Office of the Provost and Vice President for Academic Affairs
Department of Management and Marketing
Academic Year 2014-15 Assessment Report
MISSION STATEMENT
The mission of the Management and Marketing Department at the University of Montana’s School of Business Administration is to provide a
professional, collegial environment that fosters excellence in management, marketing, and international business education, research, and
services to our stakeholders.
DEPARTMENT OBJECTIVES and ALIGNMENT WITH STRATEGIC ISSUES
Our objectives are to enhance lives and benefit society by:
1.empowering our students to pursue meaningful careers and to make positive contributions (Partnering for Student Success, Dynamic
Learning Environment)
• University of Montana Entertainment Management Program engages students from across campus
• SoBA Career Development Program and mentoring through student clubs and Advisory Boards
2. enabling our faculty and students to serve as resources for other stakeholders, including businesses and other professional organizations,
both domestic and international (Education for the Global Century, Discovery and Creativity to Serve Montana and the World, Dynamic
Learning Environment)
• International Experience and exchange courses in Germany, Italy, New Zealand and Romania which include outreach projects
• Small Business Institute which provides assistance in business planning for Montana businesses and non-profits
3. fostering our students’ critical thinking and analytical skills, creativity and innovativeness, and awareness and knowledge of global
business and sustainability (Education for the Global Century, Discovery and Creativity to Serve Montana and the World, Dynamic Learning
Environment)
• International Business major
• Certificate in Entrepreneurship and Small Business Management
• Sustainable Business Strategy Certificate
1
DEPARTMENT OBJECTIVES and ALIGNMENT WITH STRATEGIC ISSUES
•
Initiative to increase students’ quantitative analysis skills through analytics and research focus in connecting to decision-making
4. maintaining and developing faculty excellence in teaching, research, and service through offering current and relevant topics, building
long-lasting relationships, and communicating clear, high expectations. (Partnering for Student Success, Discovery and Creativity to Serve
Montana and the World, Dynamic Learning Environment, Planning-Assessment Continuum)
• Nationally-recognized teachers and researchers in the department, including a Regents Professor
• Leadership in professional organizations; work as consultants
STUDENT LEARNING GOALS AND MEASUREMENT TOOLS
Please see Curriculum Map in Appendix 1
1. SoBA Learning Goal: Graduates will possess
fundamental business knowledge.
Departmental Learning Goal: All SoBA
graduates will demonstrate knowledge in the
functional areas of management, marketing, and
international business.
2. SoBA Learning Goal: Graduates will understand
the global business environment in which they
operate.
Departmental Learning Goal: Management,
Marketing and International Business students will
analyze and evaluate international opportunities,
demonstrating an understanding of how to conduct
trade and ways to mitigate risks.
3. Departmental Learning Goal: Management
students will be able to compare and choose
among strategic alternatives and evaluate a
business using specific analytical techniques and
frameworks.
Major Field
Test
(nationallynormed)
In-class Exam
Questions
Case
Assignments
Collected
each
semester in
senior
capstone
Collected in
Upper Core
classes
BMGT 340
and BMKT
325
Collected
each
semester in
senior
capstone
Collected in
required
course BGEN
360
Collected in
required
course BGEN
360
Collected in
required
course BMGT
426
Collected in
required
course BMGT
426
2
In-class
Projects
Intern Employers
Survey
STUDENT LEARNING GOALS AND MEASUREMENT TOOLS
4. SoBA Learning Goal: Graduates will be
effective communicators.
Presentation
skills in
senior
capstone
Departmental Learning Goal: Management
students will plan, produce, and evaluate an
effective negotiation.
Negotiation
project in
BMGT 444
5. Departmental Learning Goal: Management
students will practice and assess leadership skills
and formulate a personal leadership development
plan.
