2012-2013 Annual Program Assessment Report
Please submit report to your department chair or program coordinator, the Associate Dean of your College and the assessment
office by Monday, September 30, 2013. You may submit a separate report for each program which conducted assessment activities.
College: COBAE
Department: GBUS
Program: MBA
Assessment liaison: Deborah Cours/Glen Whitman
1. Overview of Annual Assessment Project(s). Provide a brief overview of this year’s assessment plan and process.
To be consistent with the College’s assessment program, the MBA program has adopted a bi-annual assurance of learning plan.
This year, we assessed all program SLO’s in bookend classes: GBUS 600 (required first semester) and GBUS 697/698 (culminating
experience). MBA also uses the EBI Exit Survey every other year, it was used in 2012-13. We also compile each semester
aggregate evaluations of student ratings of courses and how well they help achieve the program learning goals.
2. Assessment Buy-In. Describe how your chair and faculty were involved in assessment related activities. Did department
meetings include discussion of student learning assessment in a manner that included the department faculty as a whole?
Assessment data including external surveys of students and alumni are shared and discussed thoroughly with the MBA faculty
through the Graduate Faculty Retreat held each semester and with the Graduate Committee.
3. Student Learning Outcome Assessment Project. Answer items a-f for each SLO assessed this year. If you assessed an additional
SLO, copy and paste items a-f below, BEFORE you answer them here, to provide additional reporting space.
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SUMMARY OF CSUN MBA LEARNING OUTCOME GOALS:
Integrate Theory and Practice
Understand interdisciplinary relationships in the firm and its environment
Demonstrate senior-level management skills: analytic thinking
Demonstrate senior-level management skills: Clear Communication
Demonstrate senior-level management skills: Effective Teamwork
Demonstrate senior-level management skills: Global Perspective
Demonstrate senior-level management skills: Ethical Practices
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3a. Which Student Learning Outcome was measured this year?
Integrate Theory and Practice
3b. Does this learning outcome align with one or more of the university’s Big 5 Competencies? (Delete any which do not apply)

Critical Thinking
3c. Does this learning outcome align with University’s commitment to supporting diversity through the cultivation and exchange
of a wide variety of ideas and points of view? In what ways did the assessed SLO incorporate diverse perspectives related to race,
ethnic/cultural identity/cultural orientations, religion, sexual orientation, gender/gender identity, disability, socio-economic
status, veteran status, national origin, age, language, and employment rank?
Integrating theory and practice requires an understanding of the diverse, real world context of organizations.
3d. What direct and/or indirect instrument(s) were used to measure this SLO?
DIRECT MEASURES:
GBUS 600: Management paper (Rubric)
GBUS 698: MBA Consulting Project (rubric) / GBUS 697: MBA Comprehensive Exam (rubric)
INDIRECT MEASURES: EBI Exit Survey & Student Evaluations of Courses on Achieving Program Learning Goals
3e. Describe the assessment design methodology: For example, was this SLO assessed longitudinally (same students at different
points) or was a cross-sectional comparison used (Comparing freshmen with seniors)? If so, describe the assessment points used.
Evaluation of student performance against a benchmark of 80% in points or 3.0/4.0 on GPA scale. We expect 90% of students to
achieve this benchmark.
GBUS 600: Management paper (Rubric) n = 25
GBUS 698A: MBA Consulting Project, completing a real world consulting project. n = 44
GBUS 697G: MBA Comprehensive Exam, case analysis, n = 11
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3f. Assessment Results & Analysis of this SLO: Provide a summary of how the results were analyzed and highlight findings from the
collected evidence.
GBUS 600: Management paper (Rubric) The average score on the assignment was 3.2; however, 15% of the students scored less
than a B (3.0). As this is the first class in the MBA program, we hope to see growth in their ability to apply theories to real world
contexts.
GBUS 698A: 100% of the students enrolled successfully completed the MBA Consulting Project, completing a real world consulting
project. The average rating on the scale was 3.5, and all students performed above a 3.0/4.0 standard.
