SCHOOL OF BUSINESS
Masters in Business
Administration
CIP Code: 520101
3 digit Program Code: 630
Program Quality Improvement Report 2009-2010
1
Student-Learning Outcomes
1. To provide students with foundational theory,
principles and knowledge at an advanced level
for effective management of modern businesses
and organizations
2. To provide students with critical business skills
and competencies needed for effective
management of modern businesses and
organizations
3. To provide students with an understanding of the
process of integrating and applying core
competencies and skills in business or businessrelated environments and/or situations
Program Quality Improvement Report 2009-2010
2
Cameron University Mission Statement
School of Business Mission Statement
Cameron University provides a diverse and dynamic student
body access to quality educational opportunities; fosters a
student-centered academic environment that combines
innovative classroom teaching with experiential learning;
prepares students for professional success, responsible
citizenship, life-long learning, and meaningful contributions to a
rapidly changing world; and is a driving force in the cultural life
and economic development of the region.
The Cameron University School of Business exists to educate and
prepare the diverse students it serves to become skilled professionals
who will add value to their organizations, their professions, and their
communities. The school strives to expand understanding of the
effective and efficient operation of organizations and their dynamic
environments. The school creates a student-centered approach to
lifelong learning as well as innovative and experiential business-based
learning opportunities.
Provides students access to
quality educational
opportunities
A quality Masters program
for educational
advancement in multiple
formats
Plan 2013
Alignment of Program Outcomes
Program Outcome 1
Foundational theory, principles and
knowledge at an advanced level for
effective management of modern
businesses and organizations
Educate and prepare the
diverse students it serves to
become skilled professionals
who add value to organizations
and professions
Primarily Analysis.
Synthesis and Evaluation also
occur
Bloom’s Taxonomy
KNOWLEDGE
University of Choice
COMPREHENSION
Providing a
quality Masters program
for educational advancement
in multiple formats
APPLICATION
ANALYSIS
SYNTHESIS
EVALUATION
Cameron University Mission Statement
School of Business Mission Statement
Cameron University provides a diverse and dynamic student
body access to quality educational opportunities; fosters a
student-centered academic environment that combines
innovative classroom teaching with experiential learning;
prepares students for professional success, responsible
citizenship, life-long learning, and meaningful contributions to a
rapidly changing world; and is a driving force in the cultural life
and economic development of the region.
The Cameron University School of Business exists to educate and
prepare the diverse students it serves to become skilled professionals
who will add value to their organizations, their professions, and their
communities. The school strives to expand understanding of the
effective and efficient operation of organizations and their dynamic
environments. The school creates a student-centered approach to
lifelong learning as well as innovative and experiential business-based
learning opportunities.
Prepares students for
professional success in a
rapidly changing world
Meeting the needs
of the region
Plan 2013
Alignment of Program Outcomes
Program Outcome 1
Expand understanding of
effective and efficient
operation of organizations
and their dynamic
environments
Foundational theory, principles and
knowledge at an advanced level for
effective management of modern
businesses and organizations
Primarily Analysis.
Synthesis and Evaluation also
occur
Bloom’s Taxonomy
KNOWLEDGE
University of Choice
COMPREHENSION
Meeting the needs of the region
APPLICATION
ANALYSIS
SYNTHESIS
EVALUATION
Cameron University Mission Statement
School of Business Mission Statement
Cameron University provides a diverse and dynamic student
body access to quality educational opportunities; fosters a
student-centered academic environment that combines
innovative classroom teaching with experiential learning;
prepares students for professional success, responsible
citizenship, life-long learning, and meaningful contributions to a
rapidly changing world; and is a driving force in the cultural life
and economic development of the region.
The Cameron University School of Business exists to educate and
prepare the diverse students it serves to become skilled professionals
who will add value to their organizations, their professions, and their
communities. The school strives to expand understanding of the
effective and efficient operation of organizations and their dynamic
environments. The school creates a student-centered approach to
lifelong learning as well as innovative and experiential business-based
learning opportunities.
