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International Assembly for Collegiate Business Education
Outcomes Assessment Plan
Institution:
Academic Business Unit:
Date:
Davenport University
Donald W. Maine College of Business
January 22nd, 2016
2013-2015 by the International Assembly for Collegiate Business Education
Lenexa, Kansas
USA
Contents
Section I: Mission and Broad-Based Goals .................................................................................................... 3
Mission Statement .................................................................................................................................... 3
Broad-Based Goals .................................................................................................................................... 3
BACHELOR’S-LEVEL PROGRAMS ............................................................................................................... 6
Student Learning Outcomes for Bachelor of Business Administration................................................. 6
Student Assessment for Bachelor of Business Administration ........................................................... 10
Student Rubric for Bachelor of Business Administration.................................................................... 21
BBA – Marketing Learning Outcomes ................................................................................................. 22
BBA – Marketing Assessments ............................................................................................................ 24
BBA – Marketing Rubric ...................................................................................................................... 26
BBA – Marketing: Advertising & Promotion Specialty Learning Outcomes........................................ 28
BBA – Marketing: Advertising & Promotion Specialty Assessment .................................................... 29
BBA – Marketing: Advertising & Promotion Rubric ............................................................................ 30
BBA – Marketing: Business to Business Specialty Learning Outcomes............................................... 31
BBA – Marketing: Business to Business Specialty Assessment ........................................................... 32
BBA – Marketing: Business to Business Specialty Rubric.................................................................... 33
BBA - Marketing: Professional Selling Specialty Learning Outcomes ................................................. 34
BBA - Marketing: Professional Selling Specialty Assessment.............................................................. 36
BBA - Marketing: Professional Selling Specialty Rubric ...................................................................... 38
BBA - Marketing: Sport Marketing Specialty Learning Outcomes ...................................................... 39
BBA - Marketing: Sport Marketing Specialty Assessment .................................................................. 40
BBA - Marketing: Sport Marketing Rubric........................................................................................... 41
OUTCOMES ASSESSMENT PLAN
Davenport University
Donald W. Maine College of Business
Section I: Mission and Broad-Based Goals
Mission Statement
Mission of the Donald W. Maine College of Business:
The Donald W. Maine College of Business supports the vision of Davenport University to be a global leader in higher education upholding its founder’s,
M. E. Davenport, call for graduates to make a living, make a life and make a contribution.
The Donald W. Maine College of Business brings people and knowledge together to achieve performance-based educational outcomes for students
that promote value creation, entrepreneurship and contributes to realizing diverse and thriving business enterprises and communities.
Broad-Based Goals
Broad-Based Student Learning Goals:
Synthesize the Davenport University Excellence System, which includes Global and Intercultural Competence, Civic and Social Responsibility,
1. Ethical Reasoning and Action, Critical and Creative Thinking, Analysis and Problem Solving, Leadership and Teamwork, Information and
Technology Proficiency, Written Communication, and Professional Communication.
2. Apply a broad base of business knowledge as it relates to students’ chosen profession.
3. Apply legal and ethical standards as they relate to the global business environment.
4. Demonstrate competencies required to pass relevant certification examinations.
5. Plan resolutions to business/legal problems based upon data analysis.
Broad-Based Operational Goals:
1. Donald W. Maine College of Business will achieve annual University-established enrollment goals.
2.
Donald W. Maine College of Business will achieve annual University-established employment rate as measured by student placement rate six
months after graduation.
3.
Donald W. Maine College of Business will achieve annual University-established performance ratings for Employer Perception Survey measuring
preparedness of students for the workforce.
Donald W. Maine College of Business will achieve annual University-established Student Achievement Measure (SAM) which measures the
4. percent of first-time, full-time and transfer full-time bachelor’s degree seeking students who graduate within 150% of normal time to
completion.
5.
Donald W. Maine College of Business will achieve annual University-established Graduate Satisfaction rate which measures graduates who
would recommend the University to others.
Bachelor of Business Administration (BBA)
Degrees
BACHELOR’S-LEVEL PROGRAMS
Student Learning Outcomes for Bachelor of Business Administration
General Program Intended Student Learning Outcomes for BBA Program:
1. Program Learning Outcome 1
Apply business decision tools to inform business decision-making.
Broad-Based Student Learning Goals Associated with this Outcome:
#1 Synthesize the Davenport University Excellence System, which includes Global and Intercultural Competence, Civic and Social Responsibility,
Ethical Reasoning and Action, Critical and Creative Thinking, Analysis and Problem Solving, Leadership and Teamwork, Information and
Technology Proficiency, Written Communication, and Professional Communication.
#2 Apply a broad base of business knowledge as it relates to students’ chosen professions.
2. Program Learning Outcome 2
Integrate major principles in the functional areas of accounting, marketing, finance, human resources, and management to make business
decisions.
Broad-Based Student Learning Goals Associated with this Outcome:
#1 Synthesize the Davenport University Excellence System, which includes Global and Intercultural Competence, Civic and Social Responsibility,
Ethical Reasoning and Action, Critical and Creative Thinking, Analysis and Problem Solving, Leadership and Teamwork, Information and
Technology Proficiency, Written Communication, and Professional Communication.
#2 Apply a broad base of business knowledge as it relates to students’ chosen professions.
3. Program Learning Outcome 3
Develop and present business communication based on professional standards.
Broad-Based Student Learning Goals Associated with this Outcome:
#1 Synthesize the Davenport University Excellence System, which includes Global and Intercultural Competence, Civic and Social Responsibility,
Ethical Reasoning and Action, Critical and Creative Thinking, Analysis and Problem Solving, Leadership and Teamwork, Information and
Technology Proficiency, Written Communication, and Professional Communication.
#4 Demonstrate competencies required to pass relevant certification examinations.
#5 Plan resolutions to business/legal problems based upon data analysis.
4. Program Learning Outcome 4
Apply the principles of ethical, legal, and cultural dimensions as considered in business decision-making.
Broad-Based Student Learning Goals Associated with this Outcome:
#3 Apply legal and ethical standards as they relate to the global business environment.
5. Program Learning Outcome 5
Apply knowledge of the global business environment.
Broad-Based Student Learning Goals Associated with this Outcome:
#1 Synthesize the Davenport University Excellence System, which includes Global and Intercultural Competence, Civic and Social Responsibility,
Ethical Reasoning and Action, Critical and Creative Thinking, Analysis and Problem Solving, Leadership and Teamwork, Information and
Technology Proficiency, Written Communication, and Professional Communication.
Assessment Instruments for General Program Intended Student
Learning Outcomes— Direct Measures of Student Learning:
Performance Objectives (Targets/Criteria) for Direct Measures:
1. Direct Measure 1
Capstone Class Projects for each major:
BBA in Accounting: ACCT495 – Accounting Issues and Research
BBA in Accounting Fraud Investigation: ACCT495 – Accounting Issues
and Research
BBA in Human Resource Management: HRMG453 – Strategic Human
Resources
BBA in Finance: FINC495: Financial Plan Development
BBA in Marketing: MKTG441 – Strategic Marketing
BBA in Management: BUSN495 – Business Planning Capstone
BBA in Sport Management: MGMT421 (SPMG421) – Sport
Governance and Regulation
BBA in General Business: BUSN495 – Business Planning Capstone
BBA in International Business: BUSN496 – International Business
Capstone
Objective (Target/Criterion) for Direct Measure 1
General Program ISLOs Assessed by this Measure:
85% of students will either Meet Expectations or Exceed Expectations on
the grading rubric for this measure.
#1 Apply business decision tools to inform business decision-making.
#2 Integrate major principles in the functional areas of accounting,
marketing, finance, human resources, and management to make
business decisions.
#3 Develop and present business communication based on
professional standards.
#4 Understand the principles of ethical, legal, and cultural
dimensions as considered in business decision-making.
#5 Develop business decisions based on distinctions in cultural and
operational business practices..
2. Direct Measure 2
Comprehensive Case Study Embedded in the capstone course of
each BBA Major listed below:
BBA in Accounting: ACCT495 – Accounting Issues and Research
BBA in Accounting Fraud Investigation: ACCT495 – Accounting
Issues and Research
BBA in Human Resource Management: HRMG453 – Strategic
Human Resources
BBA in Finance: FINC495: Financial Plan Development
BBA in Marketing: MKTG441 – Strategic Marketing
BBA in Management: BUSN495 – Business Planning Capstone
BBA in Sport Management: MGMT421 (SPMG421) – Sport
Governance and Regulation
BBA in General Business: BUSN495 – Business Planning Capstone
BBA in International Business: BUSN496 – International Business
Capstone
General Program ISLOs Assessed by this Measure:
#1 Apply business decision tools to inform business decisionmaking.
