CALIFORNIA STATE UNIVERSITY, SAN BERNARDINO
ADMN 995: PORTFOLIO COURSE FOR MBAs
Course Information & Syllabus
Course Purpose
The Portfolio Course has two main purposes:
(1)
Professional Development - for you as you near graduation from the MBA program. It also requires
you to reflect on and write about the way in which your courses achieves the goals of the MBA
program. This course will also focus your career and professional aspirations via career resources to
prepare you for the next step in your professional life, which varies from student to student.
(2)
Program Evaluation - for continuous academic improvement. This zero-unit course contains your
insights, which allow the MBA faculty to evaluate the effectiveness of its program. As the MBA
program collects and assesses student portfolios produced over a period of years, the faculty will be
able to adjust the mix of electives and requirements that make up each major to more fully meet
program goals.
ADMIN 995 Course Overview
There are FIVE components to the course which you must complete and pass in order to graduate:
1.
Portfolio of Academic Work
2.
Reflective Essay
3.
Career Development Activities
4. Exit Survey
5. Administrative Assessment Test (AAT)
Course Criteria

Prerequisite: Completion of 32 units in the MBA program.

Grading: Credit / No Credit
Important Contact Information
Name
Dr. Pamela Abell
Dr. Vipin Gupta
1.
Email /Address
pabell@csusb.edu
vgupta@csusb.edu
Phone number
909-537-3393
909-537-7380
Office
JB 229
JB 278
Contact Pamela for
All Admin 995 questions
Portfolio of Academic Work
You will prepare and submit a portfolio containing assignments representing your successful work in the
MBA program. Compiling the portfolio should be a valuable activity for you. It will help you see that your
MBA is not just a random selection of courses but a coherent and manageable field of study.
Page 1 of 10
CALIFORNIA STATE UNIVERSITY, SAN BERNARDINO
ADMN 995: PORTFOLIO COURSE FOR MBAs
How to Choose Items for Your Portfolio – do this section before writing your Reflective Essay
Step Action
1
Review the complete list of
Learning Goals.
2
Review your papers, exams, case
studies, assignments, and other
written materials you have
produced for your MBA courses.
3
Choose 3 papers/projects that
illustrate your use of the Learning
Goals.
4
2.
Make a Checklist
Notes
A complete list of the Learning Goals is included at the end of
this document.
Look for projects and papers that clearly illustrate how you
learned and/or used one or more of the Learning Goals. Strive
for a variety of Learning Goals. Please refer to the attached
rubrics for a better understanding of each Learning Goal.
Guidelines for choosing:
 You write about one or more of the Learning Goals in one
paper for your Reflective Essay.
 If you include group projects, you must specify how you
contributed to the group project, not what the others did.
 Papers must be original and not be rewritten or revised.
 Each paper must come from a different class.
Make a Checklist indicating which Learning Goals were
covered for each project. See page 4 for check list example.
Only check off those learning goals (at least one per
paper/project submitted) that are actually exhibited in the
selected paper.
Reflective Essay
Your Reflective Essay will contain 2 sections:

Section 1 - how you used the Learning Goals in your selected papers. Please be specific and elaborate on
each of the Learning Goal that you checked to justify your choice of the Learning Goal(s) for each paper.

Section 2 - your growth and development as a person and a professional in the MBA program.
We encourage you to visit our Graduate Writing Center to have them look at your Reflective Essay for any
suggestions or corrections. They serve only graduate students and are an outstanding resource for domestic
and international students.
Graduate Writing Center
College of Ed Building, Room 311
909-537-3127
Register first to make an appointment: http://csusb.mywconline.com/
Please follow this format for your Reflective Essay:

2 pages long minimum, and can be longer if you want

Single spaced with 1” margins

12 point scale in Times New Roman or Arial font type
Page 2 of 10
CALIFORNIA STATE UNIVERSITY, SAN BERNARDINO
ADMN 995: PORTFOLIO COURSE FOR MBAs
3.
Career Development Activities
The three required career development activities consist of advisement and maturing of those skills
necessary to obtain and secure employment as you graduate from you professional graduate degree
program.
To fulfill the mandatory requirements of this portion of the program, you must complete 2 out of the 5 items
below, you choose which two work best for you. (Check with Dr. Abell on the workshop dates for the quarter.)
1. Attend a Resume Recharge workshop and then revise your resume based on what you learned.
2. Attend an Interview Skills workshop.
3. Attend 2 Toastmaster’s International speaker training meetings anywhere in the world.
4. Attend a one-on-one hour long meeting with the graduate career advisor, Dr. Abell, any time
during this quarter.
5.
Upload 2 resumes, your old one and your new one that reflects your advanced degree and new work skills.
4.
Exit Survey
Complete the MBA Exit Survey in which the MBA will receive your feedback to improve the program for
future terms. This survey is anonymous. You will be required to submit the confirmation page (do NOT
include your detailed survey answers).
5.
Blackboard Three Required quizzes:
1.
2.
3.
AAT - Complete the Administration Assessment Test (AAT), available through Blackboard. This
assessment provides feedback for the College regarding student business administration specific
knowledge and skills learning. Cumulative results are examined by the CBPA Assurance of
Learning committee to recommend potential MBA program changes.
Resume quiz – 25 true/false questions
Interview Skills quiz – 25 true/false questions
How to Present Your Complete Portfolio of Work
The work you submit should be done carefully and be of high quality. Follow the order below.

Upload all documents to Blackboard Admin 995 course in the appropriate category

Section 1 – Cover Page (name, student ID, e-mail, & phone)

Section 2 – Checklist Chart of Learning goals

Section 3 – Portfolio of Academic work, three papers or projects

Section 4 – Reflective Essay

Section 5 – Career activities

Section 6 – Survey confirmation page, it is a small block of text at the end of the survey
Page 3 of 10
CALIFORNIA STATE UNIVERSITY, SAN BERNARDINO
ADMN 995: PORTFOLIO COURSE FOR MBAs
Learning Goals Checklist Sample
SCM 648
Paper:
Project
Learning Goals
Written Communication: Each student can effectively
communicate in writing.

MGMT 641
Paper:
Case
7- Relations



Oral Communication: Each student can effectively
present information orally.
Ethical Reasoning: Each student can recognize/analyze
problems and choose/defend resolutions for practical
business situations.

Information Technology: Each student can use
information technology to support the structure and
processes of the organization, and use information
technology in decision-making



Problem Solving: Each student can apply knowledge in
new and unfamiliar circumstances and devise innovative
solutions to cope with unforeseen events.

Global Context: Each student understands varied cultural
perspectives and global environments and can develop
innovative business solutions and practices that address
complexity.

