STUDENT LEARNING ASSESSMENT PROGRAM
SUMMARY FORM AY 2012-2014
Degree and
Program Name:
Master of Business Administration (MBA)
Submitted By:
Dr. Melody Wollan
Coordinator of Graduate Business Studies
Please complete a separate worksheet for each academic program
(major, minor) at each level (undergraduate, graduate) in your
department. Worksheets are due to CASA this year by June
13, 2014. Worksheets should be sent electronically to
kjsanders@eiu.edu and should also be submitted to your college
dean. For information about assessment or help with your
assessment plans, visit the Assessment webpage at
http://www.eiu.edu/~assess/ or contact Karla Sanders in CASA at
581-6056.
Please use size 10 font or larger.
PART ONE
What are the learning
objectives?
How, where, and when are they
assessed?
1. Propose and evaluate
business decisions using
appropriate processes.
This is a learning goal. Look
below for the learning
objectives.
1.1 Conduct appropriate
research.
Research Option Projects
(MBA 5905)
Dr. Chahyadi – Fall 2012
Dr. Wollan – Fall 2012
Dr. Shinde – Spring 2013
What are the expectations?
What are the results?
70% score at 4 or above on the
6 point Business Research
Paper Rubric
Abstract
3/3 (100%) 4 or above
2/3 (67%) 5 or above
Introduction
3/3 (100%) 4 or above
2/3 (67%) 5 or above
Theoretical Bkgrnd & Dev
3/3 (100%) 4 or above
2/3 (67%) 5 or above
Research Methods
3/3 (100%) 4 or above
2/3 (67%) 5 or above
Tests of Hypo & Results
3/3 (100%) 4 or above
2/3 (67%) 5 or above
Findings, Contrib, Conc,
Future Research
3/3 (100%) 4 or above
2/3 (67%) 5 or above
References
3/3 (100%) 4 or above
2/3 (67%) 5 or above
50% score at 5 or above on the
6 point Business Research
Paper Rubric
1
Committee/ person
responsible? How are
results shared?
All graduate faculty.
Results are shared using
the MBA assessment
feedback loop.
Independent Study Projects
(MBA 5990)
Dr. White – Spring 2014
Dr. Wollan – Spring 2014 (2)
70% score at 4 or above on the
6 point Business Research
Paper Rubric
50% score at 5 or above on the
6 point Business Research
Paper Rubric
Focused Research Paper
ACC 5200 – Spring 2013
70% score at 4 or above on the
6 point Business Research
Paper Rubric
2
Data pending to be added
Abstract
2/2 (100%) 4 or above
1/2 (50%) 5 or above
Introduction
2/2 (100%) 4 or above
1/2 (50%) 5 or above
Theoretical Bkgrnd & Dev
2/2 (100%) 4 or above
1/2 (50%) 5 or above
Research Methods
1/1 (100%) 4 or above
0/1 (0%) 5 or above
Tests of Hypo & Results
1/1 (100%) 4 or above
0/1 (0%) 5 or above
Findings, Contrib, Conc,
Future Research
2/2 (100%) 4 or above
0/2 (0%) 5 or above
References
2/2 (100%) 4 or above
1/2 (50%) 5 or above
Abstract
1/1 (100%) 4 or above
Introduction
0/1 (0%) 4 or above
Theoretical Background and
Theory Development
1/1 (100%) 4 or above
Research Methods
1/1 (100%) 4 or above
Tests of Hypotheses and
Results
1/1 (100%) 4 or above
Findings, Contributions,
Conclusions and Future
Research
1/1 (100%) 4 or above
References
0/1 (0%) 4 or above
Focused Research Paper
MBA 5550 – Spring 2014
70% score at 4 or above on the
6 point General Business
Research Rubric
50% score at 5 or above on the
6 point General Business
Research Rubric
Focused Research Paper
MBA 5670 – Fall 2012 & Spring
2013 (combined)
70% score at 4 or above on the
6 point General Business
Research Rubric
50% score at 5 or above on the
6 point General Business
Research Rubric
MBA 5670 – Fall 2013
70% score at 4 or above on the
6 point General Business
Research Rubric
50% score at 5 or above on the
6 point General Business
Research Rubric
3
Identification Research Obj:
10/13 (76.9%) 4 or above
10/13 (76.9%) 5 or above
Research Sources:
10/13 (76.9%) 4 or above
10/13 (76.9%) 5 or above
Use of Research Info:
10/13 (76.9%) 4 or above
8/13 (61.5%) 5 or above
Documentation of Sources:
10/13 (76.9%) 4 or above
10/13 (76.9%) 5 or above
Identification Research Obj:
34/34 (100%) 4 or above
32/34 (94.1%) 5 or above
Research Sources:
34/34 (100%) 4 or above
32/34 (94.1%) 5 or above
Use of Research Info:
34/34 (100%) 4 or above
34/34 (100%) 5 or above
Documentation of Sources:
34/34 (100%) 4 or above
34/34 (100%) 5 or above
Identification Research Obj:
16/18 (88.9%) 4 or above
15/18 (83.3%) 5 or above
Research Sources:
16/18 (88.9%) 4 or above
16/18 (88.9%) 5 or above
Use of Research Info:
16/18 (88.9%) 4 or above
15/18 (83.3%) 5 or above
Documentation of Sources:
16/18 (88.9%) 4 or above
16/18 (88.9%) 5 or above
Marketing Plan
MBA 5550 – Fall 2012 & Spring
2013 (combined)
70% score at 4 or above on the
6 point General Business
Research Rubric
50% score at 5 or above on the
6 point General Business
Research Rubric
MBA 5550 - Fall 2013 & Spring
2014 (combined)
70% score at 80% or higher
Identification Research Obj:
6/6 (100%) 4 or above
5/6 (83.3%) 5 or above
Research Sources:
6/6 (100%) 4 or above
5/6 (83.3%) 5 or above
Use of Research Info:
6/6 (100%) 4 or above
4/6 (66.7%) 5 or above
Documentation of Sources:
6/6 (100%) 4 or above
5/6 (83.3%) 5 or above
27/32 (84.4%) scored 80% or
higher
50% score at 90% or higher
12/32 (37.5%) scored 90% or
higher
1.2 Apply critical thinking
skills.
