ASSESSMENT UPDATE FOR TOWSON ACADEMIC PROGRAMS
Programs: Business Administration and e-Business majors
Department (if applicable): College of Business & Economics (CBE)
Department Chair (if applicable): Dean Shohreh Kaynama and Associate Dean Louise Laurence
Program Director or Coordinator (if applicable):
Assessment Coordinator: Doug Sanford
Date this report is completed: May 8, 2007
Please provide information on at least three but no more than SIX learning outcomes. Complete one page for each
learning outcome.
In this report, I am combining the Business Administration and e-Business majors, as they have the same core
courses and learning goals.
I am changing the format from the template. There are quite a few specific learning goals that are measured, so I
will present information in the aggregate for each of the seven steps. The reason for this is primarily that our
assessment program is guided by the AACSB, our field-specific accrediting agency. Our interpretation of AACSB
assessment guidelines is that we have a number of areas that we assess (ex. Communication skills, ethics,
technology, accredited business content…) and within each area we have a number of specific sub-statements.
Assessment Report for Learning Goals
1.
What is this learning goal? What knowledge, skill, or attitude do you want your students to be able to
demonstrate AFTER they complete your program? If you would like your learning goals to be named a
“best practice,” please attach evidence that they are clearly and actively communicated to students and
faculty in the program.
We promise students that they will learn, or at least have an opportunity to learn, the knowledge, skills and attitudes
(KSAs) listed on the CBE website (http://wwwnew.towson.edu/cbe/current/profile.asp) and below in Exhibit 1. The
KSAs are also listed in the university catalog (p. 59 of the 2006-2007 catalog) and frequently reported to students in
official mailings. An informal poll in sections of the capstone class confirms that students are aware of the KSAs.
In addition, our external stakeholders, including internship supervisors, the CBE advisory board are aware of and
support these learning goals.
As shown on Exhibit 1, the KSAs are grouped into nine categories: communication - written, spoken, graphic, and
electronic; thinking - critical, creative, and integrated; technology; ethics and values; accredited business content;
diversity - international and demographic; practical excellence; leadership, entrepreneurship, and community
service; and job experience and career development. Within each category are from three to nine substatements.
There are 49 of these substatements, each of which is assessed.
There is one KSA category that we have expanded upon because it refers to the content that we teach in our
curriculum. It is number 5, accredited business content. For this KSA category, we have developed a series of
learning goals for most of our core courses. These are presented in Exhibit 2, as publicly shown on the CBE website
(http://wwwnew.towson.edu/cbe/Files/programs/undergraduate/ctcbk.pdf). These content-oriented learning
objectives include 63 objectives distributed over 14 core courses.
2.
How do you ensure that ALL students in your program have the opportunity to achieve the learning
goals before they complete the program? In what course(s) do they learn this? What assignment(s) or other
learning activities highlight this goal?
We have developed a matrix for covering the KSAs in core courses, shown in Exhibit 3. Most KSAs are covered at
least twice in the curriculum. Some of the career development and practical development KSAs are covered only
once in courses that are specially designed to deliver this content. These courses include the “cornerstone” course
1
(Business Excellence 301) and our “practicum” course (Business Excellence 460) that requires students to do an
internship and develop their professional managerial skills within this authentic business environment.
One KSA, 8d “Perform community service” is only covered in upper-level required courses. Most students take
MNGT 482, Business Ethics and Society, which includes a community service component. This course is a
requirement for five out of our 7 tracks and concentrations in the Business Administration major. The legal studies
track, the Marketing concentration and the e-Business major have not officially adopted a method for covering this
KSA in their curricula. This is an area we are working on.
For the content-specific learning objectives listed in Exhibit 2, coverage of the learning objectives is done in the
associated courses.
To ensure that all KSAs and content learning objectives are covered, CBE has adopted a policy of syllabus
consistency. All sections of all core courses will be required to list common elements, including the KSAs and
content learning objectives associated with the course. Our syllabus consistency template is included in Exhibit 4.
2
3.
How are you CURRENTLY assessing how well your students have achieved the learning goals? How
often are you conducting this assessment (e.g., every semester, every other year)? Please attach examples
of your assessment tools (e.g., assignments, grading criteria, scoring guidelines, and surveys). If you would
like your assessment methods named a “best practice,” please summarize evidence that assessment
methods yield truthful, fair information that can be used with confidence.
We assess the KSAs using course embedded instruments. The KSAs are assessed in the core courses over a 3 year
period, with the 2006-2007 academic year the third year. As of this year, we will have assessed all the KSAs once.
The schedule of the KSAs assessed in the 2006-2007 academic year is shown in Exhibit 5. For the 2006-2007
academic year, 32 of the 49 substatements are assessed. In the sections below, I will refer to each KSA by number.
For example, KSA 1e is the fifth KSA of the first category, or “Generate appropriate visual aids.”
Our process is to conduct the assessments in the fall semester. In the spring semester, faculty collect the data from
students in all sections of a course and fill out a report. The report form is shown in Exhibit 5. The report includes
information about the assessment instrument used, the percent of students who demonstrated learning, and what
faculty learned from the assessment results.
The assessment instruments and scoring criteria are developed by the faculty who teach the courses. Faculty
determine the evaluation criteria. Faculty also assess whether the instrument is SMART (specific, measurable,
attainable, realistic, and time-related).
As shown in Exhibit 6, there are 13 courses for which faculty were to have submitted reports. As of the date of this
report, I have received reports for 11 courses. Of the courses remaining, Accounting 201 and Legal Studies 225 are
delayed because the assessment will occur during final exam of the spring 2007 semester.
For the content-specific learning objectives, there is a program requirement that all students take a comprehensive
exam. Our locally developed “homegrown” exam – the CBE comprehensive test of core business knowledge, has
items that measure student understanding of each learning objective. The exam counts for 10% of the grade for
students in our capstone course.
For the eleven courses that have submitted reports, the following assessment methods apply:
Accounting 202
KSA 5b – Students were asked to complete, independently, a performance evaluation problem that connects
accounting numbers to the design of compensation packages of managers. Evaluation was based on whether
students could capture the relevant accounting numbers and whether students could identify the possible bias if
insufficient information were used in the evaluation.
Suppose that you are the Human Resources manager of the Advanced Consulting Inc. Advanced
Consulting Inc. has two consulting offices in Japan: one in Osaka and the other one in Yokohama. The
company evaluates performance using residual income and the minimum required rate of return for any
office is 15%. Selected data on the two offices follow (in millions of Yen, denoted by ¥):
Office
21%
7%
3
60,000
ROI
Margin
Turnover
Residual Income
6. Is Yokohama office better managed?
a. Yes. As the net income of Yokohama office is higher
b. Yes. As the residual income of Yokohama is higher.
c. No. As the ROI of Yokohama office is lower.
d. No. As Yokohama office is simply a bigger office.
3
18%
8%
2.25
120,000
e. I can’t decide
Correct answer is either a, b, or c
7. Assume that only ROI is used to measure the managers’ performances. Suppose that Osaka office can
increase both sales and net operating income by purchasing advanced office automation equipments and
computers. The updated ROI after this purchase will be 18%. Will the manager of Osaka office likely take
this opportunity?
a. Yes
b. No
c. Not sure
Correct answer is either a or c.
KSA 9e – Students were asked to answer 5 questions in regard to their preparedness for major and career (see
below).
1. I have already decided on my major
2. I have already decided on the career to pursue after I graduate
(If your answer to question 2 is yes, please answer question 3. Otherwise go to question 4)
3. I think that I am prepared for the career
4. I think that I am prepared for taking higher level business courses
5. I think that the materials I learned in this course will be useful in my future career.
The attainment of the KSA is indicated by affirmative answers to 1 and/or 3.
Faculty evaluation of the instruments as SMART
5. In three years, this KSA will be assessed again in this course. Is the present assessment information
SMART:
Specific
Measurable
Attainable
Realistic
Time-related
Yes__X___
Yes__X___
Yes__X___
Yes__X___
Yes__X___
No_____
No_____
No_____
No_____
No_____
Business Excellence 301, KSA 9d
Students were asked to choose a career they’d be interested in pursuing, then interview a professional
who has this career. Ask about the knowledge, skills, and attitudes necessary to successfully perform the
duties required for this career. As part of the assignment, the student develops an action plan, explore
internships for the BUSX 460 Professional Experience course, and attend three College of Business and
Economics Professional Development events.
In reviewing the assignment, faculty assessor considered whether the student:
 submitted a professionally quality written business document
 asked questions necessary for a productive informational interview
 could take the interview information and turn it into an Action Plan
 could find internship prospects that meet their career goals
Faculty evaluation of the instrument as SMART
4) In three years, this KSA will be assessed again in this course. Is the present assessment information
SMART:
Specific Yes_____
No_X____
4
Measurable
Attainable
Realistic
Time-related
Yes__X___
Yes___X__
Yes__X___
Yes__X___
No_____
No_____
No_____
No_____
If “No” is checked for any of the areas above, how will you change the assessment information and/or
procedure to meet the SMART criteria?
We will need grade individual report sections, so we can see how the students perform the particular
skills: the interview, the action plan, and internships individually. I think we would find the students
perform the interview and internship sections better than creating the action plan. We will also make the
action plan section more specific, echoing the assignment in BUSX460; the new Action Plan section will
ask the student to identify a professional skill goal, the strategy for reaching the goal, and plans on
evaluating success in reaching the goal.
KSA 2c
Research paper assignment rubric
Content Assessment
1. Subject Content
10--Excellent content, articulate discussion
8--Good content, good discussion
6--Adequate content, fair discussion
3—Weak content, limited discussion
0--Poor content, limited discussion
2. Critical Thinking and Analysis
5--Excellent analysis of content, identifies of relevant issues, draws supported conclusions
4--Good analysis of content, identifies most relevant issues, draws supported conclusions
3--Adequate analysis of content, identifies of some important issues, draws supported conclusions
2--Weak analysis of content, inadequately identifies of relevant issues, draws weakly supported conclusions
0--No Analysis of Content or strong conclusions drawn
3. Use of Sources
5--Cites three or more sources both verbally and on slides to support content
4--Cites at least two sources both verbally and on slides to support content
3--Cites at least one source both verbally and on slides to support content
2--Sources are poor or not clearly cited
0--No sources used to support content
Faculty evaluation of the instrument as SMART
5. In three years, this KSA will be assessed again in this course. Is the present assessment information
SMART:
Specific
Measurable
Attainable
Realistic
Time-related
Yes__X___
Yes__X___
Yes__X___
Yes__X___
Yes__X___
No_____
No_____
No_____
No_____
No_____
Business Excellence 460
KSA 5c
I reviewed each student’s portfolio. They are required to provide a summary of how they met a
specific KSA and needed to providing supporting document. The students are required to select
5 out of the 9 KSAs. With that in mind, I realized in some cases there would be some overlap.
5
As long as the student was able to provide a sample plus supporting documentation in their
summary, I considered the student to have achieved a level of competency.
. Did the review demonstrate that students completed the assessment information in a consistent manner
across all sections? Yes
No
If “No,” what changes will be made to the procedure to assure better consistency of assessment
information? For BUSX460 we allow the students to select 5 out of the 9 KSAs. As a result, 4
students did not select this KSA. 2 did select the KSA but were not able to provide
documentation that demonstrated the relevance of each business discipline in today’s business
world. Based on this assessment, changes will be made requiring students to be able to
complete this KSA.
5. In three years, this KSA will be assessed again in this course. Is the present assessment information
SMART:
Faculty evaluation of the instrument as SMART
Specific Yes__X__
No_____
Measurable
Yes__X__
No_____
Attainable
Yes__X__
No__ __
Realistic
Yes__X__
No__ __
Time-related
Yes__X__
No_____
KSA 1c
I reviewed each student’s portfolio. They are required to provide a summary of how they met a
specific KSA and needed to providing supporting document. The students are required to select
5 out of the 9 KSAs. With that in mind, I realized in some cases there would be some overlap.
As long as the student was able to provide a sample plus supporting documentation in their
summary, I considered the student to have achieved a level of competency.
Did the review demonstrate that students completed the assessment information in a consistent manner
across all sections? Yes
No
If “No,” what changes will be made to the procedure to assure better consistency of assessment
information? This particular KSA required that the students showcase the usage of graphic,
spreadsheet and financial analysis in the internship they completed. Depending on the
internship, some students did not specifically use graphics or spreadsheets. However, they
were able to communicate using other tools. I have highlight each one. Also in three cases, the
students used classroom assignments to highlight this specific KSA. This is an option offered to
students who are unable to provide us with data from their internships since there are
confidentiality issues with certain companies releasing information. Also, we had students in
sales positions. These students were also not required to develop spreadsheet or financial
analysis. In the future, I would recommend not using a KSA that is narrow in scope. Since this
class is for all BUAD majors, we need to take into consideration what will be used by the majors
in the workplace.
Faculty evaluation of the instrument as SMART
Specific
Measurable
Attainable
Yes__X__
Yes__X__
Yes_____
No_____
No_____
No__X__
6
Realistic
Time-related
Yes_____
Yes__X__
No__X__
No_____
If “No” is checked for any of the areas above, how will you change the assessment information and/or
procedure to meet the SMART criteria? The assessment must take into consideration the variety of
internships acquired by our students. With that in mind, we will need to broaden the definition of
graphics to encompass a variety of presentation material.
e-Business 311, KSAs 3a and 3c
Different sections used different assignments to assess student skills with business software and electronic services.
Faculty evaluation of the instrument as SMART
Specific
Measurable
Attainable
Realistic
Time-related
Yes__X__
Yes__X__
Yes__X__
Yes__X__
Yes__X__
No_____
No_____
No__ __
No__ __
No_____
Finance 331
For KSAs 2f, 2g, 4a, 4b, and 4c, multiple choice questions on the final exam
For KSA 2f, a set of 6 questions are assigned to test whether students can develop several workable
solutions to a problem. We set 90% of the aggregate level of competence in this set of question. For
instance, if the aggregate score reaches 80%, we believe students, in general, achieve KSA 2f (100%).
For KSA 2g, one question is assigned to exam is students demonstrate common sense. We set 60% as
the aggregate level of competence in this question. For instance, if the aggregate score reaches 50%,
we believe students, in general, achieve KSA 2g (100%)
For KSAs 4a, 4b, and 4c, one question is assigned to examine students’ knowledge on ethical behavior
and response. This is a new concept in FIN331 and we are testing the appropriate format to assess this
question. We set 70% as the aggregate level of competence in this question. For instance, if the
aggregate score reaches 60%, we believe students, in general, achieve KSA 4a, 4b, and 4c (100%)
Faculty evaluation of the instrument as SMART
5. In three years, this KSA will be assessed again in this course. Is the present assessment information
SMART:
Specific
Measurable
Attainable
Realistic
Time-related
Yes__X___
Yes__X___
Yes__X___
Yes__X___
Yes__X___
No_____
No_____
No_____
No_____
No_____
