ACBSP-LiveText Global Benchmarking Assessment Initiative – Fall 2007
Outcomes, Indicators, and Rubrics
Thank you for participating in the Global Benchmarking Assessment. We look forward to
reviewing your thoughts, comments and input during and following the pilot semester of this
initiative. The following document contains reference materials for the assessment instruments to
be used during the Fall 2007 semester. It contains the Performance Level Definitions, 7
Outcomes, and 7 associated rubrics (one per outcome) with elements and descriptors.
Glossary of Performance Level Definitions
Accomplished (or Professional) (4 points): Exceptional performance expected of an expert,
experienced professional, consultant, or mentor, capable of independent thinking and leadership
level work. This student typically has prior experience upon which to draw and has skills that
were enhanced by training at the master’s degree level. The student, if hired, will show
immediate and high impact for the company, hitting the ground running. (Note: This is the
expected level for an MA student or possibly an outstanding, mature BA student.)
Proficient (3 points): Performance reflecting mastery of critical knowledge and skill without
any significant errors, leading to an expectation of good performance on-the-job from the date of
hire. This student typically has minimal experience already and therefore will require limited but
continued support before acquiring a high level of independence. This student, if hired, is likely
to show immediate benefit to the company. (Note: This is the expected level for a weaker MA
student and a good BA student. An excellent AA student could reach this level, but it would be
rare.)
Partially Proficient (2 points): Performance reflecting a satisfactory level of knowledge and
skills, but showing some deficiencies which are likely to be corrected over time with experience
on-the-job, typically requiring a high level of supervision and support to perform adequately. If
hired, this student is not likely to harm the company’s operations and eventually should be a
productive employee. (Note: This is the level expected of an AA student who has limited
coursework resulting in limited knowledge and skills but good potential with more knowledge
and practice.)
Unacceptable (1 point): Performance reflecting a failure to fully understand critical knowledge
and skills that would interfere with on-the-job performance, typically leading to failure of initial
efforts in the unacceptable area. The work performed by this student could prove harmful to the
company that hires him/her. (Note: This is a “do not graduate” decision.)
Missing (0): No response provided. (Note: This performance level is not detailed in the rubrics
below, however, is an option for scoring when using the rubric to evaluate student work.)
1
Outcomes, Outcome Statements, Element Descriptions, Rubrics and Associated
Descriptors.
Outcome I: Communication (Presentation, Oral, and Written): Graduates of business
programs communicate correctly and purposefully, integrating technology into writing and
presentations. Business graduates:
a.
Use correct grammar and vocabulary that is appropriate to the intended
audience and is unbiased.
b.
Apply writing and reporting conventions appropriate to a business setting in the
organization of a cohesive, accurate, and politically correct product with an
identifiable structure and a well-articulated purpose.
c.
Demonstrate use of current technology in composition and in visual and oral
presentation of work to an audience.
d.
Use the Publication Manual of the appropriate format (ex. APA, MLA) as style
guidelines in the preparation of written reports.
Case Analysis/Assignment Expectations:
A student will exhibit communication skills through participation in the class module. Class
participation, fulfillment or assignments, and class presentations will identify the abilities and
skills possessed by individual class members.
Rubric:
Element
Grammar
and
vocabulary
Unacceptable
(1 pts.)
Mistakes in grammar
are pervasive.
Language usage may
contain elements of
bias or be politically
incorrect.
Partially
Proficient (2
pts.)
Proficient
(3 pts.)
Accomplished
(4 pts.)
Repetitive mistakes
in grammar are
made. Vocabulary is
correctly used but
simplistic, requiring
that the reader
interpret comments.
Grammar and
vocabulary usage are
acceptable, although
there are minor
punctuation or spelling
errors. The narrative is
descriptive and
supports all arguments
made.
Grammar and vocabulary
usage are flawless. The
selection of vocabulary is
rich, providing vivid
descriptions that support
all arguments made. The
paper is of publishable or
of dissemination quality.
2
Writing
The purpose is not
stated or it does not
drive the writing of
the study. The report
is disjointed and
contains three and/or
more inaccuracies or
the writing is not
politically correct.
The purpose isstated, but the
language is not clear
or the study is
organized in sections
that are appropriate
but they are comingled and mildly
disjointed or the
writing is hurried
and partially
inaccurate in one or
two places.
Problems can be
remedied easily by a
professional editor.
The purpose of the
writing is clear and
carries through the
entire study, which is
cohesive and accurate.
There are appropriate
sections; however,
there are instances in
which the flow is
interrupted between
points or headings.
The student could
readily fix these
problems with
additional time and
advice.
The purpose of the
writing is clear and
carries through the entire
study. The study is
cohesive, accurate, and
persuasive, flowing
logically from point to
point and section to
section. The reader is
well prepared for each
sentence in this
thoroughly professional
report that would not be
significantly improved by
a professional editor.
Technology
The report is
unprofessional.
There are no
embellishments, such
as font changes,
indentations, or
bulleted lists.
Graphics, such as
tables and charts, are
not used. The text is a
continuing narrative
that cannot be
presented to the client.
Technology is used
appropriately in the
study. Word
processing is neat,
clean and supported by
a limited number of
graphics and
enhancements. Subheadings are useful
and clearly identified
by various font
changes. With
assistance of
professional
presentation personnel,
the report can be
readily made into a
professional level
presentation.