Driving force in the
economic development of
the region
Meeting the needs
of the region
Plan 2013
Alignment of Program Outcomes
Program Outcome 1
Expand understanding of
effective and efficient
operation of organizations
and their dynamic
environments
Foundational theory, principles and
knowledge at an advanced level for
effective management of modern
businesses and organizations
Primarily Analysis.
Synthesis and Evaluation also
occur
Bloom’s Taxonomy
KNOWLEDGE
University of Choice
COMPREHENSION
Meeting the needs of the region
APPLICATION
ANALYSIS
SYNTHESIS
EVALUATION
Cameron University Mission Statement
School of Business Mission Statement
Cameron University provides a diverse and dynamic student
body access to quality educational opportunities; fosters a
student-centered academic environment that combines
innovative classroom teaching with experiential learning;
prepares students for professional success, responsible
citizenship, life-long learning, and meaningful contributions to a
rapidly changing world; and is a driving force in the cultural life
and economic development of the region.
The Cameron University School of Business exists to educate and
prepare the diverse students it serves to become skilled professionals
who will add value to their organizations, their professions, and their
communities. The school strives to expand understanding of the
effective and efficient operation of organizations and their dynamic
environments. The school creates a student-centered approach to
lifelong learning as well as innovative and experiential business-based
learning opportunities.
Provides students access to
quality educational
opportunities
A quality Masters program
for educational
advancement in multiple
formats
Plan 2013
Alignment of Program Outcomes
Program Outcome 2
Critical business skills and competencies
for effective management of modern
businesses and organizations.
Educate and prepare the diverse
students it serves to become
skilled professionals who add
value to their organizations and
professions
Application
Bloom’s Taxonomy
KNOWLEDGE
University of Choice
COMPREHENSION
Providing a
quality Masters program
for educational advancement
in multiple formats
APPLICATION
ANALYSIS
SYNTHESIS
EVALUATION
Cameron University Mission Statement
School of Business Mission Statement
Cameron University provides a diverse and dynamic student
body access to quality educational opportunities; fosters a
student-centered academic environment that combines
innovative classroom teaching with experiential learning;
prepares students for professional success, responsible
citizenship, life-long learning, and meaningful contributions to a
rapidly changing world; and is a driving force in the cultural life
and economic development of the region.
The Cameron University School of Business exists to educate and
prepare the diverse students it serves to become skilled professionals
who will add value to their organizations, their professions, and their
communities. The school strives to expand understanding of the
effective and efficient operation of organizations and their dynamic
environments. The school creates a student-centered approach to
lifelong learning as well as innovative and experiential business-based
learning opportunities.
Prepares students for
professional success,
responsible citizenship, lifelong learning and meaningful
contributions to a rapidly
changing world
Meeting the needs of the
region
Plan 2013
Alignment of Program Outcomes
Program Outcome 2
Critical business skills and competencies
for effective management of modern
businesses and organizations.
Understanding of effective and
efficient operation of
organizations
Application
Bloom’s Taxonomy
KNOWLEDGE
University of Choice
COMPREHENSION
Meeting the needs of the region
APPLICATION
ANALYSIS
SYNTHESIS
EVALUATION
Cameron University Mission Statement
School of Business Mission Statement
Cameron University provides a diverse and dynamic student
body access to quality educational opportunities; fosters a
student-centered academic environment that combines
innovative classroom teaching with experiential learning;
prepares students for professional success, responsible
citizenship, life-long learning, and meaningful contributions to a
rapidly changing world; and is a driving force in the cultural life
and economic development of the region.
The Cameron University School of Business exists to educate and
prepare the diverse students it serves to become skilled professionals
who will add value to their organizations, their professions, and their
communities. The school strives to expand understanding of the
effective and efficient operation of organizations and their dynamic
environments. The school creates a student-centered approach to
lifelong learning as well as innovative and experiential business-based
learning opportunities.
Provides students access to
quality educational
opportunities
A quality Masters program
for educational
advancement in multiple
formats
Plan 2013
Alignment of Program Outcomes
Program Outcome 3
Integrating and applying core
competencies and skills in business
environments and/or situations.