Objective (Target/Criterion) for Direct Measure 2
85% of the students will either Meet or Exceed Expectations for the
grading rubric for this measure.
#2 Integrate major principles in the functional areas of accounting,
marketing, finance, human resources, and management to make
business decisions.
#3 Develop and present business communication based on
professional standards.
#4 Understand the principles of ethical, legal, and cultural
dimensions as considered in business decision-making.
#5 Develop business decisions based on distinctions in cultural and
operational business practices..
Assessment Instruments for General Program Intended Student Learning Performance Objectives (Targets/Criteria) for Indirect Measures:
Outcomes— Indirect Measures of Student Learning:
1. Indirect Measure 1
Student Survey of Student Learning
General Program ISLOs Assessed by this Measure:
#1 Apply business decision tools to inform business decisionmaking.
#2 Integrate major principles in the functional areas of accounting,
marketing, finance, human resources, and management to make
business decisions.
#3 Develop and present business communication based on
professional standards.
#4 Understand the principles of ethical, legal, and cultural
dimensions as considered in business decision-making.
#5 Apply knowledge of the global business environment.
2. Indirect Measure 2
Student reflection paper embedded in the capstone courses.
General Program ISLOs Assessed by this Measure:
#1 Apply business decision tools to inform business decisionmaking.
Objective (Target/Criterion) for Indirect Measure 1
85% of student responses state gaining proficiency in the learning
outcomes.
Objective (Target/Criterion) for Indirect Measure 2
85% of students reflect gaining proficiency in the learning outcomes.
#2 Integrate major principles in the functional areas of accounting,
marketing, finance, human resources, and management to make
business decisions.
#3 Develop and present business communication based on
professional standards.
#4 Understand the principles of ethical, legal, and cultural
dimensions as considered in business decision-making.
#5 Apply knowledge of the global business environment.
Student Assessment for Bachelor of Business Administration
Direct Measure #1 for BBA in Business Administration
Capstone Projects embedded in each BBA Major as listed below.
a) BBA in Accounting - ACCT495
Project Requirements:
1.
Record journal entries after conducting research to determine the best alternative.
2.
Document support for the journal entries based on your research using the FASB Codification, Internal Revenue Code, Auditing
Standards or other appropriate source. Would IFERs effect these journal entries?
3.
Prepare financial statements and note disclosures.
4.
Apply analytical procedures and other financial performance measures to provide an organizational performance and financial condition
report to management.
5. If the location of the business was headquartered internationally and you were asked to step outside the Code of Ethics for Accountants in a
manner culturally accepted in that country, elaborate on how you would respond to this request.
6.
Evaluate the internal control structure and provide recommendations for improvement. How might you approach communicating the
selection of internal controls when influenced by the ethical, cultural, and legal structure of a non-EU or US held company?
b) BBA in Accounting Fraud Investigation – ACCT495
Project Requirements:
1.
Record journal entries after conducting research to determine the best alternative.
2.
Document support for the journal entries based on your research using the FASB Codification, Internal Revenue Code, Auditing
Standards or other appropriate source. Would IFERs effect these journal entries?
3.
Prepare financial statements and note disclosures.
4.
Apply analytical procedures and other financial performance measures to provide an organizational performance and financial condition
report to management.
5. If the location of the business was headquartered internationally and you were asked to step outside the Code of Ethics for Accountants in a
manner culturally accepted in that country, elaborate on how you would respond to this request.
6.
Evaluate the internal control structure and provide recommendations for improvement. How might you approach communicating the
selection of internal controls when influenced by the ethical, cultural, and legal structure of a non-EU or US held company?
c) BBA in Human Resource Management – HRMG453
The Trend Company Case Study below has been designed to illustrate the challenges in moving the human resource function from transactional
to transformational work. Students will evaluate the case content and follow the prescribed outline to organize and write a report detailing the
changes required to enable the human resources function to provide more highly valued processes, systems, and services.
The Trend Company Case Study
Directions: Leading companies are encouraging, if not urging or demanding, the HR function to become more strategic and less tactical.
Some call it a move from transactional work to transformational work. It’s a move away from the day to day administrative duties to activities
which build organizational capabilities. To strengthen, energize, and focus their staff members on value-added work, HR leaders are engaging
their employees in the process of reengineering the Human Resources function.
Assume you are the newly appointed HR Vice President of the Trend Company, a manufacturer operating globally with 25,000
employees. You have been hired by the newly promoted CEO who rose through the ranks over the course of 25 years to replace the son of the
founder of the company. The management team is likely to go through a transition over the next few years as its members move toward
retirement and new leaders emerge from the ranks below or are brought in from outside the company.
Trend manufactures custom bearings and supplies a diverse set of customers including the defense department, energy, construction,
and high tech companies. The 60 year old company is a dominant niche player in a highly specialized industry. It is not unusual for the company
to routinely make a 30 percent margin on products in all market sectors. Trend bearings can be found in military aircraft, helicopters, armored
tanks, construction cranes, wind and other energy producing turbines, and magnetic resonance imaging machines, to name just a few.
Fifteen bearing manufacturing plants can be found in five different states: Michigan, North Carolina, South Carolina, Georgia, and
California. Two plants are located in Toronto, Canada and Monterrey, Mexico respectively. Currently, forgings are sourced from Asia. It is
planned to build a wholly-owned subsidiary in China to both make forgings and manufacture bearings for the Asian market.
It is apparent to the recently promoted CEO and her management team that the days of getting 30 percent margins are numbered.
Products are being introduced into the global market from China, Vietnam, and Korea. It is anticipated the competition will become quite
intense and require Trend to become much more customer focused, lean, and agile. In the months ahead a series of initiatives will be
implemented to complement the introduction of an enterprise resource planning (ERP) system. The newly appointed Vice President of
Operations is intent on introducing lean manufacturing concepts, continuous improvement, and manufacturing rationalization. The consequence
will likely be consolidation of manufacturing facilities, downsizing, and selling off excess capacity. Not everyone is eagerly anticipating the
sweeping changes likely to be made in the weeks and months to come.
With a long history of strong sales and sizeable profits the company has been able to provide employees with high pay rates and a
variety of highly valued benefits. Trend has made the list of the "100 Best Companies to Work For" in North America for six out of the last ten
years. Some employees have bragged to others in the community about the "country-club" atmosphere and the perks. The paternalistic
management practices of the aging management team have created a sense of entitlement. It is no secret a next generation leadership team will
be created over the next several years as the old guard retires. Employees are fearful of a losing long cherished benefits and generous bonuses.
While the organization is currently non-union there have been some rumblings about potential organizing campaigns as the word has spread
about the comments made by the new VP of Manufacturing about potential plant closings.
You have been asked to prepare a plan to reorganize the HR function to be more strategic, customer-focused, accountable, aligned to
the business, and above all – truly adding value. Currently, the HR function is viewed as top-heavy, activity focused, tactical, and operating in
silos with very little cross department cooperation. Further, the function is known for completing projects late and over budget. To make things
worse the CEO has recently learned that the ratio of HR staff to employees in most companies is 1:100. The current ratio in HR is 1:80. HR has an
annual budget of $22 M and a staff of 324 employees.
A company-wide resource planning system is being piloted in the Finance Function which will eventually support the information
technology needs of every function and department. It is anticipated the new information system will include modules specifically designed to
support human resources processes and serve as a repository for employee information. The new data warehouse will enable automation of
several paper-based processes including employment application tracking, resume screening, succession planning, performance management,
training and development, benefit program enrollment, and the internal job posting process. The Finance function has begun the process of
outsourcing non-core processes, systems, and activities. To date, the combination of outsourcing and automation has reduced the Finance
function headcount by one-third.
In a recent strategic planning meeting the following strategic imperatives were identified:
● Retain and attract specialized technical talent.
● Improve or increase diversity.
● Reduce staff and administrative costs.
● Reduce product lead times.
● Establish a wholly-owned subsidiary in Shanghai, China.
● Reduce, eliminate, or outsource non-core business activities.
● Implement Six Sigma, Lean Manufacturing, and Continuous Improvement.
● Reduce healthcare costs.
● Improve customer service.
As part of the strategic planning process the following organizational SWOT analysis was completed.