Technology is used to
enhance the study. The
report is professionally
presented with useful
graphics and embellished
with style changes that
highlight and simplify
critical arguments. The
report is ready for a
professional presentation
that will help the client
understand and remediate
all concerns raised.
Style
General Guidelines
are incorrectly applied
in both the in-text
citations and the
reference list.
Technology is used
to prepare the report
which is divided into
useful sub-headings;
however, there is
only one change in
style to increase
readability (e.g.,
underscore or
boldface). Graphics
are rare (less than
five). Significant
support by
professional
presentation
personnel will be
required for the
client to understand
and remediate
concerns raised.
General Guidelines
are correctly used
throughout the case
study in in-text
citations, but
multiple errors
(exceeding five) are
found in the
references.
General Guidelines are
correctly used
throughout the case
study in both in-text
citations and in the
concluding list of
references. There are
a maximum of five
errors noted.
General Guidelines are
correctly used throughout
the case study in both intext citations and in the
concluding list of
references. There are no
errors, and the paper is of
publishable quality.
3
Outcome II: Critical Thinking: Graduates of business programs identify problems, analyze
information, and form conclusions within the business context. Business graduates:
a. Identify business problem(s) by analyzing the impact of contextual factors, the
validity of information (relevancy, sufficiency and accuracy), and the influence of
assumptions.
b. Collect additional information, as needed, independently, using a variety of relevant
sources, to resolve the problem.
c. Evaluate, synthesize, and organize information to form a position and create a
coherent set of conclusions to support the decisions and solutions.
d. Use problem solving techniques to make informed decisions about all issues,
including those with dissonant information, develop and answer provocative
questions, and chose a realistic solution that will provide maximum benefit for the
organization and all of its functions.
e. Challenge others to think critically through clarification and justification of their
ideas, using an appropriate critical thinking strategy for personnel at various levels
within in organization. [Examples are brainstorming, synnectics, heuristics, SWOT,
drill-down, SPOON, Ansoff Matrix, chunking, Delphi or any other identified and
researched models of critical thinking.]
Case Analysis/Assignment Expectations:
A student can examine and review the case and clearly identify the business problem and
its related context. The student can determine if the information in the case is valid,
whether there are implied assumptions, determine if source information is related,
accurate and sufficient. If ancillary information and sources are needed, the sources are
obtained and evaluated for relevance and integrated appropriately with the student’s own
acquired experience and knowledge. In reviewing the supporting documentation, the
student can form his or her own position and draw pertinent conclusions that will support
an acceptable solution. The solution will be derived with efficient use of technology and
communicated in a professional manner.
Rubric:
Element
Problem
Identification
Unacceptable
(1 pts.)
Partially
Proficient (2 pts.)
Proficient
(3 pts.)
Accomplished
(4 pts.)
The student failed to
examine all of the
evidence,
oversimplified, or
jumped to
conclusions about a
problem that was
An important business
problem has been
correctly identified,
taking into account
obvious contextual
factors but missing
those which were not
An important
business problem has
been correctly
identified, taking into
account a variety of
contextual factors.
Information
An important
business problem has
been correctly
identified, with a
comprehensive and
eloquent explanation
of contextual factors.
4
Information
Gathering
Conclusions
Developed
Solutions Proposed
incorrectly
described. One or
more of the
following problems
occurred: context
analysis was
incorrect or too
superficial to be of
use; assumptions
were missed;
information was
misinterpreted or
misused.
Information was
taken at face value,
without benefit of
active questioning.
As a result, gaps in
the information were
not identified or
were incorrect. No
apparent systematic
search strategy was
used. The resulting
analysis was off base
in one or more
significant ways.
The student formed
a position, but it was
not reasonable. The
conclusions were
essentially unrelated
to the data reviewed
with no clear cut
strategy serving as a
developmental basis.
Gaps in the
conclusions resulted
in inappropriate
decisions and
solutions, which
may lead to
additional failures
for the company.
The student
attempted
unsuccessfully to
solve problems. The
selected solution
would create further
harm for the
stated directly in the
case. Information
presented was
analyzed weakly with
minor gaps or
mistakes. Stated
assumptions were
noted, but the analysis
is limited in its utility
and requiring
substantial refinement.
Information
presented in the case
has been thoroughly
analyzed in terms of
relevancy, sufficiency
and accuracy. Both
implied and stated
assumptions have
been reviewed and
assessed for their
impact on company
operations.
At least one gap in
information was
identified. The student
found additional
information to fill the
gap, but it was limited
in its scope. The
search strategies used
were inadequate to
yield a thorough
coverage of what was
needed. The student
may not have looked
beyond one type of
information. The
analysis was shallow
but still correct, ready
for expansion and
refinement.
The student formed a
position and reached
conclusions; however
they were limited or
shallow and provided
minimal support for
the decisions and
solutions. One or two
key points in the
information was
overlooked or
undigested, requiring
significant effort to
complete for company
use.
presented in the case
has been analyzed in
terms of relevancy,
sufficiency, and/or
accuracy. Stated
assumptions have
been noted and
analyzed for their
impact on operations;
omitted assumptions
can readily be added
through an external
review of the report.