Educate and prepare the
diverse students it serves to
become skilled professionals
who add value to their
organizations and professions
Synthesis
and
Evaluation
Bloom’s Taxonomy
KNOWLEDGE
University of Choice
COMPREHENSION
Providing a
quality Masters program
for educational advancement
in multiple formats
APPLICATION
ANALYSIS
SYNTHESIS
EVALUATION
Cameron University Mission Statement
School of Business Mission Statement
Cameron University provides a diverse and dynamic student
body access to quality educational opportunities; fosters a
student-centered academic environment that combines
innovative classroom teaching with experiential learning;
prepares students for professional success, responsible
citizenship, life-long learning, and meaningful contributions to a
rapidly changing world; and is a driving force in the cultural life
and economic development of the region.
The Cameron University School of Business exists to educate and
prepare the diverse students it serves to become skilled professionals
who will add value to their organizations, their professions, and their
communities. The school strives to expand understanding of the
effective and efficient operation of organizations and their dynamic
environments. The school creates a student-centered approach to
lifelong learning as well as innovative and experiential business-based
learning opportunities.
Prepares students for
professional success in a
rapidly changing world
Meeting the needs
of the region
Plan 2013
Alignment of Program Outcomes
Program Outcome 3
Integrating and applying core
competencies and skills in business
environments and/or situations.
Expand understanding of
effective and efficient
operation of organizations
and their dynamic
environments
Synthesis
and
Evaluation
Bloom’s Taxonomy
KNOWLEDGE
University of Choice
COMPREHENSION
Meeting the needs of the region
APPLICATION
ANALYSIS
SYNTHESIS
EVALUATION
Cameron University Mission Statement
School of Business Mission Statement
Cameron University provides a diverse and dynamic student
body access to quality educational opportunities; fosters a
student-centered academic environment that combines
innovative classroom teaching with experiential learning;
prepares students for professional success, responsible
citizenship, life-long learning, and meaningful contributions to a
rapidly changing world; and is a driving force in the cultural life
and economic development of the region.
The Cameron University School of Business exists to educate and
prepare the diverse students it serves to become skilled professionals
who will add value to their organizations, their professions, and their
communities. The school strives to expand understanding of the
effective and efficient operation of organizations and their dynamic
environments. The school creates a student-centered approach to
lifelong learning as well as innovative and experiential business-based
learning opportunities.
Driving force in the
economic development of
the region
Meeting the needs
of the region
Plan 2013
Alignment of Program Outcomes
Program Outcome 3
Integrating and applying core
competencies and skills in business
environments and/or situations.
Student-centered approach
to lifelong learning as well as
innovative and experiential
business-based learning
opportunities
Synthesis
and
Evaluation
Bloom’s Taxonomy
KNOWLEDGE
University of Choice
COMPREHENSION
Meeting the needs of the region
APPLICATION
ANALYSIS
SYNTHESIS
EVALUATION
Cameron University Mission Statement
School of Business Mission Statement
Cameron University provides a diverse and dynamic student
body access to quality educational opportunities; fosters a
student-centered academic environment that combines
innovative classroom teaching with experiential learning;
prepares students for professional success, responsible
citizenship, life-long learning, and meaningful contributions to a
rapidly changing world; and is a driving force in the cultural life
and economic development of the region.
The Cameron University School of Business exists to educate and
prepare the diverse students it serves to become skilled professionals
who will add value to their organizations, their professions, and their
communities. The school strives to expand understanding of the
effective and efficient operation of organizations and their dynamic
environments. The school creates a student-centered approach to
lifelong learning as well as innovative and experiential business-based
learning opportunities.
Student-centered academic
environment combining
innovative classroom
teaching with experiential
learning
Alignment of Program Outcomes
Program Outcome 3
Integrating and applying core
competencies and skills in business
environments and/or situations.
Meeting the needs
of the region
Plan 2013
Student-centered approach
to lifelong learning as well as
innovative and experiential
business-based learning
opportunities
Synthesis
and
Evaluation
Bloom’s Taxonomy
KNOWLEDGE
University of Choice
COMPREHENSION
Meeting the needs of the region
APPLICATION
ANALYSIS
SYNTHESIS
EVALUATION
Measures of Learning and Service Outcomes
Direct Measures of
Student Learning
Indirect Measures of
Student Learning
Current Situation
Locally developed test:
MBA Comprehensive
exam
Exit interviews of MBA
students
Anticipated Future
Situation
Comprehensive exam
Pretest-posttest
MFT
Capstone project
Exit interviews
Remediation – School of Business recommends to students who fail the
comprehensive exams how to remediate their problem. This may include:
• Taking the class again;
• Consulting the study guide for the comprehensive exams;
• Receiving a critique on failed sections of comprehensive exam; or
• Working individually with a professor where problem area exist.