SCP: Environmental Analysis
MBA 5000 – Fall 2012, Spring
2013, Fall 2013, Spring 2014
(combined)
70% score at 4 or above on the
6 point instructor developed
rubric
45/63 (71.4%) 4 or above
Research Assignment in
Resolving Unstructured
Accounting Problems
ACC 5400 – Spring 2014
70% score at 75% or above on
instructor developed rubric
12/14 (85.7%) scored 75% or
higher
SCP: SWOT Development
MBA 5000 – Fall 2012, Spring
2013, Fall 2013, Spring 2014
(combined)
70% score at 4 or above on the
6 point instructor developed
rubric
51/63 (81.0%) 4 or above
Case Study: DAV
MBA 5660 – Fall 2013
80% score at B or higher
23/23 (100%) B or higher
19/23 (82.6%) A
4/23 (17.4%) B
4
COMP X-M Board Queries
and Simulation
MBA 5900 – Summer 2012 &
Fall 2012 (combined)
60% at 350 points or higher
out of 500
Board Queries:
15/24 (62.5%) 350 points or
higher (Sum/Fall 2012)
9/10 (90%) 350 points or
higher (Spring 2013)
MBA 5900 – Spring 2013
MBA 5900 – Summer 2013
11/18 (61.1%) 350 points or
higher (Summer 2013)
MBA 5900 – Fall 2013
6/9 (66.7%) 350 points or
higher (Fall 2013)
MBA 5900 – Spring 2014
7/14 (50%) 350 points or
higher (Spring 2014)
Total for reporting period:
48/75 (64%) 350 points or
higher (Summer 2012 – Spring
2014)
Simulation:
16/24 (66.7%) 350 points or
higher (Sum/Fall 2012)
6/10 (60%) 350 points or
higher (Spring 2013)
13/18 (72.2%) 350 points or
higher (Summer 2013)
2/9 (22.2%) 350 points or
higher (Fall 2013)
8/14 (57.1%) 350 points or
higher (Spring 2014)
Total for reporting period:
45/75 (60%) 350 points or
higher (Summer 2012 – Spring
2014)
5
1.3 Use appropriate decision
analysis tools.
SCP: Weighted SWOT Matrix
MBA 5000 – Fall 2012, Spring
2013, Fall 2013, Spring 2014
(combined)
70% score at 4 or above on the
6 point instructor developed
rubric
48/63 (76.2%) 4 or above
Statistics Exam and
Management Science Exam
MBA 5500 – Fall 2012 & Spring
2013 (combined)
70% score at 4 or above on the
6 point Quantitative Reasoning
Rubric
Selection
22/22 (100%) 4 or above
13/22 (59%) 5 or above
Analysis
20/22 (90.9%) 4 or above
11/22 (50%) 5 or above
Interpretation
22/22 (100%) 4 or above
17/22 (77.3%) 5 or above
Application
22/22 (100%) 4 or above
17/22 (77.3%) 5 or above
50% score at 5 or above on the
6 point Quantitative Reasoning
Rubric
Statistics Exam and
Management Science Exam
MBA 5500
Summer 2013
Statistics Exam and
Management Science Exam
MBA 5500
Spring 2014
2. Use a strategic approach
to making business
decisions.
This is a learning goal. Look
below for the learning
objectives.
2.1 Demonstrate functional
knowledge.
Research Assignment:
Advanced Technical
Knowledge of Accounting
ACC 5400 – Spring 2014
70% score at 80% or above on
each exam.
50% score at 90% or above on
each exam.
70% score at 80% or above on
each exam.
50% score at 90% or above on
each exam.
Statistics Exam
20/24 (83.3%) 80% or above
15/24 (62.5%) 90% or above
Management Science Exam
23/24 (95.8%) 80% or above
19/24 (79.2%) 90% or above
Statistics Exam
27/27 (100%) 80% or above
20/27 (74.1%) 90% or above
Management Science Exam
20/27 (100%) 80% or above
11/27 (40.7%) 90% or above
All graduate faculty.
Results are shared using
the MBA assessment
feedback loop.