Page 4 of 10
MGMT 642
Paper:
SelfEvaluation

CALIFORNIA STATE UNIVERSITY, SAN BERNARDINO
ADMN 995: PORTFOLIO COURSE FOR MBAs
Written Communication Assessment Rubric
Learning
Objective
Clarity/
Meaning:
Unacceptable
(1)
Acceptable
(2)
Proficient
(3)
Superior
(4)
Lacks a deep
understanding of the
assignment; no viable
point of view; little or
weak evidence; weak
critical thinking.
Lacks a clear
understanding of the
assignment;
repetitive; simplistic;
some critical thinking.
Responds to the task,
but may lack clarity or
be too direct/indirect.
Develops a point of
view and critical
thinking.
Responds thoroughly
to the assignment.
Defined critical
thinking skills with a
strong point of view.
Development,
reasoning and
support:
Examples are far too
general or lack any
detail, and do not fit
the purpose of the
assignment.
Inappropriate or
insufficient examples.
Selected examples
don’t demonstrate a
clear understanding of
the situation. Too few
or too many examples
that don’t mesh well.
Uses some examples
that may be too vague,
wordy, excessive or illplaced. Some examples
may not be fully
thought out or
integrated successfully.
Includes well-chosen
examples and
expands on those
examples in
appropriate detail.
Organization/
Format:
Disorganized and
unfocused; serious
problems with
coherence and
progression of ideas;
weak or non-existent
main point. No attempt
at proper format.
Very beginning stages
of organization taking
form. Has
understanding of
paragraphing, but
lacks transitions and
paragraph
cohesiveness.
Limited organization
and focus; may
demonstrate some
lapses in coherence or
progression of ideas.
Confuses format with
other types of writing.
Main point is
presented or clearly
implied with
noticeable
coherence; provided
specific and accurate
support. No errors
in format.
Language:
Displays frequent and
fundamental errors in
vocabulary; sentences
are simplistic and
disjointed losing
meaning and
competence.
Limited facility in
language use; sentence
structure issues
throughout the
document rendering it
ineffective. Overall
problems with interest.
Developing facility in
language use; sometimes
uses weak vocabulary or
inappropriate usage or
word choice; sentence
structure tends to be
repetitious.
Sophisticated choice of
language and sentence
structure; precise and
purposeful
demonstrating a
command of language
and sentence structure.
Conventions:
Errors interfere with
writer’s ability to
consistently
communicate purpose;
pervasive mechanical
errors.
Frequent errors in
grammar and/or
spelling that distract
the reader from
writer’s ideas.
An accumulation of
errors that impact the
overall effectiveness of
the document, but
areas of competent
writing emerging.
Control of
conventions; free of
most, if not all,
mechanical errors—
a polished
document.
13-15
16-20
Scoring
5-9
10-12
Page 5 of 10
CALIFORNIA STATE UNIVERSITY, SAN BERNARDINO
ADMN 995: PORTFOLIO COURSE FOR MBAs
Oral Communication Assessment Rubric
Learning
Objective
Organization
Unacceptable
(1)
Information presented in
a disorganized manner.
Abrupt transition from
one point to another.
Does not appear
prepared.
Main points were
neither clear nor
supported with
appropriate reasoning or
examples. Little or no
summary of key points
Acceptable
(2)
Information organized
and presented
adequately. Some
problems with topic
transition and
information flow.
Main points were clear.
Support for contentions
with reason and/or well
-chosen examples could
have been more
compelling. Summary of
main points could have
been stronger.
Eye Contact
with
Audience
Virtually reads speech
from notes. Avoids eye
contact with audience.
Vocal
Presentation
and Tone
Speaks too fast or too
slow. Volume
inappropriate. Giggling
or other inappropriate
vocal behaviors interfere
with the message.
Extremely monotone
with a complete lack of
enthusiasm.
Appears nervous. Paces,
fidgets, or sways. Poor
use of hands (e.g. jiggles
taps or plays with
something). Body
language distracts.
Conspicuous use of
speaker notes.
Occasional makes eye
contact with the
audience.
Articulation, volume and
pace are acceptable.
Tone is somewhat casual
for a professional
business presentation.
Slightly monotone and
somewhat lacking in
enthusiasm and
assertiveness.
Appears slightly nervous.
Occasional use of
meaningful hand
gestures. Body language
needs some
improvement, but does
not distract.
10-12 Points
Clarity of Key
Points
Body
Language
Scoring
5-9 Points
Page 6 of 10
Proficient
(3)
Information organized
and presented
adequately. Minor
problems with topic
transition and
information flow.
Main points were
clear. Support for
contentions with
reason and/or wellchosen examples was
good. Adequate
summary of main
points at the
conclusion.
Unobtrusive use of
speaker notes.
Sometimes fails to
make eye contact
with the audience.
Articulation, volume
and pace are
acceptable. Tone is
appropriate for a
business
presentation. A
degree of enthusiasm
and assertiveness is
evident.
Appears relaxed,
confident and
comfortable. Body
language does not
distract from the
presentation.
13-15 Points
Superior
(4)
Information is
presented in an
organized and logical
fashion. It has been
well prepared and
practiced.
Main points were
clear and fully
supported with
reason and/or wellchosen examples.
Main points were
clearly summarized
at the conclusion.
Never or rarely