Management 337
KSA 3b – Students were given the following instructions:
Use Microsoft Project
Demonstrate the creation and use of:
7
Project Tasks, Duration, Resources, Linked tasks
Evaluation criteria – Students were able to complete the assignment.
Faculty evaluation of the instrument as SMART
5. In three years, this KSA will be assessed again in this course. Is the present assessment information
SMART:
Specific
Measurable
Attainable
Realistic
Time-related
Yes__X___
Yes__X___
Yes__X___
Yes__X___
Yes__X___
No_____
No_____
No_____
No_____
No_____
KSA 7b – Assessed using three final exam questions
A tee shirt, cut-offs and sandals are fine for business casual.
a) true
b) false
Avoid making eye contact during an interview.
a) true
b) false
Which of the following is not a good interview technique?
a)
b)
c)
d)
Relax and be yourself.
Always have questions to ask the interviewer.
Ask about salary and time off.
Send a thank you note or e-mail after the interview.
Evaluation criteria – correct answers are false, false, and c.
Faculty evaluation of the instrument as SMART
5. In three years, this KSA will be assessed again in this course. Is the present assessment information
SMART:
Specific
Measurable
Attainable
Realistic
Time-related
Yes__X___
Yes__X___
Yes__X___
Yes__X___
Yes__X___
No_____
No_____
No_____
No_____
No_____
Management 361
KSA 8c
Exam Question: Describe the characteristics of managers, entrepreneurs, and leaders. How do these
three types of positions differ from each other?
8
Evaluation criteria – student shows an understanding of the difference between managers, entrepreneurs,
and leaders.
Faculty evaluation of the instrument as SMART
5. In three years, this KSA will be assessed again in this course. Is the present assessment information
SMART:
Specific
Measurable
Attainable
Realistic
Time-related
Yes__X___
Yes__X___
Yes__X___
Yes__X___
Yes__X___
No_____
No_____
No_____
No_____
No_____
KSA 8e
Class assignment - “Briefly describe (in about two pages) a leadership experience you have had and how
you used that experience to help develop the leadership potential of others”
Evaluation criteria – student authentically describes a relevant leadership experience.
Faculty evaluation of the instrument as SMART
5. In three years, this KSA will be assessed again in this course. Is the present assessment information
SMART:
Specific
Measurable
Attainable
Realistic
Time-related
Yes__X___
Yes__X___
Yes__X___
Yes__X___
Yes__X___
No_____
No_____
No_____
No_____
No_____
Management 365
KSA 1f – Instructor will have one written assignment in assignments, projects assigned in class
Evaluation criteria – instructor will grade a written assignment for written structure
Faculty evaluation of the instrument as SMART
5. In three years, this KSA will be assessed again in this course. Is the present assessment information
SMART:
Specific
Measurable
Attainable
Realistic
Time-related
Yes__X___
Yes__X___
Yes__X___
Yes__X___
Yes__X___
No_____
No_____
No_____
No_____
No_____
KSA 2h – The instructor will use the ability to use and apply past information to the class as a measure of the ability
to demonstrate continuous learning.
Evaluation criteria – students will be able to construct a Pareto diagram from a given data set.
Faculty evaluation of the instrument as SMART
9
5. In three years, this KSA will be assessed again in this course. Is the present assessment information
SMART:
Specific
Measurable
Attainable
Realistic
Time-related
Yes__X___
Yes__X___
Yes__X___
Yes__X___
Yes__X___
No_____
No_____
No_____
No_____
No_____
Management 375
KSAs 4d, 4e, 6e (two questions each of the following 6 questions)
KSA items for MNGT 375
Fall 2006
1) Suppose you belong to a firm that has invented a new electronic device. The device is quite complicated and uses
off-the-shelf technology. After doing some research, you discover that your device infringes on about 200 existing
patents. Each patent holder is likely to ask for 1% of revenues from your new device as a royalty payment. How
should your firm ethically handle this situation?
a.
b.
c.
d.
Drop the invention, as the patent royalty payments are so large that it will be impossible to make a profit.
Market the invention and only offer payment to those patent holders who sue you for patent infringement.
The payment would be negotiated as part of a settlement of the infringement suit.
Wait until the patents expire and then market the invention. You would only have to wait ten years or so,
and while your invention would not be quite as cutting-edge, you would at least not be infringing on
existing patents.
Approach the existing patent holders and explain to them the situation. Negotiate a smaller royalty
payment that enables you to market your invention and make a reasonable profit.
2) Assume that you are CEO of a Canadian firm that makes soccer balls and has plants in multiple countries. In one
of these other countries, it is legal to employ children aged 12 to work in your factories. In Canada, the legal age of
employment in your factories is normally 18 because the employment interferes with school. Your company would
like to follow Canadian laws in its operations outside of Canada. There are activist groups in Canada who would
object to your company’s employment of child labor in another country. However, it is also true that employment of
12 year-olds in the other country benefits the children and their families. The children earn enough to feed their
families. Your firm faces strong competition, so it does not earn large profits. What would you say is the most
ethical way to manage operations in the foreign country?
a.
b.
c.
d.
Hire only adults as that would limit conflict with the Canadian government, stockholders, and other activist
groups in Canada.
Hire the minors, but allow for them to attend school after hours. Included in your employment package
would be free tuition at a local school.
Hire the minors and do not offer them a tuition package. They benefit from their salaries and their working
promotes a healthy work ethic.
Hire only adults and offer tuition packages for their children. The company would avoid criticism at home
and children in the “company family” would be adequately educated.
3) Assume you are the leader of a 4-person group working hard to prepare a report due in a week. One group
member has a death in the family and plans to be away for three days. Which of the following options is most
consistent with a “win-win” attitude?
a.
Explain to your supervisor the situation and ask for an extension. If granted, all group members would
have an opportunity to contribute to the report to the best of their abilities, and the report would be of high
quality.
10
b.
c.
d.
Do your best to finish the report without the group member. Do not notify your supervisor. While the
report will not benefit equally from all group members’ efforts, the circumstances are unavoidable.
Approach the group member with the death in the family and ask the person not to leave. This is a crisis
situation, and it would be unfair to the rest of the group to leave them to do the work.
Do your best to finish the report without the group member. Notify your supervisor that one group member
left for personal reasons at a critical time, and that any deficiencies in the report are due to his lack of
contribution.
4) Assume you are the CEO of a biotech firm that is just beginning to produce drugs for the market. You have a
number of drugs in late stages of the regulatory approval process. Your firm has been successful at developing a
number of drug candidates that address a variety of medical needs. Your highest priority is to get drugs to market
most quickly. The approach most likely to be a win-win approach is to:
a.
b.
c.
d.
develop the drugs that your research team tells you are easiest to produce. This approach will likely
minimize your costs.
develop the drugs that your marketing team tells you are most in demand by the market. This approach
will most likely maximize your revenues.
develop the drugs in alphabetical order. This ordering is least likely to upset anyone.
arrange regular meetings between your research and marketing teams. The purpose of these meetings is to
agree on priority drugs that best minimize cost and are in demand by the market.
5) Assume you are a US citizen working for a US-headquartered publishing firm that has operations around the
world. You have just been selected for an expatriate assignment in the Philippines. Success in your expatriate
assignment depends on interacting as a business professional with Filipinos. To prepare for this assignment, the
BEST activity you could do is to:
a.
b.
c.
d.
read magazine articles about the Philippines.
study Spanish, a language spoken by many business professionals in the Philippines.
take a course on Philippine business culture that includes cues as to proper and improper behavior.
study maps and history of the Philippines, as local knowledge will impress Philippine colleagues and give
opportunities for conversation.
6) Assume you are a marketing expert in a toy company. You have just been selected to be part of a team that will
develop a new line of toys. Included on the team is a finance expert. It is well known that marketing experts and
finance experts think differently. In order for your team to be successful, how should you approach your team
assignment?
a.
b.
c.
d.
Take control of the team because new product development is best done by marketers.
Let the finance expert take control of the team. That person’s analysis will be effective, and you will be
able to sell whatever is devised.
Divide up the work so that you and the finance expert work on different tasks. Because you think so
differently, it is best to limit direct contact in order to minimize the chance of conflict.
Work together on the project as equals. Your expertise and that of the finance expert are complementary.
You both have the potential to learn from each other.
Evaluation criteria – the correct answers are d, b, a, d, c, d
For KSA 4d
Faculty evaluation of the instrument as SMART
5. In three years, this KSA will be assessed again in this course. Is the present assessment information
SMART:
Specific
Measurable
Yes__X___
Yes__X___
No_____
No_____
11
Attainable
Realistic
Time-related
Yes_____
Yes__X___
Yes__X___
No__X___
No_____
No_____
If “No” is checked for any of the areas above, how will you change the assessment information and/or
procedure to meet the SMART criteria?
Question 2 of our assessment was, we think, above the level of understanding required of undergraduate
students. We will replace this question in future assessments.
For KSAs 4e and 6e
Faculty evaluation of the instrument as SMART
5. In three years, this KSA will be assessed again in this course. Is the present assessment information
SMART:
Specific
Measurable
Attainable
Realistic
Time-related
Yes__X___
Yes__X___
Yes__X___
Yes__X___
Yes__X___
No_____
No_____
No_____
No_____
No_____
Management 481
KSAs 1b, 8a, 8e
KSA items for MNGT 481
Fall 2006 semester
1) Imagine you are making a team presentation to a client. Yours is one of six teams who are competing for a
contract. It is important for your presentation to be “seamless,” or not have any breaks in the flow of logic from
presenter to presenter. You are the third of four presenters.
The second presenter on your team makes an unexpected break from the plan, and ends his part of the presentation.
If you present as you had planned, the audience is likely to be confused because it does not connect with the
previous presenter. You should:
a.
b.
c.
d.
begin your presentation with a joke and then proceed with your planned presentation, as this would make
your part of the presentation most coherent.
begin your presentation as planned. The break in logic with the second presenter would be his fault, and
he, not you, would be blamed.
begin your presentation by connecting with the point made by the second presenter, and do your best to
connect with your previously planned presentation. This approach may risk the coherency of your part of
the presentation.
begin your presentation with the statement, “I apologize for this break in the flow of our presentation,” and
then continue with you planned presentation. The clients will appreciate your honesty and may overlook
the flaw in your presentation.
2) Assume you are in the middle of a presentation and forget what to say. You should:
a.
b.
silently stall for time, a few seconds, by looking at your notes. You could either remember what you were
going to say or think through a reasonable alternative.
stall for time by telling a joke. This will avoid an embarrassing silence. After the joke, continue as best
you can.
12
c.
d.
apologize for the delay and explain that you forgot your next point. The audience may understand and be
willing to forgive you as you struggle on.
pace across the room while you think of what to say. The movement will distract the audience so that they
may not perceive your difficulty.
3) Assume you are the leader of a 4-person group working hard to prepare a report due in a week. The group
members are suffering from a lack of motivation. You should:
a.
b.
c.
d.
ignore each group member because they are adults and understand their responsibilities. They will find a
way to complete their parts of the report somehow.
send an e-mail message to each group member notifying them that if they do not work harder, you will
penalize them by putting an unfavorable letter in their personnel files.
meet with each group member and tell him or her to relax. The report will be done better if all are relaxed
and can be creative.
meet with each group member informally, one-on-one, and discuss with them the importance of this report.
4) Assume you are the CEO of a biotech firm that is losing money. Your stock of capital is running out. Your top
researchers are leaving to join other firms. Your sources of funding are drying up. You should:
a.
b.
c.
d.
resign and look for work with other firms. This firm is obviously without any prospects for success.
meet with your remaining employees and funders. Identify the key problems of the firm and its strengths.
Work with these groups to devise and implement solutions.
Work to identify new sources of capital. This is clearly the most important problem because new capital is
what the firm needs to survive.
work to limit the loss of top researchers to other firms. This is clearly the most important problem, and
solving it will enable the firm to survive.
5) Assume you are the CEO of a publishing company. The company thrives by encouraging authors to write
successful books, which it publishes. The primary relationship that these authors have with the company is with the
company’s editors. As CEO, you can best facilitate the work of editors by:
a.
b.
c.
d.
offering big bonuses to editors that succeed, but offer no other support in order to minimize cost.
criticizing editors that do not succeed. By using them as examples, you can encourage other editors to
work hard in order to avoid criticism.
offering training seminars and other means by which successful best practices in managing author-editor
relationships are shared.
instilling a formal performance evaluation system that tracks the weekly performance of each editor. These
reports are used to single out low performing editors for motivational training.
6) Based on these characteristics of their group constitutions, which of the following groups is most likely to earn a
high grade on a group project? Assume that all groups are of similar intelligence and motivation.
a.
b.
c.
d.
The leader does most of the work. The other group members edit and slightly revise the leader’s research
and writing. Very little time is wasted in meetings.
The leader delegates most of the work. Other group members submit their work to the leader, who puts
together the pieces without much editing. The leader does not want to offend the other members’ work by
revising it significantly.
The leader requests other group members to do tasks they are not strong at (like asking the finance major to
do the marketing plan). This approach maximizes learning. Many hours are spent in meetings because
group members need a lot of basic guidance on what they are doing.
The leader requests other group members to do tasks they are strong at. All members do equal amounts of
work. Many hours are spent discussing and revising the final project in order to reflect each member’s
understanding of the project.
Evaluation criteria – the correct answers are c, a, d, b, c, d
13
Faculty evaluation of the instrument as SMART for all 3 KSAs
5. In three years, this KSA will be assessed again in this course. Is the present assessment information
SMART:
Specific
Measurable
Attainable
Realistic
Time-related
Yes__X___
Yes__X___
Yes__X___
Yes__X___
Yes__X___
No_____
No_____
No_____
No_____
No_____
Marketing 341
KSA 4e – Scenario 1: A hungry student deposits $1.00 into a vending machine to purchase a bag of Cheetos. Alas,
the Cheetos do not fall into the student’s hands and the money is lost.
Is this a “win-win” outcome?
Why or why not?
Scenario 2: A hungry student deposits $1.00 into a vending machine to purchase a bag of Cheetos. The
Cheetos are dispensed as expected and the Cheetos satisfy the student’s hunger.
Is this a “win-win” outcome?
Why or why not?
Scenario 3: A hungry student puts $1.00 in a vending machine to purchase a Cheetos snack. No Cheetos
are dispensed and the money jams the machine which prevents any further sales by the machine.
Is this a “win-win” outcome?
Why or why not?
Criteria was to correctly categorize win/win from the win/lose scenatios.
Faculty evaluation of the instrument as SMART
5. In three years, this KSA will be assessed again in this course. Is the present assessment information
SMART:
Specific
Measurable
Attainable
Realistic
Time-related
Yes__X___
Yes__X___
Yes__X___
Yes__X___
Yes__X___
No_____
No_____
No_____
No_____
No_____
KSA 6b
Utz Potato Chips Description: Our Regular line of chips boasts flavor impressive enough to have been judged best
in the country by Food and Wine magazine. But, there are so many great flavors, you’re bound to find more than
just one favorite.
List of Current Flavors:


Regular
Regular Ripple
14














Reduced Fat Regular
Reduced Fat Ripple
No Salt
Bar-B-Q
Carolina BBQ
Honey BBQ
Sour Cream & Onion
Salt & Vinegar
Crab
Salt & Pepper
Red Hot
Cheddar & Sour Cream
Onion & Garlic
Wavy
1. Which of the above flavors represent “regional” flavors developed to satisy specific region’s taste needs and
wants? Suggest a region you think each of the “regional” flavors may have been developed for.
2. If Utz Chips wanted to enter the south Texas market which boasts a substantial population of Mexican
immigrants, what new potato chip flavors would you suggest adding?
Evaluation criteria – correctly identifying regionally marketed products and creatively developing new products for
a diverse population.
Faculty evaluation of the instrument as SMART
5. In three years, this KSA will be assessed again in this course. Is the present assessment information
SMART:
Specific
Measurable
Attainable
Realistic
Time-related
Yes__X___
Yes__X___
Yes__X___
Yes__X___
Yes__X___
No_____
No_____
No_____
No_____
No_____
KSA 6c
[Questions not provided]
Evaluation criteria – answer two multiple choice questions correctly
Faculty evaluation of the instrument as SMART
5. In three years, this KSA will be assessed again in this course. Is the present assessment information
SMART:
Specific
Measurable
Attainable
Realistic
Time-related
Yes__X___
Yes__X___
Yes__X___
Yes__X___
Yes__X___
No_____
No_____
No_____
No_____
No_____
15
4.
What have you learned from each assessment activity about how well you are achieving this particular
learning outcome? Please summarize the results of your assessment since your last update. If you would
like your use of results to be named a “best practice,” please describe the assessment performance levels
you consider minimally adequate for students completing the program, and compare your results against
those standards.
For the content-specific learning objectives, the test results show student learning. We are most concerned about
learning objectives for which fewer than 50% of students answered correctly. We are also concerned about learning
objectives for which there is a decrease in percent correct from the spring 2006 to the fall 2006 semesters. Exhibit 7
shows the results of the exam for each content learning objective for the spring 2006 and fall 2006 semesters.
For the KSAs in the 11 core courses, the results submitted by faculty are as follows.
Accounting 202, KSA 5b
61 % of students who show acceptable level of competency
49 % of students who show unacceptable level of competency
Students (>68%) demonstrated that they could capture the relevant accounting numbers and use the
numbers to interpret the performance evaluation. 42% percent of the students could identify the possible
bias if insufficient information was used in the evaluation. Very significant variation was identified between
sections.
KSA 9e
96 % of students who show acceptable level of competency
4 % of students who show unacceptable level of competency
The students overwhelmingly (96%) demonstrated that they knew what major to take. More than half of
the students (52%) had decided what career to take. Among those knew what career to take, 40%
believed that they were prepared for the career. 74% of students believed that they were prepared for
higher level business courses. 65% of the students appreciate what they are learning. Generally, the
results revealed that the students understood that serious responsibility should be assumed in career. In
addition, the students generally could connect learning to their career goals.
Business Excellence 301, KSA 9d

85 % of students scored over 80 percent-- an acceptable level of competency in the KSA

14 % of students scored under 80 percent—an unacceptable level of competency in the KSA

The overall average grade was 86 percent.
KSA 2c
50 % of students scored 80 percent grade or level of competency in the KSA
50 % of students scored below 80 percent or unacceptable level of competency in the KSA
82 % of student scored above 70 percent grade or level of competency.
The overall average grade was 78.2 percent.