Relevant information
gaps were identified.
The student
successfully engaged
in information
gathering based on
that review and found
additional materials
that were relevant to
filling the identified
gaps. At least two
different types of
sources were used.
The analysis was on
target. It is evident
that the student has
limited professional
experience upon
which to draw.
The student
evaluated,
synthesized, and
organized
information to form a
position and create a
set of conclusions to
support the decisions
and solutions. Most
of the information
reviewed is clearly
incorporated. With
minimal assistance,
the conclusions can
be finalized for use.
The student used
problem solving
techniques to make
appropriate decisions
about the simpler
issues, but failed to
resolve those issues
The student used
problem solving
techniques to make
appropriate decisions
about difficult issues,
developed and
answered relevant
The student used
problem solving
techniques to make
perceptive decisions
about difficult and
conflicting issues,
developed and
The analysis of
information gaps was
perceptive, and the
student engaged in
active information
gathering, delving
deeply into the
materials provided.
A comprehensive
review of relevancy
resulted,
incorporating a wide
variety of sources,
leading to a
professional quality
analysis that draws
clearly on personal
and professional
experience.
The student
evaluated,
synthesized, and
organized all
information provided
and collected
independently to
form a succinctly
stated. Professional
position and create a
coherent and
perceptive set of
conclusions to
support the decisions
and solutions.
5
Strategies
Incorporated
company.
which were more
complex. The selected
solution would benefit
the organization
minimally in one or
two of its functions,
but some important
functions would
remain in jeopardy.
Alternative solutions
were not explored.
questions, and chose
a realistic solution
that would benefit the
organization and
many of its functions.
Alternative solutions
were explored and
ruled out.
answered provocative
questions, and chose
a realistic solution
that would provide
maximum benefit for
the organization and
all of its functions.
Alternative solutions
were explored or
ruled out.
The student
proposed no
implementation
strategies that would
provide
opportunities for
staff to think
critically about
solution
implementation.
The student proposed
a strategy(ies) that
would permit
leadership to
challenge others in the
company to think
critically; however,
the suggestion was
simplistic and
unrefined. It is
doubtful that the
student could
implement the
strategy. The student
is not ready to work
directly with
employees in
implementation.
The student proposed
a strategy(ies) that
would permit
leadership to
challenge others in
the company to think
critically during
consideration and
implementation
phases. The student
could assist ably with
implementation.
The student proposed
a strategy(ies) that
would permit
leadership to
challenge others in
the company to think
critically during
planning and
implementation
phases. From the
discussion provided,
it is clear that the
student could lead the
suggested activities.
6
Outcome III: Business Knowledge and Technical Skills: Graduates of business programs
demonstrate knowledge from a variety of sub-disciplines and apply the knowledge and skills to
reach solutions to business needs. Business Graduates:
a. Demonstrate core-level knowledge common to all disciplines (business law, human
resources….) in an applied problem solving setting by reviewing major factors that
could account for the problem and proposing a solution in any affected areas.
b. Demonstrate basic core-level knowledge in the disciplines (accounting, economics,
finance, information systems, management, marketing, or international business) in
an applied problem solving setting by reviewing major factors that could account for
the problem and proposing a solution in any affected areas.
c. Demonstrate in-depth discipline-specific knowledge and skill through the design of
a solution comprised of inter-related activities, documents, and/or resources applied
to a specific context in the major discipline studied.
d. Incorporate appropriate forms of technology usage in all solutions proposed.
Case Analysis/Assignment Expectations:
A student can determine the necessary business skills needed to create a successful and
relevant solution to the case. The student can apply his or her own relevant business
knowledge and skills and/or locate appropriate sources to assist in designing a solution.
The student will also determine the correct technological application to use in
determining a solution of the case.
Rubric:
Special Instructions: This rubric is accompanied by a list of discipline specific topics from
which the student can chose. The student is evaluated six times for the first element,
“demonstration of core knowledge in six of the seven business disciplines,” and five times for
the second element, ‘five individual topics within the major.” This approach allows for in-depth
coverage of the outcome and significantly higher weighting of this outcome over the others.
Element
Core-level
knowledge:
Common to all
disciplines
Unacceptable
(1 pts.)
Partially
Proficient (2 pts.)
Proficient
(3 pts.)
Accomplished
(4 pts.)
The student has
examined company
operations in general
areas, but the
analysis is incorrect.
The report fails to
recognized strengths
and/or weaknesses
and/or makes
recommendations
that could be
The student has
examined company
operations in general
areas (e.g., human
resources, legal
support, etc….), but
the examination lacks
depth and perception.
A report summarizes
company strengths
and weaknesses in this
The student has
examined company
operations in general
areas (e.g., human
resources, legal
support, etc….) An
accurate report
summarizes company
strengths and
weaknesses in these
areas, providing
The student has
examined company
operations in general
areas (e.g., human
resources, legal
support, etc….) An
eloquent, detailed,
and professional
report summarizes
company strengths
and weaknesses in
7
harmful to the
company.
area but has minor
errors in explanations
of the extent to which
the company exceeds,
meets or fails to meet
them. The necessary
detail related to
improvement or
correction is too
shallow to be of use,
requiring significant
modification by an
external source. Once
corrected, the report
could be
implemented. There is
nothing harmful in the
report; it just lacks
detail and accuracy.