GBUS 697G: 91% (10 of 11 students) satisfactorily demonstrated an ability to apply and integrate theory to a real world (Harvard
case) problem. Students were better at applying analytical tools in external and internal analysis than strategic analysis.
OTHER: The indirect measures show wide variation of student agreement of individual courses and their ability to integrate theory
and learning.
3g. Use of Assessment Results of this SLO: Describe how assessment results were used to improve student learning. Were
assessment results from previous years or from this year used to make program changes in this reporting year? (Possible changes
include: changes to course content/topics covered, changes to course sequence, additions/deletions of courses in program, changes
in pedagogy, changes to student advisement, changes to student support services, revisions to program SLOs, new or revised
assessment instruments, other academic programmatic changes, and changes to the assessment plan.)
Based on previously years’ results, faculty continue to develop more hands-on experiences, simulations and opportunities to
apply theory to real world experiences.
Although students are generally performing well at this learning outcome, the student exit surveys and course evaluations
reflect a continued need for faculty to focus on application of theory to practice. This was discussed at the Faculty Retreat.
Curriculum review planned for the MBA program during 13-14 may address this issue as well through recommended curriculum
changes and pedagogy. Reinforces need for “strategy” introduction earlier in the curriculum so students have more time to practice
and develop.
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3 CONTINUED
3a. Which Student Learning Outcome was measured this year?
Understand interdisciplinary relationships in the firm and its environment
3b. Does this learning outcome align with one or more of the university’s Big 5 Competencies? (Delete any which do not apply)


Critical Thinking
Information Literacy
3c. Does this learning outcome align with University’s commitment to supporting diversity through the cultivation and exchange
of a wide variety of ideas and points of view? In what ways did the assessed SLO incorporate diverse perspectives related to race,
ethnic/cultural identity/cultural orientations, religion, sexual orientation, gender/gender identity, disability, socio-economic
status, veteran status, national origin, age, language, and employment rank?
3d. What direct and/or indirect instrument(s) were used to measure this SLO?
DIRECT MEASURES:
GBUS 600: Industry Paper (rubric)
GBUS 698 /GBUS 697 Rubric
INDIRECT MEASURES: EBI Exit Survey & Student Evaluations of Courses on Achieving Program Learning Goals
3e. Describe the assessment design methodology: For example, was this SLO assessed longitudinally (same students at different
points) or was a cross-sectional comparison used (Comparing freshmen with seniors)? If so, describe the assessment points used.
Evaluation of student performance against a benchmark of 80% in points or 3.0/4.0 on GPA scale.
GBUS 600: Management paper (Rubric) n = 25
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GBUS 698A: MBA Consulting Project, completing a real world consulting project. n = 44
GBUS 697G: MBA Comprehensive Exam, case analysis, n = 11
3f. Assessment Results & Analysis of this SLO: Provide a summary of how the results were analyzed and highlight findings from the
collected evidence.
GBUS 600: Company Paper (rubric): Students scored an average of 3.2 on a 4.0 scale, with 80% (20/25) scoring at a 3.0 or higher
level on the items that demonstrate understanding of interdisciplinary relationships in the firm.
GBUS 698: MBA Consulting Project: 93% (42/45) of the students demonstrated a satisfactory understanding of interdisciplinary
relationships in the firm and its environment. Students struggle most with implementation, but because the culminating projects
are all interdisciplinary in nature, the students demonstrate a good ability to integrate the disciplines and environmental analysis.
GBUS 697 Rubric: 91% (10/11) demonstrated a satisfactory ability to integrate the functional areas. The students are very strong at
internal and external analysis, and satisfactory at strategic analysis and recommendations.
3g. Use of Assessment Results of this SLO: Describe how assessment results were used to improve student learning. Were
assessment results from previous years or from this year used to make program changes in this reporting year? (Possible changes
include: changes to course content/topics covered, changes to course sequence, additions/deletions of courses in program, changes
in pedagogy, changes to student advisement, changes to student support services, revisions to program SLOs, new or revised
assessment instruments, other academic programmatic changes, and changes to the assessment plan.)