glances at notes.
Consistently makes
eye contact with the
audience.
Articulation, volume
and pace are
excellent. Vocal tone
is excellent and
professional. The
presentation is
enthusiastic and
assertive.
Appears confident,
poised and
comfortable. Is
relaxed and in
control. Body
language enhances
the presentation.
16-20 Points
CALIFORNIA STATE UNIVERSITY, SAN BERNARDINO
ADMN 995: PORTFOLIO COURSE FOR MBAs
Ethical Reasoning Assessment Rubric
Learning Objective
Articulation of
ethical dilemma
and competing
values in the
business situation
Identification of
key stakeholders
and their
responsibilities to
the public in the
situation
Familiarity with
the professional
ethical principles
applicable to the
situation
Provision of
feasible and
effective
solution(s) to
resolve the ethical
problem
Student attitude
about resolving
the ethical
problem
presented in the
case
Scoring
Unacceptable
(1)
Little or no
understanding of the
general ethical
dilemma and the
major tradeoff of
competing values
Failure to identify
key stakeholders
and/or their
responsibilities to
the public in the
situation involved
Unawareness of
important
professional ethical
principles applicable
to the situation
Failure to
recommend or
recommending a
course of action that
were neither feasible
nor effective
Words and manner
suggesting a view
that significantly falls
short or deviates
from general social
expectations of
professionals
5-9 Points
Acceptable
(2)
Some understanding of
the general ethical
dilemma and the major
tradeoff of competing
values
Identification of some
key stakeholders and/or
their responsibilities to
the public in the
situation involved
Awareness of some
professional ethical
principles applicable to
the situation
Recommending a
course of action that is
workable, but less
effective than other
options/solutions
Words and manner
suggesting a view that
does not significantly
fall short or deviate
from general social
expectations of business
professionals
10-12 Points
Page 7 of 10
Proficient
(3)
Correct
identification and
description of the
ethical dilemma and
the major tradeoff
of competing values
Identification of all
key stakeholders
and their
responsibilities to
the public in the
situation involved
Familiarity with
important
professional ethical
principles applicable
to the situation
Recommending a
feasible course of
action that would
resolve the ethical
problem effectively
Superior
(4)
Clearly articulation of
the ethical dilemmas
and identification of
all issues and values
involved in the
situation
Identification of all
stakeholders and
clear articulation of
their responsibilities
to the public in the
situation involved
Thorough
understanding of
professional ethical
principles applicable
to the situation
Recommending the
most feasible course
of action that would
resolve the ethical
problem
Words and manner
suggesting a view
that meets general
social expectations
of business
professionals
Words and manner
suggesting a view that
meets at the higher
end or exceeds
general social
expectations of
business professionals
16-20 Points
13-15 Points
CALIFORNIA STATE UNIVERSITY, SAN BERNARDINO
ADMN 995: PORTFOLIO COURSE FOR MBAs
Information Technology Assessment Rubric
Learning Objective
Identify Systems:
Identify and describe
major information
systems used in
enterprises.
Identify Technologies:
Identify and describe
major information
technologies used in
business.
Business Value:
Identify the business
value that these
systems and
technologies provide.
Business Application:
Solve business
problems by using
these information
systems and
technologies.
Ethical Considerations:
Identify and analyze
ethical considerations
involved in the use of
information systems
for the enterprise and
customers.
Scoring
Unacceptable
(1)
No information
system categories
identified or
described.
Acceptable
(2)
At least one
information system
category identified,
but not described.
Proficient
(3)
Two information
system categories
identified and
described.
Superior
(4)
Three or more
information system
categories identified
and described.
No Information
technologies or
components
identified or
described.
No business value
identified.
At least one
information
technology
identified, but not
described.
Business value for
at least one
Information
System identified.
Two information
technologies
identified and
described.
Three or more
information
technologies
identified and
described.
Business value for
three or more
Information Systems
identified.
No information
systems or
technologies
identified. No
connection to the
business problem
made.
Identification of
information
systems or
technologies, but
no connection to
the business
problem made.
Identification of both
information systems
and information
technologies that can
solve the business
problem.
No identification or
analysis of the
ethical
considerations for
either the
enterprise or
customers.
5-9 Points
Identification, but
no analysis of the
ethical
considerations for
either the
enterprise or
customers.
10-12 Points
Identification of
information
systems OR
information
technologies to
solve the business
problem, but not
both.
Identification, but
no analysis of the
ethical
considerations for
both the enterprise
and customers.
13-15 Points
16-20 Points
Page 8 of 10
Business value for
two Information
Systems identified.
Identification and
analysis of ethical
