ANDERSON UNIVERSITY
COLLEGE OF BUSINESS
ANNUAL ACADEMIC PROGRAM REPORT
2014-2015
I. LEARNING ASSESSMENT REPORT
A. UNIT IDENTITY ITEMS
1. College Name: College of Business
2. College Mission Statement
The College of Business produces professionally-prepared graduates, grounded in the liberal arts, ready to serve God,
family, employer, and community. The College fulfills the University’s mission by challenging business students in an
atmosphere which affirms the teachings of Jesus Christ. This is accomplished by an enhanced curriculum in the business
disciplines. The curriculum provides students with the knowledge and applications needed to make decisions and solve
problems in a rapidly changing world. Faculty emphases are in the areas of instruction, advising, role modeling, scholarship,
and integrating faith and learning, all of which leads to teaching excellence. This is enhanced by a philosophy of “Today’s
Learners, Tomorrow’s Leaders.” (Revised spring 2012)
College Vision Statement
The College of Business envisions developing extraordinary professional business leaders with a Christian worldview who
display exemplary integrity and have a passion to apply the experiences and knowledge mastered during their educational
experience. (New spring 2012)
3. Learning Outcomes for the Academic Programs
a) Bachelor of Science with a Major in Business
(1) Mission: The Bachelor of Science degree prepares graduates, in a traditional environment, with the basic
tools necessary to achieve success in an ever-changing business environment. This is enhanced by a curriculum with
challenging core courses in basic business knowledge and applications, enhanced by concentration specific courses. The
degree is designed to allow graduates to satisfy goals for entry-level positions leading to a professional career in business,
industry, government, charitable and other not-for-profit organizations. (Revised spring 2007)
(2) Student Learning Outcomes for the BS Degree:
SLO #1: Business Knowledge - Demonstrate basic understanding of the Common Professional Core
(CPC) concepts to include accounting, economics, management, quantitative business analysis, finance, marketing,
legal/social environment, and international issues.
SLO #2: Application of Business Knowledge – Demonstrate the ability to apply the CPC concepts.
SLO #3: Computer Skills – Demonstrate an in-depth knowledge in word processing, spreadsheets,
business related databases, electronic mail, the Windows environment, presentation graphics, and computers as a tool in
business.
SLO #4: Integration of Biblical Principles – Demonstrate the ability to recognize biblical principles as
they related to business issues, analyze ethical problems from a Christian perspective, and defend resolutions for practical
situations that occur in all areas of business.
b) Bachelor of Business Administration
(1) Mission: The Bachelor of Business Administration degree prepares graduates, in a non-traditional
environment, with the basic tools necessary to achieve success in an ever-changing business environment. This is enhanced
by a curriculum with challenging core courses in basic business knowledge and applications, enhanced by upper-level
electives or concentration specific courses. The degree is designed to allow graduates to satisfy goals such as professional
development, career advancement, personal growth, or job mobility. (Revised spring 2007)
(2) Student Learning Outcomes for the BBA Degree:
SLO #1: Business Knowledge - Demonstrate basic understanding of the Common Professional Core
(CPC) concepts to include accounting, economics, management, quantitative business analysis, finance, marketing,
legal/social environment, and international issues.
SLO #2: Application of Business Knowledge – Demonstrate the ability to apply the CPC concepts.
SLO #3: Computer Skills – Demonstrate an in-depth knowledge in word processing, spreadsheets,
business related databases, electronic mail, the Windows environment, presentation graphics, and computers as a tool in
business.
SLO #4: Integration of Biblical Principles – Demonstrate the ability to recognize biblical principles as
they related to business issues, analyze ethical problems from a Christian perspective, and defend resolutions for practical
situations that occur in all areas of business.
c) Master of Business Administration (MBA)
(1) Mission: The Anderson University MBA Program produces professionally-prepared graduates through
courses that integrate the Christian faith with business concepts. The College of Business fulfills the University’s mission by
challenging the students in an atmosphere of sound professional ethics which affirm biblical teachings in a secular business
world. The degree is designed to allow graduates to satisfy goals such as professional development, career advancement,
personal growth, or job mobility. (Reviewed February 2007)
(2) Student Learning Outcomes for the MBA Degree:
SLO #1: Development of Business Knowledge – Demonstrate an understanding of advanced business
concepts in the area of management with supporting knowledge in accounting, economics, finance, marketing, professional
ethics, and quantitative business analysis. Demonstrate an understanding of the relationships between business disciplines in
domestic and global environments.
SLO #2: Application of Business Knowledge – Demonstrate the ability to apply advanced business
concepts, integrate business disciplines to analyze and interpret business issues, and apply management tools to solve
problems.
SLO #3: Integration of Ethical Principles – Demonstrate the ability to integrate Christian principles in
business operations and decision-making, and recognize and analyze ethical dilemmas in all facets of business and to apply
ethical principles in resolving issues with integrity.
B. ASSESSMENT DATA AND ANALYSIS - UNDERGRADUATE PROGRAMS
1. Assessment Data from Learning Outcomes
The COB has made improvements to its programs based on information obtained from its benchmarking and outcomes
assessment measures. A summary of the results from these efforts is discussed below and the improvements will be
discussed in Section 2. In 2012-2013 the measures for assessment purposes were changed from course content to student
outcomes. Therefore, for the 2012-13 academic year four courses at the 300/400 level were selected for review. CIS 352,
FIN 310 and BUS 490 are core required courses for both the BS and BBA degree programs. BUS 401 is required for
traditional Management and International Business students and the BBA students. BUS 490 is the capstone course for both
degree programs.
Since the significant shift was made away from reviewing course content to a review of student performance, the same 4
courses were assessed for 2013-2014. These courses are capstone courses in the BBA and BS core. This gave us another
year of data to review before formulating a rotation schedule for the review of core courses.
For the 2014-2015 academic year we started a rotation schedule and reviewed student learning outcomes for ACC 201,
ECO 211, CIS 120 and BUS494/495. BUS 401 was monitored one more year since previous goals were not met.
The first Student Learning Outcome for the BS and BBA programs is student understanding of the Common Professional
Core concepts. This is best measured by the Major Field Test given by ETS. The College of Business has been administering
this test since 1989. Table A includes the results for 3 sections – 2 BS and 1 BBA for 2014-2015. The Spring 2015 BS
section scored in the 80% (Institutional Means % at or below). This is up from the previous year at 73%. One student scored
in the 99%. Three students scored 92% and above. Overall, the percent correct for the local ethics questions were up
considerably. Each assessment indicator for the respective discipline is reviewed at the course level or for the concentration
for the discipline.
Comments from students indicated that some improvements could be made in terms of review for the Legal & social
environment. These concepts were reviewed with the instructor who teaches the Business Law classes. Questions dealing
with operations management would not be easily answered by all students, since not all concentrations require the
Operations Management course. Timing of enrollment is also an issue. If a student waits till their senior year to take a core
course than they may have not had the content before taking the MFT. This is an advising issue.
2014-2015 ETS MAJOR FIELD EXAM RESULTS
TABLE A
National Data F14 – BUS
490
(BS Degree)
# of Students
Tested
31,195
489
institutions
Mean
150.6
Standard Deviation 7.2
Range
120-200
Inst’ Means
% at or below
Assessment
Indicator
Mean % correct
Accounting
41.7
Economics
40.0
Management
54.6
Quantitative bus
36.5
anal
Finance
42.7
Marketing
55.1
Legal & social
60.0
S15 – BUS 490
(BS Degree)
31
S15 – BUS
490
(BBA
Degree)
6
152
14
130-180
144
12
133-166
157
13
138-188
51%
16%
80%
(% at or
below)
43 (54%)
44 (72%)
51 (69%)
36 (41%)
38 (24%)
30 (5%)
52 (30%)
30 (8%)
45 (68%)
41 (52%)
61 (81%)
41 (77%)
42 (42%)
56 (49%)
57 (28%)
37 (47%)
45 (8%)
55 (17%)
50 (84%)
64 (90%)
63 (65%)
37
environ
Information
50.5
systems
International issues 40.6
Local Ethics
Questions (%
Correct for Correct
Response)
Q1 (CIS) – B
Q2 (ACC) – A
Q3 (MKT) – C
Q4 (STRATEGY)–
C
Q5 (MGT)– C
Q6 (FIN) – D
Q7 (HRM) – C
Q8 (ECO)– A
Q9 (STATS) - B
Q10 (STATS) - A
53 (60%)
54 (65%)
57 (79%)
39 (34%)
33 (10%)
44 (68%)
77%
84%
74%
81%
50%
50%
73.3%
100%
83.8%
62.2%
77.8%
86.5%
81%
58%
87%
71%
97%
87%
66.7%
50%
66.7%
66.7%
83.3%
93.3%
83.8%
75.7%
73%
86.5%
97.3%
91.9%
Spring 2015 BS group had three students score in the 92% and above.
OVERALL PROGRAM REVIEW FOR UNDERGRADUATE PROGRAMS
Degree Programs: BS and BBA Programs Date 2012-2013
Note: SLO #4 (Integration of Ethical Principles) was on hold for results from task force).
BS/BBA programs
CIS 352
Course Number Management
Information
Systems
Core
FIN 310
Financial
Management
BUS 401
International
Business
Core
Core/Elective
BUS 490
Senior
Seminar –
Strategy
Core
LEARNING OUTCOMES
1. Demonstrate understanding
of basic Business Knowledge
Measure # 1.1:
Measure # 1.2:
Measure # 1.3:
Measure # 1.4:
2. Demonstrate ability to
apply
basic
Business
Knowledge
Measure # 2.1:
Measure # 2.2:
Results 1.1
(3 classes
evaluated)
Results 1.2
(3 classes)
Results 1.1
(3 classes
evaluated)
Results 1.3
(3 classes)
Results 1.1
(3 classes
evaluated)
Results 1.4
(2 classes)
Results 1.1
(3 classes
evaluated)
Results 2.1
(2 classes
evaluated)
Results 2.2
(4 classes
evaluated)
3. Demonstrate use
Microsoft Office Skills
Measure #3.1
of
BS/BBA Programs
Course Number
CIS 352
Management
Information
Systems
FIN 310
Financial
Management
BUS 401
International
Business
Core
Core
Core/Elective
BUS 490
Senior
Seminar –
Strategy
Core
LEARNING OUTCOMES
1. Demonstrate Understanding
of Business Knowledge
Measure # 1.1:
Measure # 1.2:
Results 1.1
Measure # 1.3:
Major Field
Measure # 1.4:
Test (MFT)
sub-score for
CIS
Results 1.1
MFT subscore for
Inter-national
Business
Results 1.4
Results 1.2
Results 1.3
Mean &
Mean & range Mean & range range for
for tests
for exams
chapter
quizzes
2. Apply Business Knowledge
Measure # 2.1:
Measure # 2.2:
Results 1.1
MFT subscore for
Finance
Results 2.1
Mean &
range for
country
projects
Results 1.1
MFT overall
results
Results 2.2
Mean &
range for
case analysis
&
presentations
3. Demonstrate use of
computer skills
Measure # 3.1:
Results 3.1
Mean & range
for projects
INDIVIDUAL COURSE ASSESSMENT – Fall 2012 - Spring 2013
Course Name: CIS 352 Course Professor: V. Owens
Spring 2013
LEARNING
OUTCOME
1. Demonstrate
understanding of
basic
Business
Knowledge
CIS 352 Seated &
Online
Delivery:
Seated & Online
Date taught:
GOAL
ASSESSMENT MEASURES
RESULTS
ACTIONS TAKEN
Match or
exceed
national
mean
Measure 1.1:
National mean for the sub-score
in CIS – 48.4
Results 1.1:
F12 (BS)– 50
Sp13 (BBA)-50
Sp13 (BS)-51
Results 1.2:
Seated BS - A
Range 88.1-71.9
Mean 81.3
N – 24
Seated BS - B
Range 87.7-74.5
Mean 81.19
N – 25
Online BBA
Range 91.6-81.6
Mean 87.7
N - 19
All sections achieved
goal.
Mean score
of greater
than 80 for
test scores
Results 1.2:
Mean & range for tests.
Average of 8 test scores.
All sections
exceeded goal.
INDIVIDUAL COURSE ASSESSMENT – Fall 2012-Spring 2013
Course Name: FIN 310 Course Professor: G. Smith
Fall/Spring
LEARNING
OUTCOME
1. Demonstrate
Understanding of
Business
Knowledge
FIN 310 Seated &
Online
2. Demonstrate
Understanding of
Business
Knowledge
FIN 310 Seated &
Online
Delivery:
Seated
& Online
Date taught:
GOAL
ASSESSMENT MEASURES
RESULTS
ACTIONS TAKEN
Match or
exceed
national
mean
Measure 1.1:
National mean for the sub-score
in FIN – 42.8
Results 1.1:
F12 (BS) – 43
Sp13 (BBA) –
35
Sp13 (BS)-47
BS sections were at
or above national
mean.
Review content for
BBA-2 taught by
adjunct.
Mean score
for class
exams 70-80
Measure 1.3:
Mean & range for Exams.
Average of 6 test scores in FIN
310.