The curriculum is designed to focus throughout the entire program on integrating the disciplines. Porter Five Forces and SWOT
are introduced in the first class in the curriculum and students demonstrate an ability to perform these well at the end of program.
Implementation remains the weakest area, so curriculum innovations should force students to think through application. Hands on
projects that require implementation earlier in the program will help build this skill.
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3 CONTINUED
3a. Which Student Learning Outcome was measured this year?
Demonstrate senior-level management skills: analytic thinking
3b. Does this learning outcome align with one or more of the university’s Big 5 Competencies? (Delete any which do not apply)


Critical Thinking
Written Communication
3c. Does this learning outcome align with University’s commitment to supporting diversity through the cultivation and exchange
of a wide variety of ideas and points of view? In what ways did the assessed SLO incorporate diverse perspectives related to race,
ethnic/cultural identity/cultural orientations, religion, sexual orientation, gender/gender identity, disability, socio-economic
status, veteran status, national origin, age, language, and employment rank?
3d. What direct and/or indirect instrument(s) were used to measure this SLO?
DIRECT:
GBUS 600 Economics Paper (rubric)
GBUS 697G/GBUS 698A: Rubrics
3e. Describe the assessment design methodology: For example, was this SLO assessed longitudinally (same students at different
points) or was a cross-sectional comparison used (Comparing freshmen with seniors)? If so, describe the assessment points used.
Evaluation of student performance against a benchmark of 80% in points or 3.0/4.0 on GPA scale.
GBUS 600: Economics paper (Rubric) n = 25
GBUS 698A: MBA Consulting Project, completing a real world consulting project. n = 44
GBUS 697G: MBA Comprehensive Exam, case analysis, n = 11
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3f. Assessment Results & Analysis of this SLO: Provide a summary of how the results were analyzed and highlight findings from the
collected evidence.
GBUS 600 Economics Paper (rubric): This assignment requires difficult economic analysis of a firm’s decision about in or
outsourcing activities. The analysis required involves tradeoff analysis, cost-benefit analysis and comprehensive consideration of the
firm’s activities and resources and opportunity costs. In this assignment 8/25 (32%) failed to demonstrate at least a B (3.0/4.0)
performance.
GBUS 697G MBA Comprehensive Exam: The comprehensive exam requires analytical thinking from problem identification
through alternative consideration and strategic recommendations. 10/11 of the students (91%) satisfactorily demonstrated strong
analytical thinking in their ability to correctly frame a problem, consider alternatives and recommend a solution.
GBUS 698A: MBA Consulting Project: All students (100%) demonstrated satisfactorily an ability, at time of presenting the
final project, to think analytically and defend their analysis and recommendations.
3g. Use of Assessment Results of this SLO: Describe how assessment results were used to improve student learning. Were
assessment results from previous years or from this year used to make program changes in this reporting year? (Possible changes
include: changes to course content/topics covered, changes to course sequence, additions/deletions of courses in program, changes
in pedagogy, changes to student advisement, changes to student support services, revisions to program SLOs, new or revised
assessment instruments, other academic programmatic changes, and changes to the assessment plan.)
The results of this assessment, especially when we compare performance in the first class (GBUS 600) to the last requirement (GBUS
697/GBUS 698) demonstrates a growing ability of analytical thinking through the program. Next year, the GMAT will add a new
section on Integrated Reasoning and we might compare these scores to the performance of our students in assignments that require
analytical thinking to consider how we might use that new GMAT component in admissions and mentoring.
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3 CONTINUED
3a. Which Student Learning Outcome was measured this year?
