Student Achievement Assessment Committee

Introduction

The BSBA is an interdisciplinary program, which involves teaching, advising, assessment, and other program activities across the seven College of Business Administration departments. All BSBA students (approximately 2300) major in business administration with the same course requirements, including 17 core business courses, University General Education, mathematics and communications courses. In addition, students select one or more of the specializations offered (e.g., Accounting, Human Resource Management), although over 500 students have not yet declared a specialization. The specializations typically consist of five to eight courses, most of which are taken at the junior and senior levels.

Student learning outcomes (see Attachment A) and assessment activities for the BSBA are planned and implemented at the College level, involving the CBA Undergraduate Curriculum Committee. Some additional outcomes and assessment activities are defined and implemented at the specialization and/or department levels. The emphasis of this report is the overall BSBA major, with particular attention given to the 17 core courses. Individual reports for each specialization are not provided, but assessment results from surveys of seniors, alumni, and cooperative education students and employers incorporate learning as it has occurred throughout the common general and core areas as well as the specialization areas of the BSBA.

Assessment Activities

The BSBA process for assessment is planned on a two-year cycle to emphasize assessment administration, evaluation, and responses (such as curriculum and assessment revisions). Attachment B shows the process and activities for the BSBA from 1995-96 to 2000-2001. This report updates earlier reports to include the years 1999-2000 and 2000-2001. During this period, data collection and analysis continued with surveys of graduating seniors, alumni, and cooperative education employers and students. Video-taped oral communication assessment was added in the required course, BA 203.

In response to earlier assessment results, the communication course, BA 203, was also revised to add international and group communications, increase coverage of oral communications, and decrease coverage of word processing skills. The required legal studies course was revised to incorporate consideration of ethical issues. Projects started in response to earlier results were continued, expanded, and/or refined, including supplemental instruction in calculus, a first-year course, BA 150, and development of an assessment instrument for ethical considerations.

Master syllabi were written and reviewed for all of the required core courses (17), including course learning outcomes and assessment methods. A comparison of BSBA program learning outcomes and the course learning outcomes was completed by the Curriculum Committee to examine the extent to which each program outcome was covered across the required courses. A survey of faculty teaching the core courses was used to compare the plan and actual practice for each course.

Assessment emphasis for the BSBA program in the past two years is summarized in Attachment C. Prior assessment inferences, actions taken, and new inferences or assessment plans are organized by learning outcome.

Attachment A

Bachelor of Science in Business Administration

>Student Learning Outcomes for the BSBA Program

A. Ability Outcomes

1. Students demonstrate problem solving skills in business and other situations by:

a. recognizing existing and potential problems and their causes;

b. identifying and gathering data that are relevant and appropriate;

c. correctly analyzing, making inferences from, and supporting conclusions with data; d. assessing the influence of and incorporating global, legal, and other environmental factors in problem solving; and

e. proposing and justifying decisions to solve problems.

2. Students exhibit critical thinking skills by:

3. Students communicate orally and in writing by:

a. extracting the facts, issues, reasons, and conclusions from statements of position;

b. asking questions relevant to presented arguments; and

c. evaluating an argument based on a set of criteria.

a. reading, listening to, and articulating information, conclusions, and recommendations regarding business and other decisions; and

b. presenting arguments and evidence clearly and effectively.

4. Students demonstrate team and leadership skills by:

a. working with others to identify and accomplish goals;

b. identifying and resolving conflict between team members;

c. encouraging, articulating, evaluating, and considering diverse opinions and approaches to business problem solving; and

d. exercising leadership in coordination of team efforts and/or decision making.

B. Attitude and Action Outcomes

1. Students demonstrate a commitment to ethical values and behavior by:

a. specifying alternative ethical frameworks for a given situation;

b. using professional codes of ethics for problem solving and decision making; and

c. articulating the impact of alternative decisions on other people (e.g., customers, shareholders, the public), business operations, and the environment.

2. Students demonstrate understanding of and appreciation for cultural, racial, and gender differences in business and other contexts by:

a. recognizing and considering differences in values and approaches to problem solving; b. recognizing discriminatory business practices; and

c. identifying inappropriate use of stereotypes.

3. Students demonstrate a commitment to continuous learning and professional growth by:

a. engaging in class and non-class learning activities; and

b. keeping aware of current events in business and other environments.

C. Knowledge Outcomes

1. Students demonstrate understanding of foundational and functional areas of business* by:

a. applying tools and concepts in domestic and global contexts; and b. integrating these areas to make and support business decisions.

* Foundational areas of business include: communications, computers and information systems, economics, legal studies, mathematics and statistics.