70% score at 75% or above
6
12/14 (85.7%) 75% or higher
Midterm and Final Exams
MBA 5000 – Fall 2012, Spring
2013, Fall 2013, Spring 2014
(combined)
70% score at 4 or above on the
6 point instructor developed
rubric
40/63 (63.5%) 4 or above
Midterm Exam
MBA 5010 – Spring 2013
70% score at 75% or above
12/16 (75%) 70% or higher
Final Exams (In-class and
Take-Home)
MBA 5010 – Fall 2013
70% score at 3 or above on the
4 point instructor developed
rubric
In-class
9/17 (52.9%) 3 or above
Take Home
10/15 (66.7%) 3 or above
Homework Assignments
MBA 5500 – Spring 2014
70% score at 80% or above
Homework Assignments
27/27 (100%) 80% or higher
Marketing Plan
MBA 5550 – Fall 2012 & Spring
2013 (combined)
70% score at 3 or above on the
4 point instructor developed
rubric
Strategic Analysis (4Cs)
5/6 (83.3%) 3 or above
Segment Analysis & Target
Marketing
6/6 (100%) 3 or above
Positioning & 4Ps
5/6 (83.3%) 3 or above
Control & Contingency
5/6 (83.3%) 3 or above
Questions (n=30) selected from
Exams
MBA 5640 – Fall 2012, Spring
2013, Fall 2013, Spring 2014
Average of 50% correct on a
sample of 30 embedded
questions
Fall 2012: 44.9% correct
Spring 2013: 27.4% correct
Fall 2013: 48.5% correct
Spring 2014: 40.4% correct
Take-Home Mid-Term Exam
MBA 5660 – Fall 2013
70% score B or above
23/23 (100%) B or above
15/23 (65.2%) A
8/23 (34.8%) B
Questions selected from Exam
1, Exam 2, and Final Exam
(Verbal Interview)
MBA 5680 – Fall 2012, Spring
2013, Summer 2013 (combined,
with multiple observations)
70% score at 3 or above on the
4 point instructor developed
rubric
96/126 (76.2%) scored at 3or
above
7
COMP X-M Board Queries
and Simulation
MBA 5900 – Summer 2012 &
Fall 2012 (combined), Spring
2013, Summer 2013, Fall 2013,
Spring 2014
60% at 350 points or higher
out of 500
Board Queries:
15/24 (62.5%) 350 points or
higher (Sum/Fall 2012)
9/10 (90%) 350 points or
higher (Spring 2013)
11/18 (61.1%) 350 points or
higher (Summer 2013)
6/9 (66.7%) 350 points or
higher (Fall 2013)
7/14 (50%) 350 points or
higher (Spring 2014)
Total for reporting period:
48/75 (64%) 350 points or
higher (Summer 2012 – Spring
2014)
Simulation:
16/24 (66.7%) 350 points or
higher (Sum/Fall 2012)
6/10 (60%) 350 points or
higher (Spring 2013)
13/18 (72.2%) 350 points or
higher (Summer 2013)
2/9 (22.2%) 350 points or
higher (Fall 2013)
8/14 (57.1%) 350 points or
higher (Spring 2014)
Total for reporting period:
45/75 (60%) 350 points or
higher (Summer 2012 – Spring
2014)
8
ETS Exam – Marketing,
Management, Finance, and
Managerial Accounting scores
MBA 5900
Summer 2012, Fall 2012, Spring
2013 (combined)
3 year rolling average of scores
at or above national averages
MBA 5900
Summer 2013, Fall 2013, Spring
2014 (combined)
2.2 Integrate knowledge
across functional areas.
SCP: Strategic Options
MBA 5000 – Fall 2012, Spring
2013, Fall 2013, Spring 2014
(combined)
COMP X-M Simulation
MBA 5900 – Summer 2012 &
Fall 2012 (combined), Spring
2014
Marketing
62.2% (58.2% National)
Management
62.4% (59.3% National)
Finance
45.9% (43.4% National)
Managerial Accounting
52.0% (49.0% National)
Marketing
61.9% (58.2% National)
Management
61.6% (59.3% National)
Finance
45.3% (43.4% National)
Managerial Accounting
51.6% (49.0% National)
70% score at 4 or above on the
6 point instructor developed
rubric
33/63 (52.4%) 4 or above
60% at 350 points or higher
out of 500
16/24 (66.7%) 350 points or
higher (Sum/Fall 2012)
6/10 (60%) 350 points or
higher (Spring 2013)
13/18 (72.2%) 350 points or
higher (Summer 2013)
2/9 (22.2%) 350 points or
higher (Fall 2013)
8/14 (57.1%) 350 points or
higher (Spring 2014)
Total for reporting period:
45/75 (60%) 350 points or
higher (Summer 2012 – Spring
2014)
9
ETS Exam – Marketing,
Management, Finance, and
Managerial Accounting scores
MBA 5900
Summer 2012, Fall 2012, Spring
2013 (combined)
3 year rolling average of scores
at or above national averages
MBA 5900
Summer 2013, Fall 2013, Spring
2014 (combined)
2.3 Incorporate evaluation of
external forces including
international, economic and
competitive forces.
3. Make ethical and legal
decisions including
evaluation of the
organization’s social
responsibilities.