Core-level
knowledge:
Accounting (fornon-majors)
The student has
examined one of the
following: the
financial statements,
internal audit
reports, internal
control systems.
The student has
failed to correctly
identify strengths or
weaknesses, making
inaccurate
statements and
conclusions.
Recommendations
are of little or no use
and may actually
harm the company.
Core-level
knowledge:
Economics (for-nonmajors)
Core-level
knowledge: Finance
Same rubric as
Accounting with
different topics.
The student has
examined one of the
following: the
financial statements,
internal audit reports,
internal control
systems. The report
summarizes company
strengths and
weaknesses; however,
one or two of the
statements is
inaccurate, leading the
student into an
incorrect (but minor)
conclusion or
recommendation or
the analysis and
recommendations are
too shallow to be of
significant use by the
company, lacking
specificity or failing
to identify the
interventions or
resources needed.
Same rubric as
Accounting with
different topics.
Same rubric as
Accounting with
Same rubric as
Accounting with
explanations to
company personnel
of expectations and
the extent to which
the company exceeds,
meets or fails to meet
them. Most of the
necessary details
related to
improvement or
correction are
provided. The report,
with minor
modification, would
sustain an external
audit and could be
implemented with
minor additions to
improve company
operations. The
student can assist
with implementation
or additional resource
identification.
The student has
examined one or
more of the
following: the
financial statements,
internal audit reports,
internal control
systems. The report
summarizes company
strengths and
weaknesses in this
area and provides
recommendations for
interventions and
resources that are
likely to improve
company operations.
these areas, providing
explanations to
company personnel
of theory-based
expectations and the
extent to which the
company exceeds,
meets or fails to meet
them. All necessary
detail related to
improvement or
correction is
provided. The report
is of sufficient quality
that it would sustain
an external audit and
could be
implemented without
refinement to
improve company
operations.
Same rubric as
Accounting with
different topics.
Same rubric as
Accounting with
different topics.
Same rubric as
Accounting with
Same rubric as
Accounting with
The student has
examined one or
more of the
following: the
financial statements,
internal audit reports,
internal control
systems. An
eloquent, detailed,
and professional
report summarizes
company strengths
and weaknesses in
this area and provides
recommendations for
interventions and
resources required to
improve company
operations.
8
(for-non-majors)
Core-level
knowledge:
Information Systems
(for-non-majors)
Core-level
knowledge:
Management (fornon-majors)
Core-level
knowledge:
Marketing (for-nonmajors)
Core-level
knowledge:
International
Business (for-nonmajors)
Discipline-specific
knowledge #1:
Accounting (for
majors)
different topics.
Same rubric as
Accounting with
different topics.
different topics.
Same rubric as
Accounting with
different topics.
different topics.
Same rubric as
Accounting with
different topics.
different topics.
Same rubric as
Accounting with
different topics.
Same rubric as
Accounting with
different topics.
Same rubric as
Accounting with
different topics.
Same rubric as
Accounting with
different topics.
Same rubric as
Accounting with
different topics.
Same rubric as
Accounting with
different topics.
Same rubric as
Accounting with
different topics.
Same rubric as
Accounting with
different topics.
Same rubric as
Accounting with
different topics.
Same rubric as
Accounting with
different topics.
Same rubric as
Accounting with
different topics.
Same rubric as
Accounting with
different topics.
Same rubric as
Accounting with
different topics.
The student has
examined an
Accounting area, but
the analysis is
incorrect. The report
fails to recognized
strengths and/or
weaknesses and/or
makes
recommendations
that could be
harmful to the
company.
The student has
examined an
Accounting area, but
the examination lacks
depth and perception.
A report summarizes
company strengths
and weaknesses in this
area but has minor
errors in explanations
of the extent to which
the company exceeds,
meets or fails to meet
them. The necessary
detail related to
improvement or
correction is too
shallow to be of use,
requiring significant
modification by an
external source. Once
corrected, the report
could be
implemented. There is
nothing harmful in the
report; it just lacks
detail and accuracy.
The student has
examined an
Accounting area in
depth. An accurate
report summarizes
company strengths
and weaknesses in
this area, providing
explanations to
company personnel
of expectations and
the extent to which
the company exceeds,
meets or fails to meet
them. Most of the
necessary details
related to
improvement or
correction are
provided. The report,
with minor
modification, would
sustain an external
audit and could be
implemented with
minor additions to
improve company
operations.
Discipline-specific
knowledge #2:
Accounting (for
majors)
Discipline-specific
knowledge #3:
Accounting (for
Same rubric as
Accounting #1, but
requiring exploration
of a second topic.
Same rubric as
Accounting #1, but
requiring exploration
Same rubric as
Accounting #1, but
requiring exploration
of a second topic.
Same rubric as
Accounting #1, but
requiring exploration
Same rubric as
Accounting #1, but
requiring exploration
of a second topic.
Same rubric as
Accounting #1, but
requiring exploration
The student has
examined an
Accounting area in
depth. An eloquent,
detailed, and
professional report
summarizes company
strengths and
weaknesses in this
area, providing
explanations to
company personnel
of theory-based
expectations and the
extent to which the
company exceeds,
meets or fails to meet
them. All necessary
detail related to
improvement or
correction is
provided. The report
is of sufficient quality
that it would sustain
an external audit and
could be
implemented without
refinement to
improve company
operations.
