Office of Assessment and Accreditation

OFFICE OF ASSESSMENT AND ACCREDITATION GOAL ASSESSMENT REPORT: AY 08/09 MAJOR: Master of Business Administration

Section One: Describe all department activities with respect to improving student learning in the major. This may include new faculty hires, course revisions, assignment creation, rubric revisions, goal evaluations, etc.

Activity Statement:

Outcome #1:

One of the analytical competency goals identified by the School of Business for the MBA program was the ability to perform quantitative and qualitative analysis. MBA graduates need to be able to identify and apply statistical tools to solve quantitative problems and make decisions based on the information they generate. The activity described here forces the students to apply the concepts learned in the class to a practical problem they might face in the work force. They are required to choose the correct statistical tool, collect the data they need to make the decision. Then they are asked to analyze the data and explain the recommendations they would make based on this information.

Outcome #2:

Online course was moved to new course delivery platform which has dictated the use of a single course shell and therefore more consistency in content and delivery in online sections. Course will be updated to new text Summer of 2009 by Lead faculty in cooperation with full-time and regular adjunct faculty. Videos are being introduced in online and seated environment.

Intended Outcome #7:

A slightly different instrument was used for students to analyze their emotional intelligence goals (because of changes the publisher made to the instrument). Instructions for analyzing the results, developing a plan and writing the paper were extensively revised to make the assignment more meaningful for students. The grading rubric was also extensively revised to reflect the changes in the instrument and instructions.

Outcome #8:

New cases and articles were chosen for use in MGT522 to reflect changes/innovations in the field.

Outcome #10:

MGT 623 Legal and Ethical Issues in Management students were assigned a case analysis paper in which they were required to analyze; the relevant facts, laws relied upon by the majority and dissent in deciding the case, the application of laws in deciding the holding of the case, and to identify any ethical issues presented by the case. In addition, the students were asked to analyze the ethical issues they identified within the framework of the ethical theories presented in class.

Outcome #11:

The second class of MBA students with a leadership concentration graduated in May 2009. Courses were reviewed and project guidelines were simplified for students. Section Two: Describe which program goal(s) in the Major Program Plan was assessed during the academic year.

Analytical Competency Goal - Quantitative Analysis: (Goal) Students will develop critical analysis skills by applying them to a practical statistics case study. Students will recognize the problem faced by a company that requires the use of an inferential statistical tool. Students will analyze the resources available to potentially solve the problem presented. Students will then choose the appropriate statistical tool to solve the problem and communicate these skills through a paper. Course(s) involved: MAT 513: Statistical Methods for Managers

Assessment Criteria:

Eighty percent (80%) of the students will achieve an overall score of 3.0 or better on the assignment using a rubric specific to the purpose.

Results of Outcomes Activity:

2008-2009 Met/Not Met Data Details Met In the MAT 513 class taught in Bucharest, Romania in July of 2008, 16 out of 18 (89%) of the students in the class earned a B or better (3.0) on the assignment.

Resourcefulness Mastery Goal – Global Awareness/Responsiveness: (Goal) Students will correctly recognize, interpret and plan for the challenges of conducting business in an environment that: is increasingly divided along the lines of digital, educational and economic resources; is culturally diverse and politically charged; is experiencing eroding sovereignty and merging markets; is building more fully interdependent economies; and, is made up of members that include governments, NGO’s, INGO’s, and TNC’s. Course involved: CIT514.

The global element will be added to the assessment rubric for a selected assignment in the above course. Ninety percent (90%) of the students will earn 80% or more of the points assigned to this dimension.

2008-2009 Met/Not Met Data Details Met 93.3% of the students scored 80% or more of the points awarded for this dimension of the course.

Data was collected in the online section in the Summer and Fall. Data was collected in the seated section on Tiffin Campus in the Fall and in the seated section in Romania in the Spring. Intended Outcome #7:

Resourceful Mastery Goal – Self Awareness (Goal) Students will assess and analyze their own emotional intelligence competencies and create a plan for developing those competencies as they relate to their career and life goals. Course involved: MGT511: Individual and Teamwork

Ninety percent of students will achieve a grade of “B” or better on the course paper related to this goal.

2008-2009 Met/Not Met Data Details Not Met Only 74% of 77 students achieved a “B” or better on the Self- Development Paper.

