MBA Business Administration (2014 2015) Program Information Point of Contact Ivan Muslin (muslin@marshall.edu) Support for University and College Missions Marshall University is a multi campus public university providing innovative undergraduate and graduate education that contributes to the development of society and the individual. The University actively facilitates learning through the preservation, discovery, synthesis, and dissemination of knowledge. University Mission Programs must state their Program Mission and specify how this mission supports both the University's Mission as well as any Mission that the College the Program is housed under happens to have. College Mission The Mission of the College of Business is to help students succeed in becoming business leaders. The College distinguishes itself by providing a current and comprehensive business education to students from West Virginia and beyond with an emphasis on continuously improving student services and experiences. Program Mission The Mission of the Marshall University MBA Program is to enhance the career goals of students by facilitating managerial knowledge and skills with a focus on ethical and entrepreneurial leadership. Support for College Mission To facilitate the student development of the professional skills needed to be a successful executive in today's ever changing global workplace. To understand and strategically integrate information from the many functional business disciplines including, but not limited to: accounting, finance, marketing, HR/OB, and MIS. Support for University Mission To facilitate the student development of the professional skills needed to be a successful executive in today's ever changing global workplace. To understand and strategically integrate information from the many functional business disciplines including, but not limited to: accounting, finance, marketing, HR/OB, and MIS.
Learning Outcomes The student will be able to communicate effectively in writing within a business environment to audience members ranging up to an including executive level employees. Assessment Point 1 Embedded Assessment Expected Benchmark Level MGT 672 Individual executive summary for a group or individual research project Capstone Assessment Point 2 Embedded Assessment Expected Benchmark Level MGT 699 EOE Memo Advanced The Student will be able to communicate orally in an effective and professional manner to audience members ranging up to an including executive level employees. Assessment Point 1 Embedded Assessment Expected Benchmark Level MGT 672 Presentation of a group research project Capstone Assessment Point 2 Embedded Assessment Expected Benchmark Level MGT 696/ MGT 699 Presentation of a group case analysis project Advanced
Case Analysis/ Strategic Management Integration: The Student will be able to fully articulate the full suite of available options, including their consequences associated with strategic decision making in an organization. Assessment Point 1 Embedded Assessment Expected Benchmark Level MGT 672 Scenario Analysis Capstone Assessment Point 2 Embedded Assessment Expected Benchmark Level MGT 699 Case Analysis Advanced Leadership: Develop skills relevant to leadership work, including self assessment, working on a team, communicating effectively, and acting in congruence with one s values. Assessment Point 1 Embedded Assessment Expected Benchmark Level MGT 672 Team Assessment of the Research Project Capstone Assessment Point 2 Embedded Assessment Expected Benchmark Level MGT 699 Team Assessment in Case Analysis Capstone
Rubrics The student will be able to communicate effectively in writing within a business environment to audience members ranging up to an including executive level employees. Trait Introductory Milestone Capstone Advanced Organization Writing lacks logical organization. Reader cannot identify a line of reasoning. Writing is not always arranged logically. Ideas sometimes fail to make sense together and are not always linked. By thinking hard, reader can figure out the line of reasoning Ideas are arranged to support the writer s purpose, but order can at times be questioned. Ideas are usually clearly linked to each other. Reader can generally follow line of reasoning Ideas are arranged logically to support the purpose. Ideas flow smoothly from one to another and are clearly linked to each other. Reader can follow the line of reasoning. Purpose Purpose is generally unclear, nor is it easy to find an implied purpose. The writer s purpose is clear, but digressions distract the reader and detract from the meaning. Writing has a clear purpose, but may occasionally digress. Writer s purpose is readily apparent to the selected audience and is clear. Tone Tone is not appropriate to audience and purpose. Tone is not consistently appropriate to audience or purpose Tone is generally consistent, but may have a few lapses in fit or appropriateness to audience or purpose Tone is consistently professional and appropriate for the selected audience and the purpose. Grammar and Mechanics (sentence structure, punctuation, and spelling) Confusing sentences. Numerous errors distract reader. Sentences are for the most part functional. Errors, at times, make it hard to follow the meaning. Sentences are functional. Errors are present but do not distract from the meaning. Sentences are wellconstructed. They vary in length and structure, and flow well. Writing is almost errorfree, and reads well. Use of Research Evidence is not cited to support claims. Occasional evidence is provided, writer relies to heavily in unsubstantiated statement. The reader is confused about of the source of the ideas, Evidence to support claims is generally present. Attribution is often clearly given. Some inconsistencies in the format of citations. Compelling evidence is given to support claims. Attribution is clear and fairly presented. Consistently correct and appropriate format of citations.