Strategic Integration
54.6% (52.2% National)
Strategic Integration
54.4% (52.2% National)
SCP: External Analyses
MBA 5000 – Fall 2012, Spring
2013, Fall 2013, Spring 2014
(combined)
70% score at 4 or above on the
6 point instructor developed
rubric
50/63 (79.4%) 4 or above
Marketing Plan
MBA 5550 – Fall 2012 & Spring
2013 (combined)
70% score at 3 or above on the
4 point instructor developed
rubric
Economic
5/6 (83.3%) 3 or above
Technological
6/6 (100%) 3 or above
Political & Legal
6/6 (100%) 3 or above
Demographic
5/6 (83.3%) 3 or above
Socio-cultural
6/6 (100%) 3 or above
Porter Industry Analysis
5/6 (83.3%) 3 or above
MBA 5550 - Fall 2013 & Spring
2014 (combined)
70% scored 80% or higher
External Environmental
Analysis Score
20/32 (62.5%) scored 80% or
higher
This is a learning goal. Look
below for the learning
objectives.
All graduate faculty.
Results are shared using
the MBA assessment
feedback loop.
10
3.1 Evaluate the social
responsibilities of businesses
from the perspectives of a
variety of stakeholders.
SCP: Mission, Values, Purpose
MBA 5000 – Fall 2012, Spring
2013, Fall 2013, Spring 2014
(combined)
70% score at 4 or above on the
6 point instructor developed
rubric
43/63 (68.3%) 4 or above
3.2 Distinguish legal and
ethical responsibilities of
organizations and of
individuals within
organizations.
Manager’s Hot Seat Case 7 –
Analysis Section
MBA 5680 –Spring 2013 &
Summer 2013 (combined)
70% score at 3 or above on the
4 point instructor developed
rubric
19/20 (95%) 3 or above
Exam 1, Essay Question C-1
MBA 5680 - Spring 2013 &
Summer 2013 (combined)
70% score at 5 or above on the
7 point instructor developed
rubric
22/30 (73.3%) at 5 or above
Ethical Analysis Project
MBA 5670 – Fall 2012 &
Spring 2013 (combined)
70% score at 4 or above on the
6 point Ethical Analysis
Rubric
Identif of Ethical Issues
33/33 (100%) at 4 or above
31/33 (93.9%) at 5 or above
Considered Stakeholders
33/33 (100%) at 4 or above
31/33 (93.9%) at 5 or above
Multiple Theories or Persp
33/33 (100%) at 4 or above
28/33 (84.8%) at 5 or above
Disc of Option
33/33 (100%) at 4 or above
31/33 (93.9%) at 5 or above
Proposal of Decision
33/33 (100%) at 4 or above
30/33 (90.9%) at 5 or above
3.3 Analyze the ethical issues
relevant to business decisions
using multiple ethical theories
and frameworks.
50% score at 5 or above on the
6 point Ethical Analysis
Rubric
Manager’s Hot Seat Case 1 –
Analysis Section
MBA 5680 – Fall 2013, Spring
2013, Summer 2013 (combined)
70% score at 3 or above on the
4 point instructor developed
rubric
21/23 (91.3%) 3 or above
Exam 1, Essay Question C-2
MBA 5680 - Spring 2013&
Summer 2013 (combined)
70% score at 4 or above on the
6 point instructor developed
rubric
22/30 (73.3%) at 4 or above
11
4. Demonstrate professional
communication skills.
This is a learning goal. Look
below for the learning
objectives.
4.1 Create effective written
business communications.
Article Review
MBA 5500 – Fall 2012 & Spring
2013 (combined)
All graduate faculty.
Results are shared using
the MBA assessment
feedback loop.
70% score at 3 or above on the
4 point Writing rubric
35% score a 4 out of 4 on the
Writing rubric
Article Review
MBA 5500 - Summer 2013
70% score at 80% or above on
the written assignment.
Development & Purpose
15/22 (68.2%) at 3 or above
5/22 (22.7%) at 4
Organization
19/22 (86.4%) at 3 or above
9/22 (40.9%) at 4
Style
16/22 (72.7%) at 3 or above
1/22 (4.5%) at 4
Mechanics
19/22 (86.4%) at 3 or above
5/22 (22.7%) at 4
23/24 (95.8%) 80% or higher.
23/24 (95.8%) 90% or higher.
50% score at 90% or above on
the written assignment.
Marketing Plan
MBA 5550 – Fall 2012 & Spring
2013 (combined)
70% score at 3 or above on the
4 point Writing rubric
35% score a 4 out of 4 on the
Writing rubric
12
Development & Purpose
6/6 (100%) at 3 or above
2/6 (33.3%) at 4
Organization
5/6 (83.3%) at 3 or above
2/6 (33.3%) at 4
Style
6/6 (100%) at 3 or above
2/6 (33.3%) at 4
Research & Data Info/Integ
6/6 (100%) at 3 or above
2/6 (33.3%) at 4
Managerial Response
5/6 (83.3%) at 3 or above
3/6 (50%) at 4
Mechanics
6/6 (100%) at 3 or above
2/6 (33.3%) at 4
MBA 5550 – Spring 2014
70% score at 3 or above on the
4 point Writing rubric
35% score a 4 out of 4 on the
Writing rubric
4.2 Make effective formal and
informal business
presentations.