If the acceptable level is less than 80%, why is that so?
16

We need to discuss what grade is considered “an acceptable level of competency.” I choose a
grade of 80 percent or more as acceptable; however, the college course passing grade is lower.
The students scored at 75 percent average on report content, and 70 percent average on citing of
sufficient sources during presentation.
Business Excellence 460, KSA 5c
54 % of students who show acceptable level of competency
46 % of students who show unacceptable level of competency
KSA 1c
61 % of students who show acceptable level of competency
31 % of students who show unacceptable level of competency
e-Business 311
KSAs 3a and 3c
100% of students show an acceptable level of competency
Finance 331
Faculty will share the empirical findings and evaluate their own performance. Chair will emphasize on the
importance of common sense in quantitative analysis.
Management 337
KSA 3b
88 % of students who show acceptable level of competency
12 % of students who show unacceptable level of competency
KSA 7b
99 % of students who show acceptable level of competency
1 % of students who show unacceptable level of competency
Management 361
KSA 8c
_69_ % of students who show acceptable level of competency
_31__ % of students who show unacceptable level of competency
KSA 8e
__89_ % of students who show acceptable level of competency
__11_ % of students who show unacceptable level of competency
Management 365
KSAs 1f and 2h (combined)
__85_ % of students who show acceptable level of competency
17
__15_ % of students who show unacceptable level of competency
Management 375
_64.9__ % of students who show acceptable level of competency for KSA 4d
_81__ % of students who show acceptable level of competency for KSA 4e
_91__ % of students who show acceptable level of competency for KSA 6e
_35.1__ % of students who show unacceptable level of competency for KSA 4d
_19__ % of students who show unacceptable level of competency for KSA 4e
_9__ % of students who show unacceptable level of competency for KSA 6e
Management 481
_74__ % of students who show acceptable level of competency for KSA 1b
_82__ % of students who show acceptable level of competency for KSA 8a
_89__ % of students who show acceptable level of competency for KSA 8e
_26__ % of students who show unacceptable level of competency for KSA 1b
_18__ % of students who show unacceptable level of competency for KSA 8a
_11__ % of students who show unacceptable level of competency for KSA 8e
Marketing 341
KSA 4e
98 % of students who show acceptable level of competency
2 % of students who show unacceptable level of competency
KSA 6b
94 % of students who show acceptable level of competency
6 % of students who show unacceptable level of competency
KSA 6c
83 % of students who show acceptable level of competency
17 % of students who show unacceptable level of competency
18
5.
With whom have you shared your assessment results (e.g., program assessment committee, all faculty in
the program, students in the program)? If you would like your use of results to be named a “best practice,”
please describe how you have shared positive assessment results with appropriate audiences (e.g., current
students, prospective employers).
In all cases, the faculty who teach the course jointly collect the data. This group also meets to determine the
program improvements.
Each department is charged with forming a committee to look at the data from the KSA assessments and develop
program improvements that would lead to better assessments in the future.
For the comprehensive test, the results are shared with the assessment committee, with each department in a
department meeting. Each department is charged with forming a committee to look at the data and develop a series
of program improvements that would lead to better assessments in the future.
19
6.
How have you used these assessment findings to help your students? How have you revised your goals,
curriculum, teaching strategies, or assessment strategies or otherwise tried to improve student learning?
For the content-specific learning objectives, faculty in each department have been charged with examining items
that might be ambiguous or deceptive. As a result, the version of the test administered in spring 2007 had 8 revised
items. There are at least two other items that will be revised for the fall ’07 version.
In addition, faculty have been charged with interpreting and developing program improvements from the
comprehensive test results. To date, only the management department has done this. Its findings are:
COMPREHENSIVE TEST DATA
Replace test items that are ambiguous and/or unclear.
The data suggest that students are not proficient in material taught in technology and quantitative classes.
Perhaps students do not see the relevance or application of numerical analysis.
PROGRAM IMPROVEMENTS FROM THE COMPREHENSIVE TEST DATA
We urge that more numerical analyses be put throughout the curriculum.
We urge that all sections of core courses teach the same learning objectives.
Faculty comments regarding using the assessment results from each of the 11 courses include the following.
Accounting 202– KSAs 5b, 9e
The exercise illustrates how Accounting 202 can help students in high level courses in other disciplines.
Business Excellence 301 – KSA 9d
5) How will these assessment findings be used to increase your students’ learning?
Reviewing the assessment help us determine that we need a more specific measure of the degree the
students demonstrate this skill. We will give more specific instructions on completing the assignment; by
following the assignment instructions, the students will learn the very skills we are trying to teach. But
overall, we know that the assignment is valuable because reading the report show how the students are
creating professional networks and finding opportunities to improve skills.
KSA 2c
5) How will these assessment findings be used to increase your students’ learning?
We have an understanding that the students may have difficulty in finding relevant or actually identifying
relevant information for analysis. Also, we will emphasize the importance of identifying sources to
enhance credibility, bolster arguments, and give proper credit for information.
Business Excellence 460 – KSA 5c
Once this KSA is considered a requirement for the course, the students will be able to clearly see the
importance of the course work to their internships.
Business Excellence 460 – KSA 1c
6. How will these assessment findings be used to increase your students’ learning? This assessment
does not indicate that the students’ learning needs assistance. Through this assessment, it is
20
apparent that students are able to use the tools necessary to create high quality documents
needed in the workforce.
e-Business 311
KSAs 3a and 3c
These results will be used as a benchmark for future assessments.
The assessment instrument will be standardized across all sections beginning in summer 2007.
Finance 331
Faculty will share the empirical findings and evaluate their own performance. Chair will emphasize on the
importance of common sense in quantitative analysis.
Management 337
KSA 3b
6. How will these assessment findings be used to increase your students’ learning?
I will slightly increase the difficulty of the requirement related to this KSA. Some of the students did not
perform well because they did not fully complete the assignment. I will increase the point value of the
assignment to encourage full participation and completion.
KSA 7b
6. How will these assessment findings be used to increase your students’ learning?
Assessment was too easy. Make it more challenging next time.
Management 361
KSA 8c
6. How will these assessment findings be used to increase your students’ learning?
*Strengthen common knowledge and information between instructors about the key elements of
managers, entrepreneurs and leader
*Seek examples of current business events of persons illustrating each of these roles
*Solicit student examples (possible research) from popular business press or personal experience of
each role type.
Management 365
No comment
Management 375
For KSAs 4d, 4e, 6e
6. How will these assessment findings be used to increase your students’ learning?
We will cover the ethical dimensions of business decision-making more thoroughly in our courses.
Management 481
21
Question 2 on the assessment instrument may not clearly test presentation knowledge and ability. Multiple answers
are close to being correct. We will revisit this assessment tool.
Marketing 341
KSA 4e
6. How will these assessment findings be used to increase your students’ learning? Identify
opportunities to have students identify win-win/win-lose scenarios in marketing.
KSA 6b
6. How will these assessment findings be used to increase your students’ learning? Ensure diversity
concept and contemporary marketing issues are clearly covered in all marketing 341 sections.
KSA 6c
6. How will these assessment findings be used to increase your students’ learning? Highlight
importance of cultural sensitivity within framework of US laws.
7.
Comments including anticipated changes in goals or assessment strategies (optional):
There are a number of weaknesses in our program that we should note. Not all faculty have submitted their
assessment reports. Some of the reports are incomplete, and some of the assessment measures are weak. However,
we are proud to report that each year our assessment program gets better. For example, the Finance department
assessed learning objectives not done in previous years.
We have completed our first round of assessments for the 49 KSAs. This exercise has been rewarding but very
labor intensive. Our plan is to revise the KSAs, reducing their number to only those essential few that are the core
of our program. We will involve faculty in this exercise. We hope that this change will enable us to focus on
developing even better assessment instruments, generate more valid and reliable results, and increase faculty buy-in.
22
Exhibit 1
The KSAs for the Business Administration and e-Business majors as
presented in the CBE website
(http://wwwnew.towson.edu/cbe/current/profile.asp)
The KSAs
The College of Business and Economics (CBE) understands the need for its graduates to be
broad-based and ready to perform immediately upon entering the job market, both as individuals
and in teams. Therefore, its curriculum contains concrete, measurable, and attainable objectives
throughout. As a result, each CBE graduate is expected to perform successfully, as both an
individual and a team member, in the following areas of Knowledge, Skills, and Attitudes
(KSAs):
1. COMMUNICATION - WRITTEN, SPOKEN, GRAPHIC, and ELECTRONIC









Write articulate, persuasive, and influential business reports, proposals, letters
Make articulate, persuasive, and influential individual and team presentations
Develop graphic, spreadsheet, and financial analysis support for position taken
Display presentation skills
Generate appropriate visual aids
Use correct written structure, spelling, grammar, and organization
Articulate another's viewpoint through verbal and nonverbal interpretation
Resolve interpersonal and team conflicts
Negotiate effectively
2. THINKING - CRITICAL, CREATIVE, and INTEGRATED








Use problem-solving techniques
Use adaptable, flexible thinking
Use critical thinking to produce comprehensive, supported, integrated conclusions
Use creative thinking methods to produce ideas
Distinguish (1) fact from opinion and (2) critical from noncritical information
Develop several workable solutions to a problem
Show common sense
Demonstrate continuous learning (learning to learn)
3. TECHNOLOGY



Use software for writing, spreadsheets, databases, presentations and decision support
Demonstrate self-taught use of a second software package
Use E-mail, World Wide Web, Internet and other contemporary electronic services
4. ETHICS and VALUES
23





Consistently accept responsibility for one's own actions
Display ethical conduct and honor-system behavior
Apply ethics in reaching business recommendations
Promote benefits of good ethical behavior while recognizing practical ethical challenges
Display a "win-win" attitude
5. ACCREDITED BUSINESS CONTENT



Know, apply and integrate the content in one's major
Apply and integrate accumulated cross-discipline concepts
Value the relevance of each business discipline in today's business world
6. DIVERSITY - INTERNATIONAL and DEMOGRAPHIC





Apply international concepts and contemporary issues to business situations
Apply domestic diversity concepts and contemporary issues to business situations
Show sensitivity to others' views, values, and business customs
Discuss relevant global business developments
Interact as a business professional with people of other cultures and sub-cultures
7. PRACTICAL EXCELLENCE