The Student will be able to communicate orally in an effective and professional manner to audience members ranging up to an including executive level employees. Trait Introductory Milestone Capstone Advanced The speaker presents a topic The speaker presents a topic The speaker presents a topic The speaker presents a topic and a focus that are or a focus that is inappropriate and a focus that are and a focus that are Clear Topic Coverage inappropriate for the purpose, for the purpose, time appropriate for the purpose, exceptionally appropriate for time constraints, or intended constraints, or intended time constraints, and the purpose, time constraints, and Organization The speaker fails to use an introduction or conclusion and fails to provide a reasonably clear and logical progression within and between ideas. The structure of the presentation interferes at times with the clarity and logic of the ideas being presented. By paying close attention, the listener can follow the The speaker uses an appropriate introduction and conclusion and provides a reasonably clear and logical progression within and between ideas. The speaker uses an exceptional introduction and conclusion and provides an exceptionally clear and logical progression within and between ideas. The speaker uses unclear or inappropriate language that The speaker uses some The speaker uses language The speaker uses language Audience Appropriateness would result in substantial miscommunication with the intended inappropriate language that would distract the intended that is reasonably clear and appropriate for the intended that is exceptionally clear and appropriate for the intended Voice Quality Presenter mumbles or speaks too quietly for all audience members to hear. Delivery is forced with little or no vocal variety. Delivery contains some instances where speaker could not be heard or understood. Voice quality is erratic. Delivery is mostly clear and natural. Speaker can be heard and understood. With few exceptions, voice quality is used to emphasize points. Delivery is clear, natural, conversational, and enhanced by good vocal variety. Vocal quality is used effectively to emphasize points and reinforce structure. Grammar/ Word Choice Listeners are distracted by grammatical errors and inappropriate word choice. Sentences do not flow well. Grammatical errors, incomplete sentences, run on sentences, and poor word choice occasionally distract the listener. Some grammatical errors; some incomplete sentences or run on sentences; some poor word choice. Insignificant grammatical errors and appropriate word choice. Sentences flow together well. Eye Contact & Body Language Distracting body language and lack of eye contact prevent effective communications with Body language and lack of eye contact reflect reluctance to interact with Body language and eye contact reflect some discomfort interacting with Body language and eye contact indicate that the speaker is at ease interacting with Communication aids distract Communication aids have Communication aids contribute Communication aids enhance Communication Aids or are used inappropriately, are difficult to read, and contain numerous errors that interfere with effectiveness of overall but have errors, are difficult to read, or include too Aids appear professional and important unimportant information. much or too little information. information is included. Personal Appearance Inappropriate for audience and/or topic. Questionable for audience and/or topic. Appropriate for audience and/or topic. Highly professional appearance. Finished to early or rushed to get done. Time is significantly Within +/ 6 minutes of the Within +/ 3 minutes of the Within +/ 1 minute of the Time Management different than the time that time allotted for the time allotted for the time allotted for the was allotted for the
Case Analysis/ Strategic Management Integration: The Student will be able to fully articulate the full suite of available options, including their consequences associated with strategic decision making in an organization. Trait Introductory Milestone Capstone Advanced A SWOT analysis is presented and explained, but there are 1 A thorough SWOT analysis is SWOT Analysis The SWOT analysis is either very poorly done (>5 things wrong with it) or missing, and/or the explanation is missing. A SWOT analysis is presented and explained, but there are 3 4 things wrong with the analysis and/or the explanation is very unclear. 