Functional areas of business include: finance, accounting, marketing, and management of human resources, production, and operations.

Attachment B Bachelor of Science in Business Administration Assessment Process & Activities

1. Define Student Learning Outcomes for Program

1995-1996       BSBA outcomes defined by Assessment Committee

1996-1997       BSBA outcomes refined and approved by Curriculum Committee and College faculty as a whole

1996-1997       Specialization outcomes defined by department faculty

1998-1999       Curriculum Committee reviewed and prioritized outcomes for assessment attention.

Oral communications outcome added to required course, BA 203

1999-               1999-2000      Learning outcomes defined in master syllabi for each of the 17 required    pre-professional and professional core courses by department faculty Business communications faculty added specific outcomes for group and international communications to required course, BA 203

2000-2001       Curriculum Committee reviewed and suggested revisions of master

syllabi for 17 BSBA core courses, emphasizing course-level learning outcomes and assessment methods as defined by department faculty Outcomes defined for new specialization in financial economics and for new CBA Honors Program

2. Develop Methods to Assess Outcomes

1996-1997     Development of survey instruments for first-year students, alumni, and graduating seniors

                       Refinement of cooperative education surveys of employers and coop students

1997-1998       Review of capstone course in BSBA

(projects, cases, and other assessment instruments) Review of mathematics requirements

(student placements, course content, and student success)

1998-1999       Development of lab for oral communications (and teamwork) assessment Research and development of

Focus groups for ethical considerations and diversity Measures of ethical considerations

1999-2000       Identification of assessment methods for each of the 17 core courses Refinement of alumni survey

Instrument for ethical considerations

Video taping and assessment instrument for oral communications (one-on-one and small-group interactions)

2000-2001       Review and recommendations for assessment methods in 17 core courses Faculty survey of the extent to which BSBA program learning outcomes are reflected in the core courses

Proposal for methods in new specialization and in CBA Honors Program Revision of instrument for ethical considerations

3. Administer Assessment Methods

1996-1997       First-Year Student Survey (389 respondents) Alumni Survey (371 respondents) Graduating Senior Survey (169 respondents) Faculty Survey on Oral Communications

1997-1998       Graduating Senior Survey (185 respondents)              .

Faculty review of math ACT scores, course placements, course content, student success (as measured by grades and repeated courses), and program requirements

1998-1999       First-Year Student Survey (581 respondents) Graduating Senior Survey (206 respondents) Mathematics success rates (grade comparison for students who did and did not participate in supplemental instruction program)

Faculty review of BA 150 examination and homework results by knowledge and skill areas.

1999-2000       Survey of Alumni from 1996-97 and 1998-99 (198 respondents) Graduating Senior Survey (193 respondents)

Pilot study of ethical considerations (paper and pencil test) Pilot video taping and assessment of oral communications

2000-2001         Graduating Senior Survey

Course-level assessments in 17 core BSBA courses

Survey of faculty teaching core courses and review of master syllabi Alumni Council focus groups regarding ethical considerations Video taping and assessment of oral communications

(required for all students in core BA 203 course)

4. Analyze Results of Assessment

1996-1997       Compilation of survey results

First-year, alumni, graduating seniors Cooperative Education employer-student surveys (administered by Cooperative Education Program)

1997-1998       Analysis of all survey results by Curriculum Committee

1998-1999       Compilation of survey results

First-year, alumni, graduating seniors Cooperative Education employer-student surveys

1999-2000       Analysis of new freshman course results by faculty team and by Curriculum Committee

Review of graduating senior survey results

Analysis of supplemental instruction program results

Analysis of pilot sections in communication course by course coordinator (with added group, oral, and international communications)

2000-2001       Review of alumni, senior, coop survey results

Comparison of 1998-1999 and 1999-2000 senior survey results Analysis of Alumni Council focus groups on ethical considerations Analysis of ethical considerations pilot study

In-depth review of coverage of BSBA program learning outcomes across the 17 core courses by Curriculum Committee

Review of video-taped communications by course coordinator and faculty

5. Draw Inferences from Assessment

1997-1998        Problem Solving (quantitative) - less than desirable success in

mathematics and in its use in later courses; stronger foundation in algebra and calculus needed

Oral communications - not well developed, particularly in informal situations and in small groups; earlier introduction and continued practice

Written communications - writing practice needed; reading interest low Team and leadership - high involvement, but lower consideration of diverse opinions, low preparedness in conflict resolution, develop in-depth assessment Commitment to ethical values and behavior - additional consideration of ethical issues needed

Sensitivity to cultural, racial, gender differences - interest and development relatively low; connect to conflict resolution, develop in-depth assessment Commitment to learning and professional growth - more activities needed outside of class

Business knowledge - foundations in mathematics and computers targeted for additional attention and earlier coverage; overview of foundational and functional areas of business needed prior to required individual courses in sophomore and junior years; global perspectives interest and development low, connect to diversity, more in-depth assessment needed

1998-1999        Pilot program for Supplemental Instruction in calculus showed encouraging results in terms of student success in the course; program expansion needed.