Service
Learning
Project in
BMGT 420
6. Departmental Learning Goal: Marketing
students will assess an organization’s marketing
communications needs and develop a
comprehensive marketing communications plan for
that organization
Integrated
Marketing
Communicati
on plan
project in
BMKT 443
Marketing
Research
Team Project
in BMKT 342
Individual
Hands-On
Projects in
BMKT 337
Marketing
Plan Project
in BMKT 480
7. Departmental Learning Goal: Marketing
students will be able to answer important business
questions using a variety of marketing research
methods.
8. Departmental Learning Goal: Marketing
students will understand consumer behavior
concepts and be able to apply those concepts to
real business problems.
9. Departmental Learning Goal: Marketing
students will make marketing decisions and
develop marketing strategies for organizations.
3
Collected each
semester in a
survey to internship
employers
RESULTS AND MODIFICATIONS
1. Demonstrating knowledge in the
functional area of management
(SoBA and Departmental Learning
Goals).
Result 1: Consistent results from
nationally-normed Major Field Test
(MFT) (see Appendix 2.1-2.4) show
that students from all majors typically
do not do as well in the functional
area of management as in other
areas (ranges from 65th percentile to
96th percentile; highlighted in yellow).
Result 2: Management and marketing
students, specifically, typically score
lower than other students across
majors on the MFT (see, again,
Appendix 2.1-2.4, last column;
ranges from 71st percentile to 85th
percentile for management, in yellow;
ranges from 54th percentile to 82nd
percentile for marketing, in pink/blue).
Result 1 / Modification: Department sub-committee studied curriculum and project/course requirements in core
management courses. We found inconsistencies in the ways the fundamental courses were being taught and the
material that was being presented. We have been working for two years to standardize textbooks and syllabi,
including projects and course requirements, for BMGT 340 courses (which all students from all majors must
complete). The first semester with common book and syllabus will be Spring 2015. Assessment beginning
Spring 2016 will be the most accurate indicator of whether this has changed/corrected these problems.
Result 2 / Modification: This is currently a concern that the department sub-committees are discussing. Further
study into whether “lower quality” students choose the management degree option is being undertaken during
Spring 2015 through transcript study during the major declaration process. Immediate actions to address this
issue include the more explicit integration and discussion of other concepts into the management courses to
show connections. In reality, however, 71st percentile on a nationally-normed test is not “awful”. The area of
marketing has gone through significant curricular changes within the last two years as the focus has shifted from
traditional marketing to analytics and digital marketing. The increased rigor in this area may be the reason for the
jump in results for Spring 2014. Further analysis will show if this is a trend.
Result 3 / Modification: None at this time. This is the first assessment undertaken specifically in this course. We
will continue to examine these scores each semester.
Result 3: Students in BMGT 340
(which include all majors in the
business school), Fall 2014, scored
at a satisfactory level on exam
questions.
4
RESULTS AND MODIFICATIONS
2. Understanding the global business
environment and specifically,
analyzing and evaluating international
opportunities, demonstrating an
understanding of how to conduct
trade and ways to mitigate risks
(SoBA and Departmental Learning
Goals).
Result 1: Overall student
performance on the major field test in
the topic area of international
business indicates satisfactory
performance on understanding of
global and international issues (see
Appendix 2.1-2.4, highlighted in pink;
all percentiles above 80th percentile).
Result 1 / Modification: None at this time.
3. Comparing and choosing among
strategic alternatives and evaluating
a business (Management
Departmental Learning Goal)
Result 1: Students satisfactorily
demonstrated their ability to develop
and choose among strategic
alternatives by researching external
factors, internal resources and
weaknesses within a firm and then
developing multiple strategic
alternatives in a three-part
assignment for BMGT 426 (Fall
2014). In the final part of the three
part assignment, the students argue
for their best strategic alternative and
develop an implementation plan that
Result 1 / Modification: The instructors have added two additional components called 1) Activity Map and 2)
Value Chain framework to get at the deficiencies. In addition, because Operations Management is taught in a
different department, several management instructors sat down with the Operations Management faculty
member and requested more instruction on the traditional operations material. That instructor has agreed to
include more on this topic, beginning Fall 2014. The results of this, along with any related upward trends, should
be evident in assessment in Fall 2015.