Same rubric as
Accounting #1, but
requiring exploration
of a second topic.
Same rubric as
Accounting #1, but
requiring exploration
9
majors)
Technology Usage
of a third topic.
The student has
reviewed and
assessed the use of
technology and
technology security
by the company, but
the student’s
understanding is so
clouded that the
recommendations
are wrong.
Implementation
would result in loss
of effectiveness or
profit.
of a third topic.
The student has
reviewed and assessed
use of technology and
technology security by
the company but lacks
a thorough
understanding of each
application. Some
analyses and
recommendations are
detailed and
appropriate while
others remain vague
and not useful.
Additional guidance
will be needed for
implementation of
some suggestions;
however, none are
harmful.
of a third topic.
The student has
reviewed and
assessed use of
technology and
technology security
by the company and
made appropriate
recommendations
which show a clear
understanding of
each application
reviewed.
Recommendations
for improvement are
appropriate.
of a third topic.
The student has
reviewed and
assessed use of
technology and
technology security
by the company and
made superior
recommendations
that show a clear and
comprehensive
understanding of
each application
reviewed.
Recommendations
for improvement are
precise and modeled
with examples.
10
Outcome IV: Leadership / Team Skills: Graduates of business programs inspire a shared
vision, foster a realization of that vision, and facilitate a culture to realize goals of the vision.
Business Graduates:
a. Develop, articulate, implement, and facilitate a shared vision and mission (supported
by the larger organization) that is based on a planning process incorporating
historical, research, value-driven, political, and cultural sources; that is communicated
clearly with stakeholders (real or simulated); and that guides the sustainable growth
and future health of the organization.
b. Analyze leadership styles and attributes and apply a style that is appropriate to the
setting and is congruent with mission and values.
c. Motivate employees in the organization to achieve high levels of productivity.
d. Confer and collaborate with colleagues, staff, and supervisors in the decision-making
and problem-solving process and in the implementation of appropriate, theory-based
management strategies to foster teamwork leading to improvements in productivity
and communication.
Case Analysis/Assignment Expectations:
The student can identify and discuss whether the case presents commonly accepted styles
and attributes of effective leadership. The student can locate incongruence between the
mission of the business in the case and the depicted value systems of the leadership
presented in the case. The student can conclude whether leadership issues are present and
propose appropriate strategies in line with current management theories to suggest
improvements in productivity and communication as it relates to the case.
Rubric:
Element
Unacceptable
(1 pts.)
Partially
Proficient (2 pts.)
Proficient
(3 pts.)
Accomplished
(4 pts.)
Mission/Vision
The student confused
the vision and
mission statements
with each other or
with other statements
in the case study or
the student listed
them without any
analysis.
The student has
analyzed the language
of the vision and
mission statements, but
the analysis is
superficial. The student
did not consider the
extent to which they are
fully shared by staff,
nor how they were
developed. The
discussion includes a
naïve or largely
incorrect analysis of
The student has
analyzed the vision and
mission statements,
determining whether or
not they are shared by
members of the
company and developed
using a reasonable
planning process. The
discussion includes
evidence that the
mission and vision
statements provide a
framework for the
The student has
analyzed the vision and
mission statements,
determining whether or
not they are shared by
members of the
company and developed
using a comprehensive
planning process. The
discussion includes
evidence that the
mission and vision
statements provide a
framework for
11
Leadership
Motivation
Teamwork
The student has
described the
leadership styles of
company staff
inaccurately. The
discussion is naïve
and inconsistent with
any accepted
theoretical basis.
Connections to
values and mission
are absent or
inaccurate.
The student does not
understand the
attributes of
motivation and misanalyzed the data in
the case. The results
are so off-target as to
be of no use to the
company in
improving motivation
and might actually
decrease it.
The student has
analyzed decisionmaking and
teamwork, but the
analysis is incorrect,
missing important
points such as labor
relations, respect for
diversity, and others.
The resulting
suggestions are offbase and not likely to
improve the
productivity or
effectiveness of
communication
within the company.
how the mission and
vision frame business
operations.
The student has
described the leadership
styles of company staff
but has not made any
connections to theory.
The analysis of the
extent to which leaders
act in concert with
mission and values
misses some key
deficits.
operation of the
organization.
The student has
reviewed data in the
case, finding a few
indications of employee
motivation. Some are
correctly associated
with motivation, while
others could be
attributed to other
factors. The analysis is
of very limited use and
requires professional
support to complete.
The student has
reviewed data in the
case, looking for
information on
motivation of
employees. Specific
indications of
motivation (or the lack
thereof) were correctly
identified. The analysis
will assist the company
in increasing the
motivation of its
employees.