Program Quality Improvement Report 2009-2010
12
Actions from the three previously chosen
priority outcomes
1.
Proposed new curriculum
•
•
2.
New curriculum was proposed. Faculty did not accept.
Curriculum was again revised and accepted by faculty on
10/07/2010
New exit requirements for the program
•
•
3.
Preempted by curriculum revision
MFT proposed as early as Spring 2011
Operationalize new program objectives
•
•
•
•
Preempted by curriculum revision
Secondary program outcomes
Capstone course (BUS 5983)
Benchmark comprehensive exam against MFT
Program Quality Improvement Report 2009-2010
13
Student-learning or service outcome and measurements
MEASUREMENTS OF STUDENT LEARNING OR SERVICE OUTCOME
PROGRAM
OUTCOME
To provide
students with
foundational
theory, principles
and knowledge at
an advanced level
for effective
management of
modern
businesses and
organizations
CURRICULUM
AREA OR TARGET
AUDIENCE
ACCT 5243
BUS 5103
BUS 5983
ECON 5313
FIN 5613
MKTG 5513
Methods used to
determine validity
of measurement
instruments
Methods used
to determine
reliability of
measurements
Comprehensive
Final Exam (direct)
Content validity
Multiple raters
per core area
Every semester
Exit interviews
(indirect)
Content validity
Multiple raters
Upon graduation
Measurements
Schedule for
measurements
New curriculum
will change this
Program Quality Improvement Report 2009-2010
14
Display of Assessment Data:
Comprehensive Exam Results by Core Area
Area of Test
Marketing
Accounting
Finance
Strategy
Economics
Statistics
Totals
Overall Results
September 2009
4 Pass
3 Fail
8 Pass
0 Fail
4 Pass
2 Fail
3 Pass
2 Fail
3 Pass
3 Fail
4 Pass
9 Fail
26 Pass
19 Fail
8 Pass (53%)
7 Fail (47%)
January 2010
4 Pass
6 Fail
5 Pass
2 Fail
8 Pass
2 Fail
7 Pass
3 Fail
6 Pass
5 Fail
9 Pass
4 Fail
39 Pass
22 Fail
8 Pass (57%)
6 Fail (43%)
June 2010
11 Pass
7 Fail
14 Pass
2 Fail
8 Pass
7 Fail
13 Pass
2 Fail
13 Pass
3 Fail
10 Pass
7 Fail
69 Pass
28 Fail
11 Pass (58%)
8 Fail (42%)
2009-2010 Totals
19 Pass (54%)
16 Fail (46%)
27 Pass (87%)
4 Fail (13%)
20 Pass (65%)
11 Fail (35%)
23 Pass (77%)
7 Fail (23%)
22 Pass (67%)
11 Fail (33%)
23 Pass (53%)
20 Fail (47%)
134 Pass (66%)
69 Fail (34%)
27 Pass (56%)
21 Fail (44%)
15
Comprehensive Exam Results for All Core Areas
Comprehensive Final Exam
Total Grade Distribution for All Core Areas
250
Number of Exams
200
150
100
Pass
M. Pass*
Fail
50
0
* Marginal pass no longer used beginning AY 2008-2009
16
20022003
20032004
20042005
20052006
20062007
20072008
20082009
20092010
Comprehensive Final Exam Pass Rates
Pass
32
43
37
29
22
17
26
27
Fail
22
34
19
18
19
21
29
21
Rate
58%
56%
66%
62%
54%
45%
47%
56%
17
Comprehensive Final Exams
Overall Pass Rate
Comprehensive Final Exam Results
Overall Pass Rate
100%
90%
80%
70%
60%
50%
Overall Pass Rate
40%
30%
20%
10%
0%
18
Comprehensive Final Exams
Overall Pass / Fail Rates
Comprehensive Final Exam Results
Overall Pass/Fail Rates
50
45
40
Number of Students
35
30
25
Pass
20
Fail
15
10
5
0
19
Number of Students Who Failed All Three Attempts
20022003
20032004
20042005
20052006
20062007
20072008
20082009
20092010
1
1
n/a
1
2
3
1
0
Number of
Students
% of