5
RESULTS AND MODIFICATIONS
includes operational changes,
financial projects, and assessment of
risks. Overall, quality was high, with
the exception of the demonstration of
the understanding of operations and
the implementation plans.
4. Demonstrating effective
communication skills and specifically,
negotiation skills (SoBA and
Departmental Learning Goals)
Result 1: In Fall 2013, presentation
skills were assessed in BMGT 486
for 50 students. Outside assessors
watched the presentations and
marked the rubric (see Appendix
3.1). Satisfactory scores were
considered to be three or four on the
rating system. In the areas of
content, organization, delivery,
nonverbal skills, and mechanics, at
least 92% of students scored
satisfactorily (see Appendix 3.2).
Result 1 / Modification: None at this time.
Result 2: Communication skills are
also directly measured through
surveys for employers who have
interns. Employers consistently rate
our interns high in communication
skills (see Appendix 3.3-3.6;
percentages of students receiving
satisfactory ratings are consistently
above 90% for eight different
outcomes).
Result 2 / Modification: None at this time.
Result 3: Management students
Result 3 / Modification: None at this time.
6
RESULTS AND MODIFICATIONS
perform satisfactorily (with 70% of
our seniors scoring at least 6/10 in a
rigorous comparison based on
Kellogg Management School cases)
in three levels of negotiation (winlose, integrative, multi-party)
5. Practicing, self-assessing, and
producing a leadership development
plan (Management Departmental
Learning Goal)
Result 1: Students taking BMGT 420,
Leadership and Motivation / Service
Learning complete a practical service
leadership project. Examples: Fall
2012 – 44 students provided 1,110
hours of service and Spring 2014, 53
students provided approximately 19
hours per student.
Result 1 / Modification: None at this time.
Result 2: Students were scoring
lower on the personal leadership
development plan than other parts of
the Service Learning Project; typically
scoring between 10 and 15 on the 30
point scale. This was determined to
be unsatisfactory.
Result 2 / Modification: The instructor made the following pedagogical changes in Spring 2014: separated out
the Personal Strategy Statement as a separate assignment and included a Leadership Development Plan
template for students to design their own leadership paths. This looked to be helpful for the students in that
semester (scores on this portion increase to average of 18/30) and projects have not been assessed for Fall
2014 yet. The instructors for the course have decided to pull the Leadership Development Plan out of the overall
project and make it a separate assignment to focus students’ attention more on this piece. This will be
implemented in Spring 2015 and re-assessed in the next two semesters.
7
RESULTS AND MODIFICATIONS
6. Assessing marketing communications
needs and developing an integrated
marketing communications plan for
an organization.
Results: In 2 sections of BMKT 343
during the Fall 2014 semester, 62
students developed a total of 15
integrated marketing communications
plans for 2 clients. The students
presented their recommendations to
the class and their clients. All
students passed this assessment.
Modifications: None at this time
7. Answering important business
questions using a variety of
marketing research methodologies.
Results: During the past year, Spring
semester 2014 and Fall Semester
2014, 110 students conducted 30
marketing research projects for
clients and presented their results to
the class and clients. The mean
project grade was 88.4% with a
minimum grade of 80.3% and a
maximum of 93.8%.
Modifications: None at this time
8
RESULTS AND MODIFICATIONS
8. Being able to use consumer behavior
concepts in business applications.
Result 1: During the Fall semester of
2014, 47 students in BMKT 337 each
wrote two papers applying consumer
behavior concepts to marketing
situations. The lowest grade of these
papers was a 70%, the highest was
100% and the mean grade was 83%
Modifications: The instructor has determined that at least three hands-on papers should be submitted by each
student to better assess this learning goal.
Result 2: During the Spring of 2014,a
total of 67 students in BMKT 337
each wrote two papers applying
consumer behavior concepts to
marketing situations. The lowest
grade of these was a 73%, the
highest was 100% and the mean was
85%.