Resourceful Competency Goal – Ethics, Diversity Appreciation and Sound Information Consumerism (Goal) Students will critically analyze current issues in Human Resources Management with respect to how these issues affect every manager as well as how Human Resource activities can be created to add organizational value and deliver results. Course involved: MGT522: Management of Human Resources.

Ninety percent (90%) of students will achieve a grade of “B” or better on the case analysis papers within the course.

2008-2009 Met/Not Met Data Details Not Met Only 65% of 40 students achieved a B or better on the case analysis paper.

Intended Outcome 10:

Students should be able to analyze a case from a legal, as well as an ethical standpoint, utilizing relevant law and ethical theories.

The standard is that Eighty percent (80%) of the students in each section of MGT 623 will achieve a grade of “B” or better on the paper. Results of Outcomes Activity:

2008-2009 Met/Not Met Data Details Met The standard was met as during the Fall Semester 21/21 (100%) of the students in MGT 623 Section 90, 16/16 (100%) of the students in MGT 623 Section 91, and 24/24 (100%) of the students in MGT 623 Section 90 during the Spring Semester met the standard of “B” or better on the assigned analysis paper. As required, the students were able to identify and analyze the relevant facts of the case, as well as identify and analyze the relevant laws used by the majority and minority in reaching their decisions in the case. In addition, within the framework of the ethical theories presented in class, the students successfully identified and analyzed the ethical issues presented in the case

Ability to define personal leadership style and necessary development areas impacting career success.

90% of the case analysis will achieve a “B” or higher.

2008-2009 Met/Not Met Data Details Not Met Total = 23 of 36 student papers assessed = 63% MGT531 02 Kennedy-Mowery – no response MGT531 90 Jaskolka – no response MGT531 91 Mays, D. (14 of 18)

Spring 2009: MGT531 70 Shafer SP - 09 (9 of 18)

Section Three: Describe analysis of assessment data and action plans for upcoming academic year.

Intended Outcome #: 1 The students appeared to enjoy the assignment and saw it as a practical application of the material learned in the class. Interestingly while they were encouraged to use Excel of SPSS software (and had learned how to use SPSS in class) to analyze the data, several of them did the assignment by hand. The students were also required to do a brief oral presentation of their project and submit a written paper that explained their research and statistical analysis processes in much more detail. One of the interesting aspects of the students in Bucharest is that they as a group seem to perform much better in quantitative classes than MBA students in the US. This is probably a function of the emphasis on the quantitative skills in Romanian schools and also a reflection of the students in the MBA program in Bucharest. The group that was assessed included a medical doctor and an attorney. This is typical of the students who are in the Bucharest program. On the other hand the two students who did not achieve a 3.0 on the assignment struggled in the class.

The overall high level of achievement in the class indicates that students learned and were able to apply the information from the class. As noted above however due to the advanced quantitative skills of the students in the classes in Bucharest it may suggest that in the future a more challenging assignment may be appropriate, at least for the students in Bucharest. On the other hand the two struggling students had a very difficult time with this assignment and a more advanced assignment could cause even more problems for them.

Intended Outcome #: 2 The use of this assessment activity will be re-evaluated after course is updated and matched to new text. The students are regularly surprised at the inclusion of globalization issues in an MIS course, however, the feedback from the students indicates that they developed competencies and increased awareness through the inclusion of the material. Additionally, the high number of international students in the seated Tiffin classes and the Romanian students added personal experience and understandings to the discussion.

Intended Outcome #: 7 The standard may be too high, given that this is one of the first courses in the MBA program. Also, many of the papers that achieved less than a B did so because of writing problems (grammar, spelling, style, organization, etc.) rather than because of content problems. Faculty will review the standard to determine whether an adjustment needs to be made. In addition, the instructions and grading rubric for the assignment will be reviewed to determine whether they can be clarified.

Intended Outcome #: 8 In many cases, the lower grades on the papers were due to writing problems (grammar, spelling, style, organization, etc.) rather than content problems. Faculty will review the assessment criterion as well as the instructions and grading rubric for the assignment to determine whether they can be further refined.

Intended Outcome #: 11 Analysis and Action Plans: For the third time in a row, the class in Romania fell well below expectations. Plans for improvement include providing audio instructions for the online classes in 09-10.