Students
passed
100
Comprehensive Final Exam Results
Number of Students Who Failed After Three Attempts
Number of Students
5
4
3
3
2
Failed 3rd
Attempt
2
1
1
1
1
1
0
0
20
Comprehensive Final Exam Pass / Fail Rates
2008-2009
2009-2010
Passed
26 (47%)
27 (56%)
Passed 1st try
12 (46%)
11 (41%)
Passed 2nd try
10 (39%)
11 (41%)
Passed 3rd try
4 (15%)
5 (18%)
Failed
29 (53%)
21 (44%)
Failed 1st try
22 (76%)
14 (67%)
Failed 2nd try
6 (21%)
7 (33%)
Failed 3rd try
1 (3%)
0 (0%)
21
Exit Interview Data
2007 – 2008 (n=13)
Oncampus
Encouraging academic enquiry
Stimulating intellectual creativity
Promoting skills for collecting information to
solve problems
Promoting competence in writing skills
Promoting competence in oral
communication skills
Providing theoretical knowledge for effective
management
Promoting professional competence
Course scheduling
Instructor preparation
Instructor competence
Timely and appropriate reception of course
material
Admission process
Academic advisement
Ease of enrollment
Assistance to complete forms
Program overall
Average
Europe
Online
2008 – 2009 (n=15)
Program
Oncampus
ITV
Online
2009-2010 (n=27)
Program
Oncampus
Mixed
Online
Program
4.83
5.0
5.0
4.94
5.6
5.7
6.7
6.00
5.22
5.71
5.45
5.46
5.0
4.5
5.13
4.88
5.4
5.3
6
5.57
5.56
5.71
5.55
5.61
.83
4.5
5.25
4.86
6
5.3
6
5.77
5.78
6.00
5.41
5.73
5.67
6.0
4.75
5.47
5.4
6
5.3
5.57
6.11
6.14
5.55
5.93
4.83
5.0
2.75
4.19
5.2
5
3.6
4.60
5.33
5.79
3.91
5.01
5.00
6.0
5.88
5.63
5.8
6
5.7
5.83
6.00
5.86
5.82
5.89
5.17
5.0
5.63
5.63
6.2
6
5.4
5.87
5.67
6.00
5.27
5.65
5.00
5.0
5.50
5.27
5.2
5.4
5.4
5.33
5.89
5.43
5.73
5.68
6.5
6.5
5.50
5.17
6.6
5.3
6
5.97
6.11
6.14
6.27
6.17
6.3
6.5
5.75
6.17
6.4
5.3
6.1
5.93
6.00
6.14
6.32
6.15
6.16
5.5
6.0
6.18
6.4
5.3
6.4
6.03
6.33
6.43
6.82
6.53
5.83
5.5
6.38
5.89
6.6
6.3
6.6
6.50
6.44
6.43
6.64
6.50
6.00
4.5
5.38
5.90
6.6
5.7
6.3
6.20
6.67
6.29
6.27
6.41
6.83
6.0
6.25
5.29
6.6
7
6
6.53
7.00
7.00
6.88
6.96
6.33
4.5
6.38
6.36
7.0
6
6.3
6.43
9.33
6.86
6.41
6.53
5.17
5.5
5.5
5.74
6.0
6
5.9
5.97
5.78
6.14
5.91
5.94
5.59
5.34
5.44
5.47
6.06
5.73
5.86
5.88
6.01
6.13
5.89
6.01
22
Exit Interview Data
2007 – 2008
(n=16)
2008 – 2009
(n=15)
2009-2010
(n=27)
Suggestions for improvement
80
53
80
Compliments
86
106
60
Total
166
159
140
23
Exit Interview Data:
Suggestions for Improvement
Suggestion
Frequency
Mentioned
Scheduling – offer classes more often, more online options, more
accounting, marketing & management classes
16
Comprehensive exams – existence, content, speed of grading,
mode of delivery, scheduling, allowable aids
13
More real world business contact
11
More group projects and oral communication opportunities
9
24
Exit Interview Data:
Most Valuable MBA Classes
Class
Frequency
Mentioned
Accounting
7
Finance
7
Strategy
4
Entrepreneurship
4
Marketing
3
25
Student-learning or service outcome and measurements
MEASUREMENTS OF STUDENT LEARNING OR SERVICE OUTCOME
PROGRAM
OUTCOME
To provide
students with
critical business
skills and
competencies
needed for
effective
management of
modern
businesses and
organizations
CURRICULUM
AREA OR TARGET
AUDIENCE
MGMT 5853
BUS 5973
BUS 5983
Measurements