Development & Purpose
10/13 (76.9%) at 3 or above
4/13 (30.8%) at 4
Organization
10/13 (76.9%) at 3 or above
8/13 (61.5%) at 4
Style
13/13 (100%) at 3 or above
4/13 (30.8%) at 4
Research & Data Info/Integ
13/13 (100%) at 3 or above
10/13 (76.9%) at 4
Managerial Response
10/13 (76.9%) at 3 or above
4/13 (30.8%) at 4
Mechanics
10/13 (76.9%) at 3 or above
2/13 (15.4%) at 4
Five Manager’s Hot Seat Cases
– Organization, Language,
Content, and Analysis Sections
MBA 5680 – Fall 2012, Spring
2013 & Summer 2013
70% score at 3 or above on the 134/150 (89.3%) at 3 or above
4 point Writing rubric
64/150 (42.7%) at 4
Research Option Project
Presentations (MBA 5905)
Faculty mentors:
Dr. Chahyadi – Fall 2012
Dr. Wollan – Fall 2012
Dr. Shinde – Spring 2013
70% score at 3 or above on the Organization
4 point Oral Presentation
6/7 (85.7%) at 3 or above
rubric
2/7 (28.6%) at 4 or above
Language
35% score a 4 out of 4 on the
7/7 (100%) at 3 or above
Oral Presentation rubric
3/7 (42.9%) at 4 or above
Content
6/7 (85.7%) at 3 or above
1/7 (14.3%) at 4 or above
Nonverbal Delivery
5/7 (71.4%) at 3 or above
2/7 (28.6%) at 4 or above
Verbal Delivery
7/7 (100%) at 3 or above
2/7 (28.6%) at 4 or above
Independent Study Project
Presentations (MBA 5990)
Dr. White – Spring 2014
Dr. Wollan – Spring 2014 (2)
Research Paper Group
Presentation (ACC 5200)
Dr. Wang – Spring 2013
35% score a 4 out of 4 on the
Writing rubric
13
Marketing Plan Presentation
MBA 5550 – Spring 2014
70% score at 3 or above on the
4 point Oral Presentation
rubric
35% score a 4 out of 4 on the
Oral Presentation rubric
Manager’s Hot Seat Case
Group Presentations
MBA 5680 – Fall 2012, Spring
2013 & Summer 2013
70% score at 3 or above on the
4 point Oral Presentation
rubric
35% score a 4 out of 4 on the
Oral Presentation rubric
14
Organization
7/13 (53.9%) at 3 or above
3/13 (23.1%) at 4
Language
12/13 (92.3%) at 3 or above
4/13 (30.8%) at 4
Content
10/13 (76.9%) at 3 or above
3/13 (23.1%) at 4
Delivery
5/13 (38.5%) at 3 or above
2/13 (15.4%) at 4
Organization
43/43 (100%) at 3 or above
15/43 (34.9%) at 4
Language
43/43 (100%) at 3 or above
28/43 (65.1%) at 4
Content
43/43 (100%) at 3 or above
13/43 (30.2%) at 4
Delivery
43/43 (100%) at 3 or above
28/43 (65.1%) at 4
PART TWO
Describe your program’s assessment accomplishments since your last report was submitted. Discuss ways in which you have responded to the
CASA Director’s comments on last year’s report or simply describe what assessment work was initiated, continued, or completed.
During the last two year review period, assessment was discussed at the Graduate Committee meetings on a regular basis to ensure that faculty were continuing
to collect data, were aware of learning objectives and most importantly, were using the data from past assessment results as evidence in making decisions and
policies about the program. Along with the appointment of a new Graduate Coordinator in Fall 2012, numerous graduate faculty members were newly-elected to
the Graduate Committee. Nine of the 20 faculty participating in this assessment review period were new to graduate-level assessment in this review period, thus
requiring additional peer discussion amongst the graduate faculty about the importance and role of assessment in understanding the program’s outcomes.
Additionally, maturity in the assessment process is demonstrated in this report by the evidence that 13 graduate courses provided samples for outcome analysis,
including all six core MBA courses, two core ACCT Concentration courses, two core Applied Management Option and Research Option courses, the capstone
course and ETS Major Field Tests, Independent Studies (Applied Management electives) and Research Option Projects and Presentations.
Meetings in January and May 2013 of the entire Graduate Faculty of the School of Business allowed us to discuss the 2011-2012 assessment feedback from Dr.
