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UNIVERSITY OF ALASKA FAIRBANKS Outcomes Assessment Implementation Summary School of Management Bachelor of Business Administration (BBA) Business Administration (BA) I. Assessment Information Collected 2009-2010 1. Communication 2010-2011 1. Communication 2011-2012 1. Communication (1a) Communication Written: Writing samples are collected from BA 462 (Corporate Strategy) and all “W” designated courses. (1a) Communication Written: Writing samples are collected from all “W” designated courses in BBA. (1a) Communication Written: Writing samples are collected from all “W” designated courses in BBA. (1b) Communication Oral: Oral presentations are recorded in BA 462 (Corporate Strategy) and all other “O” designated courses. (1b) Communication Oral: Oral presentations are recorded in BA 462 (Corporate Strategy) and all “O” designated courses. (1b) Communication Oral: Oral presentations are recorded in all “O” designated courses in BBA. 2. Problem Solving: Case study given in BA 307 (Human Resources Management). 2. Problem Solving: Case study given in BA 307 (Human Resources Management). 2. Problem Solving 3. Ethical Knowledge: Case study given in BA 307 (Human Resources Management), BA 360 (Operations Management) and BA 447 (Compensation Management). 3. Ethical Knowledge: Case study given in BA 307 (Human Resources Management), BA 360 (Operations Management) and BA 447 (Compensation Management). (2b) Problem Solving Econometrics: Questions imbedded in Econ 227 (Intermediate Statistics for Economics and Business) exams. 4. Technical Knowledge: ETS exam is given in BA 462 (Corporate Strategy) and embedded questions in BA 343 (Principles of Marketing) and BA 390 (Organizational Theory and Behavior). 4. Technical Knowledge: ETS exam is given in BA 462 (Corporate Strategy) and embedded questions in BA 343 (Principles of Marketing), BA 390 (Organizational Theory and Behavior) abd Econ 202 (Macroeconomics). (2a) Problem Solving Watson Glaser: exam given in BA 424 (Real Estate and Alternative Investments). (2c) Problem Solving Accounting: Questions imbedded in Acct 262 (Accounting Concepts and Uses II) exams. 3. Ethical Knowledge: Questions imbedded in the final exam for BA 323 (Business Ethics). 2009-2010 cont. 2010-2011 cont. 2011-2012 cont. 4. Technical Knowledge (4a) Technical Knowledge General Business. The ETS exam given each semester in BA 462 (Corporate Strategy). (4b) Technical Knowledge Specific Skills: Embedded questions of various types given in BA 325 (Financial Management), BA 343 (Principles of Marketing), BA 390 (Organizational Theory and Behavior) and Econ 202 Macroeconomics. Note: Data is collected every semester, assessment every other year by faculty. This year Communication and Technical Knowledge were assessed. Note: Data is collected every semester, assessment every other year by faculty committee. This year Problem Solving and Ethical Knowledge were assessed. II. Conclusions drawn from collected information, how are faculty collectively involved in drawing conclusions 2009-2010 Faculty met in Spring 2010 for a daylong Assurance of Learning retreat that focused on Assessment. It was determined that students were not communicating at minimal acceptable levels (although better orally than written), that critical and ethical thinking also fell just short of minimal standards, that technical knowledge, on a whole, greatly exceeded minimal standards but that some specific marketing skills still needed to be addressed. 2010-2011 All data collected. Only Communication and Technical Knowledge were assessed. 2011-2012 All data collected. Problem Solving and Ethical Behavior assessed as well as some Technical Knowledge data. Faculty met in Spring 2011 for a day-long Assurance of Learning retreat that focused on Assessment. 2. Problem Solving 1. Communication (1a) Communication Written: The minimum standard was met by an average of 70% of the students (student averages shown below). The weakest link rubric item (although still in the acceptable range) was “critical thinking”. 1= Inadequate, 2= Satisfactory, 3= Excellent Categories Appropriate Content Critical Thinking Evident Appropriate for Intended Audience Coherence Clarity Conciseness Score 2.2 2.0 2.3 2.3 2.1 2.2 (1b) Communication Oral: 78% of students met minimum standard. The only rubric item where the student average was less than acceptable was “sense of audience”. Rubric & Standard 1= Inadequate , 2= Needs Improvement, 3= Satisfactory, 4= Excellent Sense of Audience Organization and/or Development 2.9 Detail to Support Ideas 3.4 Understanding of topic Mannerism of Presentation Clarity of Speech 3.5 3.1 3.4 Enthusiasm for Topic 3.2 Dress for Presentation* Creative Efforts/Use of Technology* 2.6 3.5 3.1 (2a) Problem Solving Watson Glaser: This was the first year using this exam and we gave it as a trial. Our students averaged Categories Recognized Assumptions Evaluate Arguments Draw Conclusions Total Raw Score Percentile* 6.5 7.6 12.2 26.2 18 * Peer group used was Professional/Individual Contributor (2b) Problem Solving Econometrics (Synthesizing data, Estimating equations): This is the first year that we have used Econ 227 (Econometrics) to assess problem solving. We are assessing whether