Group project –
written report
Group project –
rubric
Group project –
peer evaluation
Exit Interview
Methods used to
determine validity
of measurement
instruments
Methods used
to determine
reliability of
measurements
Content validity
Multiple Raters
Content validity
Multiple Raters
Content validity
Multiple Raters
Face validity
Multiple Raters
Program Quality Improvement Report 2009-2010
Schedule for
measurements
Semester when
class is taught
Semester when
class is taught
Semester when
class is taught
Upon graduation
26
Student-learning or service outcome and measurements
MEASUREMENTS OF STUDENT LEARNING OR SERVICE OUTCOME
PROGRAM
OUTCOME
To provide
students with an
understanding of
the process of
integrating and
applying core
competencies
and skills in
business or
business related
environments
and/or situations
CURRICULUM
AREA OR TARGET
AUDIENCE
BUS 5983
Measurements
Comprehensive
Final Exam (direct)
MFT
Exit interviews
(indirect)
Methods used to
determine validity
of measurement
instruments
Methods used
to determine
reliability of
measurements
Content validity
Multiple raters
per core area
Content validity
Program Quality Improvement Report 2009-2010
Multiple Raters
Schedule for
measurements
Every semester
Every semester
upon graduation
27
Ancillary Actions: Curriculum mapping
Program Outcomes
Secondary
Outcomes
Classes Where
Taught
How Measured
1. Foundational theory,
principles and knowledge
9 outcomes rolling out
program outcome 1 for
the 9 core classes
ACCT 5243
BUS 5103
BUS 5983
ECON 5313
FIN 5613
MKTG 5513
BUS 5973
MGMT 5853
BUS 5963
Internal, Direct,
Summative: Pretest –
posttest
Internal, Direct,
Summative: Comps
External, Direct,
Summative: MFT
Internal, Indirect: Exit
Interview
2. Critical business skills
and competencies
Communication, Decision
making & Teamwork
Technological proficiency
Ethics
Global issues
BUS 5983
Internal, Direct,
Summative: Group
project - written report,
rubric, peer evaluation
Internal, Indirect: Exit
Interview
3. Understanding of the
process of integrating
and applying core
competencies and skills
MGMT 5853
BUS 5973
BUS 5983 – Capstone
class
Internal, Direct,
Summative: Comps
External, Direct,
Summative: MFT
Internal, Indirect: Exit
Interview
Outcome 2 Critical business skills and
competencies
• What should they be and how do we measure
them?
– Communication
– Decision making
– Teamwork
– Technological proficiency
– Ethics
– Global issues
Outcome 3: Integrating and applying
core competencies and skills
•
•
•
•
How to measure only policy / strategy
Multiple raters
Also MFT (strategic integration)
Also Comprehensive Exam
Measurement Options
• Formative & Summative
Formative – catch them in the process if they do not get it
and remedy
Summative – did they get it at the end?
• Internal & External
Internal – we devise and administer
External – we use measurement somebody else devised and
measure
• Direct & Indirect
Direct – test or exam
Indirect – somebody’s opinion
Published information on graduates
Employed at the time
of graduation
Employment a result of
MBA
Anticipate job
advancement due to
MBA
Yes
26
4
19
No
1
22
8
Not Applicable
-
1
-
32