Strengths:
● Highly skilled technical staff.
● Loyal employees.
● Dominant market position.
● Profits for reinvestment.
● Diverse customer base.
● State of the art facilities.
Weaknesses:
● Lack of high quality candidates for senior leadership positions.
● Entitlement culture.
● Slow decision-making.
● Lack of diversity.
● High cost producer.
Opportunities:
● Reduce overhead expense through retirements, natural attrition.
● Automation and process improvement.
● Support to attract new talent.
● Develop and recruit new leaders.
● Shift the culture to be less paternalistic and more entrepreneurial.
● Increase competitiveness through organization development efforts -Six Sigma, Lean Manufacturing, and Continuous Improvement.
Threats:
● Lose very senior technical staff and industry knowledge.
● Planned organizational changes cause disruptions.
● Unionization as benefits or wages are cut.
● Inability to make the necessary changes.
● Foreign competition.
The current Human Resources organizational structure, functions, and staff member roles are described below.
Vice President, Human Resources (1)
Director, Labor Relations (1)
● Labor Attorneys (5)
● Labor Relations Representatives (15)
Director, Protection Services (10
● Investigators (5)
● Security Officers (22)
Director, Employee Services (1)
● Employee Store Clerks (5)
● Employee Cafeteria Workers (20)
● Executive Dining Chefs and Wait staff (16)
Director, Health, Safety, and Wellness (1)
·
Medical Service Physicians (2)
·
Industrial Nurses (5)
·
Industrial Hygiene Engineers (5)
·
Accident Prevention and Safety Engineers (10)
·
Corporate Wellness Center Staff (15)
·
Work and Family Program Administrators (2)
·
Child Care Center Staff (10)
·
Counseling Center Psychologists (5)
·
Counseling Center Social Workers (15)
Director, Compensation and Benefits (1)
·
Compensation Specialists (6)
·
Benefits Administrators (15)
·
Relocation Specialists (5)
·
Worker’s Compensation Administrators (5)
·
International Compensation Specialists (5)
Director, EEO and Diversity (1)
·
Employment Attorney (1)
·
EEO Administrators (15)
·
Diversity Consultants (15)
·
Diversity Trainers (20)
·
EEO Complaint Investigators (5)
Director, Organizational Development (1)
● Organization Development Consultants (2)
● Human Resource Planning Specialists (3)
● Sales Training Staff (10)
● Management and Employee Development training staff (5)
● Lean Manufacturing Specialists (5)
● Six-Sigma and Continuous Improvement Consultants (5)
Director, Employment (1)
● College Recruiters (5)
● Executive Recruiters (2)
● Co-op and Internship Program Coordinators (2)
● School to Work Program and Community Involvement Specialists (3)
● Technical and Professional Recruiters (5)
● Temporary Help Administrators (5)
● Administrative Help recruiters (5)
The CEO expects a broad outline of a plan that includes a strategy for moving ahead and some thoughts about how the plan will be executed. As
a former college professor, she expects reports sent to her to be adequately supported with evidence.
Use the following topical headings and the key question to develop your game plan and organize the report you will prepare and present
to the CEO.
1. Preliminary analysis:
● What are your initial thoughts about the current situation?
● Where do you think HR is adding value?
● Where might there be opportunities for change?
● Which functions appear to be “transactional”?
● Which appear to be “transformational”?
2. Initial “game plan”:
● What is your overall goal?
● What steps are you likely to take or follow?
● Who would you involve or include?
● How would you proceed with your analysis?
3. Analyze and assess the current state:
● What would you analyze?
● Who would you involve?
● What data would you collect?
● How would you collect it?
● What would you do with the data once it’s collected?
4. Create a preferred future:
● Who would you involve?
● What would you do?
● What outcomes would you like to achieve?
● What ethical and legal elements would you consider in your change management strategy?
5. Obtain support and buy-in:
● Who would you include?
● What would you do or what steps would you take?
● What information would you use?
● How would you present your case?
● What kind of support would you ask for?
6. Change, Transition, and Implementation:
·
Who would you involve?
·
What steps would you take?
·
How would you prepare those impacted by the change?
·
How would you deal with the “winners” and “losers”?
·
What might implementation look like?
7. On-going measures:
● What measures would you track to determine if HR is adding value?
● To whom and how would you communicate those measures?
d) BBA in Finance – FINC495
1. Establish and define the client-planner relationship (10%)
2. Gather client data to include goals (15%)
3. Analyze and evaluate your client’s financial status (30%)
4. Develop financial planning recommendations/alternatives (15%)
5. Present the Plan (10%)
6.
Evaluate the impact of economic, political, and regulatory issues with regard to the financial plan. (10%)
7.
Apply the CFP Board Financial Planning Practice Standards to the financial planning process. (10%)
8.
Compare a client’s financial status to one other similarly situated businesses with a similar business model, organizational structure,
and public persona (30%).
e) BBA in Marketing – MKTG441
Instructions:
Students will select or will be provided with an organization for which to conduct research and develop a marketing plan. The marketing
plan will include an analysis of the following:
Environmental Analysis
A summary of the strategic situation for the planning unit (business unit, market segment, product line, etc.) This should include a
comprehensive analysis of the external environmental factors, the industry trends and the key competitors (including Porter’s Five
Forces of Competition). At least one key competitor is included as part of your research. You should also include the potential of international
trends that influence your marketing strategy. The analysis should culminate in a SWOT analysis.
Target Market(s) Analysis & Selection
Define and describe each major market segment, including customer profiles, customer preferences and buying habits, size and growth
estimates, distribution channels. One or more target markets should be identified, selected, and justified.
Objectives and Strategies for the Target Market(s)
Set objectives for the target market (such as market position, sales, and profits) over a 3-5 year time span. Be sure that each objective is
specific, results-oriented, and measurable and incorporates a timeframe.
Marketing Position and Mix Summary
State and make recommendations as to how management can utilize the elements of the marketing mix to achieve an advantageous
and sustainable competitive position relative to the competition in the mind of the target market. Include the following:
·
Product strategy
·
Distribution strategy
·
Price strategy
·
Promotion
·
Coordination with other business functions
Sales Forecast and Expense Budget
Forecast sales and profit for the marketing plan, and prepare the budget for accomplishing the forecast. Be sure to include supporting
rationale for development of the sales forecast.
Implementation Plan and Control
This section contains a discussion and justification of how the marketing plan will be implemented and controlled. It also explains who will
be in charge of monitoring and changing the plan should unanticipated events occur and how the success or failure of the plan will be measured.
Include both the ethical and legal factors that should be considered as possible obstacles or opportunities in the success or failure of your plan.
Develop a calendar displaying the implementation plan, identifying key actions, checkpoints and responsible parties who will participate in
execution of the marketing plan.
f)
BBA in Management – BUSN495
Students individually develop a comprehensive business plan for a business of their choice. The business must have locations with an
international reach, either in the manufacturing or sale of its goods or services. The business must be capable of generating at least $250K in
revenue in its first year of operation. The plan must be 30-40 pages in length including detailed financial statements for the selected
organization. The plan should follow the format indicated in Table 9.1 on page 316 of the textbook. Each section of the plan must contain
adequate data and cited sources to be credible and to identify how costs or revenues have been calculated in the financial sections. Include in
the plan the ethical and legal considerations that should be addressed in the design of the implementation strategy for the business.
g) BBA in Sport Management – MGMT 421 (SPMG421)
As a high school athletic director you supervise a large sport program (20 sports) and are determined to be fair to each of the teams. Your
problem: 4 sports (girl’s field hockey, boy’s football, and boys and girls soccer) require practice and game time on the only outdoor field you
have.
Follow the steps in Exhibit 3.5 from the text (Third Edition), culminating in writing a policy that covers the use of the field by your teams (you
are not in a position to drop any sports).
1. Develop a cover page (1 page)
2. Define the problem using the example from page 56 of the text. (1/3 page)
3. Collect information and formulate options using the example from page 56 of the text. (1/3 page)
4. Identify laws and requirements from governing bodies (Michigan High School Athletic Association
– MHSAA, National Federations of High School Associations - NFHSA, etc) that would come into play regarding practice and games
durations. Also consider Title IX implications. Cite your findings. (1/2 page)
5. Choose the favored option and define the action using the example from page 56 of the text.
This becomes the policy. (1/2 page)
6. Include cultural elements that would need to be considered to address a cross-cultural student population to include sensitivity to the
day and time scheduling of events for these teams so that they too can be considerate of player needs in this regard.