Results 1.3:
Seated BS – A
Test mean – 72
Class mean – 81
N-29
Seated BS – B
Test mean – 75
Class mean – 84
N – 28
Online BBA
Test mean – 73
Class mean – 79
N - 18
Increase student
engagement in the
class room via
completion of Note
Outlines.
INDIVIDUAL COURSE ASSESSMENT – Fall 2012-Spring 2013
Course Name:
BUS 401
Fall/Spring
LEARNING
OUTCOME
1.Demonstrate.
Understanding of
Business Knowledge
Course Professor: J. Moore
Delivery: Seat & Online
GOAL
ASSESSMENT MEASURES
RESULTS
ACTIONS TAKEN
Match or
exceed
national
mean
Measure 1.1:
National mean for the
International Issues sub-score –
52.8
Results 1.1:
F13 (BS) – 46
Sp14 (BBA) –
56
Sp14 (BS) – 48
Both BS sections
were below the
national mean.
Measure 1.4:
Chapter quizzes
Results 2.1:
Seated BS
Mean – 81, N-26
Range 0-100
Online BBA
Mean – 84, N-23
Range 61-98
N - 23
Results 2.1:
Seated BS
Mean 89, N-23
Range 0-100
N – 26
Online BBA
Mean 91, N-23
Range 75-98
Focus will be on key
quiz vocabulary
during class.
2013-14 Both
sections were just
below the stated
goal.
BUS 401 Seated
& Online
1.Demonstrate
Mean score
Understanding of
for quiz
Business Knowledge grades 85%
BUS 401 – Seated
& Online
2.Demonstrate
Mean score
Application
of for projects
Business Knowledge 85%
BUS 401 – Seated
& Online
Date taught:
Measure 2.1:
Country project – Students
prepare an international
business field study in which
they develop a new
product/service idea for entry
into another country.
Students will be
given a grading
rubric at the
beginning of the
course.
2013-14 Both
sections exceeded
stated goal.
INDIVIDUAL COURSE ASSESSMENT – Fall 2012 – Spring 2013
Course Name: BUS 490
Fall/Spring
Course Professor: C. Karnes
Delivery:
Seat & Online
LEARNING
OUTCOME
1.Demonstrate
Understanding of
Business Knowledge
GOAL
ASSESSMENT MEASURES
RESULTS
Match or
exceed
national
mean
Measure 1.1:
Overall MFT mean – 150.3
Results 1.1:
F(BS) - 151
Sp(BBA) - 148
Sp(BS) – 153
2. Demonstrate
Application of
Business Knowledge
Mean case
presentation
grades 90 or
higher.
Measure 2.2:
Case analysis and presentation .
Date taught:
ACTIONS TAKEN
BS classes exceeded
national mean.
BBA did not.
Reinforce review for
BBA class.
Results 2.2:
Draft copies of
Seated Fall BS
implementation plans
Mean–87.6,N-15 need to be
Range – 79-95.3 completed. Reinforce
Online Fall
rubric for individual
BBA
grades.
Mean–82.8,N-26
Range – 73.197.2
N–8
Seated Sp BS
Mean – 91.33
Range – 73.197.2
Seated Sp BBA
Mean–96.9,N-15
Range – 86.4596.9
OVERALL PROGRAM REVIEW FOR UNDERGRADUATE PROGRAMS
Degree Programs BS and BBA Programs
Date 2013-2014
Note: SLO #4 (Integration of Ethical Principles) was on hold for results from task force.
BS/BBA programs
Course Number
CIS 352
FIN 310
Management Financial
Information Management
Systems
BUS 401
International
Business
Core
Core/Elective
Core
BUS 490
Senior
Seminar –
Strategy
Core
LEARNING OUTCOMES
1. Demonstrate understanding
of basic Business Knowledge
Measure # 1.1:
Measure # 1.2:
Results 1.1
Measure # 1.3:
(3 classes
Measure # 1.4:
evaluated)
Results 1.2
(3 classes)
2. Demonstrate ability to
apply basic Business
Knowledge
Measure # 2.1:
Measure # 2.2:
Results 1.1
(3 classes
evaluated)
Results 1.3
(3 classes)
Results 1.1
(3 classes
evaluated)
Results 1.4
(2 classes)
Results 1.1
(3 classes
evaluated)
Results 2.1
Results 2.2
(2 classes
evaluated)
(4 classes
evaluated)
3. Demonstrate use of
Microsoft Office Skills
Measure #3.1
BS/BBA Programs
Course Number
CIS 352
Management
Information
Systems
FIN 310
Financial
Management
BUS 401
International
Business
Core
Core
Core/Elective
BUS 490
Senior
Seminar –
Strategy
Core
LEARNING OUTCOMES
1. Demonstrate
Understanding of Business
Knowledge
Measure # 1.1:
Measure # 1.2:
Measure # 1.3:
Measure # 1.4:
Results 1.1
Major Field
Test (MFT)
sub-score for
CIS
Results 1.1
MFT subscore for
Finance
Results 1.1
MFT subscore for
Inter-national
Business
Results 1.4
Results 1.2
Results 1.3
Mean & range
Mean & range Mean & range for chapter
for tests
for exams
quizzes
Results 1.1
MFT overall
results
2.
Apply
Business
Knowledge
Measure # 2.1:
Measure # 2.2:
3. Demonstrate use of
computer skills
Measure # 3.1:
Results 2.1
Mean & range
for country
projects
Results 3.1
Mean & range
for projects
Results 2.2
Mean &
range for
case analysis
&
presentations
INDIVIDUAL COURSE ASSESSMENT – Fall 2013 - Spring 2014
Course Name: CIS 352 Course Professor: V. Owens Delivery: Seated & Online Date taught:
Spring 2014
LEARNING
OUTCOME
2. Demonstrate
understanding of
basic Business
Knowledge
CIS 352 Seated &
Online
GOAL
ASSESSMENT MEASURES
RESULTS
ACTIONS TAKEN
Match or
exceed
national
mean
Measure 1.1:
National mean for the sub-score
in CIS – 48.4
Results 1.1:
F13 (BS)– 61
Sp14 (BBA)-51
Sp14 (BS)-56
Results 1.2:
Seated BS - B
Range 80.2-90.4
Mean -85.7
N – 28
Seated BS - A
Range 90-81.7
Mean -87
N – 28
BBA-OLA
Range 91.8-78.8
Mean -84.9
N – 17
BBA-OLB
Range 91.8-78.4
Mean-92.2
N-9
Results 2.1:
Seated BS - B
Range 100-85.7
All sections achieved
goal. The instructor
included more
dialog, rather than
lecture.
This improved
student scores on the
MFT.
Mean score
of greater
than 80 for
test scores
3. Demonstrate use of Mean score
Microsoft Office
for projects
Skills
greater than
Results 1.2:
Mean & range for tests.
Average of 8 test scores.
Measure 3:1
Mean & range for projects.
Average of 11 project scores
All sections
exceeded goal – 1.2.
All sections
exceeded goal.
Instructor was
85
CIS 352 Seated &
Online
Mean – 92.5
N – -28
Seated BS - A
Range 96.4-82.1
Mean 90.9
N – 28
BBA-OLA
Range 100-82.4
Mean -91.7
N – 17
BBA-OLB
Range 99.7-87.
Mean-93.3
N-9
intentional about
assigning and
assessing
independent work on
MS Office end of
chapter homework
assignments.
More rigorous
assignments in MS
Office were given to
encourage
independent thinking
beyond the projects.
INDIVIDUAL COURSE ASSESSMENT – Fall 2013-Spring 2014
Course Name: FIN 310 Course Professor: G. Smith
Fall/Spring
LEARNING
OUTCOME
1. Demonstrate
Understanding of
Business
Knowledge
FIN 310 Seated &
Online
2. Demonstrate
Understanding of
Business
Knowledge
FIN 310 Seated &
Online
Delivery:
Seated
& Online
Date taught:
GOAL
ASSESSMENT MEASURES
RESULTS
ACTIONS TAKEN
Match or
exceed
national
mean
Measure 1.1:
National mean for the sub-score
in FIN – 42.6
Results 1.1:
F13 (BS) – 41
Sp14 (BBA) –
40
Sp14 (BS)-45
BS-Spring section
was above national
mean.
Review content for
BBA-2 taught by
adjunct.
Mean score
for class
exams 70-80
Measure 1.3:
Mean & range for Exams.
Average of 6 test scores in FIN
310.
Results 1.3:
Seated BS – A
Test mean – 83
Range – 42.9
N-25
Seated BS – B
Mean – 84,N-28
Range -32
Seated BS-C
Mean – 82,N-12
Range – 26.4
Online BBA
Mean -71,N-16
Range -39-91
2012-13 Suggested
action - Increase
student engagement
in the class room via
completion of Note
Outlines.
2013-14 All means
greater than goal.
INDIVIDUAL COURSE ASSESSMENT – Fall 2013-Spring 2014
Course Name:
BUS 401
Course Professor:J. Moore Delivery: Seat & Online
Fall/Spring
LEARNING
GOAL
OUTCOME
1.Demonstrate.
Match or
Understanding of
exceed
Business Knowledge national
mean
BUS 401 Seated &
Online
1.Demonstrate
75% of the
Understanding of
students will
Business Knowledge achieve an
average of at
BUS 401 – Seated & least 85% on
Online
quizzes in
BUS 401
ASSESSMENT MEASURES
Measure 1.1:
National mean for the
International Issues sub-score –
52.8
RESULTS
Results 1.1:
F13 (BS) – 46
Sp14 (BBA) –
56
Sp14 (BS) – 48
Date taught:
ACTIONS TAKEN
Course pedagogy
needs to increase the
focus of the course
on chapter materials
through mini lectures
that work on
Both BS sections definitions &
did not exceed
international
national mean.
business terms.
Measure 1.4:
Results 2.1:
Fall group did not
Students take 8 online quizzes
Seated BS (F13) meet the goal.
(dropping the lowest) that cover Mean - 81
However the online
12 chapters of the basic
Range -0-100
group of students did
international business
N- 26
better.
knowledge. What is measured is Online BBA
Course pedagogy
the average quiz score for each (Sp14)
needs to increase the
student.
Mean – 84
focus of the course
Range -61-98
on chapter materials
N - 23
through mini lectures
that work on
definitions and international business
2.Demonstrate
Mean score
Application of
for projects
Business Knowledge 85%
BUS 401 – Seated &
Online
Measure 2.1:
Country project – Students
prepare an international
business field study in which
they develop a new
product/service idea for entry
into another country.
Results 2.1:
Seated BS(F13)
Mean 89
Range 0-100
N – 26
Online
BBA(Sp14)
Mean 91
Range 75-98
N - 23
terms.
Students will be
given a grading
rubric at the
beginning of the
course.
In both sections goal
was met. Change in
rubric appears to
have been successful.
INDIVIDUAL COURSE ASSESSMENT – Fall 2013 – Spring 2014
Course Name: BUS 490
Course Professor:C. Karnes Delivery:
Fall/Spring
LEARNING
GOAL
OUTCOME
1.Demonstrate
Match or
Understanding of
exceed
Business Knowledge national
mean
2. Demonstrate
Mean case
Application of
presentation
Business Knowledge grades 90 or
higher.
ASSESSMENT MEASURES
Seat & Online
RESULTS
Date taught:
ACTIONS TAKEN
Measure 1.1:
Overall MFT mean – 150.1
Results 1.1:
F(BS) - 154
Sp(BBA) - 150
Sp(BS) – 155
All sections
exceeded the
national mean.
Measure 2.2:
Case analysis and presentation.
Results 2.2:
Seated Fall BS
Mean– 82.41
Range– 72-94.2
N– 8
Online Fall BBA
Mean–88
Range–78-97
N– 12
Seated Sp BS
Mean– 90.68
Range–78.9-96.6
N– 36
Seated Sp BBA
Mean–88.61
Range–82.36-2.5
N- 15
2012-13Draft copies
of implementation
plans need to be
completed. Reinforce
rubric for individual
grades.
2013-14 Reinforced
implementation
plans. BBA sections
run out of time.
Change goal for
mean to be 85 or
higher.
ROTATION SCHEDULE FOR ASSESSMENT OF CORE BUSINESS COURSES
Since all BS students have the same common professional core. The courses that make up this core will be
evaluated separately from the concentrations. The business core for the BBA degree is the same as that of the BS
degree, except for the fact that the traditional students must complete an internship, which is handled through BUS
495/494 and the BBA students take BUS 401 (International Business). These core courses will be assessed using
the schedule suggested in Table B.
TABLE B
2012-2013
2013-2014
BUS 401
BUS 490
CIS 352
FIN 310
2014-2015
2015-2016
2016-2017
ACC 201
ECO 211
CIS 120
BUS 495
BUS 401
ACC 202
ECO 212
MGT 341
BUS 230
BUS 351
MKT 331
INDIVIDUAL COURSE ASSESSMENT – Fall 2014-Spring 2015
Course Name: BUS 401 Course Professor: Jeff Moore Delivery: Seated & Online
Fall/Spring
LEARNING
OUTCOME
1.Demonstrate
Understanding of
Business Knowledge
GOAL
ASSESSMENT MEASURES
RESULTS
Match or
exceed
national
mean
Measure 1.1:
National mean for the
International Issues sub score –
40.6
Results 1.1:
F14 (BS)– 39.0
1.Demonstrate
Understanding of
Business Knowledge
75% of the
students will
achieve an
average of at
least 75% on
quizzes in
BUS 401
Date taught:
ACTIONS TAKEN
Changes in course
pedagogy in the
Spring course
Sp15 (BS)– 44.0 focused on chapter
material and having
One BS section
two class periods a
exceeded the
week instead of a
national mean.
hybrid course thus
giving students more
exposure to concepts.