9. Making marketing business decisions
and developing marketing strategy.
Results: In spring 2014 in two
sections of BMKT 480, a total of 53
marketing majors completed 12
comprehensive marketing plans for
outside clients. The lowest score was
81.3 %, the highest 95.3% and the
mean was 92%. In fall 2014 30
students completed 6 plans for
outside clients. The lowest score was
80 %, the highest 95 % and the mean
was 87%.
Modifications: The marketing faculty decided to revise the curriculum to better reflect the current marketing
environment by replacing BMKT 480 with a course on digital and online marketing (BMKT 420). Therefore,
either this learning goal or the assessment of this goal will have to be reworked in the future. This curriculum
change is going through the university’s approval process and is expected to be implemented in Fall 2015.
9
APPENDICES
1. Curriculum Map for Management, Marketing, and International Business majors
2. (2.1-2.4) Major Field Test Results across all majors and subject areas for years Fall 2012 – Spring 2014.
3. (3.1-3.6) Communication skills assessment information for Fall 2012 – Spring 2014.
FUTURE PLANS FOR CONTINUED ASSESSMENT
1.
2.
3.
4.
5.
6.
See MODIFICATIONS listed above
Continue to collect data for LG 1 and LG 2 each semester through Major Field Test and analyze progress.
Collect data for LG 3 and LG 4 in Fall semesters.
Collect data for LG 2 and LG 5 in Spring semesters.
Collect data for LG 6-8 in Spring and Fall semesters.
Reconsider Learning Goals for Marketing Students in association with curriculum change currently under review by Academic Senate.
10
APPENDIX 2.1
MAJOR FIELD TEST RESULTS
FALL 2012
Topic Area
Major Area
Major Area
(Mean % Correct
& Nat’l
Percentile)
Accounting
Mean % Correct
Nat’l Percentile
Finance
Mean % Correct
Nat’l Percentile
Int’l Business
Mean % Correct
Nat’l Percentile
Management
Mean % Correct
Nat’l Percentile
Mgmt. Info. Sys.
Mean % Correct
Nat’l Percentile
Marketing
Mean % Correct
Nat’l Percentile
Total SoBA
Mean % Correct
Nat’l Percentile
Nat’l Mean %
Correct
Legend: Percentiles
n=
13
11
Account
ing
Economics
23
20
91
Quant.
Bus.
Analysis
Finance
Marketing
Legal &
Soc. Env.
Info.
Sys.
Int’l
Issues
75
99
56
96
66
90
50
98
59
97
69
97
73
99
58
90
59
79
70
99
69
99
65
86
50
98
76
99
70
98
70
99
67
99
75
99
3
21
Manage
ment
*Sample was too small for summary results
45
51
48
71
66
90
49
96
43
48
68
97
60
72
57
88
62
88
56
95
49
77
64
82
43
67
49
78
65
89
70
99
67
99
62
88
43
40
39
15
61
65
43
67
41
38
63
84
68
99
52
65
55
57
55
92
50
82
65
86
46
87
51
85
67
94
68
99
60
95
61
85
43.9
44.3
57.2
40.6
42.8
55.2
55.6
48.4
52.8
Above
90th
Percentile
(Scaled
Score
>=171)
6
Below 10th
Percentile
(Scaled
Score
<=135)
0
7
0
1
0
2
1
4
1
0
0
20
22.0%
2
2.2%
Average
Scaled
Score
169
99
174
99
157
82
161
94
153
59
161
94
150.3
APPENDIX 2.2
MAJOR FIELD TEST RESULTS
SPRING 2013
Topic Area
Major Area
Major Area
(Mean % Correct
& Nat’l
Percentile)
Accounting
Mean % Correct
Nat’l Percentile
Finance
Mean % Correct
Nat’l Percentile
Int’l Business
Mean % Correct
Nat’l Percentile
Management
Mean % Correct
Nat’l Percentile
Mgmt. Info. Sys.