Sanders and Dean Augustine. It had been noted that our assessment efforts could be more closely aligned with the graduate learning goals of research, depth of
content knowledge (including technology and ethics), effective communication skills, and effective critical thinking skills. We examined our four learning
objectives and would welcome review again on these points with materials presented in this report. MBA Learning Goal 1 is research-driven to apply to our
Research Option, independent studies, and general research papers and projects embedded in courses as deemed appropriate for the MBA curriculum
acknowledging that research comes in various formats in the MBA program that have been accounted for by the utilization of multiple research rubrics so that
faculty can select the most appropriate (general research vs. research paper) for each research assignment/activity. It is worth acknowledging that assessment of
research to date has been limited to course- and credit-generating activities, thus omitting the numerous research papers that have progressed to conferences and
journals that are the product of Graduate Assistantship work and those beyond the actual Research Option project. However, given the more likely involvement
of faculty in these collaborative projects, faculty have expressed comfort with their exclusion in assessing research, despite identifying them as research coming
out of the MBA program done by students in collaboration with faculty and faculty mentorship. MBA Learning Objective 2 addresses content knowledge; faculty
continue to evaluate the core six classes as being appropriate and foundational as analytical and management focused for MBA; we offered ethics as an elective
class between 2010 – 2012 and offer two core classes that address technological aspects in business (MBA 5660 & MBA 5670) as well as offering MIS 5105 (ECommerce) as a regularly offered elective for the MBA program. Beginning Spring 2014, a Supply Chain Management elective course was added as an elective
(and is expected to be added to the catalog as a regular offering by Fall 2015) and is expected to be popular with students, as well as focused in the area of
additional technological aspects in business. The third learning objective is ethics focused, and demonstrates the ethics are being addressed in no fewer than
three MBA core classes. While it would be desirable to add a required ethics course to the MBA curriculum, we currently lack the faculty resources to support
such a move and are resistant to adding a 12th class to our program at this time for competitive reasons. While ethics may not be assessed fully in multiple
classes with stand-alone assignments, numerous faculty teaching core and elective classes shared the ways they are integrating ethics into business decisionmaking, class discussions, and lectures as is consistent with many of our MBA program peers. Our fourth objective is the demonstration of effective
communications (oral and written). Please note that the fourth graduate learning objective (effective critical thinking skills) is already embedded within the
MBA program as Learning Objective 1.2, and is assessed at the beginning and end of the program, and a third time in a core class while in the program.
A second point that had been raised was our lack of information from an advisory committee to provide feedback on expectations from employers as they are a
match for our graduates. As part of lengthy discussion and feedback from numerous faculty, it was noted that we have a Business Advisory Board and could
utilize them for feedback if we isolated their encounters with MBA students separate from undergraduate students, but we generally do not make that distinction
in many of our small informal interactions that we provide between our students and Business Advisory Board members. Given both administrative and business
advisory board member turnover in this two-year period, more on this will be pursued and has been included in the agenda of the upcoming business advisory
board meetings in 2014 – 2015. There are many research and practitioner reports done on a larger and more general scale on this topic that may or may not be
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well-suited to our program’s audience and employers. It was strongly suggested the MBA 5000, the class that works with a company as client providing strategic
consulting analysis and recommendations, also be utilized. Dr. Wollan continues to pursue that with Dr. Dobbs (the current instructor) as to how best to facilitate
the feedback, to align the questions with specific objectives. Faculty provided a list of other external validation sources such as decision analysis tools, CAPSIM
participating employer comparison, feedback from advisory board members or guests that attend research presentations and the MBA 5880/FIN 4220 financial
presentations to the EIU Foundation when/if given. Finally, Dr. Wollan solicited open feedback from two employers of graduating MBA students (in Spring
2013 and Fall 2013) that were participating in internship experiences. Both were extremely favorable; “gratifying to watch him grow in his approach to others,
and in refining his technical skills that needed to be applied to the work at hand. He has become an integral part of my team, and we hope he will stay with us
[note: in follow-up 13 months later, the alumnus was, in fact, still employed by this employer in a greater full-time professional capacity]. Seldom have I had the
opportunity to work with … the degree of maturity that (student) exhibits. (Student) has exhibited a full range of skills necessary to be successful.” The other
supervisor did not provide elaborate comments but noted “excellent (quality of work), great (quantity of work), exceeded expectation! (timely completion of
work), always professional! (appropriate business etiquette)”. That intern continued her work with that department an additional semester and has accepted a
one-year full-time contract to continue to fulfill additional duties in that department of the organization. In the Fall of 2012, the Coordinator contacted every
graduate of the program from 2010, 2011, and 2012 to obtain employment information (specifically, employing organizations and job titles). These contacts
increased the number of unsolicited feedback about the program’s content and its overall appropriateness and depth to begin and/or advance careers.
Specifically, alumni indicated that value of MBA 5500 and their use of advanced excel and modeling to assist them in making business decisions, the relevance
of the cases and examples in management courses (MBA 5000, MBA 5680), and their appreciation of the faculty’s approach in the capstone experiences
(simulation and research projects) in transitioning them from college to their next career step.
Demonstrating maturity of our assessment process, at the May 2013 meeting, the Graduate Faculty also approved to allow 50% minimum sampling of work for
assessment (e.g., faculty can randomly sample and assess 50% of an assignment or activity). The Graduate Committee, along with Dr. Minnis (the main
instructor of the Capstone Simulation MBA 5900 course) and Dr. Wollan, are in the process of conducting a two-year evaluation comparing the new
opportunities for using the CAPSIM assessment tools that are embedded in CAPSIM and Board Queries vs. utilizing ETS. One of the most important benefits is
that CAPSIM provides the actual questions in assessment areas, rather than just functional-based scores. As part of this process, Dr. Wollan and Dr. Minnis will
be attending an off-site training seminar offered by CAPSIM in late July 2014. They have also been analyzing student results from 2013 and 2014 for both
CAPSIM, Simulation, and ETS Capstone exams to determine variations that occur and the impact of our data and interpretations if we were to reduce our
utilization on the ETS exam given its cost and limitations. Thus, all students in the MBA program, regardless of their specialization, are being assessed
throughout their coursework. Some of the graduate faculty participating in assessment do not regularly teach in the MBA program, but attend independent study
and research presentations such that they provide their assessment of MBA students with whom they do not normally interact.