Demonstrate senior-level management skills: Clear Communication
3b. Does this learning outcome align with one or more of the university’s Big 5 Competencies? (Delete any which do not apply)


Oral Communication
Written Communication
3c. Does this learning outcome align with University’s commitment to supporting diversity through the cultivation and exchange
of a wide variety of ideas and points of view? In what ways did the assessed SLO incorporate diverse perspectives related to race,
ethnic/cultural identity/cultural orientations, religion, sexual orientation, gender/gender identity, disability, socio-economic
status, veteran status, national origin, age, language, and employment rank?
3d. What direct and/or indirect instrument(s) were used to measure this SLO?
DIRECT MEASURES:
GBUS 600: Industry Paper Presentation/Company Paper report (rubric)
GBUS 698 /GBUS 697 Rubric
3e. Describe the assessment design methodology: For example, was this SLO assessed longitudinally (same students at different
points) or was a cross-sectional comparison used (Comparing freshmen with seniors)? If so, describe the assessment points used.
Evaluation of student performance against a benchmark of 80% in points or 3.0/4.0 on GPA scale.
GBUS 600: Company paper (written), industry presentation (oral) (Rubric) n = 25
GBUS 698A: MBA Consulting Project, completing a real world consulting project. n = 44
GBUS 697G: MBA Comprehensive Exam, case analysis, n = 11
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3f. Assessment Results & Analysis of this SLO: Provide a summary of how the results were analyzed and highlight findings from the
collected evidence.
Written Communication:
GBUS 600 Company Paper (rubric): Writing is assessed and coached throughout the class and culminates in the individual
company report. 80% of the students demonstrate satisfactory graduate business writing skills in this paper. International
students struggle the most.
GBUS 697G MBA Comprehensive Exam: Although writing is not directly a component of the grade given the time
constraints of this exam, the effectiveness of the communication is evaluated. 100% were evaluated as satisfactorily written.
GBUS 698A: MBA Consulting Project: 95% of the students demonstrated individual ability to write well, with opportunities
to edit and rewrite. International students struggle the most, but seek out resources such as peer editing, to produce a final
document that is satisfactory.
Oral communication:
GBUS 600 Industry project presentation: MBA students are generally very good presenters. International students struggle
the most, but having instruction on elements of a good presentation (vs. a speech) and a defined, prepared role in this
presentation seem to help them be more successful. 88% of the students earned at least a 3.0/4.0 on effective oral
presentation skills, slightly below our goal of 90%.
GBUS 698A MBA Consulting Project presentation: 100% of the students demonstrated an effective formal business
presentation. All students presented to clients and faculty advisors in a stressful situation and were prepared, clear
communicators and able to answer questions from clients and faculty.
3g. Use of Assessment Results of this SLO: Describe how assessment results were used to improve student learning. Were
assessment results from previous years or from this year used to make program changes in this reporting year? (Possible changes
include: changes to course content/topics covered, changes to course sequence, additions/deletions of courses in program, changes
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in pedagogy, changes to student advisement, changes to student support services, revisions to program SLOs, new or revised
assessment instruments, other academic programmatic changes, and changes to the assessment plan.)
The results, especially in the oral presentation of the MBA Consulting Project, reflect increased coaching and emphasis
throughout the program on business presentation, and specifically coaching to the students before they began their project.
However, we need to continue to consider how to help international students be comfortable and prepared – especially if we
increase recruitment of international students.
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3 CONTINUED
3a. Which Student Learning Outcome was measured this year?
Demonstrate senior-level management skills: Effective Teamwork
3b. Does this learning outcome align with one or more of the university’s Big 5 Competencies? (Delete any which do not apply)
3c. Does this learning outcome align with University’s commitment to supporting diversity through the cultivation and exchange
of a wide variety of ideas and points of view? In what ways did the assessed SLO incorporate diverse perspectives related to race,
ethnic/cultural identity/cultural orientations, religion, sexual orientation, gender/gender identity, disability, socio-economic
status, veteran status, national origin, age, language, and employment rank?
Effective teamwork requires diversity sensitivity and understanding
3d. What direct and/or indirect instrument(s) were used to measure this SLO?