Measure 1.4:
Results 1.4:
Curricular changes
Students take 8 online quizzes
Seat BS (F14)
and increased seated
(dropping the lowest) that cover Mean– 75
contact with students
12 chapters of the basic
Range– 20-96
have increased their
international business
N–24
comprehension.
knowledge. What is measured is (66% meet the
Keep the current
the average quiz score for each standard)
curricular changes.
student.
OL BS(Sp15)
Mean – 84
Range 67 – 95
N -21
(81% meet
standard)
Seated BS (Sp
15)
Mean – 89
Range 77 – 99
N – 16
(100% meet
standard)
One BS section
did not meet
standard.
2.Demonstrate
Application of
Business Knowledge
Mean score
for projects
75%
Measure 2.1:
Country project – students
prepare an international
business field study in which
they develop a new
product/service idea for entry
into another country
Results 2.1:
Seated BS (F14)
Mean 92
Range 87-100
N – 24
(100% meet
standard)
Online BS
(Sp15)
Mean – 88
Range 47.5 – 99
N – 21
(86% meet
standard)
Students were given
a grading rubric for
the project. Two
classes were
included for group
project as well as a
trip to the librarian to
help the students
understand how to
research company
information.
Seated BS
(Sp15)
Mean 92
Range 87.5 – 98
N-16
(100%) meet
standard)
INDIVIDUAL COURSE ASSESSMENT – Fall 2014-Spring 2015
Course Name: ACC 201 Course Professor: Terri Taylor
Fall/Spring
Delivery:
Seated & Hybrid Date taught:
LEARNING
OUTCOME
1.Demonstrate
Understanding of
Business Knowledge
GOAL
ASSESSMENT MEASURES
RESULTS
ACTIONS TAKEN
95% of
students will
receive at
least 90% on
all homework
assignments
Measure 1.1:
Completion and grading of
Wiley Plus Quizzes, Wiley Plus
Homework, and written
homework
2.Demonstrate
Application of
Business Knowledge
80% of the
students will
achieve an
average of at
least 70% on
the three
major tests
and final
exam.
Measure 2.1:
Three semester tests covering
three chapters at a time and a
final exam covering the last
three chapters as well as some
aspect from the first 3 chapters
on financial statements.
Results 1.1:
None needed
114 Students
were enrolled in
ACC 201 Fall
2014 and Spring
2015. 108 met
the criteria of
earning 90% on
all homework
assignments
meeting the 95%
goal.
Results 2:1
None needed
114 Students
were enrolled in
ACC 201 Fall
2014 and Spring
2015. 106 met
the criteria of
earning 70% on
all tests and
exams meeting
the 80% goal.
LEARNING
OUTCOME
3. Demonstrate
integration of
Biblical principles
GOAL
ASSESSMENT MEASURES
RESULTS
ACTIONS TAKEN
100% of
students
respond to
two
discussion
boards asking
for of
Scripture to
accounting
principles
Measure 3:1:
Students will post two responses
to Moodle which will be read
and graded
Results 3:1:
114 Students
were enrolled in
ACC 201 Fall 14
and Spring 15.
102 met the
criteria of
earning 100% on
all ethics
assignments.
This did not
meet the goal of
100%.
May need to give
more weight to this
assignment to
motivate students to
complete. Changed it
in the spring and the
completion rate
increased to 100%
for ACC 201-A
Note: Although in aggregate all 6 sections of ACC 201 met the assessment goals, individual sections did not.
Sections not meeting the goals varied in student population as well as delivery method. The ACCEL seat and
Online as well as the Spring traditional section delivery methods did not meet the goal for SLO #1. the ACCEL
seat and hybrid delivery methods did not meet SLO #2.
INDIVIDUAL COURSE ASSESSMENT – Fall 2014-Spring 2015
Course Name: ECO 211 Course Professor: Miren Ivankovic Delivery:
Fall/Spring
Seated & Online
Date taught:
LEARNING
OUTCOME
1 Demonstrate
Understanding of
Business
Knowledge
GOAL
ASSESSMENT MEASURES
RESULTS
ACTIONS TAKEN
80% of the
students will
achieve an
average of at
least 85% on
exams
Measure 1.1:
Students take 4 exams and each
exam will measure this goal.
The highest %
happened in the
largest class, so it is
not about the size of
the class. It seems
that 70% fit the
normal distribution
of grades. So this
number fine. With out a curve next time
the goal should be
set at 70% of
students should
achieve 80% or
better.
2 Demonstrate
Application of
Business
Knowledge
80% of the
students will
achieve an
average of at
Assessment 2.1: ECO 211
Aplia HW contains many
questions that demonstrate the
application of business
Results 1.1:
ECO 211 had 3
sections (A,B,C)
with a total of 83
students fall
semester. In
section A, 62%
of students
achieved this
goal, while 75%
in section B and
72% in section
C. 70% of all of
all of the
students
accomplished
this goal
(Source: Aplia
grade Book)
Results 2:1
In section A,
69% of the
students made
Econ 211 is a
demanding class. I
need to adjust the
targets to the middle
3 Demonstrate
Integration of
Christian Faith
least 85% on
Aplia HW
knowledge, specifically
knowledge in economics. Aplia
HW grade (final) will be used to
assess this goal.
85% or better.
Section B, 83%
Section C, 83%,
which makes an
average of 78%
among all 3
sections.
of the distribution.
Around 70%
100% of the
students who
take this
bonus
opportunity
will receive a
grade of 80%
or better on
the written
essay that
relates to this
goal.
Assessment 3.1:ECO 211
Before each test, students will
have an opportunity to submit a
bonus paper related to a topic
we cover and how it is related to
their faith.
Results 3.1:
Total tests taken
(4x83 students =
332); there were
332
opportunities for
a bonus and on
average 5
students per
section (15) did
it per test (15 x 4
= 60). On all of
the occasions
grades were at
least 80% and
better.
Goal was achieved.
Will continue with
this activity since it
is a good place to
integrate our faith
and with economic
topics.
INDIVIDUAL COURSE ASSESSMENT – Fall 2014-Spring 2015
Course Name: CIS 120 Course Professor: V. Owens Delivery: Seat & Online Date taught: Fall/Spring
LEARNING
OUTCOME
1. Demonstrate. Use of
Introductory Microsoft
Office Skills (ties to
COB SLO #3 to ensure
all COB students have
up to date computer
skills.)
GOAL
ASSESSMENT MEASURES
Mean score of
at least 80% for
test scores
Measure 1.1:
Students take 4 online tests and one
final exam, covering 13 chapters
including Word, PowerPoint, Access,
and Excel. What is measured is the
average quiz score for each student.
RESULTS
Results 1.1:
ACTIONS TAKEN
All seated sections
achieved the goal. All
Seated BS (F14)-A online sections achieved
Mean - 94
the goal when data from
Range -100-70
non-participating
N- 27
students were removed
from the results, shown
Seated BS (F14)-B in parenthesis. There
Mean – 93.1
was a total of 3 nonRange -100-56
participating students.
N- 26
When non-participating
students are included in
Seated BS (F14)-C the results, the goal was
Mean – 91.4
not met in 2 sections. If
Range -100-0
all efforts to engage the
N- 27
non-participating student
fail, online course
Online BBA (F14)- management needs to
OL2
either encouraging these
Mean – 79.9(90.5)
students to drop the
Range -100-0
course or the instructor
N- 19
needs to administratively
drop them.
Online BBA (F14)OL2B
Mean – 74.5(84.9)
Range -100-0
N- 17
Seated BS (SP15)A
Mean – 90.1
Range -100-54
N- 25
Seated BS (SP15)B
Mean – 92.3
Range -100-76
N- 27
Online BBA
(SP15)-OL3
Mean – 86.8
Range -100-54
N- 19
1. Demonstrate. Use of
Introductory Microsoft
Office Skills
Mean score for
projects 85%
Measure 1.2:
Students independently complete 13
end of chapter hands-on projects
covering 13 chapters including Word,
PowerPoint, Access, and Excel. What
is measured is the average project
score for each student.
Online BBA
(SP15)-OL4
Mean – 81.2
Range -100-0
N- 16
Results 1.2:
Seated BS (F14)-A
Mean – 95.8
Range -100-0
N- 27
Seated BS (F14)-B
Mean – 95.4
Range -100-0
N- 26
Seated BS (F14)-C
Mean – 88.7
Range -100-0
All seated sections
achieved the goal. None
of the online sections
achieved goal whether or
not data from nonparticipating students
were removed from the
results, shown in
parenthesis. There was a
total of 3 nonparticipating students.
Online course pedagogy
N- 27
Online BBA (F14)OL2
Mean – 74.4 (83)
Range -100-0
N- 19
Online BBA (F14)OL2B
Mean – 73.6 (79)
Range -100-0
N- 17
Seated BS (SP15)A
Mean – 90.1
Range -100-0
N- 25
Seated BS (SP15)B
Mean – 93.1
Range -100-0
N- 27
Online BBA
(SP15)-OL3
Mean – 83.9
Range -100-0
N- 19
Online BBA
(SP15)-OL4
Mean – 75.7
Range -100-0
N- 16
needs to increase the
focus of the course on
applying the chapter
materials via the
completion of these
projects.
INDIVIDUAL COURSE ASSESSMENT – Fall 2014-Spring 2015
Course Name: BUS 495 Course Professor: Evie Maxey Delivery: Seated
LEARNING
OUTCOME
1.Demonstrate
Understanding of
Business Knowledge
3. Demonstrate
Application of
Date taught: Fall 2014
GOAL
ASSESSMENT MEASURES
RESULTS
ACTIONS TAKEN
80% of the
students will
achieve an
average of at
least 95% on
their
internship
workbook.
Measure 1.1:
Students complete an
internship workbook
answering questions about
business knowledge related to
each of the business functions
including, but not limited to
Marketing, Finance,
Information Systems,
Management, and Human
Resource Management.
Results 1.1:
BUS 495-A
Fall 2014
N-39
Avg.-257/300
(86%)
Range 201-300
points (67-100%)
15 out of 39 (38%)
achieved the
performance target.
Did not meet goal.
Continue to
emphasize that the
workbook is to be
completed in
entirety and
responses should
reflect thorough
investigation into
business questions.
Sample workbook
questions and
responses should
continue to be
provided in BUS
494.
Measure 2.1:
Internship Supervisor
BUS 495-B
N=30
Avg.=262/300=87%
Range 203-298=6899%
9 out of 30 (30%)
achieved the
performance target.
Did not meet goal.
BUS 495-A
Share results with
Fall 2014
other business
80% of the
students will
Business
Knowledge
achieve an
“exceed
expectations”
in the area of
“application
of business
knowledge”
on the
supervisor
performance
evaluation.
Evaluation – Supervisor rate
the intern on several
categories, including
“application of business
knowledge” after the 150 hour
internship
On a rating scale of 1-4:
4-Not Applicable
3-Exceeds Expectations
2-Meets Expectations
1-Does not meet expectations
N-31
2 0f 31 were rated
“not applicable”
Avg-2.54
Range 1-4
14 out of 29
(excluding the 2 NA
ratings) or 48%
achieved the
performance target
Did not meet goal.
BUS 495-B
Fall 2014
N-31
Avg-2.56
Range 2-4
13 out of 27
(excluding the 4 NA
ratings) or 48%
achieved the
performance target.
Did not meet goal.
professors so that
business application
can be emphasized
throughout each
concentration.
CONCENTRATION STUDENT LEARNING OUTCOMES – HEALTHCARE MANAGEMENT
Program: BBA
Delivery Methods: Online and Hybrid Date Taught: Fall2013 - Spring 2014
LEARNING
OUTCOME
1.Health Sector
Management
2.Professional
Development
GOAL
ASSESSMENT MEASURES
80% of the
students will
achieve an
average of at
least 85% on
case study
applications
80% of
students will
demonstrate a
25% increase
in their
composite
score from
the selfassessment
Assessment 1.1: HCM 410
RESULTS
Results 1.1:
5 out of 11
Students complete a series of
(45%) students
case study assignments for
met or exceeded
organizations in various settings the 85% average
within the healthcare sector.
on case study
assignments.
Assessment 2.1: HCM 110 &
Results 2.1:
410
Sp2014 – preDuring HCM 110, students will assessment data
complete an initial selfwas collected in
assessment of selected
HCM 110
competencies from the ACHE
assessment tool. In HCM 410
students will complete a final
self-assessment of the same
selected competencies.
ACTIONS TAKEN
Advised to delay
taking the course –
meant to be a
capstone course.
Build case study
skills in earlier
classes.
.
Learning Outcomes:
1. Health Sector Management: Students will demonstrate the ability to apply the common professional core
(CPC) in the synthesis and evaluation of problems, situations, and cases in healthcare organizations with
specific consideration of the unique features of the healthcare sector.