The student analyzed
the extent to which the
leader confers,
collaborates, and
implements other
effective strategies for
joint decision-making,
problem-solving, and
teamwork, high
productivity & effective
communication among
employees; however,
one or two minor
mistakes are made in
the analysis. The
discussion is not linked
to management theory,
with only minimally
effective improvements
suggested. Some useful
The student analyzed
the extent to which the
leader confers,
collaborates, and
implements other
effective strategies for
joint decision-making,
problem-solving, and
teamwork, high
productivity and
effective
communication among
employees. The
discussion is linked to
at least one
management theory,
with theoretically-based
improvements
suggested that are likely
to be somewhat
The student has
analyzed the leadership
styles and attributes of
company staff,
identifying one or two
connections to theory.
The analysis of the
extent to which leaders
act in concert with
mission and values is
on target.
sustainable growth and
future health of the
organization.
The student has
analyzed the leadership
styles and attributes of
company staff, making
integrated and
perceptive connections
to multiple theories and
determining the extent
to which leaders act in
concert with mission
and values.
The student has
reviewed data,
including direct
quotations, in the case
to determine the extent
to which employees are
motivated. A
qualitative analysis
coding scheme, based
on a theoretical
understanding of the
behavioral characteristics of motivation was
used effectively and
correctly cited in the
analysis. The
discussion is
perceptive, convincing,
highly useful, and
professional.
The student has
analyzed the extent to
which the leader
confers, collaborates,
and implements other
effective strategies for
joint decision-making,
problem-solving, and
teamwork, high
productivity and
effective
communication among
employees. The
discussion is linked to
multiple management
theories, properly
referenced, with
theoretically-based
improvements
suggested that are
12
improvements were
missed, therefore,
requiring assistance for
completion.
effective.
professional and likely
to be highly effective.
13
Outcome V: Ethics: Graduates of business programs understand the ethical behaviors and
issues relevant to the business community. Business Graduates:
a. Identify and describe ethical principles and violations, associated risks, impacted
stakeholders, and future implications for a business situation.
b. Propose prevention and resolution strategies for violations of ethical principles
(specifically including honesty and fairness with employees, clients, vendors,
contractors, and financial partners) and incorporating a program of employee
awareness of factors leading to unethical behavior and “gray” ethical areas.
c. Plan for promotion of ethical values in a business setting that is consistent with, but
not limited to the following potential concerns: legal consequences, personnel rights
and responsibility, company integrity, security, safety, intellectual property,
technology resources, conflicts of interest, regulatory compliance, and social
practices.
d. Model integrity, honesty, responsibility, equitable treatment, and accountability to the
local community and environment, as they maintain confidentiality, protect all
members of the organization from harm, protect company proprietary information.
(Note: This requires a separate assessment.)
Case Analysis/Assignment Expectations:
A student can examine the case for the presence of ethical issues and identify both any
related principle(s) that are violated and the immediate stakeholders directly and
indirectly involved. The student can clearly illustrate the risks posed to the related parties
presented in the case by addressing the ethical matter, and propose the relevant impact of
possible unethical behaviors if the ethical matter is not addressed nor addressed
appropriately. The student can evaluate the ethical matter(s) and propose a resolution(s)
that meets the business needs stated in the case and is sensitive to the risks posed to the
parties related to the business matter.
Rubric:
Element
Ethical principles
and violations
Unacceptable
(1 pts.)
Partially
Proficient (2 pts.)
Proficient
(3 pts.)
Accomplished
(4 pts.)
The student has
failed to identify the
ethical issues or
identified issues that
are not of concern.
The analysis of
risks, stakeholder
impact, and future
implications is
incomplete or
incorrect, and the
company is placed in
jeopardy by this
The student has
identified one or two
important ethical
violations but has also
missed one or two.
For those identified,
the associated risks,
the impact on
stakeholders, and
future implications for
the company if the
existing violations are
not resolved are all
The student has
identified ethical
violations, the
associated risks, the
impact on
stakeholders, and
future implications
for the company if
the existing
violations are not
resolved. The
analysis is correct
and useful, noting all
The student has
identified both
potential and actual
ethical violations, the
associated risks, the
impact on
stakeholders directly
and indirectly
involved, and future
implications for the
company if the
existing violations
are not resolved and
14
analysis.
discussed with
minimal inaccuracies.
The analysis is
partially correct and
useful.
obvious results.
Prevention and
resolution strategies
Prevention and
resolution strategies
are unrealistic and
unlikely to protect
the company and its
stakeholders from
harm.
Promotion of values
The student is
unaware of the need
to promote ethical
values and does not
propose any plans to
do so.
For each ethical
violation identified,
the student has
proposed prevention
and resolution
strategies that will put
the company back on
track. The prevention
strategies touch on
issues of honesty and
fairness with
employees, clients,
vendors, contractors,
and/or financial
partners but not all of
the parties. The
employee awareness
program is weak or
missing.
The student is aware
of the need to promote
ethical values but does
not provide for a plan
that effectively
promotes multiple
ethical values. The
plan may be limited in
scope or detail,
indicating that the
plans are not likely to
have a significant
impact on personnel.
For each ethical
violation identified,
the student has
proposed prevention
and resolution
strategies that will
put the company back
on track. The
prevention strategies
touch on issues of
honesty and fairness
with employees,
clients, vendors,
contractors, and/or
financial partners but
not all of the parties.
The employee
awareness program is
included.
