Program Outcome 1...demonstrate knowledge of management and leadership theories

Standard #4 a. Program Outcomes for the Business Administration (BADM) Program Graduate Business Administration Students will be able to …: Program Ou...
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Standard #4 a. Program Outcomes for the Business Administration (BADM) Program Graduate Business Administration Students will be able to …: Program Outcome 1 ...demonstrate knowledge of management and leadership theories.

Program Outcome 2. …demonstrate the ability to examine, interpret, and apply qualitative and quantitative data and research knowledge to address complex problems. Program Outcome 3 …demonstrate evidence of logic-based problem solving, analysis-based decision making, strategic thinking, and application of business theory to solving practical management problems. Program Outcome 4 …produce creative business solutions.

Program Outcome 5 …demonstrate knowledge of and be able to identify accepted ethical business standards

Performance Results Complete the following table. Provide three or four examples, reporting what you consider to be the most important data. It is not necessary to provide results for every process. Student Learning Results (Required for each accredited program, doctorate, masters, and baccalaureate) Performance Indicator Definition 1. Student Learning Results Demonstrated knowledge of management and leadership theories. For Program Outcome #1 Measure

Define Performance and Measurement: Demonstrated knowledge of management and leadership theories. The minimum goal was 70% for the group average of graduates taking the Major Field Test. At the time the results were recorded there was no incentive for the students/ graduates to perform their best on this teat test.

The measure is a Direct, Summative, Internal measure. The Additional Questions to the Major Field Test. The cycle is annually in the late Spring. The Spring 2012-2013 result is the baseline for future years. Direct, External based, Summative measurement of students’ work was done. This activity took place over 7 months (A fall graduate group and a Spring graduate group.

Analyze Results The baseline for this Additional Questions to the MFT was 61 %.

What was learned is there needs to be a mechanism to assure students take answering tests seriously.

Improve There is an upcoming review process to assure the core information is addressed multiple times in the program. The major Field test and the Additional Questions to the Major Field Test will be incorporated into the BADM 439 course to ensure students take seriously their answers.

Control

Average  Overall  Percent     Correct    

Define

Addi8onal  Ques8ons  to   the  MFT   80   60   40   20   0   Year  2012-­‐13  

BASELINE YEAR

Performance Results Performance Indicator 1. Student Learning Results For Program Outcome #2 Define

Definition Demonstrated ability to examine, interpret, and apply qualitative and quantitative data and research knowledge to address complex problems.

Measure

Define Performance and Measurement: Demonstrated ability to examine, interpret, and apply qualitative and quantitative data and research knowledge to address complex problems.

Scores of the students’ Experimental Design Proposal assignment=> Eightyfive percent (85%) or better class average per total points for the Experimental Design Proposal assignment.

The measure is a Direct, Formative, Internal measure. Scores of the Experimental Design Proposal assignment=> Eighty-five percent (85%) or better class average per total points for the Experimental Design Proposal assignment. Direct, External based, Formative measurement of students’ work was done. This activity took place over three different years. The terms in which the activity occurred was in a term or Semester of 3 1/2 months (regular) or the Summer 1 Term-7 weeks.

Analyze Results The percentage the overall course average score for the Experimental Design Proposal assignment was 93% in 2010, 91% in 2011, and 93% in 2012. The improvement was to start discussing the Experimental Design Proposal assignment as soon (within the first week) as possible in the semester.

Higher than the 85% minimum goal results, but could still be improved. The discussion about the Experimental Design Proposal assignment didn’t typically start until the end of the second week.

Improve The improvement was to start discussing the Experimental Design Proposal assignment as soon as possible (within the first week) of the semester

Control

100  

Experimental  Design   Proposal  Assignment  

80   60   Series1  

40   20   0   1  

2  

3  

1=2010

2=2011

3=2012

Performance Results Performance Indicator 1. Student Learning Results For Program Outcome #3

Definition Demonstrated evidence of logic-based problem solving, analysis-based decision making, strategic thinking, and application of business theory to solving practical management problems. The CAPSIM Foundation® Business Simulation is a comprehensive introduction to basic business concepts, providing hands-on decision making experience in R&D, marketing, production and finance.