7. Produce a schedule for the month of September, 2015 that identifies the following. (1 page)
a. Practice times
b. Game times (each team will play 3 games between September 10th and September 30th.
h) BBA in General Business – BUSN495
Students individually develop a comprehensive business plan for a business of their choice. The business must be capable of generating at least
$250K in revenue in its first year of operation. The plan must be 30-40 pages in length including detailed financial statements for the selected
organization. The plan should follow the format indicated in Table 9.1 on page 316 of the textbook. Each section of the plan must contain
adequate data and cited sources to be credible and to identify how costs or revenues have been calculated in the financial sections. In your
analysis include the legal, ethical, and cultural considerations that would be advisable for the business to examine.
i) BBA in International Business – BUSN 496
Mahindra & Mahrinda (M&M) case study. Complete a 11-14 page APA paper (include an introduction, conclusion, and at least 6 references
cited appropriately) using the information from the case study (Pages IC-3 through IC-12.). Use the included rubric to answer the following
questions:
1. What similarities and differences of operations will M&M encounter when expanding into other countries?
2. Identify three growth areas (geographical regions) for M&M. Support your areas with analysis and data. Be persuasive.
3. Create a strategy to build strong brand recognition in each growth area (region).
4. Provide recommendations for Mahindra & Mahrinda on how to map and address cultural norms and legal conventions in new regions of
operation.
5. Perform an environmental scan identifying at least 2 potential issues in at least four of the following areas: social, cultural, political, economic,
and ethical
6. Research balance of payments for each of your identified regions and show a 3-5 year trend. Explain if this supports each area as a growth
market. As of the time you write this paper, how would the current international monetary system affect your growth area (currency exchange)?
Explain for each growth area.
Direct Measure #2 for Bachelor of Business Administration
Comprehensive Case Study given to all BBA students
A comprehensive case study, embedded in the Capstone course of each BBA major as listed above, will be selected each year to maintain
integrity of the assessment. The case study will assess all five BBA Degree Program intended student learning outcomes. These outcomes
include:
1. Apply business decision tools to inform business decision-making
2. Integrate major principles in the functional areas of accounting, marketing, finance, human resources and management to make
business decisions
3. Develop business communication based on professional standards
4. Demonstrate knowledge of the principles of ethical, legal, and cultural dimensions in business decision-making
5. Apply knowledge of the global business environment
Indirect Measure #1 for Bachelor of Business Administration
Student Survey of Student Learning (Degree Program Level)
As a part of a larger survey of student learning for the Bachelor of Business Degree Program, the following survey items will be included to
measure student reported proficiency in meeting the established degree program outcomes.
On a scale of 1 to 6 (1=not at all proficient and 6=proficient), students will rate their level of proficiency in the program learning outcomes
which includes their ability to:
● apply business decision tools in decision-making
● integrate major principles in the functional areas of accounting, marketing, finance, human resources, and management in business
decisions
● develop business communications based on professional standards
● understanding principles of ethical, legal, and cultural dimensions used in business decisions
● apply knowledge of global business principles in business decisions
Indirect Measure #2 for Bachelor of Business Administration
Student Reflections
Embedded in each capstone course is a student reflection assignment that requires students to reflect on their knowledge prior to the start of
the BBA Degree program and at the end of the program. The reflections should focus on all five BBA Degree Program outcomes and should
reflect students’ knowledge and application of business decision tools; major principles of accounting, marketing, finance, human resources and
management; ability to communicate using professional standards; knowledge of the ethical, legal, and cultural dimensions and their impact on
business decisions; and knowledge of the global dimensions of business.
Student Rubric for Bachelor of Business Administration
EXCEEDS EXPECTATIONS
LEVEL OF ACHIEVEMENT
MEETS EXPECTATIONS
The student illustrates a superior ability
to conduct a qualitative or quantitative
analysis. Additionally, the student is
able to interpret and use the results of
the business analysis.
The student is able to adequately illustrate
the ability to conduct a qualitative or
quantitative analysis. Additionally, the
student is able to interpret and use the results
of business analysis.
The student is not able to
illustrate the ability to conduct a
qualitative or quantitative
analysis. Additionally, the student
is unable to interpret and use the
results of business analysis.
The student adequately demonstrates the
integration of the elements of each functional
area, such that final decisions reflect
components of each of the functional areas meaning, the student incorporates all of the
elements of each functional area.
The student fails to integrate the
elements of each of the functional
areas. The student omits at least
one of the elements of the
functional areas.
The student is able to communicate with an
adequate level of professionalism, with some
The student fails to communicate
with an adequate level of
professionalism, and their work
DOES NOT MEET EXPECTATIONS
CRITERIA OF
EVALUATION
(OUTCOMES)
ISLO #1
Apply business
decision tools to
inform business
decision-making
ISLO #2
Integrate major
principles in the
functional areas of
accounting, marketing,
finance, human
resources and
management to make
business decisions
ISLO #3
Develop business
communication based
Superior ability is illustrated by the
appropriateness and effectiveness of the
business decision rendered.
The student comprehensively integrates
of the elements of each functional area,
such that final decisions reflect
components of each of the functional
areas.
Additionally, student work is evidenced
by a greater depth and breadth of
knowledge such that a connection
between the functional areas and
business decisions are fully integrated.
The student is able to communicate with
a high level of professionalism, such that
the student can take complex business
on professional
standards
situations and simplify them to achieve
clarity.
evidence to take complex business situations
and simplify them to achieve clarity.
ISLO #4
Demonstrate
knowledge of the
principles of ethical,
legal, and cultural
dimensions in business
decision-making
ISLO #5
Apply knowledge of
the global business
environment
The student is able to identify, explain,
and apply basic principles in all of the
areas.
The student is able to identify and explain
basic principles in all of the areas.
The student illustrates a superior level of
knowledge of the global business
environment factors and makes
appropriate recommendations that are
supported by credible research.
The student illustrates an adequate level of
knowledge of the global business
environment factors and makes
recommendations that are supported by
credible research.
lacks sufficient evidence to take
complex business situations and
simplify them to achieve clarity.
The student is not able to identify
basic principles in at least one of
the areas.
The student illustrates marginal
knowledge of the global business
environment factors and makes
recommendations that are not
supported by credible research.
BBA – Marketing Learning Outcomes
Major Intended Student Learning Outcomes: BBA in Marketing
1. Intended Learning Outcome 1
Integrate key marketing principles and concepts to create a marketing plan.
General Program Student Learning Goals Associated with this Outcome:
#1 Apply business decision tools to inform business decision-making.
#3 Develop and present business communication based on professional standards.
2. Intended Learning Outcome 2
Analyze marketing environments to inform marketing strategies.
General Program Student Learning Goals Associated with this Outcome:
#2 Integrate major principles in the functional areas of accounting, marketing, finance, human resources, and management to make business
decisions.
3. Intended Learning Outcome 3
Analyze market opportunities to make market segmentation decisions.
General Program Student Learning Goals Associated with this Outcome:
#2 Integrate major principles in the functional areas of accounting, marketing, finance, human resources, and management to make business
decisions.
#4 Understand the principles of ethical, legal, and cultural dimensions as considered in business decision-making.
4 Intended Learning Outcome 4
Apply knowledge of the global environment in the marketing context.
General Program Student Learning Goals Associated with this Outcome:
#5 Develop business decisions based on distinctions in cultural and operational business practices..
5 Intended Learning Outcome 5
Demonstrate an understanding of the principles of ethical, legal and cultural dimensions in the marketing context.
General Program Student Learning Goals Associated with this Outcome:
#4 Understand the principles of ethical, legal, and cultural dimensions as considered in business decision-making.
Assessment Instruments for Major Intended Student Learning
Outcomes—
Direct Measures of Student Learning:
Performance Objectives (Targets/Criteria) for Direct Measures:
1. Direct Measure 1
Objective (Target/Criterion) for Direct Measure 1
MKTG441 – Strategic Marketing:
Strategic Marketing Plan
85% of students will Meet or Exceed Expectations on the grading rubric
Major ISLOs Assessed by this Measure:
for this measure.
#1 Integrate key marketing principle and concepts to create a
marketing plan.
#2 Analyze marketing environments to inform marketing strategies.
#3 Analyze market opportunities to make market segmentation
decisions.
2. Direct Measure 2
MKTG421 – International Marketing:
Country Notebook Report
Objective (Target/Criterion) for Direct Measure 1
Major ISLOs Assessed by this Measure:
#4 Apply knowledge of the global environment in the marketing
context.