1999-2000       Results from assessment in first-year course, BA 150, revealed the need for additional attention in production and financial knowledge areas and for more concentration on key concepts in international and information systems areas.

Promising results in pilot sections of communications course, BA 203, suggested expansion to all sections; some revisions indicated.

Results from the senior survey indicated relatively strong coverage and learning development in core business and specialization knowledge, computer usage, and skills in problem solving, critical thinking, decision making, and oral presentations. Lower coverage and development were indicated in reading, use of mathematics and statistics, and ethics, international, cultural and other diversity issues.

5. Draw Inferences from Assessment (continued)

2000-2001         Comparison of results from senior surveys in 1998-1999 and 1999-2000: Slightly higher ratings in 1999-2000 suggest some improvement in consideration of international, cultural, and other diversity issues; use of mathematics, statistics, and quantitative problem solving; and reading. Improvement was also suggested in consideration-of ethical issues, teamwork, and professional growth. Continued strong coverage and learning development was indicated for core business and specialization knowledge, computer usage, and skills in problem solving, critical thinking, decision making, and oral presentations.

Implications include the need for continued attention and review of ethical and diversity issues; increased emphasis on international issues, and new attention to reading.

Results from alumni survey: Alumni assessments of their development and preparation while in the BSBA program are moderately strong in all of the BSBA learning outcomes except conflict resolution (under teamwork) and consideration of global (international) perspectives.

While some room for improvement is indicated for all outcomes, areas of particular concern are conflict resolution, international perspectives, ethical issues, and professional growth (including awareness of current issues and learning outside the classroom).

Results from cooperative education surveys: Specific to learning outcomes, students give quite high ratings to their development during coop experiences in growing professionally, working in a team setting and with people from diverse age groups, developing oral communication skills, solving problems, learning about other functional areas of business, and practicing ethical behavior. Areas not as well covered include working with people from diverse racial/cultural groups and developing written communication skills.

Employers' assessments of individual coop students show particular outcome strengths in cooperation with others and ethical behavior. While problem solving, critical thinking, and oral communication skills are rated at somewhat lower levels, over half of the students showed improvement over the coop period. Room for improvement is indicated for written communication skills.

The coop experience appears to provide a good venue for knowledge and skill application, consideration of ethical and age diversity issues, teamwork, and learning about other functional areas in business. Participation by more students and opportunity within coops for written communication and cultural diversity may be warranted.

5. Draw Inferences from Assessment (continued)

2000-2001 (continued)

Analysisof BSBA learning outcome coverage in the core courses: While not an assessment of student learning per se, the BSBA program relies heavily on the learning taking place in these core courses (supplemented by learning in other courses and outside of classes). On the basis of a review of learning outcomes as specified in master syllabi, coverage of the overall BSBA outcomes appears quite strong. Across the core courses, attention is given to all outcomes, although some outcomes are emphasized in only a few courses and others are emphasized in most of the courses. The capstone course, BA 405, and the international business course, BA 390, appear to cover all outcomes.

The strongest areas of coverage include understanding of the foundational and functional areas of business and developing skills in problem solving, critical thinking, and written and oral communications. On the other hand, relatively weak coverage appears across the core courses for team and leadership skills (particularly conflict resolution) and issues related to ethical values and diversity. Specialization courses taken in the junior and senior years, however, may more readily build team and leadership skills and address ethical and diversity issues.

One additional area from the broader goals of the BSBA program was identified for improvement: use of information technologies in decision making. However, the program learning outcomes do not specify this goal and may need to be revised to specify the goal.

Additional review (including specialization courses and activities and/or coverage in general requirements), use of other assessments, and/or curriculum revision may be needed in the following areas: (1) decision making with integration across the functional areas, application in global contexts, and use of information technologies; (2) consideration of ethical and diversity issues; and (3) conflict resolution and leadership. More direct assessment is needed through students' demonstration of learning outcomes in the courses and, in particular, in the capstone course, BA 405.