At the May 2014 meeting of the Graduate Faculty, faculty focused on the need for a summary report of five or more years of assessment data and outcomes
before considering the next revision of the MBA program curriculum, assessment expectations, and potential learning goals revision (report expected to be
shared by September 2014). As part of the Graduate Committee’s discussion of assessment in the Fall of 2012, representative faculty felt that continued use of
the existing rubrics was important as well as continued promotion of their use to faculty over instructor-developed rubrics where possible. Faculty newlyteaching in the MBA program in this review period have expressed that they would make better use of rubrics in future semesters. Thus, while our learning
goals, rubrics, and expectations have reached maturity, along with our ability to use the results more effectively to “close the loop” in identifying key strengths
and areas for improvement, not all of the graduate faculty felt adequately prepared in the collection of assessment data. These individuals will be mentored more
closely during the upcoming year to ensure rubrics are being utilized and specific aspects of key assignments can be isolated and assessed. A timeline was
established to review rubrics after the five-year assessment report could be evaluated to determine any changes or additional rubrics that might be needed.
Finally, awareness of assessment has been an ongoing part of the discussion with regard to providing an online MBA program effective Fall 2015. We anticipate
that the audience for the online MBA will be similar to professionals taking classes at Parkland, and may need to be isolated or considered separately, at least
initially, from the extant MBA program and offerings in Charleston and at our Parkland location.
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PART THREE
Summarize changes and improvements in curriculum, instruction, and learning that have resulted from the implementation of your assessment
program. How have you used the data? What have you learned? In light of what you have learned through your assessment efforts this year and
in past years, what are your plans for the future?
Curricular changes

Changes to the prerequisites of MBA 5010 (Accounting from a Management Perspective): adding BUS 2101 and BUS 2102. MBA 5010 is a course
taken by non-Accounting MBA students and also required is becoming a class utilized by other graduate programs to fulfill expectations of budgeting,
managerial accounting, and general fiscal operational management. Evidence from assessment in the form of diminishing outcomes specific to
accounting functions suggested that some students needed additional background in accounting order to be adequately prepared for higher levels of
competency in this area. Prerequisites were added to the catalog effective Fall 2013 and module workshops were added in August 2013 for both
courses. Early anecdotal evidence suggests that some MBA students are now taking the semester-long BUS 2101 and/or BUS 2102 courses and
building more confidence about their accounting knowledge and skills prior to enrolling in MBA 5010. The full impact of this requirement may not be
seen in outcomes for up to three years (2016 – 2017 report).

Ongoing discussion continues about the need to provide Research Methods within the School of Business (offering MBA 5510, rather than substituting
similar courses from other disciplines) as more students need stronger foundations for the Research Option Proposal (MBA 5515) and Project (MBA
5905), as well as the independent study students (MBA 5990). Some of the need is masked in assessment as faculty mentors (the primary faculty
member that supports the student and their project) and readers (second faculty member that reads the work and provides support) are providing
additional tutorials and sessions to their students to customize the learning experiences to fit the data source, the methodology, and the form of analysis.
Faculty mentors and readers have questioned whether MBA 5510 could be offered in a tutorial setting since we do not have enough students to justify
an entire class in any one semester, or if the faculty mentor and/or reader support is as or more valuable to the student than taking a potentially ill-fitting
class. As evidenced by the assessment feedback, this goes beyond data analyses and needs to address the writing process, documenting and using
references, and presentation of research. The Chair of the School of Business and impacted Graduate Faculty member(s) have agreed to pilot-test a
tutorial format for Fall 2014 with one, and potential two faculty mentors, that each are supporting two Research Option students currently.

EIU’s Graduate School has encouraged multidisciplinary collaboration for graduate degrees, and the MBA program appears to be on the forefront of
being a desirable partner to other curricular initiatives in support of business and management skills for future leaders in other industries and career
paths. Specifically, the MBA program and the M.S. in Environmental Sustainability now have an approved agreement to offer dual degrees, sharing 12
credit hours, and the MBA program is experiencing more non-MBA students in a few of the courses (MBA 5010, MBA 5660, MBA 5680, some MBA
electives) that are being targeted by other programs. The Professional Science Master’s in GIS program has integrated multiple MBA courses into
degree requirements, and this extends the population of module workshop students acquiring business skills and knowledge often for the first time. This
philosophical approach has increased interest in EIU graduate students outside of the MBA program becoming interested in obtaining their MBA’s
concurrently or sequentially, but does pose unique challenges for isolating the MBA candidates from the non-MBA candidates for the purposes of
assessment. The Graduate Faculty have expressed reservations about the careful balance that needs to be identified and limited so as not to dilute the
MBA experience for those with more extensive business education and experiences. Work experiences tend to help in minimizing this contrast and
continued assessment of prerequisites and admission requirements are likely in subsequent years.
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Instructional changes

Adding modules and reassessing validity of modules: In the past two years, BUS 2101, BUS 2102, ECN 2801 and ECN 2802 have been added to the
Phase I prerequisite module workshops, expanding the MBA degree’s appeal to professionals without undergraduate business degrees. Of the 11 Phase
I courses, 10 module workshops are now available to provide incoming students with basic skills and a summary of the knowledge of the related
material. Modules, now in their eighth year, are becoming more standardized between each other and between faculty, with stronger expectations of
multiple competency measures (homework, tests, quizzes, take-home assessments) to ensure that students are adequately prepared for the rigor of the
graduate-level course. In the coming year, repeating the 2010 - 2011 formal comparison of success of students that have taken full semester courses
versus modules is desirable.