#5 Demonstrate an understanding of the principles of ethical, legal
and cultural dimensions in the marketing context.
Assessment Instruments for Major Intended Student Learning
Outcomes—Indirect Measures of Student Learning:
1. Indirect Measure 1
MKTG441 – Strategic Marketing:
Student Survey of Student Learning
Major ISLOs Assessed by this Measure:
#1 Integrate key marketing principle and concepts to create a
marketing plan.
#2 Analyze marketing environments to inform marketing
strategies.
#3 Analyze market opportunities to make market segmentation
decisions.
#4 Apply knowledge of the global environment in the marketing
context.
#5 Demonstrate an understanding of the principles of ethical, legal
and cultural dimensions in the marketing context.
85% of students will Meet or Exceed Expectations on the grading rubric
for this measure.
Performance Objectives (Targets/Criteria) for Indirect Measures:
Objective (Target/Criterion) for Indirect Measure 1
85% of student responses state gaining proficiency in the learning
outcomes.
BBA – Marketing Assessments
Direct Measure #1 for BBA in Marketing
MKTG441 - Strategic Marketing
Strategic Marketing Plan
Instructions:
Students will select or will be provided with an organization for which to conduct research and develop a marketing plan. The marketing
plan will include an analysis of the following:
Environmental Analysis
A summary of the strategic situation for the planning unit (business unit, market segment, product line, etc.) This should include a
comprehensive analysis of the external environmental factors, the industry trends and the key competitors (including Porter’s Five
Forces of Competition). The analysis should culminate in a SWOT analysis.
Target Market(s) Analysis & Selection
Define and describe each major market segment, including customer profiles, customer preferences and buying habits, size and growth
estimates, distribution channels. One or more target markets should be identified, selected, and justified.
Objectives and Strategies for the Target Market(s)
Set objectives for the target market (such as market position, sales, and profits) over a 3-5 year time span. Be sure that each objective is
specific, results-oriented, and measurable and incorporates a timeframe.
Marketing Position and Mix Summary
State and make recommendations as to how management can utilize the elements of the marketing mix to achieve an advantageous
and sustainable competitive position relative to the competition in the mind of the target market. Include the following:
·
Product strategy
·
Distribution strategy
·
Price strategy
·
Promotion
·
Coordination with other business functions
Sales Forecast and Expense Budget
Forecast sales and profit for the marketing plan, and prepare the budget for accomplishing the forecast. Be sure to include supporting
rationale for development of the sales forecast.
Implementation Plan and Control
This section contains a discussion and justification of how the marketing plan will be implemented and controlled. It also explains who
will be in charge of monitoring and changing the plan should unanticipated events occur and how the success or failure of the plan will be
measured. Develop a calendar displaying the implementation plan, identifying key actions, checkpoints and responsible parties who will
participate in execution of the marketing plan.
Direct Measure #2 for BBA in Marketing
MKTG 421 - International Marketing
Country Notebook Report
Instructions:
Using one of the Latin American countries defined in the Country Manager simulation, students will create a complete Country
Notebook. The project will comprise of the following sections:
Environmental Analysis:
Cultural Analysis: This should include a short profile of the company, the product, and the country being researched. Other aspects of
culture to include: geography, social institutions, education, political and legal system across culturally ethical distinctions, religion and
aesthetics, living conditions, and language.
Economic Analysis: This should include the population and growth rates; economic statistics (GDP, PPP); economic activities; principle
industries; labor statistics; and international trade statistics.
Market Audit and Competitive Market Analysis:
This should include a product analysis (relative advantage, compatibility, complexity, triability, observability); product potential
problems and resistance; and the market (Geographic region; forms of transport and communication, consumer buying habits; distribution,
advertising, and competitors).
Marketing Plan:
This should include the target market, five-year sales plan; five-year profit forecast; SWOT analysis; and marketing strategies that
include:
·
Product adaptation or modification (core component, packaging, support service component)
·
Promotion Mix (Advertising, sales promotion, personal selling)
·
Distribution (port selection, mode of distribution, documentation required)
·
Types of distribution (micro analysis): types and number of retailers, wholesalers, import/export agents, warehousing
Price determination: including costs (shipment, transportation, handling expenses, insurance); terms of sale (methods of payment, pro forma
financial statements and budgets); resources required (personnel, finances, production capacity)
Indirect Measure #1
Student Survey of Student Learning
As a part of a larger survey of student learning for the BBA Marketing Major, the following survey items will be included to measure student
reported proficiency in meeting the established Marketing major outcomes.
On a scale of 1 to 6 (1=not at all proficient and 6=proficient), students will rate their level of proficiency in the Marketing major learning
outcomes which include the student’s ability to:
● integrate marketing principles and concepts
● analyze marketing environments
● analyze market opportunities for market segmentation decisions
● apply global environment knowledge to marketing
understand of ethical, legal, and cultural dimensions as applied to marketing
BBA – Marketing Rubric
EXCEEDS EXPECTATIONS
CRITERIA OF
EVALUATION
(OUTCOMES)
ISLO #1
Students will
integrate key
marketing principles
and concepts to
create a marketing
plan
ISLO #2
Students will
analyze marketing
environments to
inform marketing
planning decisions
ISLO #3
Students will
analyze market
opportunities to
inform marketing
decisions
The student illustrates a sophisticated
level of integration of concepts and
shows how different components
(analysis of environments, market
opportunities) inform goal setting and
marketing strategies. In addition, the
student shows a sophisticated ability to
relate all the main concepts,
culminating in a logical, coherent
report.
The student conducts a comprehensive
analysis of the external environmental
factors, the industry trends and the key
competitors (including Porter’s Five
Forces of Competition). The analysis
culminates in a SWOT analysis that is
fully supported with evidence from
credible sources.
The student conducts a comprehensive
analyses of market segments utilizing
various bases of segmentation; and
informed by the outcome of the
analyses, the student recommends a
segment or segments. The final
recommendations are fully supported.
LEVEL OF ACHIEVEMENT
MEETS EXPECTATIONS
The student illustrates an acceptable
level of integration of concepts and
shows how different components
(analysis of environments, market
opportunities) inform goal setting and
marketing strategies. In addition, the
student adequately shows the
relationship among concepts,
culminating in a logical, coherent
report.
The student conducts an adequate
analysis of the external environmental
factors, the industry trends and the
key competitors (including Porter’s
Five Forces of Competition). The
analysis culminates in a SWOT analysis
that is adequately supported with
evidence from credible sources.
The student conducts an adequate
analyses of market segments utilizing
various bases of segmentation; and
informed by the outcome of the
analyses, the student recommends a
segment or segments. The final
recommendations are adequately
supported.
DOES NOT MEET EXPECTATIONS
The student fails to integrate concepts
and fails to articulate how different
components (analysis of
environments, market opportunities)
inform goal setting and marketing
strategies. In addition, the student
fails to show how concepts are
related, and does not achieve a
logical, coherent report.
The student conducts a shallow
analysis of the external environmental
factors, the industry trends and the
key competitors (including Porter’s
Five Forces of Competition). The
analysis fails to culminate in a SWOT
analysis and is not supported with
evidence from credible sources.
The student fails to conduct an
analyses of market segments utilizing
various bases of segmentation; further
the student fails to recommends a
segment or segments.
ISLO #4
Students will apply
knowledge of the
global environment
to the marketing
context
The student conducts a comprehensive
analysis of the global environmental
factors affecting an organization and
makes marketing mix
recommendations that are fully
supported by the results of the analysis
and by credible research.
The student conducts an adequate
analysis of the global environmental
factors affecting an organization and
makes marketing mix
recommendations that are adequately
supported by the results of the
analysis and by credible research.
The student conducts a limited
analysis of the global environmental
factors affecting an organization and
fails to makes marketing mix
recommendations that are supported
by the results of the analysis and by
credible research.
ISLO #5
Students will
demonstrate an
understanding of
the principles of
ethical, legal and
cultural dimensions
in the marketing
context
The student clearly describes
professional ethical norms, values, and
guidelines and explains how they apply
to marketing.
Further, the student clearly describes
cultural and legal dimensions and fully
explains how they guide marketing
decisions.
The student sufficiently describes
professional ethical norms, values,
and guidelines and explains how they
apply to marketing.
Further, the student sufficiently
describes cultural and legal
dimensions and explains how they
guide marketing decisions.