2 things wrong with the analysis e.g., at least one major item is missing, or an item is inappropriately categorized, or an opportunity is written as a tactic. presented and explained. There are no major strengths, weaknesses, opportunities, or threats missing. In addition, items under each category are appropriately categorized and Alternatively, the explanation written. of the SWOT may be unclear. Clearly identifies Identification of Problems/Issues The problem identification is missing or not based on SWOT analysis at all. In addition, there is no attention given to relationships among and prioritization of problems. Shows lack of judgment. Problem and issue identification is unclear in some aspects and is not wholly based on SWOT analysis. Prioritization is confused. Relationships and the key underlying problem/issue are either misidentified or missing. Problem and issue identification is clear, based on the SWOT analysis, and prioritizations have been made. Most, but not all, judgments about priorities are appropriate. Relationships and the key underlying problem/issue are identified. problems/issues, based on the SWOT analysis. The problems/issues are prioritized, differentiating those that are important from those that are routine. Relationships among the problems are identified, with the underlying, primary or key problem/issue clearly designated. Clearly identifies several strategic alternative actions Identification and Analysis of Strategic Alternative Actions Either the list of strategic alternative actions is missing or the list is very incomplete or there is no linkage of the alternative actions to the SWOT or to the problems/issues. None of the alternatives identifies a broad strategic direction. Shows lack of thorough consideration. Analysis is trivial or missing, lacking any depth. No assumptions are stated(& are needed). Likely benefits/disadvantages are not provided at all or are unsupported by the analysis The list of strategic alternative actions is incomplete or unclear in some aspects, and includes alternatives that are not based on the SWOT and/or are not reasonably linked to the problems and issues. More than one alternative is too narrow and does not identify a broad strategic direction. Some analysis is included, but it is not very detailed. Many statements are not supported by analysis/calculations. Most of the stated assumptions are not justified. Several benefits/ disadvantages are missing and/or not clearly identified or unsupported by the analysis. Identifies strategic alternative actions that can be taken to address problems/issues. Most, but not all, alternative actions are linked to the SWOT and problems/issues. One of the alternative actions is too narrow (tactical) and does not identify a broad strategic direction. Analysis of alternative actions is detailed, but some statements are unsupported by analysis/ calculations. Assumptions are stated, but some are not justified. Most, but not all, benefits/disadvantages are clearly identified and supported by the analysis. that can be taken to address problems/issues. The list of alternatives is complete and linkage to the SWOT and problems/issues is clear, providing clear reasoning for inclusion as an alternative action. Each strategic alternative clearly represents a broad strategic direction. Analysis of alternative actions is detailed. Any necessary assumptions are stated and justified. The analysis appropriately incorporates strategic marketing management concepts and financial analysis. The likely benefits/disadvantages of each action are clearly identified and supported by the analysis. A solution is recommended, but it is not derived from the alternative analysis at all; or A solution is recommended, but logical derivation from alternative analysis is unclear, and there is clearly a better optimal solution, given the An action plan is given, which is mostly, but not completely, logically derived from alternative analysis. There A clear action plan is given, logically derived from alternative analysis, that provides optimal solution for identified problems/issues and
Recommendations alternative analysis at all; or the recommended solution is clearly not viable, given the SWOT analysis; or the recommended solution does not address the problems/issues; or there is no recommended solution. optimal solution, given the SWOT analysis. The recommendation is based on more than one alternative action. No identification of assumptions, caveats, or considerations that might affect the recommendation is provided. alternative analysis. There may be a better solution to the problems/issues than the one recommended, given the SWOT analysis. Most, but not all, assumptions, caveats, and ongoing considerations are provided. identified problems/issues and that further makes sense, given the SWOT analysis; the recommendation is based on only one of the strategic alternative actions. Assumptions, caveats, ongoing considerations concerning recommendation are provided.
Leadership: Develop skills relevant to leadership work, including self assessment, working on a team, communicating effectively, and acting in congruence with one s values. Trait Introductory Milestone Capstone Advanced Trust, respect, and fairness none minimal adequate professional Clarified purpose none minimal adequate professional Operationalize suggestions no minimal adequate professional scheduling and assigning work no minimal adequate professional listened no minimal adequate professional