DIRECT MEASURES:
GBUS 600: Industry Project
GBUS 698 MBA Consulting Project
3e. Describe the assessment design methodology: For example, was this SLO assessed longitudinally (same students at different
points) or was a cross-sectional comparison used (Comparing freshmen with seniors)? If so, describe the assessment points used.
Evaluation of student performance against a benchmark of 80% in points or 3.0/4.0 on GPA scale.
GBUS 600: Industry Project = 25; self & peer evaluations, professor observations
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GBUS 698A: MBA Consulting Project, completing a real world consulting project. n = 44 self & peer evaluations, faculty and client
observations
3f. Assessment Results & Analysis of this SLO: Provide a summary of how the results were analyzed and highlight findings from the
collected evidence.
GBUS 600: Most of the students are effective at working with others. 42/44 students (95%) were evaluated as effective at
teamwork including timeliness, preparation and contributions and respect. Two students received slightly lower scores and were
provided feedback about their poor communication and failure to meet expectations to the team.
GBUS 698A: 100% of the team members were rated as effective at teamwork, in communication, preparation, contribution and
delivery.
3g. Use of Assessment Results of this SLO: Describe how assessment results were used to improve student learning. Were
assessment results from previous years or from this year used to make program changes in this reporting year? (Possible changes
include: changes to course content/topics covered, changes to course sequence, additions/deletions of courses in program, changes
in pedagogy, changes to student advisement, changes to student support services, revisions to program SLOs, new or revised
assessment instruments, other academic programmatic changes, and changes to the assessment plan.)
Increased use of peer evaluations at midterm or midpoints of assignments seems to influence students and make them more
aware of how they are seen by their team members. Engaging in team building and bonding exercises seems to improve effective
teamwork.
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3 CONTINUED
3a. Which Student Learning Outcome was measured this year?
Demonstrate senior-level management skills: Ethical Practices
3b. Does this learning outcome align with one or more of the university’s Big 5 Competencies? (Delete any which do not apply)
3c. Does this learning outcome align with University’s commitment to supporting diversity through the cultivation and exchange
of a wide variety of ideas and points of view? In what ways did the assessed SLO incorporate diverse perspectives related to race,
ethnic/cultural identity/cultural orientations, religion, sexual orientation, gender/gender identity, disability, socio-economic
status, veteran status, national origin, age, language, and employment rank?
Ethical problems in business often involve cultural and personal differences.
3d. What direct and/or indirect instrument(s) were used to measure this SLO?
DIRECT MEASURES:
GBUS 600: Ethical Analysis assignment and quiz
GBUS 698 /GBUS 697 Rubric
3e. Describe the assessment design methodology: For example, was this SLO assessed longitudinally (same students at different
points) or was a cross-sectional comparison used (Comparing freshmen with seniors)? If so, describe the assessment points used.
Evaluation of student performance against a benchmark of 80% in points or 3.0/4.0 on GPA scale.
GBUS 600: Ethics assignment and quiz, n = 25
GBUS 698A: MBA Consulting Project, completing a real world consulting project. n = 44
GBUS 697G: MBA Comprehensive Exam, case analysis, n = 11
3f. Assessment Results & Analysis of this SLO: Provide a summary of how the results were analyzed and highlight findings from the
collected evidence.
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GBUS 600: Students are presented with a lecture on ethical analysis, and asked to prepare and discuss scenarios. Following this
assignment, they complete a short written exercise and quiz. `40/44 (91%) earned at least 80% on this assignment.
GBUS 697G: The case selected had a potential ethical problem; 10 of 11 (91%) of the students identified and addressed it in their
analysis.
GBUS 698A: Students seem good at identifying potential ethical conflicts, problems and challenges. 100% of students were
identified as satisfactorily identifying and addressing ethical challenges in their project.