2. Professional Development: Students will demonstrate the ability to integrate and relate work experience,
basic business knowledge, and knowledge of the health care sector to selected professional competencies as
outlined by the American College of Healthcare Executives.
CONCENTRATION STUDENT LEARNING OUTCOMES – HEALTHCARE MANAGEMENT
Program: BBA
LEARNING
OUTCOME
1.Health Sector
Management
2.Professional
Development
Delivery Methods: Online and Hybrid Date Taught: Fall2014 - Spring 2015
GOAL
ASSESSMENT MEASURES
RESULTS
80% of the
students will
achieve an
average of at
least 85% on
case study
applications
Assessment 1.1: HCM 410
Students complete a series of
case study assignments for
organizations in various settings
within the healthcare sector.
80% of
students will
demonstrate a
25% increase
in their
composite
score from
the selfassessment
Assessment 2.1: HCM 110 &
410
During HCM 110, students will
complete an initial selfassessment of selected
competencies from the ACHE
assessment tool. In HCM 410
students will complete a final
self-assessment of the same
selected competencies.
Results 1.1:
Only 2 students
where in the Fall
2014 section of
HCM 410 –
100% met or
exceeded the
goal.
Results 2.1:
Initial selfassessments
were collected
from students in
HCM 110 in the
Fall14 & Sp15
sections
ACTIONS TAKEN
No actions taken at
this time. Enrollment
in the concentration
is increasing for
2015-2016.
No actions taken.
This learning
outcome will be
evaluated when this
cohort complete the
final self-assessment
in HCM 410.
CONCENTRATION STUDENT LEARNING OUTCOMES – ACCOUNTING
Program: BS
Delivery Methods: Online and seated
LEARNING
OUTCOME
1.Understanding of
the Accounting
conceptual
framework.
Date Taught: Fall 2013-Spring 2014
GOAL
ASSESSMENT MEASURES
80% of the
students will
achieve an
average of at
least 80% for
their final
grade in ACC
492.
Assessment 1.1: ACC Current Results 1.2.
Topics in Accounting (ACC
492)
Students will be tested through
a series of tests consisting of
questions from prior Certified
Public Accounting Exams
which will require a knowledge
of the conceptual framework.
RESULTS
ACTIONS TAKEN
The curriculum was
revised 2013-14. The
first data point for
assessment will be
Spring 2015.
Learning Outcomes:
1. Students will be exposed to the conceptual framework required to pass the CPA exam via the accounting
core curriculum.
CONCENTRATION STUDENT LEARNING OUTCOMES – ACCOUNTING
Program: BS
Delivery Methods: Online and seated
LEARNING
OUTCOME
1.Understanding of
the Accounting
conceptual
framework.
Date Taught: Fall 2014-Spring 2015
GOAL
ASSESSMENT MEASURES
RESULTS
ACTIONS TAKEN
80% of the
students will
achieve an
average of at
least 80% for
their final
grade in ACC
492 (Special
Topics in
Accounting.
Assessment 1.1: ACC Current Results 1.1:
None needed
Topics in Accounting (ACC
492)
Of the 7 students
enrolled, 7
Students will be tested through students met the
a series of tests consisting of
assessment goal
questions from prior Certified
established in
Public Accounting Exams
Spring 2015.
which will require a knowledge
of the conceptual framework.
Learning Outcome: Students will be exposed to the conceptual framework required to pass the CPA exam
through the accounting core curriculum.
CONCENTRATION STUDENT LEARNING OUTCOMES – COMPUTER INFORMATION SYSTEMS
Program: BS and BBA
LEARNING
OUTCOME
1. Demonstrate a
basic understanding
of relational
databases &
concepts, including
design, creation, &
data manipulation.
(CIS 310)
2.Demonstrate the
ability to
successfully design,
develop, & test
software using
various languages &
development tools.
(CIS 203)
Delivery Methods: Seated
Date Taught: Fall 2013-Spring 2014
GOAL
ASSESSMENT MEASURES
RESULTS
ACTIONS TAKEN
75% of
students
would score
75 or higher
on tests and
final exam.
Assessment 1.1:
CIS 310Tests and Final exam
Results 1.1:
Range-89.3-73.2
Mean 83.25
N-9
All sections
exceeded goal with
89% of students
scoring 75 or higher
on the tests on
average.
Mean score
of greater
than 75 on
test & final.
Mean score
of greater
than 78% on
homework.
Assessment 2.1:
Results 2.1:
CIS 203 Mean and range for
BS-A (Sp14)
test. Average of four test scores. Range 86.71-75
Mean 78.82
Assessment 2.2:
N-7
Mean and range for homework
assignments. Average of 9
BBA-4(Sp14)
assignments in BS-A and 4 in
Range 83.75BBA-4.
76.0
Mean 86.31
N-4
Results 2.2:
BS-A (Sp14)
.All sections
exceeded goal.
All sections
exceeded goal.
Range 100-62.86
Mean 79.95
N-7
BBA-4(Sp14)
Range 100-88.75
Mean 96.81
N-4
3. Understand the
function of each
layer in the Internet
Protocol Stack &
their relationships to
the various
components of a
network. (CIS 330)
Mean score
of greater
than 78% on
test and final
exam, &
mean score of
greater than
80% on
homework
assignments
&
presentations.
Assessment 3.1:
Results 3.1:
CIS 330 Mean and range for
BBA-1(F13)
test. Average of four test scores. Range 90.8376.5
Assessment 3.2:
Mean 83.67
Mean and range for homework N-6
assignments. Average of 5
assignment/presentation scores. Results 3.2:
BBA-1(F14)
Range 95.587.67
Mean 90.77
N-6
All sections
exceeded goal.
All sections
exceeded goal.
CONCENTRATION STUDENT LEARNING OUTCOMES – COMPUTER INFORMATION SYSTEMS
Program: BS and BBA
LEARNING
OUTCOME
2. Demonstrate the
ability to
successfully design,
develop, and test
software using
various languages
and development
tools.
CIS 203 Traditional
and ACCEL
Delivery Methods: Seated
GOAL
Mean score of
greater than
75% on test
and final
exam, and
mean score of
greater than
78% on
homework
assignments.
Date Taught: Fall 2014-Spring 2015
ASSESSMENT
MEARSUES
Assessment 2.1:
Mean and range for test.
Average of four test scores.
RESULTS
ACTIONS TAKEN
Results 2.1:
BS – A
Range 85.6 –
76.8
Mean 82.2
No. Exams – 4
No. Students – 5
Section A exceeded goal
Section 4 fell short of
goal
Assessment 2.2:
Mean and range for
homework assignments.
Average of nine assignment
scores in BS-A and four
BBA – 4
assignment scores in BBA- Range 77.5 –
4.
63.83
Mean 70.95
No. Exams – 4
No. Students – 6
Results 2.2:
BS – A
Range 100.0 –
41.0
Mean 85.8
No. Assignments
–8
No. Students – 5
All sections exceeded
goal.
BBA – 4
Range 100.0 –
82.83
Mean 93.23
No. Assignments
–5
No. Students – 6
3. Understand the
function of each
layer in the Internet
Protocol Stack and
their relationships to
the various
components of a
network.
CIS 330 ACCEL
Mean score of
greater than
78% on test
and final
exam, and
mean score of
greater than
80% on
homework
assignments
and
presentations.
Assessment 3.1:
Mean and range for test.
Average of four test scores.
Assessment 3.2:
Mean and range for
homework assignments.
Average of five
assignment/presentation
scores.
Results 3.1:
BBA – 1
Range 91.38 –
77.0
Mean 85.9
No. Exams – 4
No. Students – 8
All section exceeded
goal.
Results 3.2:
BBA – 1
Range 96.25 –
90.38
Mean 93.46
No. Assignments
–4
No. Students – 8
All section exceeded
goal
CONCENTRATION STUDENT LEARNING OUTCOMES – FINANCIAL ECONOMICS
Program: BS
Delivery Methods: Online and Seated
LEARNING
OUTCOME
1.Demonstrate basic
understanding of
Finance and
Economics
Date Taught: Fall 2013-Spring 2014
GOAL
ASSESSMENT MEASURES
RESULTS
ACTIONS TAKEN
75% of the
students will
achieve an
average of at
least 75% on
courserelated tests.
Assessment 1.1: FIN 311,
ECO 340, ECO 350
Results 1.1:
FIN 311
Mean-97
Range-92-100
N-18
Goals met
2.Demonstrate
75% of
application of tools students will
and
models
in make 75% or
Finance
and higher on
Economics
courserelated tests.
Assessment 2.1: FIN 311,
ECO 340, ECO 350
Students will complete
homework assignments based
on content covered in the class.
ECO 350:
Mean-94
Range 85-99
N-9
Students will take tests which
evaluate their ability to apply
content covered in the class.
Results 2.1:
FIN 311
Mean-79
Range-55-96
ECO 350
Test 1 mean-85
Range 76-98
Test 2 mean-89
Range 64-100
Test 3 mean-83
Range 70-99
.Goals met
Demonstrate
integration of Biblical
principles related to
Finance
and
Economics.
80% of
students will
make 80% or
higher on
papers and
forum
discussions.
Assessment 3.1: Fin 311, ECO
340, ECO 350
Students will write discussion
papers to evaluate their ability
to apply Biblical principles to
content covered in class.
Results 3.1:
FIN 311
Mean-92
Range-55-96
Note: ECO 340 was dropped from the schedule for 2013-2014 due to lack of student demand.
CONCENTRATION STUDENT LEARNING OUTCOMES – FINANCIAL ECONOMICS
Program: BS
Delivery Methods: Online and Seated
LEARNING
OUTCOME
1.Demonstrate basic
understanding of
Finance and
Economics
2.Demonstrate
application of tools
and models in
Finance and
Economics
Date Taught: Fall 2014-Spring 2015
GOAL
ASSESSMENT MEASURES
RESULTS
ACTIONS TAKEN
75% of the
students will
achieve an
average of at
least 75% on
courserelated
homework.
Assessment 1.1: FIN 311,
ECO 340, ECO 350
Results 1.1:
FIN 311 was the
only course
taught in 201415. 15/17 (88%)
of the overall
homework
grades were
above 75%
75% of
students will
make 75% or
higher on
courserelated tests.
Assessment 2.1: FIN 311,
ECO 340, ECO 350
Goals met.
In 2015-16, both
ECO 340 & 350 will
be taught. FIN 311 is
no longer a course in
the curriculum.
Moving forward,
assessments will take
place in FIN 320:
Investments.
.Goals met
Same comment as
above.
Students will complete
homework assignments based
on content covered in the class.
Students will take tests which
evaluate their ability to apply
content covered in the class.
Results 2.1:
FIN 311
Was the only
course taught in
2014-15. 27/34
(79%) of the two
in-class exams
were above 75%.
Demonstrate
integration of Biblical
principles related to
Finance and
Economics.
80% of
students will
make 80% or
higher on
papers and
forum
discussions.
Assessment 3.1: Fin 311, ECO
340, ECO 350
Students will write discussion
papers to evaluate their ability
to apply Biblical principles to
content covered in class.
Results 3.1:
FIN 311
Was the only
course taught in
2014-15.
However, there
were no papers
or forum
discussions used
in the course
grade.
Goal not met.
Same comment as
above.
CONCENTRATION STUDENT LEARNING OUTCOMES – INTERNATIONAL BUSINESS
Program: BS
Delivery Methods: Online and seated
LEARNING
GOAL
OUTCOME
1.International
75% of the
Business Knowledge students will
achieve an
average of at
least 85% on
quizzes in
BUS 401.
2.International
Experience
75% of
students will
participate in
a study
abroad trip,
or semester
or year- long
experience.
Date Taught: Fall 2013-Spring 2014
ASSESSMENT MEASURES
RESULTS
Assessment 1.1: BUS 401
Results 1.1:
Students take 8 online quizzes
(dropping the lowest quiz) that
cover 12 chapters of the basic
international business
knowledge. The average quiz
score for each student is
measured.
F13-BUS 401-A
N-26
Mean-81
Range 0-100
Sp14-BUS 401OL
N-23
Mean 84
Range 61-98
Assessment 2.1: BUS 330
Results 2.1:
IB students will participate in an 100% of IB
overseas experience other than
students
their passport country.
participated in
study abroad.
ACTIONS TAKEN
Fall group did not
meet the goal.
However the online
group of students did
better. Course
pedagogy needs to
increase the focus on
the course on chapter
materials through
mini lectures that
work on definitions
and international
business terms.
Keep this objective
and requirement
Learning Outcomes:
1. International Business Knowledge: Students will demonstrate that they have learned basic knowledge
about international business and doing business abroad.
2. International Experience: Students will demonstrate increased cultural awareness by traveling to a country
other than their passport country. Furthermore they will be able to articulate the differences and clashes
between the US and their country of visit.
CONCENTRATION STUDENT LEARNING OUTCOMES – INTERNATIONAL BUSINESS
Program: BS
Delivery Methods: Online and seated
LEARNING
OUTCOME
1.Demonstrate
Understanding of
International
Business Knowledge
Date Taught: Fall 2014-Spring 2015
GOAL
ASSESSMENT MEASURES
RESULTS
ACTIONS TAKEN
75% of the
students will
achieve an
average of at
least 75% on
quizzes in
BUS 401.