Beyond awareness
raising activities, the
student provides for a
plan that will
promote ethical
values in at least
three of the following
areas: legal
consequences,
personnel rights and
responsibility,
company integrity,
security, safety,
intellectual property,
technology resources,
conflicts of interest,
regulatory
compliance, and
social practices.
potential ones not
prevented. The
analysis is insightful
and well-reasoned,
covering both
obvious and obscure
results.
For each ethical
violation identified,
the student has
proposed prevention
and resolution
strategies that will
put the company back
on track. The
prevention strategies
are comprehensive,
addressing in detail
issues of honesty and
fairness with
employees, clients,
vendors, contractors,
and financial partners
and promoting a high
level of employee
awareness.
Beyond awareness
raising activities, the
student provides for a
comprehensive plan
that will promote
ethical values in most
of the following
areas: legal
consequences,
personnel rights and
responsibility,
company integrity,
security, safety,
intellectual property,
technology resources,
conflicts of interest,
regulatory
compliance, and
social practices.
15
Outcome VI: Analytical / Quantitative Skills: Graduates of business programs possess
analytical/quantitative skills appropriate to the business community. Business Graduates:
a. Use appropriate quantitative methods and software (spreadsheets or statistical
packages), including descriptive and inferential statistics and survey design, to
evaluate company operations.
b. Analyze data to diagnose strengths, weaknesses, opportunities and threats of
business operations, translating the results of data analysis into plans for remediation
of problems and growth of the company.
c. Summarize, display, and present business process data, including profit and loss,
return on investment, budgeting, and other business needs, for internal and external
consumption.
d. Recommend decisions based on data to improve company operations and profits.
Case Analysis/Assignment Expectations:
The student can examine the business matters presented in the case and determine if
appropriate quantitative techniques have been applied to the solution of the case. The
student can determine what techniques should have been utilized if correct methods were
not selected and can adeptly critique the research analysis and accurately translate the
analysis results as related to the case.
Rubric:
Element
Quantitative
methods and
software
Unacceptable
(1 pts.)
Partially
Proficient (2 pts.)
Proficient
(3 pts.)
Accomplished
(4 pts.)
The student is
unaware of
inadequacies in data
analysis and
software use and
clearly does not
understand the
purpose or use of
specific data analytic
techniques. Any
suggestions made
are incorrect, as
well, and could lead
to a decision harmful
to the company.
The student has
evaluated the extent to
which the study has
used the correct
methodology and
software to analyze
quantitative data.
Problems in
methodology were
identified correctly,
but the corrections
suggested were
neither correct nor
attempted.
Significant work on
the report is still
needed.
The student has
evaluated the extent
to which the study
has used the correct
methodology and
software to analyze
quantitative data,
determining any
needs for additional
or different data.
Where analyses are
incorrect or
inadequate, the
student has identified
the inadequacies and
attempted to resolve
them. Additional
analyses are needed
prior to presentation
to the company.
The student has
evaluated the extent
to which the study
has used the correct
methodology and
software to analyze
quantitative data,
determining any
needs for additional
or different data.
Where analyses are
incorrect or
inadequate, the
student has identified
the inadequacies and
made or suggested
appropriate
corrections to
improve the validity
of decisions. The
report is ready for
16
Strengths,
weaknesses,
opportunities, and
threats (SWOT)
The student does not
understand the data
output well enough
to identify strengths,
weaknesses,
opportunities, and
threats. The data are
essentially
unintelligible
numbers on a page
for him/her. The
analysis is
incoherent and of no
use to the company.
Data Presentation
The student does not
understand the data
well enough to
present it.
Decisions
The student’s
decision does not
make sense and
could harm the
company.
The student has
translated the results
of the data analysis
into a discussion of
strengths and
weaknesses,
opportunities, and
threats demonstrating
an basic level
understanding of the
numbers, but some of
the data are
misinterpreted leading
to at least one major
incorrect conclusion
that is relatively
harmless.
The student has
summarized the data
with at least one error,
and the presentation is
only partially correct
with one or two minor
flaws that are
relatively harmless.
Improved graphs are
needed.
The student has
translated the results
of the data analysis
into a
recommendation or
solution, but it is not
likely to resolve or
heighten the problem.
The student has
translated the results
of the data analysis
into a discussion of
strengths and
weaknesses,
opportunities, and
threats and proposed
one possible solution
to problems made
evident by the data.
The discussion is
adequate.
The student has
summarized the data
correctly and created
a presentation that is
basic, but correct.
The student has
translated the results
of the data analysis
into a
recommendation or
solution that should
prove helpful for the
company’s operation.
professional
presentation.
The student has
translated the results
of the data analysis
into a discussion of
strengths,
weaknesses,
opportunities, and
threats and proposed
to solutions to
problems made
evident by the data.
The discussion is
insightful and well
reasoned.
The student has
synthesized the data
into original
presentations that are
both correct and
graphically appealing
and crystal clear.
The graphics
elaborate or illustrate
key ideas.
The student has
translated the results
of the data analysis
into an appropriate
set of
recommendations,
conclusions, or
solutions for the
company that will
enhance its operation.
