College of Business and Economics
AY 2005-06 Assessment Report
Executive Summary on Programmatic Assessment
Functional Business Knowledge Test: As an assessment, the ETS Functional Business
Knowledge Test was administered to the MGMT 480 (Global Strategy Management)
class during the fall 2005 semester. AY 2005-06 was the first year of programmatic ETS
testing for the BA, International Business and MGMT 480 is the capstone course for this
program.
For the MBA program, the ETS was administered in the capstone course, BUAD 591
(Comprehensive Business Management), during the fall 2005 semester.
Differences between the College and national scores can be found in Tables 1 and 2
below.
Table 1 Comparison of 2005 ETS Scores
Class
The College Mean Scores Mean National Scores Difference1
MGMT 480
BUAD 301
MGMT 4492
BUAD 591 (MBA)
149.5
145.6
154.3
249
152.5
152.5
152.5
250.2
-3
-6.9
1.8
-1.2
1 The difference was calculated by subtracting the Mean National Scores from the College mean scores.
2 ETS was administered in the 2004-2005 academic year.
Table 2 Comparison of 2003 AND 2005 ETS Scores
2005 Mean Scores
2003 Mean Scores
Difference1
MGMT 4492
BUAD 301
National
3.4
-.1
-1.6
154.3
145.6
152.5
150.9
145.7
154.1
1 The difference was calculated by subtracting the 2003 scores from the 2005 scores.
2 ETS was administered in the 2004-2005 academic year.
Technology Skills Assessment: In fall 2005 and spring 2006, a total of 190 students
successfully completed the on-line technology skills assessment. All entering students in
the sample were from Information Systems and Decisions Sciences (ISDS) 265, an
introduction to information systems and applications. Graduating students were recruited
from upper division Management classes.
Students completed an on-line self-evaluation of technology skills, and then completed an
Excel exercise to demonstrate technology skills. Results showed that students graduating
from the College scored higher on the Excel exercise than students entering the program.
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AY 2005-06 Assessment Report
Executive Summary
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Also, students who scored higher on the Excel exercise were also more confident in their
Excel skills.
It appears that the College does have an impact on the technology skills of students, as
scores for students in the graduating cohort are higher than students in the entering
cohort. Additionally, the strongest predictor of performance on the Excel exercise besides
the cohort was the total number of courses taken at the College.
Some of the scores on the Excel exercise, however, need to be discussed, specifically
regarding the regression scores (less than 40 percent of the upper division cohort could
correctly interpret the regression results). In fall 2006, an agenda item for the
Undergraduate Committee will be to determine acceptable levels of technological
performance.
Written Communication Skills Test: In 2005, the Written Communication Skills
assessment was completed and included two parts: an on-line, multiple choice test and an
in-class writing assignment. The sample consisted of 239 students entering the program
from BUAD 201, and 166 students exiting the program from MGMT 449.
The on-line multiple choice test indicated that the exiting cohort, compared to entering
cohort, had an increased understanding and application of basic writing (literacy), an
increased ability to apply what they have learned (content) and an increased recognition
of business writing strategies. The weakest areas were audience and style. The in-class
writing assessment showed minimal differences between the entering and exiting
students.
Noted below are the recommendations for improving student learning discussed by the
BUAD 301 and 201 course coordinators, the Written Communication assessment
coordinator, and the department chair for Business Communications:
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Standardize instruction through the BUAD 301 diagnostic.
In both the entry and exit diagnostic, require that students write memos that
emphasize and appeal to the interests of the audience.
Collect additional, course-embedded data by grading the BUAD 301 exit
diagnostics (final exams) using holistic scoring. Explore the possibility of rubric
scoring in the categories of Audience and Style.
Provide a model response to the entry diagnostic so that students will understand
the instructor’s expectations.
Offer The Business Writer’s Handbook or The Business Writer’s Companion as a
recommended text in BUAD 301.
Add a one-unit class for tutorials so that students can be given more
individualized instruction as to what constitutes audience and style in our diverse
business communities.
Reduce class size.
Encourage faculty throughout the College to use the Business Communication
Program’s CLASS rubric to grade their students’ writing.