Assessment 1.1: BUS 401
Results 1.1:
Students take 8 online quizzes
(dropping the lowest quiz) that
cover 12 chapters of the basic
international business
knowledge. The average quiz
score for each student is
measured.
F14-BUS 401-A
N-24
Mean-75
Range 20-96
(66% meet the
standard)
The section that did
not meet the standard
was taught in a
hybrid format,
meeting once a week
online and once a
week in class. We
have discontinued
teaching the course
in a hybrid format.
Online BS
(Sp15)
N-21
Mean 84
Range 67-95
(100% meet
Curricular changes
and increased seated
contact with students
have increased their
2.International
Experience
75% of
students will
participate in
a study
abroad trip,
or semester
or year- long
experience.
Assessment 2.1: BUS 330
standard)
One BS section
did not meet
standard.
Results 2.1:
IB students will participate in an 100% of IB
overseas experience other than
students
their passport country.
participated in
study abroad.
This was done
through short
term trip,
Anderson trip,
overseas
internship or
semester abroad.
comprehension.
Keep the current
curricular changes.
Keep this objective
and requirement
CONCENTRATION STUDENT LEARNING OUTCOMES – MANAGEMENT
3.
Program: BS
Delivery Methods: Online and seated
Date Taught: Fall 2013-Spring 2014
LEARNING
GOAL
ASSESSMENT MEASURES
OUTCOME
1.Demonstrate
Assessment 1.1: Final Exam
knowledge of
50% increase
management theories in knowledge Final exams for MGT 341,
MGT 451
2.Demonstrate
application of
management theories
75% of
students will
achieve a
Assessment 2.1: Project
Project in MGT 451
RESULTS
Results 1.1:
MGT 341A(F13)
N-35
Mean-82
Range-0-94
MGT 341-OL1
(F13)
N-20
Ave-76
Range-0-95
MGT 341A(Sp14)
Mean-81
Range-62-91
MGT 341B(Sp14)
N-26
Mean-81
Range-0-94
Results 2.1:
MGT 451(Sp14)
N-14
ACTIONS TAKEN
All sections had a
mean score over 50%
The metrics used to
evaluate this
concentration will
need to be reviewed
in the Fall 2014
when new faculty
members arrive.
.
3.Demonstrate
knowledge of faith
integration examples
with management
theories
85% or
higher
50% increase
in knowledge
Assessment 3.1: MGT 341,
343, 451
Mean-97%
Range-80-100
Results 3.1:
CONCENTRATION STUDENT LEARNING OUTCOMES – MANAGEMENT
Program: BS
Delivery Methods: Online and seated
LEARNING
OUTCOME
1. Demonstrate
knowledge of
management theories
(MGT 341)
GOAL
Mean score of
75% or higher
on exams.
Date Taught: Fall 2014-Spring 2015
ASSESSMENT
MEASURES
Assessment 1.1:
MGT 341 Mean and range
for four exams.
RESULTS
Results 1.1:
BS Fall 2014
Range 63 – 96
Mean 77.5%
N – 35
% above: 80%
BS Spring 2015
(A)
Range 59.5 –
96.5
Mean 80.0%
N – 32
% above: 81.3%
ACTIONS TAKEN
Section Exceeded the
Goal.
Section Exceeded the
Goal.
BS Spring 2015
(B)
Range 56 – 95.5
Mean 74.4%
N – 29
% above: 80%
50% Ranking
in MFT Data
for
Management
Sub score
Assessment 1.2:
MFT Management Sub
score
Section fell 0.6% short of
goal. Topical study
guides will be provided to
all sections for
2015/2016.
BBA OL4
Section Exceeded the
Spring 15
Goal.
Range 64 – 92.5
Mean 84.7
N – 22
% above: 86.4%
Results 1.2:
BS Fall 2014
Score: 59 (69%)
BS Spring 2015
Score: 61 (81%)
BBA Spring
2015
Score: 52 (30%)
Section Exceeded the
Goal.
Section Exceeded the
Goal.
Section fell short of the
goal. Review topical
information for the
management portion of
the MFT will be provided
to all sections.
2. Demonstrate
application of
management theories
(MGT 341)
Mean score of
greater than
75% on
exams.
Assessment 2.1:
Results 2.1:
Mean and range for test.
BS Fall 2014
Average of four test scores. Range 63 – 96
Mean 77.5%
N – 35
% above: 80%
BS Spring 2015
(A)
Range 59.5 –
96.5
Mean 80.0%
N – 32
% above: 81.3%
BS Spring 2015
(B)
Range 56 – 95.5
Mean 74.4%
N – 29
% above: 80%
Section Exceeded the
Goal.
Section Exceeded the
Goal.
Section fell 0.6% short of
goal. Topical study
guides will be provided to
all sections for
2015/2016.
BBA OL4
Section Exceeded the
Spring 15
Goal.
Range 64 – 92.5
Mean 84.7%
N – 22
% above: 86.4%
Mean score of
greater than
80% on
homework
assignments.
Assessment 2.2:
Mean and range for
homework assignments.
Average of fourteen
assignment scores.
Results 2.2:
BS Fall 2014
Range 50.3 –
100
Mean 83.7%
N – 35
% above: 69%
BS Spring 2015
(A)
Range 70.0 –
98.6
Mean 91.7%
N – 32
% above: 84.4%
(BUS 490)
Mean score of
greater than
85% on BUS
Assessment 2.3:
Mean and range for Case
Study in BUS 490.
BS Spring 2015
(B)
Range 70.9 –
98.4
Mean 92.6%
N – 29
% above: 93.1%
BBA OL4
Spring 15
Section Exceeded the
Goal.
Section Exceeded the
Goal.
Section Exceeded the
Goal.
Section Exceeded the
Goal.
490 Case
Study.
Range 79 -- 98
Mean 92.4%
N – 22
% above: 95.4%
Results 2.3:
Fall 2014
BS degree BUS
490-A
Range 81.43 –
98.8
Mean 90.27
N = 31
% exceeded 75%
= 100%
Section Exceeded the
Goal.
Section Exceeded the
Goal.
Fall 2014
BBA degree
BUS 490-OL2
Range 77 – 91
Mean 91.9
N = 14
% exceeded 75%
= 100%
Spring 2015
BS degree
Section Exceeded the
Goal.
(MGT 351)
Mean score of
greater than
80% on MGT
351
Simulation
Assessment 2.4:
Mean and range for
Simulation in MGT 351.
BUS 490-A
Range 71.3 –
99.2
Mean 85.74
N = 37
% exceeds 75% 95%
Spring 2015
BBA degree
BUS-490-4
Range 78.4 –
93.2
Mean 85.07
N=6
% exceeds 75% 100%
Section Exceeded the
Goal.
Results 2.4:
Section Exceeded the
Fall 2014
Goal.
BS degree MGT
351
Range 71.9397.85
Mean 83.57
N=18
% exceeds 80% 67%
Section Exceeded the
Goal.
Spring 2015
BS degree MGT
351
Range 68.3-98
Mean 84.6
N=12
% exceeds 80% 75%
3. Demonstrate
knowledge of faith
integration examples
with management
theories
(MGT 341)
Mean score of
greater than
80% on
biblical
character
summary
paper.
85% of the
students pass
the discussion
forum.
75% Mean
Score on
Local Ethics
Assessment 3.1:
Mean and range for
Biblical Character
Summary Paper.
Assessment 3.2:
Score on faith integration
discussion forum.
Assessment 3.3:
Score on Local Ethics
Question from MFT.
Results 3.1:
All Sections Exceeded the
BS
Goal
Range 0 -- 100
Mean 93.9%
N – 96
% above: 97.9%
Results 3.2:
BBA – OL4
Spring 15
Range 0 Fail/ 22
Pass
N – 22
% Pass: 100%
Results 3.3:
BS Fall 2014
Mean: 81%
BS Spring 2015
All Sections Exceeded the
Goal
All Sections Exceeded the
Goal
Question
(MGT) from
MFT
Mean: 83.8%
All Sections Exceeded the
Goal
BBA Spring
2015
Mean: 66.7%
Section fell short of the
goal. Review topical
information for the
management portion of
the MFT will be provided
to all sections.
CONCENTRATION STUDENT LEARNING OUTCOMES – MARKETING
Program: BS
Delivery Methods: Online and seated
LEARNING
OUTCOME
1.Demonstrate
Development of
marketing business
knowledge related to
understanding
customer behavior.
2.Proficiency in
creating quality
marketing materials
that would motivate
customers to action
3.Competency in
marketing to
customers via
electronic media
such as the Internet
and social media
platforms.
Date Taught: Fall 2013-Spring 2014
GOAL
ASSESSMENT MEASURES
RESULTS
ACTIONS TAKEN
75% of the
students will
achieve a
75% or
higher on the
final exam
75% of the
student teams
will have a
75% or better
grade on their
final project.
75% of the
student teams
would have a
80% or better
grade on the
final project
Assessment 1.1: MKT 334
Final exam in Consumer
Behavior
Results 1.1:
Mean-88.22%
Range 24-34
N-7
The results from the
students meet desired
results. No further
action to be taken on
this issue.
Assessment 2.1: MKT 413
Results 2.1:
Mean: 89.76%
Range-72.5-99
N-36
.The results from the
students meet desired
results. No further
action to be taken on
this issue.
Results 3.1:
Mean-95.75%
Range-78-100
N-24
The results from the
students meet desired
results. No further
action to be taken on
this issue.
Teams develop marketing
materials for real or pretend
companies. In MKT 413
Assessment 3.1: MKT 460
Teams develop online
marketing materials for real or
pretend companies in MKT 460
CONCENTRATION STUDENT LEARNING OUTCOMES – MARKETING
Program: BS
Delivery Methods: Traditional Face to Face
LEARNING
OUTCOME
1.Demonstrate
Development of
marketing business
knowledge related to
understanding
customer behavior.
(MKT 334)
2.Proficiency in
creating quality
marketing materials
that would motivate
customers to action
(MKT 413)
3.Competency in
marketing to
customers via
electronic media
such as the Internet
and social media
platforms.
MKT 460
Date Taught: Fall 2014-Spring 2015
GOAL
ASSESSMENT MEASURES
RESULTS
ACTIONS TAKEN
75% of the
students will
achieve a
75% or
higher on the
final exam
Assessment 1.1: MKT 334
Final exam in Consumer
Behavior
Results 1.1:
Mean-91.2%
Range 77-100
N-7
The results from the
students meet desired
results. No further
action to be taken on
this issue.
75% of the
student teams
will have a
75% or better
grade on their
final project.
75% of the
student teams
would have a
80% or better
grade on the
final project
Assessment 2.1: MKT 413
Results 2.1:
Mean: 100%
Range: 100
N-40
. Best class ever – all
groups presented
praised projects to
real businesses.
Results 3.1:
Not taught this year
due to course load.
Scheduled for 2015
fall term with new
online format.
Teams develop marketing
materials for real or pretend
companies in MKT 413.
Assessment 3.1: MKT 460
Teams develop online
marketing materials for real or
pretend companies in MKT 460
CONCENTRATION STUDENT LEARNING OUTCOMES – HUMAN RESOURCE MANAGEMENT
Program: BS
Delivery Methods: Online and seated
LEARNING
OUTCOME
1 Demonstrate the
ability to apply HR
principles, practices,
& procedures in a
business setting from
a biblical
perspective.
Date Taught: Fall 2013-Spring 2014
GOAL
ASSESSMENT MEASURES
RESULTS
ACTIONS TAKEN
80% of the
students will
receive 80%
or above on
their case
studies and
80% or above
on activity
Assessment 1.1:
MGT 343 Case studies
Results 1.1:
Section A:
17/23 or 74% of
students
achieved the
standard.
Did not meet
goal.
Because the data is
derived from a small
group of students and
may not be indicative
of all students’
experience, only
general observations
of strength and
weakness in student
performance can be
inferred. The HRM
students in these
classes met the
performance targets
on 2 of the 3
assessments.
The average of 5 case studies
for MGT 343 will be computed.
Spring 2014 Section A: (N=23)
Mean= 87%
Range=0-40 points
(0-100%)
Spring 2014 Section B: (N=13)
Mean=86%
Range=0-40 points
(0-100%)
Spring 2014 OL2: (N=16)
Mean=99%
Range=0-50 points
(0-100%)
Section B: 11/13
or 85% of
students
achieved the
standard.
Goal met.
OL2: 15/16
students or 94%
of the students
achieved the
standard.
Goal met.
New delivery
methods will
emphasize students’
problem-solving,
analytical abilities,
and research skills
that are absolutely
essential in preparing
students for entering
a competitive
marketplace. The
professor plans to
enhance the case
studies with web
technologies, guest
speakers, and virtual
management
scenarios. Students
will learn to apply
technology to
enhance their
decision-making as
they research
databases, conduct
compensation
research, study
employment trends,
peruse company
websites, and employ
social media to learn
the latest Business
Management trends
and best practices.
2.Demonstrate the
ability to identify
organizational issues
related to HRM and
provide viable
solutions.