students can set up hypothesis tests, synthesize data, estimate equations and test for significance. This year we tested just synthesizing data, and estimating equations and 87% of the students were able to set up a hypothesis test and synthesize data. (2c) Problem Solving Accounting: The average of the two questions was 70.7%. The first question focused on relevant costs and 51.7% percent of the students were able to satisfactorily answer the question. The second question was on making a decision to drop a product line. 89.7% of the students had a satisfactory answer to this. 2009-2010 cont. 2010-2011 cont. 4. Technical Knowledge 2011-2012 cont. (3) Ethical Knowledge: (4a) Technical Knowledge ETS exam: SOM students average scores were at the 70th percentile (in comparison to students over a five year average) and SOM average at the 90th percentile as a school. Functional area broken out at the school level are below. Question # Accounting Economics Management Quantitative Finance Marketing Legal Info Systems International % 95 85 95 85 75 95 95 70 (4b) Technical Knowledge Marketing: For the imbedded questions in BA 343 (Principles of Marketing) the students scored 88.6%. (4b) Technical Knowledge U.S. Economy: This was a trial run of 22 imbedded questions in Econ 202 (Principles of Macroeconomics) to see if the use of Blackboard in a distance delivered course would be useful for assessment. The trial went well. The scores for the four categories were: Intro Economics Foundation Macro LR Growth and SR Fluctuations Stabilization Policy % 66.3% 77.9% 66.2% 78.5% 72.9% 72.6% 70.5% 93.9% Legal/Illegal Q 4,6,8,9 Ave 78.9% Ethical/Unethical Q1,2,3,5 Ave 70.8% 4. Technical Knowledge: 85 (4b) Technical Knowledge Leadership: For the imbedded questions in BA 390 (Organizational Theory and Behavior) the students scored 81.8%. Category Question # 1 2 3 4 5 6 8 9 % 86 84 87 81 (4a) Technical Knowledge General Business: Using the ETS scores, our lowest scores on the 2010 exam were on marketing and international issues. We used these scores in deciding to add a faculty member, Dr. Xiaoqi (Chelsea) Han in marketing and searched for an individual that could excel in “international marketing”. Dr. Han has a Ph.D. in marketing from the University of Cincinnati, and had a teaching history that included classes in “International Marketing” and “World Marketing”. (4b) Technical Knowledge U.S. Economy: Category Intro Economics Foundation Macro LR Growth and SR Fluctuations Stabilization Policy % 87 85 86 86 Scores were similar to the year before. When the individual questions were analyzed there was a problem with (1) students being able to use “ValueAdded” to calculate GDP which reflects little time given to this topic and (2) some concern (not too much) with monetary policy – students had a better grasp of fiscal policy. III. Curricular changes resulting from conclusions drawn above 2009-2010 1. Communication (1a) Communication Written: Using the Fatal Error Policy in all writing intensive courses. Each writing intensive class will have a member of the Writing Lab visit the class at the beginning of each term. Students in writing intensive courses will be strongly urged to visit the UAF Writing Center. (1b) Communication oral: Added an additional one-half Oral intensive course requirement to the BBA degree. Each oral intensive class will have a representative of the Speaking Center address the class at the beginning of each term. Students in oral intensive courses will be strongly urged to visit the UAF Speaking Center. 2. Critical Thinking: Discussion on professional development in regard to teaching using the case study method. 3. Ethical Knowledge: Considering professional development opportunities for faculty teaching ethics. 4. Technical Knowledge: Test the use of embedding topic-related questions into exams starting with organizational behavior. 2010-2011 Closing the Loop was scheduled for Communication and Technical Knowledge although other objectives may be discussed as warranted. 1. Communication 1. Communication (1a) Communication Written: As the Fatal Error Policy and the visitation by the Writing Lab are still so new we will continue to monitor these and assess faculty adherence to these measures. (1b) Communication Oral: We will begin to track student’s use of the Speaking Center. We will research ways to increase the student’s ability to “sense its audience”. 2. Critical Thinking: Drs. Thomas Zhou and Lily Dong attended the Harvard Case Study seminar “Participant-Centered Learning and Case Method” On October 23, 2010, in Bellingham, Washington. Particularly useful in this training were techniques used to energize and challenge the students in case discussions. These and other techniques from the seminar have been incorporated into BA681 (Fixed Income Securities) using a case written by a Harvard Professor. 2011-2012 Closing the Loop was scheduled for Problem Solving and Ethical Behavior although other objectives may be discussed as warranted. (1a) Communication Written: Because of the hiring of AOL staff we have tasked the staff to research modules for critical thinking that can be used in “W” classes. The results of this research will be presented at the Fall 2012 retreat to be used in AY13 as a trial. (1b) Communication Oral: Because of the hiring of AOL staff we have tasked the staff to research modules for sense of audience that can be used in “W” classes. The result of this research will be presented at the Fall 2012 retreat to be used in AY13 as a trial. 