Demonstrate effective team skills
Display professional business behavior and appearance
Network with professionals
Manage time and tasks
Use estimates, analogies and examples
Demonstrate development of one's self-esteem and "can-do" attitude
8. LEADERSHIP, ENTREPRENEURSHIP, and COMMUNITY SERVICE





Demonstrate group leadership
Describe one's own risk-taking profile
Differentiate between a leader, a manager and an entrepreneur
Perform community service
Foster leadership potential in self and others
9. JOB EXPERIENCE and CAREER DEVELOPMENT





Show evidence of a quality, mentored, reflective professional experience
Organize a persuasive, informative resume
Create a portfolio that shows evidence of employability
Demonstrate effective job search and interview skills
Assume responsibility for one's own career goal-setting and life-long learning
24
Exhibit 2
Learning goals for the core courses in the Business Administration and eBusiness curriculum
As shown on the CBE website
(http://wwwnew.towson.edu/cbe/Files/programs/undergraduate/ctcbk.pdf)
Comprehensive Test of Core Business Knowledge
Blueprint of Learning Outcomes Measured by the Test
All accounting, business administration, e-Business majors are required to take the
Comprehensive Test of Core Business Knowledge in the capstone course, MNGT 481
Business Strategy. This test will count towards 10% of the student’s grade. Thus, it would
be in the best interest of the student to save books and course notes from which to study.
Students should be prepared to engage in the following topics from the specified courses
below on the Comprehensive Test of Core Business Knowledge:
ACCT 201/202:
• Analyze a company's balance sheet.
• Analyze a company's income statement.
• Calculate and analyze a company's balance sheet activity and liquidity ratios.
• Calculate and analyze a company's income statement profitability ratios.
• Student will know how to analyze a company's cash flows.
• Use specific cost information to determine a company's breakeven point.
• What is the relationship between operating costs-to sales/production volume to operating profit?
• Calculate and analyze a company's capital expenditure decision.
• Demonstrate how to decide on whether to expand or contract a business.
• Describe the cost behavior in a business.
• Describe the flow of manufacturing costs.
ECON 201:
• Demonstrate an understanding of the factors that determine demand and supply.
• Demonstrate an understanding of the factors that cause a change in quantity demanded or supplied versus a change
in demand or supply.
• Illustrate, by properly interpreting standard economic graphs, how markets (interactions of demand and supply)
determine prices and the way in which resources are used.
• Understand and be able to explain the significance of the concept of “opportunity cost.”
• Illustrate the use of the concept of “comparative advantage” and how it serves as the foundation for international
trade.
ECON 202:
• What factors determine real aggregate output, and how is it measured.
• Explain the nature and importance of money and monetary policy, especially as they are related to inflation.
• Describe the role of fiscal policy in contributing to economic stability and growth.
ECON 205:
• Demonstrate knowledge of “descriptive statistics,” the differences among them and relative advantages and
disadvantages of each.
• Using common concepts of probability (the foundation of statistics), illustrate the ability to find the likelihood of
observing particular samples from a known population.
• Test statistical hypotheses by using the principles of probability and statistical inference.
25
ECON 306
• Construct and carry out a meaningful regression analysis.
• Use and interpret output from standard statistical software.
EBUS 311
• Apply the basic design principles of creating a website to support an e-Business.
• Demonstrate an understanding of the basic history of the Internet, World Wide Web, and e-Business.
• Critique an organization’s integration of e-Business strategy within the greater
organizational strategy.
• Demonstrate an awareness of ethical issues related to Internet security and privacy.
• Be able to compare and contrast the fundamental models of e-Business: B2B, B2C, C2B, and C2C.
FIN 331
• Apply time value of money concepts as part of financial decision-making.
• Demonstrate the relationship between risk and return.
• Price securities by applying security valuation models including the identification of characteristics of the
securities and the cash flow patterns generated.
• Apply basic capital budgeting techniques to evaluate capital acquisitions including identification of the relevant
cash flows, appropriate evaluation methods and risk adjustments, and financing alternatives.
• Analyze the four basic financial statements of a company (Income Statement, Balance Sheet, Statement of Cash
Flows, and Statement of Retained Earnings).
• Calculate key financial ratios, interpret them, and identify weaknesses in the company’s financial management
policies.
• Distinguish between the various choices of capital a firm has available to it, and compute both the component cost
of funds as well as the overall cost of capital for the firm.
LEGL 225:
• Identify sources of law and have an understanding of our legal system, including court jurisdiction and procedure.
• Display knowledge of torts and criminal law, contracts, sales, and workers’ compensation to be able to operate
effectively in the business environment.
MNGT 337
• Differentiate among the various types of information systems/technologies.
• Define the hardware, software, organization and people components of information systems.
• Use basic information technology such as web, spreadsheet and databases.
MNGT 361:
• Analyze how planning, organizing, leading, and controlling functions enhance organizational performance.
• Apply decision-making skills to ethics and diversity management.
• Apply decision-making skills to planning, strategy, and organizational structure design.
• Describe how control and culture, employee motivation, leadership, effective team management and effective
management of human resources contribute to organizational performance.
• Develop your own style of leadership and management.
MNGT 365
• Use basic forecasting techniques: moving average, exponential smoothing, and linear trend model.
• Apply the basic quality tools and statistical process control charts.
• Use the basic inventory models: Economic Order Quantity (EOQ), Economic Production Quantity (EPQ), and
Reorder Point (ROP).
MKTG 341
• Systematically apply the marketing mix concept to an existing or proposed product market combination in practice
and for strategic analysis.
• Critically evaluate brands, branding, and brand equity in relationship to existing market dynamics and customer
relationships.
• Analyze a market to precisely describe the use of market segmentation in its role as a tool for target marketing and
brand positioning.
• Authoritatively apply product lifecycle analysis to predict the growth, demand, and ultimate decline of new ideas
and products.
MNGT 375
• Identify key elements of a country’s environment (culture, political/legal, economic).
• Describe why countries trade with each other.
• Identify the key elements of a country’s trade policies (implications for business?).
26
• Describe different patterns/types/effects of foreign direct investment.
• Describe the major forms of regional economic integration in the world. What are the implications for business?
• Describe the basics of the foreign exchange market? How/why do firms “hedge” currency risk? What role do the
International Monetary Fund and World Bank play in the international currency markets?
• What are the different strategies available to multi-national enterprises?
• What are the different market entry strategies?
• What are the marketing mix elements and how they do they change in a global business environment?
• What are the human resource staffing issues in a global workforce?
27
Exhibit 3
Course coverage of the KSAs for the Bachelors in Business Administration and Bachelors in e-Business Programs
KSA
1a. Write articulate,
persuasive, and
influential business
reports, proposals, letters
1b. Make articulate,
persuasive, and
influential individual and
team presentations
1c. Develop graphic,
spreadsheet, and
financial analysis
support for position
taken
1d. Display presentation
skills
1e. Generate appropriate
visual aids
1f. Use correct written
structure, spelling,
grammar, and
organization
1g. Articulate another's
viewpoint through verbal
and nonverbal
interpretation
1h. Resolve interpersonal
and team conflicts
1i. Negotiate effectively
2a. Use problem-solving
techniques
2b. Use adaptable,
flexible thinking
2c. Use critical thinking
to produce
comprehensive,
supported, integrated
conclusions
2d. Use creative thinking
methods to produce ideas
2e. Distinguish (1) fact
A201
A202
BX301 BX460 EB311 E201 E202 E205 E306 F331 L225 MN337 MN361 MN365 MN375 MN481 MK341
1. COMMUNICATION - WRITTEN, SPOKEN, GRAPHIC, and ELECTRONIC
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
2. THINKING - CRITICAL, CREATIVE, and INTEGRATED
x
x
x
x
x
x
x
x
x
x
KSA
from opinion and (2)
critical from noncritical
information
2f. Develop several
workable solutions to a
problem
2g. Show common sense
2h. Demonstrate
continuous learning
(learning to learn)
A201
A202
BX301 BX460 EB311
E201
E202
E205
E306
x
F331
L225
MN337 MN361 MN365 MN375 MN481 MK341
x
x
x
x
x
3. TECHNOLOGY
3a. Use software for
writing, spreadsheets,
databases, presentations
and decision support
3b. Demonstrate selftaught use of a second
software package
3c. Use E-mail, World
Wide Web, Internet and
other contemporary
electronic services
x
x
x
x
x
x
x
x
4. ETHICS and VALUES
4a. Consistently accept
responsibility for one's
own actions
4b. Display ethical
conduct and honorsystem behavior
4c. Apply ethics in
reaching business
recommendations
4d. Promote benefits of
good ethical behavior
while recognizing
practical ethical
challenges
4e. Display a "win-win"
attitude
x
x
x
x
x
x
x
x
x
x
x
5. ACCREDITED BUSINESS CONTENT
5a. Know, apply and
integrate the content in
one's major
5b. Apply and integrate
accumulated crossdiscipline concepts
x
x
x
x
29
KSA
5c. Value the relevance
of each business
discipline in today's
business world
A201
A202
BX301 BX460 EB311
E201
E202
E205
E306
x
F331
L225
MN337 MN361 MN365 MN375 MN481 MK341
x
6. DIVERSITY - INTERNATIONAL and DEMOGRAPHIC
6a. Apply international
concepts and
contemporary issues to
business situations
6b. Apply domestic
diversity concepts and
contemporary issues to
business situations
6c. Show sensitivity to
others' views, values, and
business customs
6d. Discuss relevant
global business
developments
6e. Interact as a business
professional with people
of other cultures and
sub-cultures
x
x
x
x
x
x
x
x
x
x
7. PRACTICAL EXCELLENCE
7a. Demonstrate
effective team skills
7b. Display professional
business behavior and
appearance
7c. Network with
professionals
7d. Manage time and
tasks
7e. Use estimates,
analogies and examples
7f. Demonstrate
development of one's
self-esteem and "can-do"
attitude
x
x
x
x
x
x
x
x
x
x
x
8. LEADERSHIP, ENTREPRENEURSHIP, and COMMUNITY SERVICE
8a. Demonstrate group
leadership
8b. Describe one's own
risk-taking profile
8c. Differentiate between
a leader, a manager and
x
x
x
x
30
x
x
KSA
an entrepreneur
8d. Perform community
service
8e. Foster leadership
potential in self and
others
A201
A202
BX301 BX460 EB311
E201
E202
E205
E306
F331
L225
x
9. JOB EXPERIENCE and CAREER DEVELOPMENT
9a. Show evidence of a
quality, mentored,
reflective professional
experience
9b. Organize a
persuasive, informative
resume
9c. Create a portfolio
that shows evidence of
employability
9d. Demonstrate
effective job search and
interview skills
9e. Assume
responsibility for one's
own career goal-setting
and life-long learning
x
x
x
x
x
x
Key to courses
A201 is
A202 is
BX301 is
BX460 is
EB311 is
E201 is
E202 is
E205 is
E306 is
F331 is
L225 is
MN337 is
MN361 is
MN365 is
MN375 is
MN481 is
MK341 is
MN337 MN361 MN365 MN375 MN481 MK341
ACCT 201
ACCT 202
BUSX 301
BUSX 460
EBUS 311
ECON 201
ECON 202
ECON 205
ECON 306
FIN 331
LEGL 225
MNGT 337
MNGT 361
MNGT 365
MNGT 375
MNGT 481
MKTG 341
31
x
Exhibit 4
Syllabus consistency template
As requested, this document contains the following items, which should be included on all sections of the
core courses.