The student fails to describe
professional ethical norms, values,
and guidelines and to explain how
they apply to marketing.
Further, the student fails to describe
cultural and legal dimensions and fails
to explain how they guide marketing
decisions.
BBA – Marketing: Advertising & Promotion Specialty Learning Outcomes
Specialty Intended Student Learning Outcomes: Marketing Specialty: Advertising & Promotion
1. Intended Learning Outcome 1
Create a promotion plan for a brand or organization.
Major Student Learning Goals Associated with this Outcome:
#1 Integrate key marketing principle and concepts to create a marketing plan.
#2 Analyze marketing environments to inform marketing strategies.
#3 Analyze market opportunities to make market segmentation decisions.
#4 Apply knowledge of the global environment in the marketing context.
#5 Demonstrate an understanding of the principles of ethical, legal and cultural dimensions in the marketing context.
2. Intended Learning Outcome 2
Develop performance measures for promotion programs.
Major Student Learning Goals Associated with this Outcome:
#1 Integrate key marketing principle and concepts to create a marketing plan.
Assessment Instruments for Specialty Intended Student Learning
Outcomes—Direct Measures of Student Learning:
1. Direct Measure 1
MKTG314 – Media Planning:
Media Plan Project
Specialty ISLOs Assessed by this Measure:
#1 Create a promotion plan for a brand or organization.
#2 Develop performance measures for promotion programs.
Performance Objectives (Targets/Criteria) for Direct Measures:
Assessment Instruments for Specialty Intended Student Learning
Outcomes—Indirect Measures of Student Learning:
1. Indirect Measure 1
Student Survey of Student Learning
Specialty ISLOs Assessed by this Measure:
#1 Create a promotion plan for a brand or organization.
#2 Develop performance measures for promotion programs.
Performance Objectives (Targets/Criteria) for Indirect Measures:
Objective (Target/Criterion) for Direct Measure 2
85% of students will Meet or Exceed Expectations on the grading rubric
for this measure.
Objective (Target/Criterion) for Indirect Measure 1
85% of student responses state gaining proficiency in the learning
outcomes.
BBA – Marketing: Advertising & Promotion Specialty Assessment
Direct Measure #1 for BBA in Marketing – Advertising & Promotion Specialty
MKTG314 – Media Planning
Media Plan Project
Instructions: Students will prepare a written Media Plan report for a specific industry. Students will select a product or industry and will utilize
library resources (databases) and online research to construct a national Media Plan based on a predetermined budget with media costs
provided by the instructor via supplemental materials. The Media Plan should include the following components:
·
Media Objectives: goals the media are expected to achieve; target market identification; and media exposure required.
·
Competitive Analysis: competitors’ budgets (industry) and leading competitor’s media use
·
Media selection analysis: media used by competitors; media vehicles used by competitors; and industry timing of media delivery
·
Target Audience Analysis & Recommendations: identify the target audience (demographics), product usage, and media behavior.
·
Media habits of Target Audience: programs target market views/listens to/browses; media concentration of the target audience
·
Recommended media selection and rationale: rationale used for selecting media. This should include program types, scheduling options,
media habits, cost-efficiencies
·
Media strategy: this lays out the proposed strategies to accomplish objectives. Strategies will include media/medium selected, target
audience, media to be used, timing, and media selected to deliver the information.
·
Flowchart & Budget: This highlights the following: media selection, media vehicles, media scheduling, budgets for each medium & total
budgets.
.
Performance Measures: Include targets and milestones to measure the outcome of media plan implementation.
Indirect Measure #1 for BBA in Advertising – Advertising & Promotion Specialty
Student Survey of Student Learning
As a part of a larger survey of student learning for the BBA Marketing Specialty, Advertising and Promotion Specialty, the following survey
items will be included to measure student reported proficiency in meeting the established specialty outcomes.
On a scale of 1 to 6 (1=not at all proficient and 6=proficient), students will rate their level of proficiency in the specialty learning outcomes
which include the student’s ability to:
● create a promotional plan for a brand or organization
develop performance measures for promotion programs
BBA – Marketing: Advertising & Promotion Rubric
CRITERIA OF
EVALUATION
(OUTCOMES)
ISLO #1
Students will
develop a
promotional plan
for a brand or
organization
EXCEEDS EXPECTATIONS
LEVEL OF ACHIEVEMENT
MEETS EXPECTATIONS
DOES NOT MEET EXPECTATIONS
The student develops a
comprehensive promotional plan
that includes a situation analysis,
marketing and advertising
objectives, a clearly stated
communication statement, and a
campaign concept that culminates
The student develops an adequate
promotional plan that includes a
situation analysis, marketing and
advertising objectives, a clearly stated
communication statement, and a
campaign concept that culminates in a
series of ads across several media.
The student develops a promotion plan
that omits any of the following steps: a
situation analysis, marketing and
advertising objectives, a communication
statement, or a campaign concept.
The plan fails to culminate in a series of ads
across several media.
ISLO #2
Students will
develop
performance
measures for
promotion
programs
in a series of ads across several
media.
The student clearly demonstrates
how various components of the
promotion are related and how all
the components inform the final
ads and the selected media. The
student fully justifies all decisions
and supports them with research.
The student develops a variety of
metrics to measure promotional
outcomes. Further, the student
fully supports and justifies the
selected metrics.
The student adequately demonstrates
how various components of the
promotional plan are related and how all
the components inform the final ads and
the selected media. The student
adequately justifies all decisions and
supports them with research
The student fails to demonstrate how
components of the promotional plan are
related and how all the components inform
the final ads and the selected media. The
student fails to justify all decisions and
supports them with research.
The student develops at least one metric
to measure promotional outcomes.
Further the student adequately supports
and justifies the selected metric.
The student fails to develop any metrics to
measure promotional outcomes, or the
student fails to support and justify the
selected metric.
BBA – Marketing: Business to Business Specialty Learning Outcomes
Specialty Intended Student Learning Outcomes: Marketing Specialty: Business to Business
1. Intended Learning Outcome 1
Apply key marketing principles and concepts in a business-to-business context.
Major Student Learning Goals Associated with this Outcome:
#1 Integrate key marketing principle and concepts to create a marketing plan.
#5 Demonstrate an understanding of the principles of ethical, legal and cultural dimensions in the marketing context.
2. Intended Learning Outcome 2
Develop business-to-business marketing strategies to inform strategic decision-making.
Major Student Learning Goals Associated with this Outcome:
#2 Analyze marketing environments to inform marketing strategies.
#3 Analyze market opportunities to make market segmentation decisions.
#4 Apply knowledge of the global environment in the marketing context.
Assessment Instruments for Specialty Intended Student Learning
Outcomes—Direct Measures of Student Learning:
1. Direct Measure 1
MKTG404 – Business-to-Business Marketing:
Comprehensive Case Study
Specialty ISLOs Assessed by this Measure:
#1 Apply key marketing principles and concepts in a Business-toBusiness context.
#2 Develop Business-to-Business marketing strategies to inform
strategic decision-making.
Performance Objectives (Targets/Criteria) for Direct Measures:
Assessment Instruments for Specialty Intended Student Learning
Outcomes—Indirect Measures of Student Learning:
1. Indirect Measure 1
Student Survey of Student Learning
Specialty ISLOs Assessed by this Measure:
#1 Apply key marketing principles and concepts in a Business-toBusiness context.
#2 Develop Business-to-Business marketing strategies to inform
strategic decision-making.
Performance Objectives (Targets/Criteria) for Indirect Measures:
Objective (Target/Criterion) for Direct Measure 1
85% of students will Meet or Exceed Expectations on the grading rubric
for this measure.
Objective (Target/Criterion) for Indirect Measure 1
85% of student responses state gaining proficiency in the learning
outcomes.
BBA – Marketing: Business to Business Specialty Assessment
Direct Measure #1 in BBA in Marketing – Business-to-Business Marketing
MKTG404 – Business-to-Business Marketing
Comprehensive Case Study
Instructions: Students will complete a comprehensive analysis of a Business-to-Business case. The case is comprehensive and allows the student
to first identify the key problem faced by a firm, then to analyze the past and current situation and to evaluate all components of the industrial
marketing mix and then develop strategies to address the problem. Finally, the student considers organizational alternatives and program
implementation.
Student should prepare an 8-10 page case study analysis guided by the outline below:
·
Introduction to case (including a brief overview of case)
·
Explain the major problems the organization faces and what are the causes of these problems? This includes internal and external factors
causing these problems.