Mean % Correct
Nat’l Percentile
Marketing
Mean % Correct
Nat’l Percentile
Total SoBA
Mean % Correct
Nat’l Percentile
Nat’l Mean %
Correct
n=
36
25
Account
ing
75
99
63
99
Economics
Manage
ment
Quant.
Bus.
Analysis
Finance
49
77
65
86
45
83
59
97
70
99
0*
46
24
65
86
55
99
77
99
Marketing
Legal &
Soc. Env.
Info.
Sys.
Int’l
Issues
67
94
67
98
60
95
60
82
70
98
67
98
64
98
75
99
63
91
56
84
55
57
Below 10th
Percentile
(Scaled
Score
<=135)
0
15
0
2
1
3
0
0
1
Average
Scaled
Score
166
98
172.5
99
*Sample was too small for summary results
48
65
60
98
44
44
50
82
61
65
65
86
48
03
50
98
42
43
39
27
60
69
71
99
66
97
65
99
60
82
31
162
Above
90th
Percentile
(Scaled
Score
>=173)
11
54
90
39
15
61
65
44
75
44
54
67
94
62
86
55
81
58
75
59
97
49
77
63
78
48
93
51
85
66
92
65
96
59
93
61
85
43.9
44.3
57.2
40.6
42.8
55.2
55.6
48.4
52.83
Legend: Percentiles, based on students from 662 universities
154.7
71
161.3
94
155.6
78
31
19.1%
2
1.2%
161.3
94
150.3
APPENDIX 2.3
MAJOR FIELD TEST RESULTS
FALL 2013
Topic Area
Major Area
Major Area
(Mean % Correct
& Nat’l
Percentile)
Accounting
Mean % Correct
Nat’l Percentile
Finance
Mean % Correct
Nat’l Percentile
Int’l Business
Mean % Correct
Nat’l Percentile
Management
Mean % Correct
Nat’l Percentile
Mgmt. Info. Sys.
Mean % Correct
Nat’l Percentile
Marketing
Mean % Correct
Nat’l Percentile
Total SoBA
Mean % Correct
Nat’l Percentile
Nat’l Mean %
Correct
n=
12
Account
ing
75
99
Economics
Manage
ment
Quant.
Bus.
Analysis
Finance
45
51
63
79
43
68
49
79
3
24
23
85
Info.
Sys.
Int’l
Issues
65
90
67
98
63
98
60
83
Below 10th
Percentile
(Scaled
Score
<=135)
Average
Scaled
Score
163
97
1
*Sample was too small for summary results
0*
23
Marketing
Legal &
Soc. Env.
Above
90th
Percentile
(Scaled
Score
>=173)
0
165
98
*Sample was too small for summary results
47
61
46
59
63
79
52
99
42
42
65
90
63
92
62
67
62
90
54
91
54
94
64
83
48
95
50
83
68
97
66
97
67
99
59
79
46
54
42
30
61
66
42
59
41
38
62
81
61
82
49
47
57
69
53
88
47
66
63
79
46
89
46
66
65
90
64
95
58
90
60
83
43.8
44.2
57
40.5
42.6
55
55.5
48.4
52.8
Legend: Percentiles, based on students from 662 universities
1
1
3
156
79
162
96
2
1
10
2
12%
2%
152
54
158.0
86
APPENDIX 2.4
MAJOR FIELD TEST RESULTS
SPRING 2014
Topic Area
Major Area
Major Area
(Mean % Correct
& Nat’l
Percentile)
Accounting
Mean % Correct
Nat’l Percentile
Finance
Mean % Correct
Nat’l Percentile
Management
Mean % Correct
Nat’l Percentile
Mgmt. Info. Sys.
Mean % Correct
Nat’l Percentile
Marketing
Mean % Correct
Nat’l Percentile
Total SoBA
Mean % Correct
Nat’l Percentile
Nat’l Mean %
Correct
n=
41
15
33
22
40
151
Account
ing
Economics
Manage
ment
Quant.
Bus.
Analysis
Finance
Marketing
Legal &
Soc. Env.