17
Outcome VII: International and Global Perspective: Graduates of business programs have
an international and global perspective appropriate to a progressive business community that
engages in international business activities. Business Graduates:
a. Demonstrate knowledge and awareness of environmental similarities and
differences with other countries (e.g., culture, government, political and economic
issues) that impact interaction with multinational companies, buyers, and clients.
b. Analyze company operations for consistency with international business practices
and requirements, e.g. monetary policy, capital markets, labor markets, transport of
goods, tariffs, and international law.
c. Analyze company use of existing and potential international opportunities in
terms of environmental differences, business success potential, and anticipated
problems.
Case Analysis/Assignment Expectations:
The student can articulate issues presented or implied in the case related to international
and global business practices and state the related implications. The student can engage in
and analyze appropriate research to identify relevant global environmental matters, i.e.
culture, government, political and economic issues. The student can apply the research
and the analysis to support application of appropriate business decision methods towards
the objectives presented in the case.
Rubric:
Element
Similarities and
differences
Unacceptable
(1 pts.)
Partially
Proficient (2 pts.)
Proficient
(3 pts.)
Accomplished
(4 pts.)
The student has
analyzed the case for
similarities and
differences with
other countries, but
the analysis is
ethnocentric. The
student neither
understands nor
values cultural
differences and is
likely to interfere
with international
business success.
The student has
analyzed the case,
demonstrating
knowledge about
environmental
similarities and
differences with the
countries with which
this company is
engaged. Discussion
includes an
accounting of
similarities and
differences in culture,
government, political
and economic issues
and their impact on
current business
success. There are
several important
The student has
analyzed the case,
demonstrating
knowledge about
environmental
similarities and
differences with the
countries with which
this company is
engaged. Discussion
includes an accurate
accounting of
similarities and
differences in culture,
government, political
and economic issues
and their impact on
current business
success.
The student has
analyzed the case,
demonstrating a
sophisticated level of
knowledge about
environmental
similarities and
differences with the
countries with which
this company is
engaged. Discussion
is perceptive and
includes a detailed
and thorough
accounting of
similarities and
differences in culture,
government, political
and economic issues
and their implications
18
Practices and
requirements
The student has
analyzed company
operations for
consistency with
international
business practices
and requirements,
but the student
clearly does not
understand the
content.
Recommendations,
if implemented,
would be
counterproductive.
Opportunities
The student’s
analysis of
international growth
opportunities is
incorrect, failing to
take into account
environmental
differences, potential
for success or
potential problems.
The analysis would
have a negative
impact on the
company and its
relations with the
U.S.
points omitted, but the
overall analysis is
useful.
The student has
analyzed company
operations for
consistency with
international business
practices and
requirements, e.g.
monetary policy,
capital markets, labor
markets, transport of
goods, tariffs, and
international law. The
extent to which the
company is consistent
with these practices
and meets all
requirements is
articulated, but several
key points are missed.
Recommendations for
change are limited in
their feasibility and
appropriateness, but
they are not likely to
harm the company.
With additional
support, the report has
potential to be useful
in furthering limited
international goals.
The student has
analyzed the
company’s use of
existing and potential
international
opportunities in terms
of environmental
differences, business
success potential, and
anticipated problems.
The analysis contains
minor flaws or
omissions that impact
the potential for
success. Additional
work is required prior
to submission to the
company.
for future and current
business success.
The student has
analyzed company
operations for
consistency with
international business
practices and
requirements, e.g.
monetary policy,
capital markets, labor
markets, transport of
goods, tariffs, and
international law.
The extent to which
the company is
consistent with these
practices and meets
all requirements is
articulated, with
recommendations for
change made
appropriately. The
recommendations
will be of assistance
to the company in
meeting elementary
international goals.
The student has
analyzed company
operations for
consistency with
international business
practices and
requirements, e.g.
monetary policy,
capital markets, labor
markets, transport of
goods, tariffs, and
international law.
The extent to which
the company is
consistent with these
practices and meets
all requirements is
clearly articulated,
with
recommendations for
change made
appropriately.
Subtleties have been
well-captured and
should help the
company advance
rapidly in the
international market.
The student has
analyzed the
company’s use of
existing and potential
international
opportunities in terms
of environmental
differences, business
success potential, and
anticipated problems.
The analysis is
basically correct and,
if followed, should
lead to minor
expansion in the
company.
The student has
analyzed the
company’s use of
existing and potential
international
opportunities in terms
of environmental
differences, business
success potential, and
anticipated problems.
The analysis is
insightful and, if
followed, should lead
to significant
expansion in the
company.
19
Special thanks given to:
Julliana Brey
Director of Institutional Research and Assessment
Cardinal Stritch University
Robert Budnik
Co-Founder
LiveText
Allen Figley
Assistant Professor, College of Business, Director of the Graduate Program
Harding University
Christian Fitzgerald
Implementation Coordinator
LiveText
William Steve Lang
Professor, Educational Measurement and Research
University of South Florida St. Petersburg
Bert Miller
Teacher-Mentor and Educational Provider
Mount Vernon Presbyterian School
Steve Parscale
Director of Accreditation
Association of Collegiate Business Schools and Programs (ACBSP)
Richard Symons
President, Association of Collegiate Business Schools and Programs (ACBSP)
Professor of Business Administration, Ashland University
Douglas Viehland
Executive Director
Association of Collegiate Business Schools and Programs (ACBSP)
Judy R. Wilkerson
Associate Professor, Educational Research and Assessment
Florida Gulf Coast University
20