·
If the organization were to conduct custom market research, what information should they attempt to get? What method(s) should be
used?
·
What strategies should the organization establish in specific product-markets?
·
Are the organization’s pricing and cost structures competitive for its products? What actions should management take to improve pricing
and costs?
·
What changes should the organization make to improve results in the business?
·
What distributor policies does the organization need to develop?
·
Where are the weaknesses in organization and how could the company improve the organization?
·
What actions should management take regarding the current product line and new product development?
·
What new country markets (suggest at least two) might the organization consider and how would management assess opportunities in
each? Which would be the best potential new country market and why?
·
What three recommendations would you provide the organization to improve their business model? Suggest an implementation plan for
these three recommendations.
Indirect Measure #1 for BBA in Marketing – Business-to-Business Marketing
Student Survey of Student Learning
As a part of a larger survey of student learning for the BBA Marketing Specialty, Business-to-Business Specialty, the following survey items
will be included to measure student reported proficiency in meeting the established specialty outcomes.
On a scale of 1 to 6 (1=not at all proficient and 6=proficient), students will rate their level of proficiency in the specialty learning outcomes
which include student’s ability to:
● apply key marketing principles and concepts in a Business-to-Business context
● develop business-to-business marketing strategies for decision-making
BBA – Marketing: Business to Business Specialty Rubric
EXCEEDS EXPECTATIONS
CRITERIA OF
EVALUATION
(OUTCOMES)
LEVEL OF ACHIEVEMENT
MEETS EXPECTATIONS
DOES NOT MEET EXPECTATIONS
ISLO #1
Apply key
marketing
principles and
concepts in a
business-tobusiness context
ISLO #2
Develop businessto-business
marketing
strategies to
inform strategic
decision-making
The student comprehensively
applies marketing concepts –
including internal & external
environments, market
segmentation, buyer behavior,
and marketing mix principles – in a
business-to-business situation.
Further, the student fully
articulates the relationship among
all the concepts as they inform
decision-making.
The student conducts a
comprehensive analysis of a firm’s
situation and then develops a
variety of marketing strategies
that fully address a specific
business problem. Further, the
student clearly articulates the
relationship among a firm’s
situation, strategies, and
recommendations and fully
supports his/her arguments.
The student adequately applies
marketing concepts – including internal &
external environments, market
segmentation, buyer behavior, and
marketing mix principles – in a businessto-business situation.
Further, the student adequately
articulates the relationship among all the
concepts as they inform decision-making.
The student fails to apply one or more
of the marketing concepts – including
internal & external environments,
market segmentation, buyer behavior,
and marketing mix principles – in a
business-to-business situation.
Further, the student fails to articulate
the relationship among all the
concepts as they inform decisionmaking.
The student conducts an adequate
analysis of a firm’s situation and then
develops marketing strategies that
adequately address a specific business
problem. Further, the student
adequately articulates the relationship
among a firm’s situation, strategies, and
recommendations and adequately
supports his/her arguments.
The student fails to conduct an
analysis of a firm’s situation and fails
to develop any marketing strategies
that address a specific business
problem. Further, the student fails to
articulate the relationships among a
firm’s situation analysis, strategies,
and recommendations and fails to
support his/her arguments.
Marketing: Professional Selling Specialty Learning Outcomes
Specialty Intended Student Learning Outcomes: Marketing Specialty: Professional Selling
1. Intended Learning Outcome 1
Develop and deliver sales presentations
Major Student Learning Goals Associated with this Outcome:
#1 Integrate key marketing principle and concepts to create a marketing plan.
#3 Analyze market opportunities to make market segmentation decisions.
#4 Apply knowledge of the global environment in the marketing context.
#5 Demonstrate an understanding of the principles of ethical, legal and cultural dimensions in the marketing context.
BBA
–
BBA
–
BBA
-
2. Intended Learning Outcome 2
Apply sales management concepts in the analyses, formulation, and evaluation of sales programs.
Major Student Learning Goals Associated with this Outcome:
#1 Integrate key marketing principle and concepts to create a marketing plan.
#2 Analyze marketing environments to inform marketing strategies.
Assessment Instruments for Specialty Intended Student Learning
Outcomes—Direct Measures of Student Learning:
1. Direct Measure 1
MKTG342 – Advanced Professional Selling:
Role Play as Seller
Specialty ISLOs Assessed by this Measure:
#1 Develop and deliver sales presentations.
Performance Objectives (Targets/Criteria) for Direct Measures:
2. Direct Measure 2
MKTG305 – Sales Management:
Comprehensive Case Study
Specialty ISLOs Assessed by this Measure:
#1 Develop and deliver sales presentations.
#2 Apply sales management concepts in the analyses, formulation,
and evaluation of sales programs.
Objective (Target/Criterion) for Direct Measure 2
Assessment Instruments for Specialty Intended Student Learning
Outcomes—Indirect Measures of Student Learning:
Performance Objectives (Targets/Criteria) for Indirect Measures:
1. Indirect Measure 1
Student Survey of Student Learning
Objective (Target/Criterion) for Indirect Measure 1
Specialty ISLOs Assessed by this Measure:
#1 Develop and deliver sales presentations.
#2 Apply sales management concepts in the analyses, formulation,
and evaluation of sales programs.
Objective (Target/Criterion) for Direct Measure 1
85% of students will Meet or Exceed Expectations on the grading rubric
for this measure.
85% of students will Meet or Exceed Expectations on the grading rubric
for this measure.
85% of student responses state gaining proficiency in the learning
outcomes.
BBA - Marketing: Professional Selling Specialty Assessment
Direct Measure #1 for BBA for Marketing – Professional Selling Specialty
MKTG342 – Advanced Professional Selling
Role Play as Seller
Instructions: Role Play Paper
The students are required to research their selling situation thoroughly and provide a detailed document/paper of their company
(seller), customer or buyer, product/service, and possible objections.
This document or paper then becomes the basis for the buyer's role and comprises the following
sections:
·
Description of the company manufacturing or distributing the product or service you selected.
This includes: Historical perspective; Sales volume; Number of stores, plants; Image of the company;
and Products/services company sells.
· Description of purchaser (or company) to whom the product/service is being sold: historical
perspective, sales volume, number of stores, image of company, products/services, and purchasing
policies and procedures.
·
Description of product/service you are selling: features, advantages, benefits, prices and
ordering requirements, and guarantees.
·
An exhaustive list of all possible objections and how you would helpfully respond to them
(minimum of 20)
·
A list description of visual aids you have prepared for use in your actual presentation
Miscellaneous
·
Miscellaneous: your objective for this presentation and all assumptions made
·
Sources of your information
Instructions: Role Play Presentation
Students will present their role play which will comprise of the following steps:
·
·
·
·
·
Approach & relationship building: gaining good first impression and buyer attention; building rapport with the buyer.
Identifying and confirming buyer needs: using the SPIN sequence
Presenting the products/services with appropriate visual aids/demonstrations
Overcoming buyer objectives
Closing the presentation by gaining agreement/commitment
Direct Measure #2 for BBA in Marketing – Professional Selling Specialty
MKTG305 – Sales Management
Comprehensive Case Study
Instructions:
Students will be given a comprehensive case study for analysis. Their analysis and paper should include the following steps:
·
Review the case and identify the key relevant facts: these include opportunities, strengths, threats, and weaknesses. These facts also point
to external environmental factors and trends
·
Identifying the root cause of the problem the firm is facing and the main challenges facing the firm.
·
Generating alternative courses of action to address the identified problems. This stage might also answer the case questions
·
Evaluating alternatives and selecting the best alternatives based on the analysis of the key relevant factors. Justifying the most relevant
alternative(s) based on the organization’s strengths and opportunities.
·
Action plan: provide an action plan to implement the alternatives selected
·
Metrics: providing applicable metrics to measure the performance.
Indirect Measure #1 for BBA in Marketing – Professional Selling Specialty
Student Survey of Student Learning
As a part of a larger survey of student learning for the BBA Marketing Specialty, Professional Selling Specialty, the following survey items will
be included to measure student reported proficiency in meeting the established specialty outcomes.
