory Board, review the attainment of benchmarks identified in the strategic plan, decide what broad changes need to be implemented, and create drafts of the yearly report required by IACBE and the internal Implementation Report required by the University s Student Learning Outcomes Assessment Team (SLOAT). The timing of this workshop and the reporting structure through SLOAT synchronizes our institutional assessment requirements with those of IACBE. (B. If possible, the academic business unit s outcomes assessment process should also be connected to the institutional budgeting process. If applicable, provide a narrative that describes this connection.) By the conclusion of the summer workshop, the Business Programs identify key areas in which change is needed. If the changes require additional resources, as part of the normal budgeting process, the Chairs or the Graduate Program Director submit their requests to the Provost in the fall. If the changes cut across departments or are School-based, the Deans submit a funding request and a rationale to the Provost. After review, the Provost presents these requests to the Budget Committee of the University in the early spring. The Budget Committee consists of five administrators, including the Provost, five faculty, including the Chair of the Department of Accountancy and Finance, and one student; thus, the interests of the Business Programs are adequately represented at this level. A tentative budget is established in the late spring for the following academic year. The Budget Committee is involved in finalizing the budget at the beginning of the term once fall enrollment is known. This again gives the Business Programs an opportunity to advocate for any pressing, immediate needs that might have been identified during the summer workshop. 19