80% of the
students will
receive 80%
or above on
MGT 343
presentations
Assessment 2.1:
MGT 343 Individual
presentation *
MGT 343 Individual
presentation *
Spring 2014 Section A (N=23)
Mean=94.65
Range=63-100 points
63%-100%)
Spring 2014 Section B (N=13)
Mean=100%
Range=100%
Results 2.1:
. Because the data is
derived from a small
Spring 2014
group of students and
Section A: 21/23 may not be indicative
or 91% of the
of all students’
students
experience, only
achieved the
general observations
standard
of strength and
Goal met.
weakness in student
performance can be
Spring 2014
inferred. The HRM
Section B: 13/13 students in these
or 100% of the
classes met the
students
performance targets
achieved the
on 2 of the 2
standard
assessments.
Goal met.
The professor will
include more class
discussions on
designing an
effective business
presentation with
additional exemplary
examples of previous
students’ work, as
well as online
presentations.
* MGT 343 presentation – Students will need to select one class session from the syllabus to research the listed
textbook case study and locate a 2013 or 2014 HRM article on a particular business facing the same HRM
decision(s) and lead a 15 minute class discussion. See course syllabus for further details.
CONCENTRATION STUDENT LEARNING OUTCOMES – HUMAN RESOURCE MANAGEMENT
Program: BS Delivery Methods: Online and seated Instructor: Evie Maxey Date Taught: Fall 2014-Spring 2015
LEARNING
OUTCOME
1 Demonstrate the
ability to apply HR
principles, practices,
& procedures in a
business setting from
a biblical perspective.
GOAL
ASSESSMENT MEASURES
80% of the
students will
receive 80%
or above on
their case
studies and
80% or above
on activity
Assessment 1.1:
MGT 343 Case studies
RESULTS
Results 1.1:
Section A:
12/18 or 67% of
The average of 5 case studies
students
for MGT 343 will be computed. achieved the
standard.
Spring 2015 Section A: (N=18) Did not meet
Mean= 82%
goal.
Range=0-200 points
(0-100%)
Section B: 13/17
or 76% of
Spring 2015 Section B: (N=17) students
Mean=80%
achieved the
Range=0-200 points
standard.
(0-100%)
Did not meet
goal.
ACTIONS TAKEN
Because the data is
derived from a small
group of students
and may not be
indicative of all
students’ experience,
only general
observations of
strength and
weakness in student
performance can be
inferred. The HRM
students in these
classes met the
performance targets
on 2 of the 2
assessments.
New delivery
methods will
emphasize students’
problem-solving,
analytical abilities,
and research skills
that are absolutely
essential in preparing
students for entering
a competitive
marketplace. The
professor plans to
spend more time
demonstrating how
to analyze the HR
cases, continue to
refine an applied
project that draws
from the cases, and
encourages students
to take notes during
class.
2. Demonstrate
the ability to
identify
organizational
issues related to
HRM and
provide viable
solutions.
80% of the
students will
receive 80%
or above on
MGT 343
presentations
Assessment 2.1
MGT 343 Individual
presentation*
Spring 2015 Section A (N=18)
Mean = 92%
Range 63-100 points (63%100%)
Results 2.1:
Again, because the
data is derived from
Spring 2015
a small group of
Section A: 17/18 students and may not
or 94% of the
be indicative of all
students
students’
achieved the
experiences. The
standard
HRM students in
Goal Met
these classes met the
Spring 2015 Section B
performance targets
(N=17)
Spring 2015
on 2 of the 2
Mean = 94%
Section B; 16/17 assessments.
Range=100%
or 94% of the
students
The professor will
achieved the
continue to
standard
emphasize what
Goal met.
makes an effective
presentation based
on exemplary
students. The best
students will present
first to set the bar
high for the others.
There should be
more class
discussions on
designing an
effective business
presentation with
additional exemplary
examples of previous
students’ work.
*MGT 343 presentation – Students will need to select one class session from the syllabus to research the listed
textbook case study and locate a 2014 or 2015 HRM article on a particular business facing the same HRM decision
(s) and lead a 15 minute class discussion. See course syllabus for further details.
NEW CONCENTRATION STUDENT LEARING OUTCOMES – SUPPLY CHAIN MANAGEMENT
Program:
BS
Delivery Method: Seat
Date taught:
LEARNING
OUTCOME
1. Demonstrate
knowledge of supply
chain, logistics and
management theories
(MGT 365)
GOAL
Mean score of
75% or higher
on exams.
ASSESSMENT
MEASURES
Assessment 1.1:
Mean and range for three
exams.
(MGT 460)
Mean score of
75% or higher
on exams.
Assessment 1.2:
Mean and range for three
exams.
Fall 2015/Spring 2016
RESULTS
Results 1.1:
BS Fall 2015
Range
Mean
N–
% above 75:
BS Spring 2016
Range
Mean
N–
% above 75:
Results 1.2:
BS Fall 2015
Range
Mean
N–
% above 75:
BS Spring 2016
Range
Mean
N–
% above 75:
ACTIONS TAKEN
(MGT 341)
Mean score of
75% or higher
on exams.
Assessment 1.3:
Mean and range for four
exams.
Results 1.3:
BS Fall 2015
Range
Mean
N–
% above 75:
BS Spring 2016
Range
Mean
N–
% above 75:
50% Ranking
in MFT Data
for
Management
Sub Score
2. Demonstrate
application of supply
chain, logistics and
management theories
(MGT 365)
Mean score of
greater than
75% on
simulation
project.
Assessment 1.4:
MFT Management Sub
Score
Results 1.4:
Score:
Assessment 2.1:
Mean and range for
simulation project.
Results 2.1:
BS Fall 2015
Range
Mean
N–
% above 75:
BS Spring 2016
Range
Mean
N–
% above 75:
(MGT 460)
Mean score of
greater than
75% on term
paper.
Mean score of
greater than
80% on MGT
351
simulation
Assessment 2.2:
Mean and range for term
paper.
Assessment 2.3:
Mean and range for
simulation assignment.
Mean score of
greater than
80% on
biblical
character
summary
paper.
Results 2.3:
BS Fall 2015
Range
Mean
N–
% above 80:
BS Spring 2016
Range
Mean
N–
% above 80:
(MGT 351)
3. Demonstrate
knowledge of faith
integration examples
with supply chain,
logistics and
management theories
(MGT 341)
Results 2.2:
BS Spring 2016
Range
Mean
N–
% above 75:
Assessment 3.1:
Mean and range for
Biblical Character
summary paper.
Results 3.1:
BS Fall 2015
Range
Mean
N–
% above 80:
BS Spring 2016
Range
Mean
N–
% above 80:
(MGT 365)
(MGT 460)
75% Mean
Score on
Local Ethics
Question
(MGT) from
MFT
Assessment 3.2:
Score on Local Ethics
Question from MFT.
Results 3.2:
BS Fall 2015
Mean:
BS Spring 2016
Mean:
Mean score of
greater than
75% on Quiz
regarding
supply chain
negotiations
and biblical
ethics
application.
Assessment 3.3:
Mean and range for Quiz
regarding supply chain
negotiations and biblical
ethics application.
Mean score of
greater than
75% on paper
regarding the
logistics of
sharing the
gospel.
Assessment 3.4:
Mean and range for paper
regarding the logistics of
sharing the gospel.
Results 3.3:
BS Fall 2015
Range
Mean
N–
% above 75:
BS Spring 2016
Range
Mean
N–
% above 75:
Results 3.4:
BS Spring 2016
Range
Mean
N – % above 75:
2. Impact of assessment data on program, if any
As noted below under concentrations, the Accounting was revised for 2014-2015. The CIS concentration will be
revised and implementation to start spring 2016.
3.Planned program improvements in student learning for 2014-2015
For Core Courses:
ACC 201: Goals met for student learning outcomes one and two. For learning outcome 3, the instructor may need
to give more weight to this assignment to motive students to complete. Changed the assignment in the spring and
the completion rate increased to 100% in trial section.
ECO 211: The instructor had to adjust the performance target to the middle of the distribution. The demonstration
of integration of Christian faith activity was well received and will be continued.
BUS 401: Changes in course pedagogy in the spring course focused on chapter material and having two class
periods a week instead of a hybrid course thus giving students more exposure to concepts. Curricular changes and
increased seated contact with students have increased their comprehension. Keep the current curricular changes.
CIS 120: All seated sections achieved the goal – demonstration of Introductory Microsoft Office Skills. All online
sections achieved the goal when data from non-participating students were removed from the results. If all efforts
to engage the non-participating student fail, online course management needs to either encourage these students to
drop the course or the instructor needs to administratively drop them.
BUS 495: Overall, students failed to meet the performance target for the second learning outcome - demonstration
of understanding basic business knowledge. The instructor will emphasize that the workbook is to be completed in
entirety and responses should reflect thorough investigation into business questions. Sample workbook questions
and responses should continue to be provided in BUS 494.
For Concentrations:
Accounting: Revisions in the Accounting concentration began in the fall 2014 semester. During the spring 2015
semester the ACC 492 was taught. Students were tested through a series of exams consisting of questions from
prior Certified Public Accounting Exams which required a knowledge of the conceptual framework. Preparation
for the CPA examine will be integrated throughout the 300/400 level courses. The curriculum was revised in 201314 and the first data point was spring 2015.
Computer Information Systems: A new concentration in Applied Computing for Business will be available to
students spring 2016. The problems to be addressed by this change include low enrollment in the BBA/CIS
degree, poor attendance in BBA/CIS courses, and the reluctance on the part of the adult learners to take a lab
course.
Financial Economics: Faculty members have consolidated the financial economics concentration and did away
with the two tracks. This will help make the concentration more transparent.
Healthcare Management: Initial self-assessments for the second learning outcome were collected from all
students in the fall 2014 and spring 2015 sections of HCM 110. This learning outcome will be evaluated when this
cohort of students completes a final self-assessment when they take HCM 410.
Human Resource Management: New delivery methods will emphasize students’ problem-solving, analytical
abilities, and research skills that are absolutely essential in preparing students for entering a competitive
marketplace. The professor plans to spend more time demonstrating how to analyze the HR cases, continue to
refine an applied project that draws from the cases, and encourage students to take notes during class.
International Business: Curricular changes and increased seat contact with students increased student
comprehension.
Management: Due to changes in the faculty, the metrics for each of the learning outcomes were reviewed and
revised. See Management concentration results for specifics. A review of topical information for the management
portion of the MFT will be provided to all sections.
Marketing: All of our measurements exceeded desired expectations.
Supply Chain Management: This is a new concentration for us to begin fall 2015. Student Learning Outcomes
include:
1) Demonstrate knowledge of supply chain, logistics and management theories.
2) Demonstrate application of supply chain, logistics and management theories.
3) Demonstrate knowledge of faith integration examples with supply chain, logistics, and management theories.
II. OPERATIONS REPORT AND ANALYSIS
A.
ANNUAL INFORMATION
1. Faculty for 2014-2015
FACULTY MEMBER
RANK
INITIAL HIRE DATE
STATUS
Frazier, John
Goodwin, Douglas
Ivankovic, Miren
Johnston, Valerie
Karnes, Carol
Maxey, Evie
Moore, Jeffrey
Neuenschwander, Chris
Owens, Valerie
Silver, Greg
Smith, Gordon
Spencer, Joseph
Taylor, Terri
Whitehead, Kimberly
Professor
Associate
Associate
Assistant
Professor
Assistant
Associate
Associate
Assistant
Associate
Associate
Professor
Assistant
Assistant
2014
2008
2006
2012
1991
Jan 2013
2010
2013
2001
2003
2008
2005
2012
2014
Tenure track
Tenure
Tenure
Tenure-track
Tenure, Dean
Non-tenure
Tenure, Associate Dean
Tenure-track
Tenure
Tenure
Tenure
Tenure
Non-tenure
Tenure-track
Notes:
1.
Janice Bosman will be a full-time instructor in the fall.
2.
Bruce Lockhart will a full-time Lecturer in the all. He is a replacement for Jamie Ressler.