Info.
Sys.
Int’l
Issues
76
99
52
94
62
81
46
94
64
99
65
90
73
97
69
98
54
98
52
92
59
99
67
96
54
99
81
99
66
93
64
68
57
74
57
99
49
84
50
90
64
92
42
78
47
71
65
90
66
78
52
48
48
85
50
87
49
88
60
72
49
97
52
88
67
94
72
95
74
99
44
63
48
79
43
61
81
76
42
78
49
78
69
96
62
53
56
67
46
75
57
97
49
88
62
81
45
94
56
96
57
94
68
88
62
91
49
88
42.4
40.3
55.2
37.0
43.1
55.7
60.6
51.6
40.9
Legend: Percentiles *new test form: Percentiles are based on 19,912 test takers from 370 different institutions
Above
90th
Percentile
(Scaled
Score
>=173)
18
Below 10th
Percentile
(Scaled
Score
<=135)
0
43.9%
6
0
40.0%
1
0
3.0%
5
0
22.7%
3
0
21.9%
33
0
21.9%
Average
Scaled
Score
170.2
99
168.6
99
158.9
85
163.9
96
158.2
82
163.5
95
APPENDIX 3.1
ORAL PRESENTATION SCORING RUBRICS
Student Name: _______________________________________
Content
Organization
Delivery
Nonverbal Skills
Mechanics
Comments:
1. NOVICE
Speaker gave incorrect or
incomplete information.
Points were vague and
lacked any supporting
evidence.
Beginning, middle or end
or presentation was
missing. Main points were
illogical or difficult to
follow. Transitions were
poor.
Speaker’s nervousness was
distracting throughout the
presentation. Volume and
pace detracted from the
presentation.
Speaker had no eye
contact and no movement
or movement that
detracted from
presentation.
Speaker filled pauses with
dead words such as “uh”,
“and”, or “like”. Speaker
used slang or made
grammatical mistakes.
Presentation tools
hampered presentation.
2. DEVELOPING
Speaker strayed from
focus of presentation or
used very little supporting
evidence. Examples were
sometimes difficult to
grasp.
Beginning, middle or end
of presentation was weak.
Main points were logical
but difficult to follow.
Transitions were
occasionally awkward.
Speaker’s discomfort was
occasionally distracting.
Volume and pace were
somewhat erratic.
Speaker displayed minimal
eye contact and little
movement.
Speaker made a few
grammatical mistakes,
occasionally
mispronounced words,
and occasionally filled
pauses with dead words.
Presentation tools
occasionally distracted
from presentation.
3. EXPERIENCED
Speaker presented
relevant information with
few points unsupported by
evidence. Examples were
generally good.
Beginning, middle and end
of presentation were good.
Main points were logical
and easy to follow.
Transitions were smooth.
Speaker had some initial
nervousness, but it was
not distracting. Volume
and pace were
satisfactory.
Speaker makes consistent
use of eye contact, but
frequently returns to
notes. Movements or
gestures enhance
presentation.
Speaker used correct
grammar with only one
mistake. Words were
pronounced clearly and
correctly. Pauses were not
filled with dead words. Use
of presentation tools was
adequate.
4. PROFESSIONAL
Speaker presented
relevant, accurate, timely
information with
supporting evidence for
each point. All examples
were relevant and clear.
Presentations structure
was excellent with main
points logically and
building on one another.
Transitions were smooth
and showed originality.
Speaker appeared
confident and relaxed.
Volume and pace
contributed positively to
speaker’s image.
Speaker holds the
attention of entire
audience with eye contact,
seldom looking at notes.
Movements seem fluid and
help the audience visualize
message.
Speaker used correct
grammar and standard
English throughout
presentation. Vocal pauses
were used from emphasis
and not filled with dead
words. Use of presentation
tools was excellent.