Follow-up of the effectiveness of the faculty reader for the Research Option students: The Research Option is now in its fifth year of having students
enrolled, and faculty and student handbooks for the Research Option are being developed (by Research Option mentors and by Research Option
students) to provide additional guidance and standardization of the expectations and roles of each, along with timelines, guidelines and samples for
filling out required forms, and providing stronger evidence of the success of these projects for marketing purposes. Related to a change made in 20112012 to add a faculty reader to each Research Option student, we now have a minimal number of faculty readers that can provide feedback on that
experience to determine effectiveness and provide feedback for further refinement.

Another area of improvement that has been raised by the assessment process and outcomes is the lack of excellence identified in Learning Objective 4 –
Demonstrating professional communication skills. In multiple assessments conducted by multiple professors at different stages in the MBA program,
students were evaluated at being above 70% (4 out of 6 and 3 out of 4 on rubrics) but repeatedly did not achieve goals of excellence at or above 90% (5
out of 6 and 4 out of 4 on rubrics). This will be a part of a focused discussion at the August/September 2014 Fall Assessment Retreat to increase
awareness, provide additional feedback and education to students in the upcoming academic year.
Learning opportunities

With continued emphasis in the business world of the importance of ethics, including informal feedback from business advisory members, popular press
articles, and accrediting bodies such as AACSB, faculty continue to try and find both in-class and extra-curricular approaches to introduce and discuss
ethics in the MBA program. The School of Business has initiated important Ethics activities including Ethics Week, the Holley Ethics Speaker Series,
and an essay competition with scholarship awards, and has included MBA students in these activities, given the aforementioned lack of resources to
provide a stand-alone class in Ethics at the graduate-level.

Related to an advising error, a large proportion of students in the Spring 2014 capstone class (MBA 5900) took MBA 5640 (Finance) concurrent with
the capstone class. This required the professor in MBA 5900 to alter some of his financial material, and interestingly, in the Spring 2014 data, students
scored higher in the financial areas on the capstone and ETS assessments. We speculate that this may be a bias related to recency effect and memory
recall, as well as the double-reinforcement of between the concurrent courses versus a longitudinal reinforcement of taking the courses in sequence.
Faculty have asked that students take these two courses as designed (MBA 5640 as a prereq to MBA 5900); in advising, the Coordinator has attempted
to encourage students to enroll in MBA 5640 in the semester immediately preceding MBA 5900 so as to minimize the loss of information given its
importance in the capstone experience.
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Looking ahead
Another major change in this reporting cycle, effective March 4, 2014, was the adoption of the GRE entrance exam scores. The MBA program has long utilized
the GMAT (Graduate Management Aptitude Test) as a major indicator of applicant ability and potential to be successful in the EIU MBA program. In recent
years, applicants have increasingly requested to have entrance exam scores waived (some of our competitors do so, thereby reducing the barriers to entry and the
costs associated with study materials and exam administration that can exceed $300 - $500), or the acceptance of GRE scores. One specific source of conflict in
this area has been from international applicants, who often find that the GMAT is only administered in major cities in their country or region, and only a few
days each year. The GRE appears to be more accessible, cost approximately 20% less, and ETS (the owner of the GRE) now demonstrates validity and
equivalency between the GRE and GMAT for MBA applicants. From an assessment perspective, the evaluation and comparison between the two major types of
entrance exams lead to a broader conversation about our admission requirements on the GMAT and whether our admission requirements were adequate to
support the expectations that we have with regard to learning objectives. In a rigorous debate and conversation taking place over a series of meetings, including
involving the GRE representative for clarification of that test, the Graduate Committee voted to increase the GMAT admission minimum qualifying scores for
the Quantitative component, increasing the Analytical Writing component, and instituting a standard on the Integrative Reasoning portion (introduced in June
2012, but until this time, was not utilized by EIU’s MBA program for admission). The Verbal Component and Overall Minimum Scores on the GMAT was
retained at its existing level. These new admission standards will go into effect for all newly admitted students effective August 15, 2014, with the expectation
that stronger incoming quantitative skills, analytical writing skills, and integrative reasoning abilities will result in higher levels of outcomes and performance in
learning objectives. Specifically, learning objectives related to quantitative skills and decision-making tools, those that focus on integration of learning between
and within course materials, and analytical writing should be enhanced. These would include Learning Objectives 1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 3.3, and 4.1.
Formal exit surveys will be utilized in the 2014-2015 academic year to obtain another snapshot of student satisfaction and perceptions of the program. Given the
large number of new Graduate Faculty that have begun teaching in the program from 2012 – 2014 as a result of numerous retirements of long-time Graduate
teaching faculty, the Coordinator determined that formal exit surveys would not be as valid or interpretable for assessment purposes during this transitional
period.
The MBA program has a large population of part-time students (currently 55%) that take two to three years to complete the program’s requirements. As noted in
the previous section, concern was expressed about interpreting and evaluating any one set of assessment data. Graduate Faculty have formally requested that a
five-year assessment report be compiled for a September 2014 meeting and holistic review of the program and significant curriculum changes (primarily made in
2008-2009).
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