Summary by rank: Professor
3
Assistant
5
Associate
6
FACULTY CREDIT AND CONTACT HOURS
2014-2015
FACULTY
MEMBER
SUM 14
CREDIT
HOURS
SUM 14
CONTACT
HOURS
Full-time
Frazier
Goodwin
12
Ivankovic
3-MBA
9-UG
3-MBA
Johnston
Karnes
0
0
0
0
Maxey
0
0
Moore
6-MBA
6
3
Neuenschwander 0
0
Owens
Saunders
3-UG
0
3
0
Silver
Smith
0
0
0
0
Spencer
3-MBA
6
FALL 14
CREDIT
HOURS
FALL 14
CONTACT
HOURS
SPR 15
CREDIT
HOURS
SPR 15
CONTACT
HOURS
3-MBA
6-UG
6-MBA
12-UG
3-MBA
12-UG
13-UG
6-UG
9
12-UG
12
18
15
13
6
3-MBA
12-UG
3-MBA
9-UG
12-UG
6-UG
3-MBA
11-UG
6-MBA
3-UG
3-MBA
9-UG
15-UG
3-MBA
6-UG
11-UG
3-MBA
6-UG
6-MBA
14
15-UG
15
9
9-MBA
6-UG
0-MBA
15-UG
18-UG
3-MBA
9-UG
15-UG
6-MBA
10-UG
6-MBA
15
15
12
15
9
13
9
15
12
12
6
15
18
12
18
16
18
3-UG
0
0
0
0
0
3-UG
0
3
0
6-UG
3-UG
0
6
3
0
6-MBA
0
6
Henzel
Johnson
Kraemer
Madden
McCorkle
0
0
0
0
0
0
0
0
0
0
Poole
Roser
Sinkele
Walker
Walters
Wencel
Williamson
0
3-UG
0
0
3-UG
0
3
0
0
3
0
0
Taylor
Whitehead
Part-Time
Abraham
Bagwell
Batch
Benson
Bosman
Cody
Cowden
Dickes
Ferreira
Hanson
9-UG
15-UG
3-MBA
6-UG
15
9
12-UG
12-UG
3-MBA
9-UG
12
12
9-UG
3-UG
6-MBA
3-UG
9-UG
3-UG
6-UG
9-UG
9-UG
3-MBA
3-UG
3-UG
6-UG
3-UG
0
0
9
3
6
3
9
3
6
6
9
6
3-UG
0
0
0
9-UG
9-UG
0
6-UG
3-UG
6-MBA
3
0
0
0
9
9
0
6
3
6
3
6
3
0
0
0
6
0
3
9
0
6-UG
6-UG
3-UG
3-UG
3-UG
0
0
6
6
3
3
3
0
0
6
0
3-UG
3-MBA
6-UG
3-MBA
9-UG
6-UG
0
3-UG
0
3-UG
3
9
6
0
3
0
3-UG
Witzig
0
0
3-MBA
6-UG
9
3-MBA
3-UG
6
CREDIT HOURS GENERATED
2014-2015
DEPARTMENT
ACC
BUS
BUS (MBA)
CIS
ECO
FIN
HCM
MGT
MKT
OLS
COLLEGE OF BUSINESS
Note: This is a 1% increase compared to 2013-2014.
CREDIT HOURS GENERATED
1272
1779
1050
1330
854
498
216
1722
945
264
10,174
CREDIT HOURS TAUGHT BY FULL-TIME VS PART-TIME FACULTY
2014-2015
DEPARTMENT
ACC
BUS
BUS (MBA)
CIS
ECO
FIN
HCM
MGT
MKT
OLS
BS, BBA, & MBA DEGREES
% OF CREDIT HOURS
TAUGHT BY FT FACULTY
81%
60%
77%
57%
21%
89%
89%
81%
53%
13%
68%
% OF CREDIT HOURS
TAUGHT BY PT FACULTY
19%
40%
23%
43%
56%
11%
11%
23%
47%
88%
32%
Note: The only reason the percentage of marketing classes taught by full-time faculty is higher than expected is the
result of the number of overloads taught by Dr. Spencer. Numbers for both MKT and CIS will shift in the fall with
the hire of two new full-time faculty.
2. Enrollment History by Degree Program/Concentration
Enrollment
Traditional:
Accounting
CIS
Finance/Eco
HRM
Int Business
Management
Marketing
Evening
adults:
BBA
BBA/CIS
BBA/HCM
OLS
OLS/HR
Graduate:
Pre-MBA
MBA
Total
business
students
Fall Spr Fall Spr Fall
08
09
09
10
10
24
15
18
10
24
10
16
8
37
11
17
12
32
9
20
12
38
13
22
15
157
150
153
147
75
19
17
70
13
17
65
12
19
5
15
4
31
355
343
Spr
11
39
13
20
15
Fall Spr Fall Spr Fall
11
12
12
13
13
41
11
26
12
39
12
26
12
149 135
124
10
64
13
30
57
16
38
62
11
38
45
57
55
45
371
384
406 381
Spr
14
Fall
14
Spr
15
109
10
44
14
37
10
13
132
31
43
12
34
11
15
118
41
43
17
36
7
11
135
52
43
17
36
7
11
135
52
53
15
25
6
20
147
73
52
12
27
12
26
115
72
56
11
47
57
12
48
50
14
43
54
12
42
64
14
43
39
18
60
14
44
35
21
57
14
35
28
24
61
14
32
24
18
45
77
64
71
87
61
83
61
383
404
452
453
566
536
580
526
3. College and Program Recognitions
ENACTUS: 2014—2015 Total Hours for all students
WACS/Women’s Empowerment/Goodwill
SAMS/Small Business Sustainability
Belton Woods
Feeding the Electric City
Conference/Competition/Team Management/Fund Raising
International Outreach
Other Projects/Project Development
2,214 Hours
314
167
123
149
872
101
488
Our three main ENACTUS projects this academic year were WACS, International Outreach, and Belton Woods.
WACS, an 11 year effort created by local non-profit, American Interfaith Ministries, is a program to empower
women to go back to school, earn a college degree, and find full-time jobs. Since 2008, our Enactus team has
volunteered more than 1,400 hours working with AIM on these initiatives. The impact of the overall this program
has exceeded $48.8 million in economic development in the Anderson area over its life. Additionally, through its
different programs, more than 700 women have been able to make a better life for themselves. This year our team
volunteered 314 hours to this project and made a great impact with the help of a grant from Walmart’s Women’s
Empowerment initiative. It was apparent to our team that women of WACS would benefit from further education
for career development. To make workforce training more accessible to the women in need, we developed a five
disc DVD seminar on professionalism. Among the topics covered were: resume development, interviewing skills,
and time management. In addition to AIM and WACS, we were able to partner with Goodwill and their Goodwill
Job Connection. After reviewing the DVDs, they agreed to partner with us to put our lessons in all of the area
Goodwill locations. If all goes well, they will roll out our program across the nation. Accordingly, our Enactus
Team has already provided 110 copies of these educational materials to the Goodwill Job Connection, meaning
that potentially, thousands of people will be affected by our program across the United States.
This year’s impact related to WACS project:
•
Partnered with local credit union to open 25 savings accounts for WACS children, instilling savings and the
concept of interest
•
•
•
•
•
Empowered 58 women with career training and job skills
Increased knowledge 67% after each WACS children’s’ literacy sessions
75% of graduates from the past year received job offers
25% of graduates received promotions within current jobs
114 women to date have received Bachelor’s degrees upon completion of the program
Our team has created an international impact through our partnership with Engadi Ministries in Guatemala. This is
a new project that produced some impact this year, but has great potential for continued opportunities for our
Enactus team in the future. Our plan is to replicate the success we had in Honduras with the small business
implementations and increased educational opportunities for children. Two of our Enactus team members and Dr.
Neuenschwander traveled to Guatemala on May 7th through the 9th to meet with Nathan of Engadi Ministries to
discuss potential business plans, and be introduced to the ministry and the local people of el Paraiso. Engadi
Ministries is a Guatemala-based foster care and community outreach program that provides a safe environment for
boys in Guatemala to live, learn, and grow. The main focus of our partnership with Engadi is to enable the
impoverished rural and urban areas of Guatemala to have sustainable and empowered lives. We will accomplish
this through facilitating the foster care facility, investing in the education of local children in need, and
empowering women through facilitation of micro-loans and small business launches. This year, we focused on
showing the boys, who are risk due to gangs, the value of education. They earned their own school supplies
through a scholarship program. Our team delivered thousands of school supplies this year. To receive the
scholarship, the children complete simple work to attain their supplies, and their parents must go to four parenting
classes and accomplish 20 hours of community service. Since the launch of the program last fall, 99 children have
earned their school supplies and, more importantly, have learned the value of education. For the past 4 years, we
have traveled to Honduras, perfecting an approach to help this type of population. In La Espreranza, we
constructed the cornerstones to empowered women and children by providing opportunities for education as well
as owning and operating a small business. We helped women with little hope launch Café Cumi, a coffee and
bakery shop, Canasta Cumi, a basket weaving coop, and an export business for ground and whole bean coffee,
including an online presences for each of these businesses. With that project now sustaining itself, our team is
developing a micro-loan program for the women in Guatemala so that they receive funds to begin their own small
businesses. Before we give out loans, however, our team will hold classes to teach the women basic skills in
marketing, budgeting, accounting, management, and other areas. To receive the loans, women will need to attend
these classes and, with our help, design a written plan for their potential business.
The Belton Woods Empowerment Program is a program that empowers the residents of a specific housing complex
in the local Anderson area. We began a two part empowerment plan consisting of workforce education for adults
and after-school tutoring for the children. We targeted adults that are in problem situations who may not have the
ability to get or maintain a job. In addition, we participated with a local tutoring program to empower the youth
through mentorship and relationship building. This project started just last December as a partnership between
Anderson University Enactus, the National Housing Trust, and Study Edge. The first part of our strategy was a
workforce training program for the parents. Our Enactus team designed a series of lessons that covered a range of
job skills training, ranging from resume building, to interview skills, to professional conduct and more. We made
contact with several local business people, who agreed to teach some of the lessons with us. The lessons were on
taught on site in Belton Woods and were open to any resident who wished to attend. Over the course of the
semester, we have completed one full course of classes, which total 8 weeks. We saw an increase in knowledge of
professionalism, not to mention an increase of well-being for many of the Belton Woods residents. Helping the
parents succeed was beneficial, but we also knew we needed to do something for the children of Belton Woods.
One of the most important things in any child’s life is the presence of positive role models whom they can emulate.
While our Enactus team members could not take the place of parents or guardians, we invested time in the lives of
these children and showed them that they are important. We began working with an after school tutoring program.
We provided one-on-one tutoring and homework help to children in the early hours in the afternoon after school.
This year’s impact related to Belton Woods project:
•
123 Hours devoted to Belton Woods
•
Empowered a small group of women with business skills
•
Raised 413 toiletry items to give out to residents
•
Mentored 25 children through our mentorship relationship
•
Resource book will help an estimated 200+people
In addition to these three main projects, throughout the fall and spring semesters our team has also been busy
developing some additional projects that should produce significant impact next academic year. These include
•
A partnership with the Anderson County Economic Development Office and Emerge at the Garage to
incubate new business and provide training for existing businesses in the downtown Anderson area. This will also
encompass an initiative to improve the overall economic growth of downtown Anderson.
•
We hope to continue to work on the prospect of developing a use for the Chiquola building.
o
Partner with The South Carolina School of the Arts with the ceramics and art sale
o
Seed student business start-up
o
Increase student travel to downtown for study and recreation
•
A partnership with Oxford farm to empower and improve the livelihood of people with autism
o
Horseback riding lessons
o
Home place / hostel for people with disabilities to flourish and have supervision
o
Improve sustainability of current infrastructure
•
Increase connection with Goodwill
o
Continue with the DVD project implementation and support
o
Start a new project the will implement a South end planned community for sustainable living for home
insecure people of Anderson
•
We also partnered with Safe Harbor this year as part of our Women’s empowerment
This academic year our team raised over $13,000 via grants, gifts, and fund raisers, in addition to the $5,000
budgeted by Anderson University. Our major expenses were creating the training DVDs, traveling to Guatemala,
and traveling to the ENACTUS National Competition. Our team also traveled to Atlanta this year to attend the
ENACTUS Leadership Conference. Our ending balance is about $3,600. Our opening balance was $5,253. Our
major donors were Kip and Kim Miller with Eastern Industrial Supply, Todd Price of Edward Jones, Synnex,
Butch Hughes of Anderson University, and Walgreens.
MARKETING PROJECTS: Student projects in the various Marketing classes included the following:
Lexmark Corp – Blitz Day Sales Campaign
Old Castle Industries– Marketing Promotional Campaign
National Radiology Corp – Internet web redesign
Anderson Federal Credit Union – Internet web redesign
Foothills Alliance (nonprofit – rape crisis center) – Branding Redesign and promotional materials
We do Deliveries – Small Business marketing campaign
Anderson University COB – Promotional materials for branding effort
Anderson University Career Center – Promotional materials
DELTA MU DELTA: The College of Business inducted new members for the 4th time into Delta Mu Delta
(DMD), an international Honor Society in Business. DMD recognizes outstanding scholarship in the area of
business and offers networking and scholarship opportunities for our students. Twenty two students were inducted
this year.
CHICK-FIL-A LEADERCAST: The COB hosted Chick-fil-A Leadercast, May 8, 2015.
INTERNATIONAL BUSINESS RESEARCH CENTER: 2nd annual conference
June 12th & 13th 2014 - University Center - Greenville, South Carolina
The second annual International Business Research Center conference was held in the Greenville SC location.
Around 50 guests came to the two day conference. This was a successful partnership between a Brazilian, South
Korean and two American universities. Further partnership was developed with a consulting company in India as
well as some local businesses in the upstate of South Carolina. The conference was successful with presentations
from an army general, and nationally recognized CEOs.
The conference has for main objective to increase the dialogue between business leaders, business faculty &
students, and non-profits working in leadership & professional development. This research initiative includes
three main themes: an ethics and behavior nucleus, an efficiency nucleus, and a leadership nucleus.
The first day discussed the servant leadership model that is at the core of our MBA student learning outcome as
well as part of the leadership thread in the MBA program. This was a practical approach to resolving everyday
business issues that arise in business. The second day was focused on presenting research by faculty members and
students on servant leadership and moral development in the USA, Brazil and Indian case studies.