3g. Use of Assessment Results of this SLO: Describe how assessment results were used to improve student learning. Were
assessment results from previous years or from this year used to make program changes in this reporting year? (Possible changes
include: changes to course content/topics covered, changes to course sequence, additions/deletions of courses in program, changes
in pedagogy, changes to student advisement, changes to student support services, revisions to program SLOs, new or revised
assessment instruments, other academic programmatic changes, and changes to the assessment plan.)
Although our performance is good here, we need better end of program measures. Faculty discussion at the retreat focused
on how we can better expose students to ethical challenges they may face and examine their reactions. MGT 693 should be
assessed in next assessment cycle because that course includes significant discussion about ethical business behavior.
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3 CONTINUED
3a. Which Student Learning Outcome was measured this year?
Demonstrate senior-level management skills: Global Perspective
3b. Does this learning outcome align with one or more of the university’s Big 5 Competencies? (Delete any which do not apply)
3c. Does this learning outcome align with University’s commitment to supporting diversity through the cultivation and exchange
of a wide variety of ideas and points of view? In what ways did the assessed SLO incorporate diverse perspectives related to race,
ethnic/cultural identity/cultural orientations, religion, sexual orientation, gender/gender identity, disability, socio-economic
status, veteran status, national origin, age, language, and employment rank?
Global perspective inherently includes cultural sensitivity.
3d. What direct and/or indirect instrument(s) were used to measure this SLO?
GBUS 698 /GBUS 697 Rubric
3e. Describe the assessment design methodology: For example, was this SLO assessed longitudinally (same students at different
points) or was a cross-sectional comparison used (Comparing freshmen with seniors)? If so, describe the assessment points used.
Evaluation of student performance against a benchmark of 80% in points or 3.0/4.0 on GPA scale.
GBUS 698A: MBA Consulting Project, completing a real world consulting project. n = 44
GBUS 697G: MBA Comprehensive Exam, case analysis, n = 11
3f. Assessment Results & Analysis of this SLO: Provide a summary of how the results were analyzed and highlight findings from the
collected evidence.
GBUS 697G: the case selected featured a global firm considering expansion. 10/11 students successfully analyzed the global
environment, including analysis of multiple countries.
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GBUS 698A: All students had to consider international competition and the role of their client’s firm in the global environment. All
performed satisfactorily on this requirement.
3g. Use of Assessment Results of this SLO: Describe how assessment results were used to improve student learning. Were
assessment results from previous years or from this year used to make program changes in this reporting year? (Possible changes
include: changes to course content/topics covered, changes to course sequence, additions/deletions of courses in program, changes
in pedagogy, changes to student advisement, changes to student support services, revisions to program SLOs, new or revised
assessment instruments, other academic programmatic changes, and changes to the assessment plan.)
Quite frankly, we need a better assessment of global perspective. AACSB increasing means international experiences, and while an
increased number of our students are taking advantage of study trips and exchange opportunities, we need to develop a better way
to assess this learning goal.
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4. Assessment of Previous Changes: Present documentation that demonstrates how the previous changes in the program resulted
in improved student learning.
See above.
5. Changes to SLOs? Please attach an updated course alignment matrix if any changes were made. (Refer to the Curriculum
Alignment Matrix Template, http://www.csun.edu/assessment/forms_guides.html.) No changes made.
6. Assessment Plan: Evaluate the effectiveness of your 5 year assessment plan. How well did it inform and guide your assessment
work this academic year? What process is used to develop/update the 5 year assessment plan? Please attach an updated 5 year
assessment plan for 2013-2018. (Refer to Five Year Planning Template, plan B or C,
http://www.csun.edu/assessment/forms_guides.html.)
(SEE ATTACHED)
7. Has someone in your program completed, submitted or published a manuscript which uses or describes assessment activities in
your program? Please provide citation or discuss. NOT TO MY KNOWLEDGE.
8. Other information, assessment or reflective activities or processes not captured above.
It is hard to capture the amount of discussion, collaboration, mentoring and exchange of ideas that occur at our semesterly graduate
faculty retreats. We present data from external and internal sources.
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