SCORE
TOTAL: ___________________
APPENDIX 3.2
RATING
0
1
2
3
4
(% 3 or 4)
CONTENT
0
0
1
5
44
98%
ORAL PRESENTATIONS
STRATEGIC VENTURE MANAGEMENT
FALL 2013
ORGANIZATION
DELIVERY
0
0
0
0
3
4
6
5
41
41
94%
92%
NONVERBAL SKILLS
0
0
1
26
23
98%
MECHANICS
0
0
0
15
35
100%
APPENDIX 3.3
1
2
3
4
5
6
7
8
INTERN EMPLOYERS SURVEY
FALL 2012
QUESTION
LEARNING
OUTCOME
The intern demonstrated fundamental business knowledge when
1
performing assigned internship tasks.
The intern integrated business concepts when completing
2
internship tasks.
The intern wrote effectively.
3
The intern gave professional-quality oral presentations.
The intern demonstrated effective interpersonal communication
skills.
The intern satisfactorily demonstrated critical thinking skills in
solving problems.
The intern recognized potential ethical dilemmas when
appropriate.
The intern effectively used spreadsheets and other technology
when appropriate.
n
SCORES OF 3, 4, OR
5
PERCENTAGE
SATISFACTORY
27
27
100%
26
26
100%
25
25
100%
3
19
19
100%
3
27
26
96%
4
27
26
96%
5
15
15
100%
6
27
26
96%
APPENDIX 3.4
1
2
3
4
5
6
7
8
INTERN EMPLOYERS SURVEY
SPRING 2013
QUESTION
LEARNING
OUTCOME
The intern demonstrated fundamental business knowledge when
1
performing assigned internship tasks.
The intern integrated business concepts when completing
2
internship tasks.
The intern wrote effectively.
3
The intern gave professional-quality oral presentations.
The intern demonstrated effective interpersonal communication
skills.
The intern satisfactorily demonstrated critical thinking skills in
solving problems.
The intern recognized potential ethical dilemmas when
appropriate.
The intern effectively used spreadsheets and other technology
when appropriate.
n
SCORES OF 3, 4, OR
5
PERCENTAGE
SATISFACTORY
57
57
100%
53
53
100%
54
54
100%
3
42
42
100%
3
57
57
100%
4
56
56
100%
5
39
39
100%
6
52
52
100%
APPENDIX 3.5
1
2
3
4
5
6
7
8
INTERN EMPLOYERS SURVEY
FALL 2013
QUESTION
LEARNING
OUTCOME
The intern demonstrated fundamental business knowledge when
1
performing assigned internship tasks.
The intern integrated business concepts when completing
2
internship tasks.
The intern wrote effectively.
3
The intern gave professional-quality oral presentations.
The intern demonstrated effective interpersonal communication
skills.
The intern satisfactorily demonstrated critical thinking skills in
solving problems.
The intern recognized potential ethical dilemmas when
appropriate.
The intern effectively used spreadsheets and other technology
when appropriate.
n
SCORES OF 3, 4, OR
5
PERCENTAGE
SATISFACTORY
32
32
100%
41
41
100%
29
29
100%
3
17
17
100%
3
32
31
97%
4
32
30
94%
5
22
21
95%
6
29
29
100%
APPENDIX 3.6
1
2
3
4
5
6
7
8
INTERN EMPLOYERS SURVEY
SPRING 2014
QUESTION
LEARNING
OUTCOME
The intern demonstrated fundamental business knowledge when
1
performing assigned internship tasks.
The intern integrated business concepts when completing
2
internship tasks.
The intern wrote effectively.
3
The intern gave professional-quality oral presentations.
The intern demonstrated effective interpersonal communication
skills.
The intern satisfactorily demonstrated critical thinking skills in
solving problems.
The intern recognized potential ethical dilemmas when
appropriate.
The intern effectively used spreadsheets and other technology
when appropriate.
n
SCORES OF 3, 4, OR
5
PERCENTAGE
SATISFACTORY
50
50
100%
49
49
100%
48
47
98%
3
34
34
100%
3
50
50
100%
4
50
50
100%
5
28
27
96%
6
48
48
100%