Course title
Course description
Learning objectives covered on the CBE comprehensive exam (administered in MNGT 481)
Program learning objectives (KSAs)
Assignments used to assess program learning objectives. (These should be filled out by the
faculty teaching the course and be consistent across all sections of the course.)
I have listed the templates by course in alphabetical order. (ACCT 201, ACCT 202, BUSX 301, BUSX
460, EBUS 311, ECON 201, ECON 202, ECON 205, ECON 306, FIN 331, LEGL 225, MNGT 337,
MNGT 361, MNGT 365, MNGT 375, MNGT 481, MKTG 341)
Please complete these templates and return them to me by 3/30.
Best,
Doug
ACCT 201 ACCOUNTING PRINCIPLES I (3) Accounting in the decisionmaking process of a business,
including the effects of accounting events on business financial statements; planning and decision-making
tools in the operating cycle; process of recording and communicating information.
Learning objectives for the CBE comprehensive test
Analyze a company's balance sheet.
Analyze a company's income statement.
Calculate and analyze a company's balance sheet activity and liquidity ratios.
Calculate and analyze a company's income statement profitability ratios.
Student will know how to analyze a company's cash flows.
Use specific cost information to determine a company's breakeven point.
Program learning objectives (KSAs)
KSA
1f Use correct written structure, spelling, grammar, and
organization
4d Promote benefits of good ethical behavior while
recognizing practical ethical challenges
6d Discuss relevant global business developments
7d Manage time and tasks
7f Demonstrate development of one's self-esteem and
"can-do" attitude
9e Assume responsibility for one's own career goalsetting and life-long learning
33
Assignment
ACCT 202 ACCOUNTING PRINCIPLES II (3) Accounting in the decisionmaking process of a business,
including analysis of the operating cycle and cash management and controls; evaluating business
performance through financial statement analysis; spreadsheet applications and team learning activities.
Prerequisite: ACCT 201 or ACCT 211 with a grade equivalent of 2.00 or higher.
Learning objectives for the CBE comprehensive test
What is the relationship between operating costs-to sales/production volume to operating profit?
Calculate and analyze a company's capital expenditure decision.
Demonstrate how to decide on whether to expand or contract a business.
Describe the cost behavior in a business.
Describe the flow of manufacturing costs.
Program learning objectives (KSAs)
KSA
1c Develop graphic, spreadsheet, and financial analysis
support for position taken
3a Use software for writing, spreadsheets, databases,
presentations and decision support
4b Display ethical conduct and honor-system behavior
5b Apply and integrate accumulated cross-discipline
concepts
7e Use estimates, analogies and examples
9e Assume responsibility for one's own career goalsetting and life-long learning
34
Assignment
BUSX 301 BUSINESS CORNERSTONE (3) Foundation course for developing knowledge, skills and
attitudes (KSAs); problem-solving, self- assessment, teamwork and communication for future courses and
careers. Required of all Accounting, E-Business and Business students. Not open to students who have
successfully completed CBEC 301. Prerequisites: completion of College of Business lower-level core
courses with a grade equivalent of 2.00 or higher and the Advanced Composition GenEd I.D. requirement
(may be taken concurrently).
Program learning objectives (KSAs)
KSA
1a Write articulate, persuasive, and influential
business reports, proposals, letters
1b Make articulate, persuasive, and influential
individual and team presentations
1d Display presentation skills
1e Generate appropriate visual aids
2c Use critical thinking to produce comprehensive,
supported, integrated conclusions
9b Organize a persuasive, informative resume
9d Demonstrate effective job search and interview
skills
Assignment
35
BUSX 460 PROFESSIONAL EXPERIENCE (3) Application of business knowledge, skills and attitudes
(KSAs) through professional responsibilities in employment, internship, or comparable experience.
Prerequisites: senior status, completion of 18 CBE upper-level units including CBEC 301, MNGT 361,
MKTG 341/342 and FIN 331. Special permit required.
Program learning objectives (KSAs)
KSA
1c Develop graphic, spreadsheet, and financial
analysis support for position taken
4a Consistently accept responsibility for one's own
actions
5c Value the relevance of each business discipline
in today's business world
7c Network with professionals
7f Demonstrate development of one's self-esteem
and "can-do" attitude
9a Show evidence of a quality, mentored, reflective
professional experience
9c Create a portfolio that shows evidence of
employability
Assignment
36
EBUS 311 PRINCIPLES OF E-BUSINESS (3) Using resources on the Internet including design of Web
pages and conducting business on the Net. Not open to those who successfully completed ECOM/MNGT
311. Prerequisite: MNGT 337/437. Majors only. Junior/senior standing.
Learning objectives for the CBE comprehensive test
Apply the basic design principles of creating a website to support an e-Business.
Demonstrate an understanding of the basic history of the Internet, World Wide Web, and e-Business.
Critique an organization’s integration of e-Business strategy within the greater organizational strategy.
Demonstrate an awareness of ethical issues related to Internet security and privacy.
Be able to compare and contrast the fundamental models of e-Business: B2B, B2C, C2B, and C2C.
Program learning objectives (KSAs)
KSA
2d Use creative thinking methods to produce ideas
2f Develop several workable solutions to a problem
2h Demonstrate continuous learning (learning to
learn)
3a Use software for writing, spreadsheets,
databases, presentations and decision support
3c Use E-mail, World Wide Web, Internet and
other contemporary electronic services
6e Interact as a business professional with people
of other cultures and sub-cultures
7a Demonstrate effective team skills
Assignment
37
ECON 201 MICROECONOMIC PRINCIPLES (3) Economic reasoning of individual choice in
household and market decisions; behavior of firms in competitive and noncompetitive markets,
functioning of labor and capital markets, role of the entrepreneur and effects of government policies.
GenEd II.C.2.
Learning objectives for the CBE comprehensive test
Demonstrate an understanding of the factors that determine demand and supply.
Demonstrate an understanding of the factors that cause a change in quantity demanded or supplied versus
a change in demand or supply.
Illustrate, by properly interpreting standard economic graphs, how markets (interactions of demand and
supply) determine prices and the way in which resources are used.
Understand and be able to explain the significance of the concept of “opportunity cost.”
Illustrate the use of the concept of “comparative advantage” and how it serves as the foundation for
international trade.
Program learning objectives (KSAs)
KSA
2a Use problem-solving techniques
2b Use adaptable, flexible thinking
5a Know, apply and integrate the content in one's
major
Assignment
38
ECON 202 MACROECONOMIC PRINCIPLES (3) Inflation and unemployment — causes and
remedies. Money and banking, government spending and taxation. International trade. GenEd II.C.2
Learning objectives for the CBE comprehensive test
What factors determine real aggregate output, and how is it measured.
Explain the nature and importance of money and monetary policy, especially as they are related to
inflation.
Describe the role of fiscal policy in contributing to economic stability and growth.
Program learning objectives (KSAs)
KSA
2c Use critical thinking to produce comprehensive,
supported, integrated conclusions
2e Distinguish (1) fact from opinion and (2) critical
from noncritical information
6a Apply international concepts and contemporary
issues to business situations
6d Discuss relevant global business developments
Assignment
39
ECON 205 STATISTICS FOR BUSINESS AND ECONOMICS I (3) Analysis and presentation of
business and economic data; descriptive statistics and statistical inference; measures of central tendency
and variability; estimation; testing of hypothesis; linear regression analysis. Not open to students who
successfully completed ECON 301. GenEd I.C.
Learning objectives for the CBE comprehensive test
Demonstrate knowledge of “descriptive statistics,” the differences among them and relative advantages
and disadvantages of each.
Using common concepts of probability (the foundation of statistics), illustrate the ability to find the
likelihood of observing particular samples from a known population.
Test statistical hypotheses by using the principles of probability and statistical inference.
Program learning objectives (KSAs)
KSA
2g Show common sense
Assignment
40
ECON 306 STATISTICS FOR BUSINESS AND ECONOMICS II (3) Regression models and regression
analysis, ANOVA designs; extensive use of SPSS; non-parametric statistics; constrained optimization and
linear programming; decision theory; cross-sectional and time-series analysis. Not open to students who
have successfully completed MNGT 263/363. Prerequisites: ECON 201, ECON 202, and ECON 205 or
MATH 231 or equivalent.
Learning objectives for the CBE comprehensive test
Construct and carry out a meaningful regression analysis.
Use and interpret output from standard statistical software.
Program learning objectives (KSAs)
KSA
3a Use software for writing, spreadsheets,
databases, presentations and decision support
Assignment
41
FIN 331 PRINCIPLES OF FINANCIAL MANAGEMENT (3) Introductory course designed to provide
students with the fundamental concepts underlying the theory of finance. Financial markets, security
valuation, analysis of financial condition, forecasting, working capital management, capital budgeting,
cost of capital, leverage, optimal capital structure, dividend policy. Prerequisites: junior/ major standing;
MATH 231/233 or ECON 205, ACCT 201/211, ACCT 202/212, ECON 201/203, ECON 202/204.
Learning objectives for the CBE comprehensive test
Apply time value of money concepts as part of financial decision-making.
Demonstrate the relationship between risk and return.
Price securities by applying security valuation models including the identification of characteristics of the
securities and the cash flow patterns generated.
Apply basic capital budgeting techniques to evaluate capital acquisitions including identification of the
relevant cash flows, appropriate evaluation methods and risk adjustments, and financing alternatives.
Analyze the four basic financial statements of a company (Income Statement, Balance Sheet, Statement of
Cash Flows, and Statement of Retained Earnings).
Calculate key financial ratios, interpret them, and identify weaknesses in the company’s financial
management policies.
Distinguish between the various choices of capital a firm has available to it, and compute both the
component cost of funds as well as the overall cost of capital for the firm.
Program learning objectives (KSAs)
KSA
2a Use problem-solving techniques
2b Use adaptable, flexible thinking
2f Develop several workable solutions to a
problemv
2g Show common sense
4a Consistently accept responsibility for one's own
actions