On a scale of 1 to 6 (1=not at all proficient and 6=proficient), students will rate their level of proficiency in the specialty learning outcomes
which include the student’s ability to:
● develop and deliver sales presentations
apply sales management concepts in the analyses, formulation, and evaluation of sales programs
BBA - Marketing: Professional Selling Specialty Rubric
EXCEEDS EXPECTATIONS
CRITERIA OF
EVALUATION
(OUTCOMES)
ISLO #1
Students will
develop and deliver
a sales
presentation
ISLO #2
Students will apply
sales management
concepts in the
analyses,
formulation, and
evaluation of sales
programs
The student provides a
comprehensive description of the
customer to whom a
product/service is being presented
as well as the product/service being
sold. Further the student develops a
superior sales presentation that
includes all the following steps:
gaining buyer attention and creating
a credible rapport; clearly
identifying and confirming buyer
needs; overcoming objectives, and
closing the presentation.
The presenter delivers an
outstanding presentation that
meets all professional standards of
communication.
The student conducts a
comprehensive analysis of a
business-to-business situation,
clearly identifies key
issues/problems facing an
organization, and clearly illustrates
how they affect the organization’s
sales decisions. In addition, the
LEVEL OF ACHIEVEMENT
MEETS EXPECTATIONS
The student provides an adequate
description of the customer to whom a
product/service is being presented as
well as the product/service being sold.
Further the student develops an
adequate sales presentation that
includes all of the following steps:
gaining buyer attention and creating a
credible rapport; clearly identifying and
confirming buyer needs; overcoming
objectives, and closing the
presentation.
The presenter delivers an average
presentation that meets all
professional standards of
communication.
The student conducts an adequate
analysis of a business-to-business
situation, adequately identifies key
issues/problems facing an organization,
and adequately illustrates how they
affect the organization’s sales
decisions. In addition, the student
discusses a few alternative solutions
DOES NOT MEET EXPECTATIONS
The student fails to provide a
description of the customer to whom a
product/service is being presented as
well as the product/service being sold.
Further the student fails to develop a
sales presentation that includes all the
following steps: gaining buyer attention
and creating a credible rapport; clearly
identifying and confirming buyer needs;
overcoming objectives, and closing the
presentation.
The presenter fails to deliver a
presentation that meets all
professional standards of
communication.
The student fails to conduct an analysis
of a business-to-business situation or to
identify key issues/problems facing an
organization. Further the student fails
to illustrate how the key issues affect
the organization’s sales decisions. In
addition, the student fails to discuss
student discusses a variety of
alternative solutions from which
he/she selects some that fully
address the identified problem(s).
All arguments and solutions are fully
supported.
from which he/she selects a few that
address the identified problem(s).
All arguments and solutions are
adequately supported.
alternative solutions to address the
problem(s).
No support is provided for the
arguments and solutions presented.
BBA - Marketing: Sport Marketing Specialty Learning Outcomes
Specialty Intended Student Learning Outcomes: Marketing Specialty: Sports Marketing
1. Intended Learning Outcome 1
Apply key marketing concepts in the context of sport marketing.
Major Student Learning Goals Associated with this Outcome:
#1 Integrate key marketing principle and concepts to create a marketing plan.
#2 Analyze marketing environments to inform marketing strategies.
#3 Analyze market opportunities to make market segmentation decisions.
#5 Demonstrate an understanding of the principles of ethical, legal and cultural dimensions in the marketing context.
2. Intended Learning Outcome 2
Develop a communication plan to inform strategic planning in sport marketing.
Major Student Learning Goals Associated with this Outcome:
#1 Integrate key marketing principle and concepts to create a marketing plan.
#2 Analyze marketing environments to inform marketing strategies.
#4 Apply knowledge of the global environment in the marketing context.
Assessment Instruments for Specialty Intended Student Learning
Outcomes—Direct Measures of Student Learning:
1. Direct Measure 1
MKTG350 – Sport Advertising and Promotion:
Marketing Plan
Performance Objectives (Targets/Criteria) for Direct Measures:
Objective (Target/Criterion) for Direct Measure 1
Specialty ISLOs Assessed by this Measure:
#1 Apply key marketing concepts in the context of sport marketing
context.
#2 Develop a communication plan to inform strategic planning in
sport marketing.
Assessment Instruments for Specialty Intended Student Learning
Outcomes—Indirect Measures of Student Learning:
1. Indirect Measure 1
Student Survey of Student Learning
85% of students will Meet or Exceed Expectations on the grading rubric
for this measure.
Performance Objectives (Targets/Criteria) for Indirect Measures:
Objective (Target/Criterion) for Indirect Measure 1
85% of student responses state gaining proficiency in the learning
outcomes.
Specialty ISLOs Assessed by this Measure:
#1 Apply key marketing concepts in the context of sport marketing
context.
#2 Develop a communication plan to inform strategic planning in
sport marketing.
BBA - Marketing: Sport Marketing Specialty Assessment
Direct Measure #1 for BBA in Marketing – Sport Marketing Specialty
MKTG350 - Sport Advertising and Promotion
Marketing Plan
Instructions:
Students will conduct research on a USA sport franchise currently engaged in advertising and media relations. Students will present their plan
and justify their decisions to the class in the final session(s) of the course. The plan should comprise the following sections:
Background: This includes a description of the history of the franchise and revenue (tickets and sponsorships).
Competitive analysis (SWOT): This will comprise strengths (Internal to the firm), weaknesses (Internal), opportunities (External); and threats and
trends (External).
Situation Analysis: This includes goals for upcoming season and 4 P’s analysis (Improvements) including product, price, place and promotion
analysis.
Business Objectives: this entails developing marketing goals for season and season objectives and goals
Strategy Development: this include creating the key message of media campaign, identifying the primary and secondary target audience, and
creating advertising and media strategies
Implementation: this entails creating action plans, marketing and advertising budgets, and outlining implementation and control procedures.
Indirect Measure #1 for BBA in Marketing – Sport Marketing Specialty
Student Survey of Student Learning
As a part of a larger survey of student learning for the BBA Marketing Specialty, Sports Marketing Specialty, the following survey items will
be included to measure student reported proficiency in meeting the established specialty outcomes.
On a scale of 1 to 6 (1=not at all proficient and 6=proficient), students will rate their level of proficiency in the specialty learning outcomes
which include the student’s ability to:
● apply key marketing concepts in sport marketing
develop a communication plan for sport marketing strategic planning
BBA - Marketing: Sport Marketing Rubric
CRITERIA OF
EVALUATION
(OUTCOMES)
ISLO #1
Apply key
marketing
concepts in the
context of sport
marketing
EXCEEDS EXPECTATIONS
LEVEL OF ACHIEVEMENT
MEETS EXPECTATIONS
DOES NOT MEET EXPECTATIONS
The student demonstrates a superior
ability to apply marketing principles –
including marketing environmental
factors, market segmentation bases, and
the marketing mix principles - to a sport
marketing situation. Further, the
student develops business objectives
which are fully justified and supported.
Finally, the student fully illustrates the
relationship among all the concepts,
The student demonstrates an adequate
ability to apply marketing principles –
including marketing environmental
factors, market segmentation bases, and
the marketing mix principles - to a sport
marketing situation. Further, the
student adequately develops business
objectives which are justified and
supported. Finally, the student
adequately illustrates the relationship
The student fails to apply marketing
principles – including marketing
environmental factors, market
segmentation bases, and the marketing
mix principles - to a sport marketing
situation. Further, the student fails to
develop business objectives which are
justified and supported. Finally, the
student fails to illustrate the relationship
among all the concepts, showing how they
showing how they inform the planning
process. All statements are fully
supported and justified.
ISLO #2
Develop a
communication
plan to inform
strategic planning
in sport marketing
The student conducts a comprehensive
situation analysis; clearly identifies,
describes, selects, and justifies target
audiences; and develops a detailed
media and advertising plan tailored to a
specific audience. Further, the student
develops detailed action plans, budgets,
and performance measures.
The student demonstrates a superior
ability to integrate all concepts to create
a coherent, logical plan.
among all the concepts, showing how
they inform the planning process. All
statements are adequately supported
and justified.
The student adequately conducts a
situation analysis; identifies, describes,
selects, and justifies target audiences;
and develops a detailed media and
advertising plan tailored to a specific
audience. Further, the student develops
adequate action plans, budgets, and
performance measures.
The student proficiently integrates all
concepts to create a coherent, logical
plan.
inform the planning process. Little or no
support is provided for arguments and
statements made.
The student fails to conduct a situation
analysis or to identify, describe, select,
and justify target audiences, and fails to
develop a detailed media and advertising
plan tailored to a specific audience.
Further, the student fails to develop
detailed action plans, budgets, and
performance measures.
The student fails to integrate all concepts
to create a coherent, logical plan.