College of Business and Economics
AY 2005-06 Assessment Report
Executive Summary
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Graduating Senior Surveys: In Fall 2005, the graduating class of 2005 was surveyed to
gather perceptions on program quality, advising center and career services, and other
student related services (e.g.- student clubs, computer labs, internship office, tutoring and
mentoring programs). Out of 1521 surveys that were sent out, 300 students responded for
a 20 percent response rate. Overall student satisfaction was 3.95 (out of 5); this figure is
up from 3.64 in 2004. Student satisfaction with overall skills acquired at the College is
also up (3.82 in 2005 vs. 3.53 in 2004). One area that shined for the College was our
graduating seniors’ response to the question: “What was your primary reason for
choosing the College of Business and Economics?” The answer was “Reputation” with a
response rate of 3.45 out of 5 in 2004; the response rate in 2005 was 3.84 (an 11 percent
improvement).
Many changes were instituted to make availability of counselors more convenient,
including on-line services. Technology improvements were made in the classrooms and
students were beginning to see the benefits of some major curriculum changes (including
the Entrepreneurship concentration).
3, 5, 10 Year Undergraduate Alumni Survey: In summer 2005, the 3, 5, and 10 year
undergraduate alumni survey was mailed to 814 alumni; 51 surveys were received for a 6
percent response rate. The results of the survey found that 69 percent of the graduates
found a new job within six months of graduation. Thirty percent of the students continued
their education and received a graduate degree. Students found accounting, finance,
management, marketing and writing courses to be most helpful with their first and current
jobs.
The most serious concern generated from the survey was the lack of response. For the
summer 2007 survey, work will be done to make the instrument more user-friendly and it
will be distributed to a larger pool of alumni.
Undergraduate Advising Center Survey: The delivery method of the Advising Center
Surveys was changed from an e-mail survey to a point-of-contact survey with
undergraduate and graduate surveys compiled separately. The surveys were collected on
a continuous basis during the year by the Undergraduate Business Advising Center and
the Graduate Business Advising Center.
The results for the Undergraduate Advising Center results show a high overall
satisfaction with the services, and increased satisfaction compared to previous years.
Seventy-five percent or more of the students (N=370) were “Very Satisfied” with the
Advising Center on all seven questions.
In the past, students were most dissatisfied with wait time and academic advisors’
knowledge of campus policies and course sequencing. To address these issues, the
waiting room was made more appealing by the addition of a television and pertinent
reading material. Counselors received more training and were given a specific script to
College of Business and Economics
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follow to be sure each appointment was complete but time-efficient. These initiatives
helped to reduce the wait while making this time more comfortable for students.
Graduate Advising Center Survey: This is the first year that graduate surveys for advising
services were compiled. The satisfaction rates for 2005-2006 were very high. In general,
respondents (N=23) replied that they were “Very Satisfied” with the Graduate Business
Advising Center services overall.
The one area of concern is the lack of survey participation. To address this situation, new
distribution methods are being implemented to achieve a higher response rate. Advisors
will place surveys on their desks in a visible location and verbally remind students to
complete them.
ASSESSMENT ACTION PLANS FOR AY 2006-07
Starting with AY 2006-07, the College will implement course-embedded assessment
programs based on learning objectives (two-year schedules). Tables 3 and 4 outline the
activities for 2006-07.
Table 3 BA, BUSINESS ADMINISTRATION*
Learning Objective
F 06
F06
F06
S 07
S 07
Problem-solving and
FIN Econ
Critical Thinking
320
315
Ethical Awareness
MGMT
246
Functional Knowledge:
MGMT
Business Disciplines
449
Global Awareness
MGMT
449
Economic and Legal
MGMT
Environment
449
Information Technology
ISDS
Skills
265
Coordinator
C. Richert – Fin
D. Stanley –
Econ
R. Parry
M. HustonWarren (ETS)
M. HustonWarren (ETS)
M. HustonWarren (ETS)
L. Marcoulides
*Includes BA, International Business
College of Business and Economics
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Executive Summary
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Table 4 MBA
Learning Objective
Local, National and Global
Awareness
Ethical Awareness
Legal Environment
Communication Skills (written
and oral)
Information Technology Skills
F 06
Econ
515
F 06
S 07
S 07
Coordinator
Bob Michaels
R. Parry
MGMT
518
MGMT
518
R. Parry
To be determined
MGMT
516
ISDS
514
To be determined
Based on the directives set by the College Senate, along with the assessment plan
developed by the program committees, major action items for AY 2006-2007 include:
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2006 Graduating Senior / Graduate Student Surveys (August 2006)
3, 5, 10 year Graduate Alumni Survey (Spring 2007)
BA Business Administration Action Plan (Fall 2006/ Spring 2007)
MBA Assessment Action Plan (Fall 2006/ Spring 2007)
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AY 2005-06 Assessment Report
Executive Summary
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