4b Display ethical conduct and honor-system
behavior
4c Apply ethics in reaching business
recommendations
Assignment
42
LEGL 225 LEGAL ENVIRONMENT OF BUSINESS (3) Sources of law and our legal system, emphasis
on court jurisdiction, procedure, tort and criminal law, contracts, sales, anti-trust law, and workers
compensation and consumer, environmental and international law. Not open to those who successfully
completed BULA 225.
Learning objectives for the CBE comprehensive test
Identify sources of law and have an understanding of our legal system, including court jurisdiction and
procedure.
Display knowledge of torts and criminal law, contracts, sales, and workers’ compensation to be able to
operate effectively in the business environment.
Program learning objectives (KSAs)
KSA
1g Articulate another's viewpoint through verbal
and nonverbal interpretation
1i Negotiate effectively
2e Distinguish (1) fact from opinion and (2) critical
from noncritical information
4c Apply ethics in reaching business
recommendations
5c Value the relevance of each business discipline
in today's business world
7b Display professional business behavior and
appearance
8b Describe one's own risk-taking profile
Assignment
43
MNGT 337 INFORMATION TECHNOLOGY (3) Strategic, tactical and operational applications of
information technology including management information systems, decision support systems, intelligent
systems, strategic information systems and electronic commerce. Topics include data and knowledge
management and networking computing. Not open to those who successfully completed MNGT 437.
Prerequisites: COSC 111 or equivalent course; major standing.
Learning objectives for the CBE comprehensive test
Differentiate among the various types of information systems/technologies.
Define the hardware, software, organization and people components of information systems.
Use basic information technology such as web, spreadsheet and databases.
Program learning objectives (KSAs)
KSA
1d Display presentation skills
1e Generate appropriate visual aids
1h Resolve interpersonal and team conflicts
3b Demonstrate self-taught use of a second
software package
7a Demonstrate effective team skills
7b Display professional business behavior and
appearance
7e Use estimates, analogies and examples
Assignment
44
MNGT 361 PRINCIPLES OF MANAGEMENT (3) Nature, development and future prospects of
management and organization theory. Management functions and processes in terms of planning,
organizing, leading, controlling and communications. Exploration of social responsibility of business and
international management. Prerequisite: junior major standing.
Learning objectives for the CBE comprehensive test
Analyze how planning, organizing, leading, and controlling functions enhance organizational
performance.
Apply decision-making skills to ethics and diversity management.
Apply decision-making skills to planning, strategy, and organizational structure design.
Describe how control and culture, employee motivation, leadership, effective team management and
effective management of human resources contribute to organizational performance.
Develop your own style of leadership and management.
Program learning objectives (KSAs)
KSA
3c Use E-mail, World Wide Web, Internet and
other contemporary electronic services
4c Apply ethics in reaching business
recommendations
8a Demonstrate group leadership
8b Describe one's own risk-taking profile
8c Differentiate between a leader, a manager and
an entrepreneur
8e Foster leadership potential in self and others
Assignment
45
MNGT 365 PRINCIPLES OF OPERATIONS MANAGEMENT (3) Strategies and techniques for service
and manufacturing operations. Prerequisites: junior major standing, and ECON 205 or MATH 231/233.
Learning objectives for the CBE comprehensive test
Use basic forecasting techniques: moving average, exponential smoothing, and linear trend model.
Apply the basic quality tools and statistical process control charts.
Use the basic inventory models: Economic Order Quantity (EOQ), Economic Production Quantity (EPQ),
and Reorder Point (ROP).
Program learning objectives (KSAs)
KSA
1c Develop graphic, spreadsheet, and financial
analysis support for position taken
1f Use correct written structure, spelling, grammar,
and organization
2h Demonstrate continuous learning (learning to
learn)
3b Demonstrate self-taught use of a second
software package
3c Use E-mail, World Wide Web, Internet and
other contemporary electronic services
7d Manage time and tasks
Assignment
46
MNGT 375 (3) INTERNATIONAL BUSINESS: THEORY AND PRACTICE (3) Global dimensions and
interdependencies of business; international firms’ strategies and structures, global strategy and market
entry. Elements of international finance include international monetary systems, foreign exchange and
global trade theory. Global operations, marketing and HRM. Prerequisites: junior major standing, FIN
331, MKTG 341/342 and MNGT 361 or consent of chair.
Learning objectives for the CBE comprehensive test
Identify key elements of a country’s environment (culture, political/legal, economic).
Describe why countries trade with each other.
Identify the key elements of a country’s trade policies (implications for business?).
Describe different patterns/types/effects of foreign direct investment.
Describe the major forms of regional economic integration in the world. What are the implications for
business?
Describe the basics of the foreign exchange market? How/why do firms “hedge” currency risk? What role
do the International Monetary Fund and World Bank play in the international currency markets?
What are the different strategies available to multi-national enterprises?
What are the different market entry strategies?
What are the marketing mix elements and how they do they change in a global business environment?
What are the human resource staffing issues in a global workforce?
Program learning objectives (KSAs)
KSA
1h Resolve interpersonal and team conflicts
4d Promote benefits of good ethical behavior while
recognizing practical ethical challenges
4e Display a "win-win" attitude
6a Apply international concepts and contemporary
issues to business situations
6b Apply domestic diversity concepts and
contemporary issues to business situations
6c Show sensitivity to others' views, values, and
business customs
6e Interact as a business professional with people
of other cultures and sub-cultures
Assignment
47
MNGT 481 BUSINESS STRATEGY AND POLICY (3) A capstone course integrating operational skills
and theories and emphasizing managerial decisionmaking as it relates to strategic management and
business policy in domestic and international operations. Not open to those who successfully completed
Business Policy. Prerequisites: senior standing, completion of FIN 331, MKTG 341/342, MNGT 361,
MNGT 365 and BUSX/CBEC 301.
Program learning objectives (KSAs)
KSA
1a Write articulate, persuasive, and influential
business reports, proposals, letters
1b Make articulate, persuasive, and influential
individual and team presentations
5a Know, apply and integrate the content in one's
major
5b Apply and integrate accumulated crossdiscipline concepts
8a Demonstrate group leadership
8c Differentiate between a leader, a manager and
an entrepreneur
8e Foster leadership potential in self and others
Assignment
48
MKTG 341 PRINCIPLES OF MARKETING (3) Design, distribution pricing and promotion of goods,
services, places, people and causes of both national and international markets. Included is an introduction
to strategic and tactical applications of marketing. Prerequisites: junior standing; majors and eligible
premajor and BUAD majors.
Learning objectives for the CBE comprehensive test
Systematically apply the marketing mix concept to an existing or proposed product market combination in
practice and for strategic analysis.
Critically evaluate brands, branding, and brand equity in relationship to existing market dynamics and
customer relationships.
Analyze a market to precisely describe the use of market segmentation in its role as a tool for target
marketing and brand positioning.
Authoritatively apply product lifecycle analysis to predict the growth, demand, and ultimate decline of
new ideas and products.
Program learning objectives (KSAs)
KSA
1g Articulate another's viewpoint through verbal
and nonverbal interpretation
2d Use creative thinking methods to produce ideas
4e Display a "win-win" attitude
6b Apply domestic diversity concepts and
contemporary issues to business situations
6c Show sensitivity to others' views, values, and
business customs
Assignment
49
EXHIBIT 5
DUE MARCH 30, 2007 TO: DEPT CHAIR AND ASST DEAN DOUG SANFORD
COURSE KSA ASSESSMENT AND CONTINUOUS IMPROVEMENT
Please fill out one form per course and KSA
The KSA is:__ The course is: ___________ Number of Fall 2006 Sections:______ (or Spring 2007
sections, if applicable)
Was assessment information collected in ALL full-time and part-time sections?
Yes ______ No _________
For any section in which assessment information was NOT collected:
Professor
Reason Not Collected
Please attach to this document the instrument you used to directly measure student learning for
the KSA (the assignment and grading criteria (or rubric), test)
1. How many student work samples across all sections were reviewed? ______
2. Did the review demonstrate that students completed the assessment information in a consistent
manner across all sections? Yes
No
If “No,” what changes will be made to the procedure to assure better consistency of assessment
information?
3. What were the criteria used to determine an acceptable level of competency?
If the acceptable level is less than 80%, why? What changes will be made to improve the percentage of
students who show an acceptable level of competency in the KSA?
4. What are your results?
___ % of students who show acceptable level of competency
___ % of students who show unacceptable level of competency
5. In three years, this KSA will be assessed again in this course. Is the present assessment information
SMART:
Specific Yes_____
No_____
Measurable
Yes_____
No_____
Attainable
Yes_____
No_____
Realistic
Yes_____
No_____
Time-related
Yes_____
No_____
If “No” is checked for any of the areas above, how will you change the assessment information and/or
procedure to meet the SMART criteria?
6. How will these assessment findings be used to increase your students’ learning?
50
If your assessment is a written assignment, please retain a sample of every 8th student’s work
from each section’s stack.
______________________________________________________________________
This report was prepared by:
Name (print) ___________________________________ Date_________________
1 – Send completed form to (a) Department Chair and
(b) Assistant Dean for Learning & Assessment.
2 – Keep original student work, carefully labeled for easy identification.
(a) Package assessed (i.e., every 8th) student work samples (if applicable)
for possible review by AACSB visitation team.
(b) Mark each package clearly (1) Course (2) Semester (3) specific KSA.
(c) Keep in Department Chair’s files.
________________________________________________________________
51
Exhibit 6
Course KSAs to be assessed in Fall 2006
Course
KSAs
assigned
KSAs
assessed
to date
Ksas to assess
in the Fall
2006
semester
Accounting 201
1f, 4d, 6d,
7d, 7f, 9e