Define

Measure

Define Performance and Measurement: Demonstrated evidence of logicbased problem solving, analysisbased decision making, strategic thinking, and application of business theory to solving practical management problems. The CAPSIM Foundation® Business Simulation is a comprehensive introduction to basic business concepts, providing hands-on decision making experience in R&D, marketing, production and finance.

Direct, External based, Formative measurement of students’ work was done. The percentage for the overall average score for the CAPSIM Foundation® Business Simulation was 89% in 2010-11, 89% in 2011-12 and 86% in 201213. The minor decrease in percentage experienced in 2012-13 was due to the instructor’s increased emphasis on student accountability for performance in the CAPSIM Foundation® Business

Analyze Results The instructor has created a CAPSIM Foundation® Business Simulation – “Tips for Successful Performance” guide for students in an effort to improve students’ learning outcomes.

The – “Tips for Successful Performance” guide for students was implemented in semester two of 2012-13. Students were asked to add items to the – “Tips for Successful Performance” guide as a result of their experience in the CAPSIM Foundation® Business Simulation.

Improve A revised –“Tips for Successful Performance” guide will be distributed to students in semester one of 2013-14. The instructor also plans to increase the amount of class time dedicated to “teaching” the workings of the CAPSIM Foundation® Business Simulation leaving less to student “discovery.” However, the instructor will also increase the level of student accountability related to performance.

Control

CAPSIM  Founda8on®   Business  Simula8on     Scores   90   85   80   2010-­‐11   2011-­‐12   2012-­‐13  

CAPSIM   Founda Eightyfive percent (85%) or better class average per total points for the Business Plan.

The measure is a Direct, Formative, Internal measure. Scores of Business Plan=> Eighty-five percent (85%) or better class average per total points for the Business Plan. Direct, External based, Formative measurement of students’ work was done. This activity took place over three different years. The terms in which the activity occurred was in a term or semester of 3 1/2 months (regular) or the Summer 1 Term-7 weeks.

Analyze Results The percentage Higher than the overall goal results, but course average could still be score for the improved. Business Plan was 88% in The discussion 2012, 91% in about the 2011, and 95% Business Plan in 2012. The didn’t typically improvement start until the was to start end of the discussing the second week. Business Plan project as soon (within the first week) as possible in the semester.

Improve The improvement was to start discussing the Business Plan assignment as soon as possible (within the first week) of the semester

Control

Business  Plan  Assignment    Percent  Correct    

Define

96%   94%   92%   90%   88%   86%   84%  

Series1   1  

2  

3  

1=2010                  2=2011                      3=2012            

Performance Results Student Learning Results (Required for each accredited program, doctorate, masters, and baccalaureate) Performance Indicator Definition 2. Student Learning Results Demonstrated knowledge and identification of accepted ethical business standards. For Program Outcome #5 Measure

Define Performance and Measurement: Demonstrated knowledge and identification of accepted ethical business standards Scores of the students’ overall average of two ethics assignment=> Eighty-five percent (85%) or better class average per total points for the averaged two ethics assignments from the Management 281 course.

The measure is a Direct, Formative, Internal measure. Scores of combined average of the two ethics assignments => Eighty-five percent (85%) or better class average per total points for the combined ethics assignments. Direct, External based, Formative measurement of students’ work was done. This activity took place over three different semesters.

Analyze Results The percentage Higher than the overall course goal results average score for for 2010 and the combined 2011, but average scores of could still be the Ethics improved. assignments for the Management The 281 course was discussion 94% in 2012, about the 92% in 2011, and Business 74% in 2012. Plan didn’t The course typically start membership until the end included a of the second number of week. students who were not Business Admin. Majors. The minimum goal was met for 2010 and 2011, but not for 2012.

Improve The improvement was to start discussing the Business Plan assignment as soon as possible (within the first week) of the semester. The future improvement key is to analyze the student’s majors and ethics knowledge and increase substantially the ethics discussion, especially with the students’ who don’t have a strong business background

Control

Combined  Ethics   Assignments    Percent  Correct    

Define

100%   80%   60%   40%   20%   0%  

Series1   1  

2  

3  

1=2010                  2=2011                      3=2012