2. Problem Solving (2a) Problem Solving Watson Glaser (WG): This was the first year that the Watson Glaser test was used. There is a lot of information here and it is not clear exactly the best way to use it. For example, the peer group that the students are compared to are working professionals so it is expected that they would score relatively low. Also, we did not have percentiles by question groups. We will continue to research the use of the WG and have a refined assessment system in place by the next assessment. We will also discuss at the Fall 2013 retreat whether all three of the tested skills, “recognize assumptions”, “evaluate arguments” and “draw conclusions” can be covered in more depth in BA 390 (Organizational Theory and Behavior). 2009-2010 cont. 2010-2011 cont. 3. Ethical Knowledge: Dr. Liz Ross attended the AACSB seminar “Teaching Business Ethics” in Tampa, Florida, on March 7-8, 2011. The seminar was useful to the design of BA 323 (Business Ethics) by providing information on: Methodology of teaching the various theories Incorporating Ethics and Accountability Managing the corporate culture and ethical leadership Ethical decision making from a personal and professional context In this seminar, participants were assigned to diverse groups and were presented with ethical dilemmas. This technique has been incorporated into BA 323 (Business Ethics). 4. Technical Knowledge: This was the first year that technical knowledge assessment was expanded beyond ETS testing. Imbedded questions were used in the areas of leadership, marketing and economics. This testing of imbedded questions is considered a success and the school will refine and expand its usage. 2011-2012 cont. (2b) Problem Solving Econometrics (Synthesizing data, Estimating equations): In the Econ 227 (Econometrics) course, the first run at synthesizing data and estimating equations went well. To complete this portion of problem solving, hypothesis testing and tests for significance will be added to the assessment. (2c) Problem Solving Accounting: On the first question students had a difficult time with determining the relevant costs when making a decision to accept a special order. The accounting faculty met and decided in the introductory accounting courses to spend more time breaking down what are relevant and irrelevant costs relative to special orders by having students do more problems, both in class and in homework; and have increased demonstrations in class. For example, one faculty at the end of the course tested a teaching method of having a student volunteer make cookies (mix flour, sugar and chocolate chips in a bowl) in the classroom then make cookies for a special order. The class then goes through the exercise of determining if it would be profitable to accept the special order. This will not be incorporated into the class during the year. 3. Ethical Knowledge: The minimal standards were met but just barely for ethical/unethical behavior and not on all questions. This is consistent with past findings and SOM is putting substantial resources into improving performance on this objective. This year we have visited character development/leadership programs at the Air Force Academy, the Military Academy and Texas A&M and faculty will spend the summer discussing how these concepts can be brought into the classroom and designing further curriculum in this area for both the School of Management and the Rural Alaska Honors Institute Program (for high school students). 2009-2010 cont. 2010-2011 cont. 2011-2012 cont. 4. Technical Knowledge (4a) Technical Knowledge General Business: Using the ETS scores, our lowest scores on the 2010 exam were on marketing and international issues. We used these scores in deciding to add a faculty member, Dr. Xiaoqi (Chelsea) Han in marketing and searched for an individual that could excel in “international marketing”. Dr. Han has a Ph.D. in marketing from the University of Cincinnati, and had a teaching history that included classes in “International Marketing” and “World Marketing”. (4b) Technical Knowledge U.S. Economy: There will be a new instructor(s) teaching both an in-class and online version of Econ 202 (Macroeconomics). Because of assessment results, the current instructor in the course will work with the new instructor(s) to expand the instruction on the three ways to calculate GDP. While students did well in calculating GDP by methods of (i) value of production of final goods and services, and (ii) aggregate spending on goods and services, they did poorly when it came to the third method of summing up value added. This is likely because it is the least stressed concept but still very important not only in this course but across the BBA curricula. The newly designed course will have a greater emphasis on value added including lecture time and homework. Also, students seem to have an easier time grasping fiscal policy than monetary policy and maybe a reallocation of time on these two subjects is warranted across curricula.