4d, 7d
1f, 6d, 7f, 9e
Accounting 202 (Note,
learning objectives
apply to both ACCT
201 & ACCT 202)
1c, 3a, 4b,
5b, 7e, 9e
3a, 4b
1c, 5b, 7e, 9e
Legal 225
1g, 1i, 2e,
4c, 5c, 7b,
8b
2e, 4c
1g, 1i, 5c, 7b, 8b
Ksas to
assess in
the Fall
2006
semester
Course
KSAs
assigned
KSAs
assessed
to date
Economics
201
2a, 2b, 5a
2a, 2b, 5a
Economics
202:
2c, 2e, 6a,
6d
2c, 2e, 6a,
6d
Economics
205:
2g
2g
Economics
306:
3a
3a
Course
KSAs
assigned
KSAs
assessed
to date
Ksas to
assess in
the Fall
2006
semester
Finance
331
2a, 2b, 2f,
2g, 4a, 4b,
2a, 2b, 2f,
2g
4a, 4b, 4c
52
4c
Ksas to
assess in
the Fall
2006
semester
Course
KSAs
assigned
KSAs
assessed
to date
Management
337
1d, 1e, 1h,
3b, 7a, 7b,
7e
1d, 1e, 1h,
7a
3b, 7b, 7e
Management
361
3c, 4c, 8a,
8b, 8c, 8e
3c, 4c, 8a,
8b
8c, 8e
Management
365
1c, 1f, 2h,
3b, 3c, 7d
1c, 3b, 3c,
7d
1f, 2h
Management
375
1h, 4d, 4e,
6a, 6b, 6c,
6e
1h, 6a, 6b,
6c
4d, 4e, 6e
Management
481
1a, 1b, 5a,
5b, 8a, 8c,
8e
1a, 5a, 5b,
8c
1b, 8a, 8e
Course
KSAs
assigned
KSAs
assessed
to date
Ksas to
assess in the
Fall 2006
semester
Marketing
341
1g, 2d, 4e,
6b, 6c
1g, 2d
4e, 6b, 6c
eBusiness
311
2d, 2f, 2h,
3a, 3c, 6e,
7a
2d, 2f, 2h,
6e, 7a
3a, 3c
Course
KSAs
assigned
Business
Excellence 301
1a, 1b, 1d, 1e,
2c, 9b, 9d
KSAs
assessed to
date
Ksas to assess in
the Fall 2006
semester
1a, 1b, 1d, 1e
2c, 9d
53
Business
Excellence 460
1c, 4a, 5c, 7c,
7f, 9a, 9c
4a, 7c, 7f, 9a,
9c
1c, 5c
KSAs assigned for each course in your department, KSAs assessed, and KSAs not yet assessed as of fall 2006.
54
Exhibit 7
CBE Comprehensive Test of Core Business Knowledge
Results for Fall 2006, contrasted with Spring 2006
This table shows the results of the CBE comprehensive test given to students in the capstone course in fall
2006. The first column shows the course in which the material was taught. The second column shows
the learning objective tested. The third column shows the average percent correct for the test items of the
learning objective. The fourth column shows the aggregate change across items in the learning objective.
The fifth column shows the percent of students who got each item correct.
As in the past, our main concern is with learning objectives for which less than 50% of students answered
the items correctly. We are also concerned with learning objectives that have a negative aggregate
change.
Course
Learning objectives
average,
f06
change,
s06-f06
Analyze how planning, organizing, leading, and controlling
functions enhance organizational performance. (q1-4)
79.46%
3.64%
Apply decision-making skills to ethics and diversity
management. (q5-7)
67.86%
0.02%
Apply decision-making skills to planning, strategy, and
organizational structure design. (q8-10)
84.38%
0.33%
Describe how control and culture, employee motivation,
leadership, effective team management and effective
management of human resources contribute to organizational
performance. (q 11-13)
66.82%
9.08%
55.80%
-5.14%
40.63%
5.62%
(3) understand and be able to explain the significance of the
concept of “opportunity cost” (q18-20)
46.73%
-7.54%
(4) illustrate the use of the concept of “comparative advantage”
and how it serves as the foundation for international trade (q2123)
58.93%
-4.94%
Be able to discuss what factors determine real aggregate output,
and how it is measured (q24-26)
35.12%
1.30%
Mngt 361
Demonstrate an understanding of the factors that determine
demands and supplies and that cause them to change (q 14-15)
2) be able to illustrate, perhaps by properly interpreting standard
economic graphs, how markets (interactions of demand and
supply) determine prices and the way in which resources are
used (q 16-17)
Econ 201
Economics
202:
55
%correct,
fall '06
n=224
90.18%
87.95%
93.30%
46.43%
56.70%
49.55%
97.32%
90.18%
86.16%
76.79%
94.64%
50.45%
55.36%
58.48%
53.13%
69.64%
11.61%
81.70%
13.84%
44.64%
53.13%
79.91%
43.75%
33.93%
27.23%
44.20%
Economics
205:
Explain the nature and importance of money and monetary
policy, especially as they are related to inflation (q27-30)
79.24%
-0.29%
Describe the role of fiscal policy in contributing to economic
stability and growth (q31-33)
63.10%
-4.12%
Demonstrate a knowledge of “descriptive statistics,” the
differences among them and relative advantages and
disadvantages of each (q 34-36)
68.30%
3.90%
By using common concepts of probability (the foundation of
statistics), illustrate the ability to find the likelihood of observing
particular samples from a known population (q 37-39)
40.18%
-0.78%
Be able to test statistical hypotheses, by using the principles of
probability and statistical inference (q40-41)
40.63%
5.62%
Demonstrate the ability to construct and carry out a meaningful
regression analysis (q 42-45)
60.04%
8.20%
Be able to use and interpret output from standard statistical
software (q46-49)
58.71%
-1.73%
Jurisdiction and procedural law (q50-52)
60.57%
4.03%
Torts/criminal law/worker’s compensation (q 53-55)
78.72%
13.83%
Contracts law/sales law under the uniform commercial code (q
56-59)
34.04%
2.15%
Learning goal 1: students should know how to use basic
forecasting techniques: moving average, exponential smoothing,
and linear trend model. (q60-61)
21.21%
-11.90%
Economics
306:
Legl 225
Mngt 365
Mngt 337
Learning goal 2: students should know how to apply the basic
quality tools and statistical process control charts. (q62-64)
41.67%
8.76%
Learning goal 3: students should know how to use basic
inventory model: eoq, epq and rop. (q 65-67)
64.43%
1.43%
Learning goal 1: students should differentiate among the various
types of information systems/technologies. (q68-69)
69.87%
2.17%
Learning goal 2: students should define the hardware, software,
organization and people components of information systems
(q70-72)
69.20%
-0.53%
Learning goal 3: students should know how to use basic
information technology such as web, spreadsheet and
61.16%
3.79%
56
84.38%
63.39%
91.52%
77.68%
84.38%
21.88%
83.04%
87.95%
66.52%
50.45%
32.59%
37.50%
50.45%
40.18%
41.07%
77.23%
69.64%
58.48%
34.82%
76.34%
40.63%
67.86%
50.00%
36.61%
50.45%
94.64%
97.77%
66.52%
71.88%
25.00%
29.46%
33.48%
48.21%
19.64%
22.77%
37.05%
26.34%
61.61%
47.77%
56.25%
89.29%
54.02%
85.71%
84.38%
35.27%
87.95%
97.77%
42.86%
databases. (q73-75)
the student will be able to apply time value of money concepts
as part of financial decision-making. (q76-78)
Finance
331
the student will be able to demonstrate the relationship between
risk and return. In addition, the student will be able to price
securities by applying security valuation models. This includes
being able to identify the characteristics of the securities and the
cash flow patterns they generate. (q79-81)
the student will apply basic capital budgeting techniques to
evaluate capital acquisitions. This includes being able to identify
relevant cash flows, to apply appropriate evaluation methods
and risk adjustments, and to identify financing alternatives. (q8284)
Accounting
-10.90%
43.45%
-3.15%
44.20%
50.15%
-1.84%
37.95%
2.92%
the student will be able to distinguish between the various
choices of capital a firm has available to it, and compute both
the component cost of funds as well as the overall cost of capital
for the firm. (q86-87)
31.03%
2.16%
40.31%
81.25%
36.10%
78.13%
0.92%
Authoritatively apply product lifecycle analysis to predict the
growth, demand, and ultimate decline of new ideas and
products. (q96-98)
65.48%
-6.62%
Student will know how to analyze a company's balance sheet.
(q99-100)
74.78%
6.41%
Student will know how to analyze a company's income
statement. (q101-102)
54.69%
-2.81%
Student will know how to calculate & analyze a company's
balance sheet activity and liquidity ratios. (q103-104)
67.86%
-5.40%
Student will know how to calculate & analyze a company's
income statement profitability ratios. (q105-106)
41.96%
8.29%
Student will know how to analyze a company's cash flows.
(q107-108)
40.40%
-10.06%
Student will be able to use specific cost information in order to
determine a company's breakeven point. (q109-110)
54.69%
-3.32%
Student will know the relationship of operating costs-to
sales/production volume-to operating profit. (q111-112)
45.09%
-3.73%
Student will demonstrate how to decide on whether to expand or
contract a business. (q113-114)
66.74%
-2.56%
57
37.95%
20.54%
82.03%
Critically evaluate brands, branding, and brand equity in
relationship to existing market dynamics and customer
relationships. (q92-93)
Analyze a market to precisely describe the use of market
segmentation in its role as a tool for target marketing and brand
positioning. (q94-95)
24.11%
67.41%
58.93%
the student will be able to analyze the four basic financial
statements of a company (income statement, balance sheet,
statement of cash flows, and statement of retained earnings),
calculate key financial ratios, interpret them, and identify
weaknesses in the company’s financial management
policies.(q85)
Systematically apply the marketing mix concept to an existing or
proposed product market combination in practice and for
strategic analysis. (q88-91)
Marketing
341
51.19%
42.86%
25.45%
50.45%
77.68%
33.48%
52.68%
41.52%
84.38%
89.73%
65.63%
88.39%
86.16%
76.34%
57.59%
98.66%
40.63%
82.59%
73.21%
76.79%
72.77%
45.98%
63.39%
74.55%
61.16%
40.63%
43.30%
33.48%
47.32%
56.70%
52.68%
60.27%
29.91%
98.66%
34.82%
Mngt 375
Ebus 311
97.32%
36.16%
38.39%
81.25%
45.54%
63.84%
Student understands cost behavior in a business. (q115-116)
66.74%
-6.11%
Student understands the flow of mfg costs. (q117-118)
59.82%
-2.18%
Identify/describe/apply knowledge of key elements of a country’s
environment (culture, political/legal, economic). (q119-120)
54.69%
3.28%
Identify/describe/apply knowledge of why countries trade with
each other. (q121)
70.54%
-2.56%
70.54%
Identify/describe/apply knowledge of the key elements of a
country’s trade policies (implications for business?) (q122)
80.80%
-4.98%
80.80%
Identify/describe/apply knowledge of different
patterns/types/effects of fdi (q123)
62.50%
-3.49%
62.50%
37.50%
8.57%
37.50%
74.26%
1.96%
83.93%
71.43%
67.41%
59.38%
-1.54%
59.38%
Identify/describe/apply knowledge of marketing mix elements
and how they change in a global business environment (q129)
74.55%
2.98%
74.55%
Identify/describe/apply knowledge of staffing (expats v. Locals),
hr issues with a global workforce. (q130)
46.88%
8.30%
46.88%
Apply the basic design principles of creating a website to
support an e-Business (q131-132)
42.41%
NA
Demonstrate an understanding of the basic history of the
Internet, World Wide Web, and e-Business (q133-134)
47.54%
NA
Critique an organization’s integration of e-Business strategy
within the greater organizational strategy (q135-136)
74.55%
NA
Demonstrate an awareness of ethical issues related to Internet
security and privacy (q137-138)
54.02%
NA
Be able to compare and contrast the fundamental models of eBusiness: B2B, B2C, C2B, and C2C (q139-140)
60.27%
NA
Identify/describe/apply knowledge of the major forms of rei in the
world. Implications for business. (q124)
Identify/describe/apply knowledge of the basics of foreign
exchange market? How/why do firms “hedge” currency risk?
What role do the imf and world bank play in the international
currency markets (q125-127)
Identify/describe/apply knowledge of different market entry
strategies (q128)
58
38.84%
45.98%
36.16%
58.93%
75.00%
74.11%
25.89%
82.14%
35.27%
85.27%