FACULTY RECOGNITIONS: During the 2014-2015 academic year, the 15 College of Business faculty
members, including the Dean, published 8 articles, worked on 9 unpublished articles, consulted on 31 business
projects, and attended 34 professional conferences/workshops. Individual participation is noted in Table C below.
Table C – Scholarly and Professional Activities (2014-2015)
(3)
(4)
Published
Unpublished
(6)
(2)
Articles/
Articles/
Professional
Professional (1) Classroom Papers Manuscripts/ Manuscripts/
(5)
Related
Certification
Activities
Presented
Books
Books
Consulting
Service
Faculty Member
Highest
Degree
Earned
John Frazier
DBA
A-2
Douglas Goodwin
PhD
A-1
Miren Ivankovic
PhD
A-1
B-2
Valerie Johnston
PhD
A-1
D-1
Carol Karnes
PhD
Evie Maxey
PhD
Jeffrey Moore
PhD
Chris Neuensch-wander DBA
FACHE
B-2
B-2
C-1
D-1
A-1
B-1
(7)
Professional
Conferences/
Workshops
(8)
Professional
Meetings
(9)
Professional
Memberships
D-1
B-1
B-2
A-2
D-2
1
D-3
10
5
3
3
6
1
1
1
PHR
CPA, CMA
D-1
D-1
A-2, C-1
B-1,D-2
B-4
A-1
B-2
B-2
Valerie Owens
MS
A-3
Kent Saunders
PhD
A-2
Greg Silver
PhD
Gordon Smith
PhD
Joe Spencer
DBA
Terri Taylor
MBA
B-4
D-1
D-2
C-2,D-1
1
1
1
4
B-4, C-2
C-4
D-1
4
B-2
C-2
CPA, CGMA
Kim Whitehead
A-3
A-5
B-1
B-1
B-1
Codes to Use for Scholarly Activities
A = Scholarship of Teaching
B = Scholarship of Discovery
B-2
8
1
1
3
B-7
A-1, C-1
C-1
A-1,C-1
B-4, D-2
1
3
2
3
B-1
C = Scholarship of Integration
D = Scholarship of Application
D-8
C-10
2
D-5
C-21
5
C-1,D-2
C-2
D-2
3
C-2
A-1
B-2
(10)
Other
3
1
3
C-1
C-1
4.
Graduating Seniors
A list of graduating seniors for the BS, BBA, and BOL degrees for the 2014-2015 year can be found in the
“Graduating Seniors 2014-2015” file attached to this document. At the time of graduation 76% of the May 2015
and December 2014 BS graduates had jobs or plans for graduate school. At the time of graduation 60% of the
graduates had jobs and 16% had plans to attend graduate school.
4.
Alumni Updates
Alumni updates for both the BS and BBA degrees can be found in the “Alumni Updates for 2014-2015 Report”
file. Recent updates, since time of graduation, are designated in the table.
6. College Goals for 2014-2015
(1) Continual renewal/development/enhancement of faculty:
A. Practice mutual support, respect & encouragement
B. Faculty teaching skills (see individual PDPs)
C. Improve use of technology – online, use of Camtasia software, Ipad, gradebook in Moodle.
D. Professional skills of faculty – attendance at professional conferences, other outside contacts in the
profession
Method of Assessment: Faculty attendance and/or presentations made at professional conferences. Count of
faculty activities as evidenced in Table C. Faculty also continue to improve their online teaching skills by
rebuilding their courses in AU Moodle and enrolling in Moodle workshops.
Evaluation: Each faculty member was engaged in some level of professional development.
Use of Results: To enrich classroom teaching and share experiences with other institutions.
(2) Curriculum development
A. Implementation of the revisions noted in (Section I.B.2.) under Impacts of Assessment and Planned
Improvements in Student Learning (Section I.B.3.)
B. Task force for course development in statistics – Review of BUS 230 and MAT 108 was done by Gordon
Smith, Kim Whitehead and Miren Ivankovic. Outcome – MAT 108 is needed before students take BUS 230. We
are having better response from students in the 230 class since they already had an introduction to the material.
C. New course in Ipad application development – Greg Silver offered an application class in terms 2 and 4 this
past year. Outcome – Most students do not have an Apple computer, therefore their time for development efforts
were limited. It was decided that the course would only be taught once a year.
D. Explore HCM emphasis under the MBA degree. Outcome – Valerie Johnson developed 3 graduate level
courses as an add-on for the any MBA students interested in the Healthcare area. These courses will be available
starting in the 2015 fall semester. The BBA with the HCM concentration was offered in the Fall semester and we
had zero enrollment.
E. Decide how to handle Finance Economics concentration. With the addition of Kent Saunders the
Einance/Economics faculty were able to consolidate requirements to include FIN 320, 410, ECO 340, 350, 410.
F. Explore avenues for both qualitative and quantitative research with students. Bill Hanson offered a course in
qualitative research and worked on a project with AnMed Health.
G. A new concentration in Supply Chain Management was developed by Kim Whitehead. We will begin to
offer it in the Fall 2015 semester.
H. The CIS concentration offered under the BBA degree will be phased out. A new concentration in Applied
Computing for Business was developed by Valerie Owens and Greg Silver to begin Fall 2015.
I. John Frazier worked on a revamp of MGT 341. A different text was used in the class compared to previous
years. John is including more activities in the class, and seat and online courses will be more similar. John did
some trial runs during the spring 2015 semester.
J. Revisions to the Accounting concentration were implemented with the introduction of ACC 492.
K. A new course – FIN 492 was taught Spring 2015.
(3) Program improvements/enhancements
A. Improve communication across the College – Communication was improved by monthly MBA meetings,
and open discussion in COB meetings.
B. Manage external contacts/relationships, Carol serves as the clearing house.
C. There was no trip spring 2015. The next trip is spring 2016 to Greece.
D. Continue work on International partnerships – Jeff planned and executed a week long workshop for
accountants from Brazil.
E. Grow partnerships/internships with area businesses. – Evie has expanded internship offerings for our
students. In some cases firms are being repeat customers for our interns.
F. Ethical development of our students- A task force worked to develop a four year plan to incorporate
Christian ethics and integrity into the curriculum. Fall 2014 started with a guest speaker, Kipp Miller, during one of
the CEP hours. Spring 2015 Peter Freissle from Polydeck Screen spoke to our business students. We hope to bring
him back to speak to our new BUS 110 freshmen in the fall.
Also, the MKT 443 class in the spring developed promotional materials keying off of the Micah 6:8 verse.
The team provided a framework for introducing a particular attribute (Mercy, Humility, Purpose and Justice) each
academic year.
I. Manage growth – More demand for MBA classes and more starts per year, along with implications for the
undergrad programs at the University Center concerns the faculty.
7. Program Goals for 2014-2015
A. BS Degree
Major stakeholders (students and employers) should be satisfied with their academic experience at AU, or the
performance of our students
Method of Assessment: Exit interviews at time of graduation and intern evaluations from employers.
Graduates are prompted by various offices, including the Alumni Office, Career Services, College Deans, and
Class Agents to complete an online survey at periodic intervals.
Evaluation:
(1) Internship assessments: Supervisors evaluated at least 76% of interns as “exceeding expectations” in the
area of exhibiting ethical behavior compared to 65% of interns “exceeding expectations in 2013. In the
area of communications, in 2014, supervisors rated 40% of the interns in the “exceeded expectations”
category for “written communication skills, which is a decline from the 47.5% in 2013.
Use of Results:
Internship Assessment
During 2013, there were 52 enrolled students in BUS 494 with a placement rate of 100%, which increased to 74
BUS 494 students in 2014, and a placement rate of 100%. As a graduation requirement, all business students are
required to complete a workbook and daily journal, including a self-assessment, to document student work-related
experiences and observations, as well employment offers after graduation. Of the 70 business internships during
2014, 17 out of 70 interns or 24% of interns were offered full-time jobs after completing internships.
Supervisor Evaluations
Supervisors were asked to complete an evaluation of interns on six (6) areas to document interns’ performance
related to application of business principles and character as follows: work skills, knowledge of business, ethical
behavior, communication, team work, and overall performance. The rating scale was as follows: On a rating scale
of 1-4:
4=Not Applicable
3=Exceeds Expectations
2= Meets Expectations
1=Does Not Meet Expectations
The average of the overall supervisor rating concerning the interns’ performances was 2.75 and 44/62 or 71% of
the interns exceeded their supervisor expectations. Further, the average of the supervisor rating concerning the
interns’ ethical behavior was 2.79 (N=62). Supervisors evaluated at least 76% of interns as “exceeding
expectations” in the area of exhibiting ethical behavior compared to 65% of interns “exceeding expectations” in
2013.
In the area of communications, in 2014, supervisors rated 40% of the interns in the “exceeded expectations”
category for “written communication skills, which is a decline from the 47.5% in 2013 (N=62). In 2014,
supervisor rated 52% of the interns in the “exceeded expectations” category for “ verbal communication skills”
(N=61; 1 intern rating of “not applicable”).
Yet, 49.2% of interns in 2013 rated as “exceeded expectations” in business knowledge, which remained consistent
with the 48% rated as “exceeded expectations” in business knowledge during 2014(N=56; 6 intern ratings “not
applicable”).
Recommendations
These findings would suggest that compared to the previous year, 2013, students have progressed in incorporating
biblical principles and ethics in decision-making as evidenced by the increase in over 76% being rated in
“exceeded expectations” in the area of exhibiting ethical behavior. The undergraduate business core is making
some positive advances in teaching students to integrate ethics in the workplace. However, 60% of students did
not exceed supervisor expectations in the area of written communications. Business faculty members need to
continue to encourage proper e-mail etiquette and acceptable means of communication in the workplace. Student
communication between students and faculty members will set the tone for recommended communication in the
marketplace. Advisors should also recommend that students take Business Ethics and Business Communications
courses as electives to further develop needed skills as noted by employers. With the growing number of business
interns, it will become increasing important that business faculty remain involved in the internship program
through promoting internships and making business contacts in his/her respective area.
B.
BBA Degree Major stakeholders (students) should be satisfied with their academic experience at AU
Method of Assessment: Exit interviews at time of graduation. Graduates are prompted by various offices, including
the Alumni Office, Career Services, College Deans, and Class Agents to complete an online survey at periodic
intervals.
Evaluation: Exit interviews for all graduates have been discontinued
C. BOL Degree Major stakeholders (students) should be satisfied with their academic experience at AU
Method of Assessment: Exit interviews at time of graduation have been discontinued. See the Annual Academic
Program/Degree Report for the Organizational Leadership degree.
D.
MBA Degree
MBA students graduated in December 2014 and May 2015.
Method of Assessment: Courses were evaluated for instructional effectiveness. An end of the program evaluation
was completed by students.
Evaluation: Courses were evaluated after each cohort and improvements made the next time the course was taught.
See MBA Report for more specifics.
Use of Results: Faculty members are generally focused on improving the quality of their online and hybrid courses.
Some are experimenting with adding video clips to their classes when difficult concepts are hard for the students to
grasp. See the Annual report for the MBA program.
.
COLLEGE ANALYSIS (May 1, 2015)
A.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Areas of Strength
ACBSP accreditation
Involved/committed faculty
Progressive review of educational assessment and evaluation of programs
Commitment from Business Community and BAB
Partnerships with organizations in the Upstate
Enactus accomplishments (Spring 2015 – 2nd round at nationals).
Increased number of businesses seeking AU interns and grads. (Spring 2015 – 80 interns)
Variety of delivery modes, including online delivery and hybrid
Good set of concentration options for students
MBA – New concentration in Healthcare with additional concentrations forthcoming.
Applied projects in traditional BS degree
BS is attracting more students
New Brand – Micah 6:8- to be introduced in BUS 110
B.
1.
Areas of Concern
FACILITIES – classrooms in Vandiver are not large enough, no dedicated classrooms for business with
adequate capacity, no office space for new faculty. Limited external funding
Commitment from Business Community and BAB
Students are distracted by social media in the classroom.
Fragmented support for MBA.
Currently have 36 International Business students. Need additional instructor for this concentration.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Faculty loads/staffing given the increase in number of MBA start dates
Attracting faculty in non-tenure positions
Managing the growth, particularly with additional programming in Greenville
Concern for MBA enrollment
Quality of evening adult students – cannot write!
C. Areas Targeted for Improvement (2015-16)
1. Increase stakeholders input – BAB, Enactus, MBA
2. Exposure to international business – partnership with Brazilians and International Business research center
3. Grow partnerships/Internships, target specific companies/industries
4. Internship program leading to hiring of our grads (target specific companies)
5. Relationships with our alumni
6. External funding sources
7. Increase in ethical development of our students. Implement Micah 6:8 at all levels.
8. Increase student faculty research
9. More involvement in professional organizations in the Greenville community.
10. ACBSP Notes: (1) Improve assessment results on website; (2) Improvement results from a variety of
stakeholder groups; (3) Address student learning outcomes for each concentration; (4) Systematic approach
to measuring/improving faculty and staff focused results.
11. 2016-17 year of self-study for ACBSP reaffirmation.