considerations for
both the enterprise
and customers.
CALIFORNIA STATE UNIVERSITY, SAN BERNARDINO
ADMN 995: PORTFOLIO COURSE FOR MBAs
Problem Solving Assessment Rubric
Learning Objective
Unacceptable
(1)
Failure to identify
major problems
involved in a
complex business
situation
Failure to identify
any causal factors
involved in a
problem situation
Acceptable
(2)
Identification of
problems but not
clear on main and
related issues.
Usage of incorrect
or irrelevant
theories and
principles to
address the
problem
Failure to
generate plausible
alternative
solutions to solve
a problem
Ineffective
application of
relevant theories,
methods or
principles.
Provision of persuasive
reasons and evidence
in support of proposed
solutions
Failure to provide
reasons or
evidence to
support proposed
solutions
Scoring
5-9 Points
Provides reasons or
evidences but not
reasonable or
supported.
support proposed
solutions
10-12 Points
Identification of
central problems in a
complex situation
Recognition of multiple
causal factors involved
in a problem situation
Correct usage of
theories, methods
and/or principles to
address the problem
Generation of plausible
alternative solutions to
solve the problem
Identified causes,
but not clear on
main problem and
other factors.
Generation of
plausible alternative
solutions to the
problem
Page 9 of 10
Proficient
(3)
Identification of the
main problems but
not all relevant issues
and other problems
that may be related
Identified the main
causal factor but no
other relevant factors
important for
problem solving
Correct Identification
of major theories ,
methods, and
principles to address
the problem
Superior
(4)
Identification of all
major problems and
relevant issues
involved in the
situation
Identified all relevant
causal factors
involved in a problem
situation
Generation of
plausible alternative
solutions to the
problem that are
either effective or
efficient.
Provision of
reasonable
arguments and
evidence to support
proposed solutions
Generation of highly
efficient and
effective solutions to
the problem
13-15 Points
Effective application
of all relevant
theories, methods,
and/or principles to
address the problem
Provision of strongly
persuasive reasons
and evidence to
support proposed
solutions
16-20 Points
CALIFORNIA STATE UNIVERSITY, SAN BERNARDINO
ADMN 995: PORTFOLIO COURSE FOR MBAs
Global Context Assessment Rubric
Learning Objective
Culture: Each student
is aware of the
importance of culture
and the role it plays in
the global context
Skills:
Each student has the
ability to use
appropriate tools and
techniques to analyze
global situations
Unsatisfactory
(1)
Little or no
understanding of
the importance of
culture and the
role it plays in the
global context
Failure to use
appropriate tools,
techniques and
models to analyze
global situations
Institutions:
Each student
understands the role
and importance of
international
institutions
Inability to identify
major international
institutions.
Mindset:
Each student is able to
evaluate and frame
opportunities, threats
and solutions from a
global perspective
Does not
demonstrate any
awareness of the
international
environment.
Discourse:
Each student is
conversant about the
critical (global) issues
facing the global
community and
business leaders
Failure to
conceptualize global
environment/
discourse analysis
using the “multiples”
lens, such as multi –
dimensions, multiactors, and multilevels.
9 Points
Scoring
Satisfactory
(2)
Some understanding
of the importance of
culture and the role
it plays in the global
context
Proficient
(3)
Identification of the
importance of
culture and the role
it plays in the global
context
Identification and
appropriate
application of any
one set of key tools,
techniques and
models to analyze
global situations
Can identify at least
two major
international
institutions, but
demonstrates little
awareness of their
role in global
activities.
Demonstrates
rudimentary
concepts of the
global environment.
Identification and
appropriate
application of
several key tools,
techniques and
models to analyze
global situations
Can identify two
major international
institutions and
demonstrates some
awareness of their
role in global
activities.
Identification of at
least one set of
multiples in global
environment/
discourse analysis,
without recognizing
priorities and
relationships
among them.
10-12 Points
Page 10 of 10
Demonstrates
understanding of the
global environment,
but not able to
develop globallyappropriate
solutions.
Identification of more
than one set of
multiples in global
environment/
discourse analysis, OR
recognize priorities
and relationships
among one set of
multiples
13-15 Points
Superior
(4)
Clear articulation (and
integration) relating to
the of the importance
of culture and the role
it plays in the global
context
Identification and
application of multiple
tools, techniques and
models with clear
articulation,
integration, and
evaluation
Can identify at least
three major
international
institutions and
articulate their role in
on-going efforts to
define good
governance.
Can evaluate problems
from a global
environmental
perspective and
provide globallyappropriate solutions.
Identification of more
than one set of
multiples in global
environment/
discourse analysis, AND
recognize priorities and
relationships among
one or more multiples
16-20 Points