6. Actions Taken as a Result of Assessment

1997-1998     Implemented Supplemental Instruction for calculus course Encouraged algebra prior to calculus through advising and allowing BSBA credit for MATH 120

1998-1999        Recommended changes to IPC 102, Speech Communications

Piloted revisions to BA 203, Written Communications in Business, to incorporate oral communications.

Offered new team-taught course to nearly 350 first-year students: BA 150, Overview of Business Administration, introducing foundational areas: business law, economics, information systems, law, international business; functional areas: accounting, finance, management, marketing; skills: learning and professional growth, oral communications; and attitudes: ethical considerations.

Constructed oral communications laboratory Expanded Supplemental Instruction in calculus Encouraged earlier exposure to computers by allowing some first-year students to take MIS 200, Management Information Systems

1999-2000       Revised communications course to incorporate international and group communications

Focused coverage in first-year course for international, information systems, financial, and production key concepts

Expanded Supplemental Instruction in calculus

            2000-2001       Coverage of ethical dimensions added to required core course in legal studies, LEGS 301 (effective for all sections Fall 2001)

Curriculum Committee evaluation of learning outcome coverage in the core courses. A survey of faculty teaching the core courses revealed some areas of inconsistency between the plan and practice for some of the courses. Details for each course were forwarded to the department offering the course for revision of the plan (master syllabus) and/or revision of practice

Attachment C Bachelor of Science in Business Administration

1999-2001 Assessment Emphasis

Outcome:         Oral Communications (A3)

Prior assessment inference:

Earlier introduction and continued development needed, particularly in informal business situations and in small­ group interactions.

Actions taken:

Added international and group communications and piloted video-taped assessment of oral communications in required sophomore business communications course, BA 203.

Expanded video-taped assessment to all students and sections in required course.

Planned assessment:

Review of assessment results from the communications class. Expansion of video-taped assessment in later courses.

Outcome:        Ethical Values and Behavior (B l)

Prior assessment inference:

Additional consideration of ethical issues needed. More in-depth assessment needed.

Actions taken:

Pilot study using paper-and-pencil assessment of ethical development.

Focus-group and open discussion sessions with CBA Alumni Council to generate issues and topics for coverage in the assessment instrument and in the curriculum.

Ethical dimensions added as a component of the required core course in legal studies, LEGS 301.

Revision of paper-and-pencil assessment instrument (in progress).

Planned assessments:

Assessment of sophomore and senior students through paper and-pencil instrument.

Outcome: Knowledge and Integration of Foundational and Functional Areas of Business in Domestic and Global Contexts (C1)

Integration and coverage of international issues may need to be strengthened.

Prior assessment inferences:

Overview of foundational areas (economics, computers & information systems, legal studies) and functional areas (accounting, finance, human resources, marketing, production and operations) needed prior to required individual courses in sophomore and junior years.

Learning and later use of mathematics foundation needs to be strengthened.

Actions taken:

Revised and continued first-year overview of business course, BA 150; faculty team assessed student learning through analysis of examination and homework results and then revised the course in international, information systems, financial, and production areas to focus student learning on key concepts.

Expanded supplemental instruction program in calculus.

Planned assessment:

Review of assessments from the capstone course, BA 405, focusing on integration, internationalization, and decision making.

Outcomes:         Overall BSBA Student Learning Outcomes

Prior assessment inference:

In-depth review of the 17 required core courses may be needed to determine the extent of learning outcome coverage. Particular areas that may need attention are international, ethical, and diversity issues and oral communication and quantitative analytical skills.

Actions taken:

For each core course, specification of course learning outcomes and assessment methods through master syllabi.Some revisions were made to master syllabi and courses.

Comparison of BSBA program level outcomes and core course outcomes and comparison of the plans and practices for each course. Analysis of the extent to which each program outcome is covered across the 17 core courses.

Inferences: While not an assessment of student learning per se, the review suggests that emphasis may need to be adjusted somewhat in the core courses to align program coverage with the overall program learning outcomes. Some redefinition or adjustment of program learning outcomes could be undertaken. However, a review of coverage in specialization or general requirements may reveal that additional attention is being given to the areas of concern.

Strong emphasis is given in the core courses to an overview of foundational and functional areas of business. Other outcomes with relatively strong coverage are skills in problem solving, critical thinking, and written and oral communications. With the exception of the required course in international business, BA 390, and in the capstone course, BA 405, course outcomes do not reflect much integration across the functional areas for decision making or application in global contexts. Other areas of concern are consideration of ethical and diversity issues and skills in teamwork (particularly conflict resolution) and leadership. A specific outcome (and attention in the curriculum) may be needed regarding information technology use in decision making.