School of Business

Program Learning Outcomes

ASSURANCE OF LEARNING

The School of Business has maintained a tradition of an active and rigorous Assurance of Learning (AoL) process since our initial AACSB accreditation in 2013.

At the undergraduate level, the five undergraduate program goals—critical thinking, oral communication, written communication, teamwork, and ethics—subsume the skill set that we believe undergraduates should possess after completing their studies. Undergraduate learning goals and corresponding learning objectives are:

  • Goal 1: Critical Thinking
    1.1  Identify issues or relevant data
    1.2  Apply appropriate principles or formulas
    1.3  Interpret evidence or analyze data
    1.4  Formulate well-supported conclusions or solutions
    1.5  Draw implications from the resulting conclusions or solutions
  • Goal 2: Oral Communication
    2.1  Organization: Present information in a logical sequence
    2.2  Content: Fulfill assignment using appropriate sources and analysis
    2.3  Subject Knowledge: Demonstrate knowledge of subject matter being presented
    2.4  Ability to answer questions: Address questions with relevant, correct information
    2.5  Quality of slides: Present slides that are legible and professional in appearance
    2.6  Voice quality and pace: Delivery is clear with appropriate volume
    2.7  Pace of delivery: Pace is appropriate
    2.8  Mannerisms: Demonstrates no distracting mannerisms
    2.9  Eye contact: Maintains effective eye contact
    2.10  Attire: Demonstrates appropriate business attire
  • Goal 3: Written Communication
    3.1  Document organization: Present materials in a logical manner; make the purpose of the writing clear to the reader. 
    3.2  Paragraph coherence: Develop focused paragraphs; provide transitions between paragraphs. 
    3.3  Sentence structure and vocabulary: Structure sentences correctly with no vocabulary errors present. 
    3.4  Mechanics & usage: Adhere to standard rules of grammar and usage; cite outside materials as needed. 
    3.5  Critical thinking: Develop well-reasoned arguments; support arguments with facts and evidence drawn from appropriate sources; analyze effectively. 
    3.6  Content: Present content to meet the requirements of the assignment; demonstrate accurate subject knowledge; reflect understanding of the material. 
    3.7  Tone & format: Use tone and perspective consistent with the requirements of the assignment; choose words appropriate for the audience; format the assignment to meet the specified guidelines.
  • Goal 4: Teamwork
    4.1  Contribute ideas/suggestions
    4.2  Contribute research and/or data
    4.3  Develop key parts of deliverables
    4.4  Follow through on tasks
    4.5  Reliable in doing work
    4.6  Attend group meetings
    4.7  Plan activities
    4.8  Assume leadership role
    4.9  Participate in group discussions
    4.10  Contribute time
    4.11  Offer constructive criticism/suggestions
    4.12  Willing to consider alternative viewpoints
    4.13  Work to resolve differences among group
    4.14  Work to establish consensus among group
    4.15  Show respect for others
  • Goal 5: Ethics
    5.1  Identify ethical issues or dilemmas
    5.1  Identify stakeholders and their conflicting values in the decision
    5.1  Analyze alternatives and consequences
    5.1  Select a course of action
  • Goal 6: Information Management
    6.1  Perform the basic operations of personal computer use
    6.1  Determine and access the information needed
    6.1  Access and use information ethically and/or legally
    6.1  Evaluate information and its sources critically
    6.1  Use information effectively to accomplish a specific purpose

At the MBA level, the learning goals consist of Leadership, Globalization, Decision-making under uncertainty, Ethics, and Integrating Knowledge Across Fields.

MBA learning goals and corresponding learning objectives are:

  • Goal 1: Assessing the impact of globalization on business
    1.1  Appraise opportunities and challenges abroad
    1.2  Assess the internal capabilities of the firm with regard to international opportunities
    1.3  Evaluate and recommend an appropriate course of action for the firm in relation to its internal and external environments
  • Goal 2: Decision making under uncertainty
    2.1  Identify key issue(s) or problem(s)
    2.2  Determine factor(s) relevant to the issue(s) or problem(s), acknowledging uncertainty where it exists
    2.3  Formulate or evaluates course(s) of action or solution(s) that addresses inherent uncertainty of the environment/situation
  • Goal 3: Integrating Knowledge across disciplines
    3.1  Articulate how decisions impact different functional areas of the firm
    3.2  Recognize the impact of external (e.g. political, economic, cultural, technology, legal) factors on business
    3.3  Evaluate the relevance of different information for decision-making
    3.4  Integrate information or knowledge from different business disciplines to make informed decisions
  • Goal 4: Analyzing ethical implications of business decisions
4.1  Outline ethical issues
4.1  Identify stakeholders, their interests and potential conflicts of interest
4.1  Generate alternative courses of action and evaluate their consequences
4.1  Recommend a course of action
  • Goal 5: Engaging in leadership behaviors
    5.1  Challenge ideas, not people
    5.1  Provide constructive feedback about the task
    5.1  Seek consensus of others’ ideas
    5.1  Consider alternative perspectives about the task
    5.1  Encourage others to share ideas
    5.1  Offer input for improvement of an idea
    5.1  Clearly and concisely state ideas related to the task
    5.1  Provide guidance to achieve the group’s goal
    5.1  Gather and synthesize information

Table 1: Undergraduate Assessment Schedule 2022-2027

Goals

Content

Courses

F22

S23

F23

S24

F24

S25

F25

S26

F26

S27

1

Critical Thinking

BUS201, BUS202, BUS215, BUS309, BUS311, BUS312, BUS341, BUS347, BUS381, BUS450

X

 

 

 

 

X

 

 

 

 

2

Oral Communication

BUS325, BUS345, BUS373, BUS423, BUS427, BUS431

 

 

 

 

X

 

 

 

 

X

3

Written Communication

BUS321, BUS425, BUS430, BUS442, BUS443, BUS450

 

 

X

 

 

 

 

X

 

 

4

Teamwork

BUS250, BUS327, BUS429, BUS447

 

X

 

 

 

 

X

 

 

 

5

Ethics

BUS271, BUS272, BUS326, BUS346, BUS375

 

 

 

X

 

X

 

 

X

 

6

Information Management

BUS450

 

 

 

 

 

 

 

 

 

 

 

Table 2: MBA Assessment Schedule 2022-2027

Goals

Content

Courses

F22

S23

F23

S24

F24

S25

F25

S26

F26

S27

1

Assessing the Impact of Globalization on Business

BUS520, BUS526 BUS546, BUS567

 

 

 

X

 

 

 

 

X

 

2

Decision Making under Uncertainty

BUS525, BUS528 BUS536, BUS568

 

 

 

 

X

 

 

 

 

X

3

Integrating Knowledge across Disciplines

BUS511, BUS528 BUS536, BUS589

X

 

 

 

 

X

 

 

 

 

4

Analyzing Ethical Implications of Business Decisions

BUS511, BUS526, BUS568, BUS583

 

X

 

 

 

 

X

 

 

 

5

Engaging in Leadership Behaviors

BUS525, BUS547 BUS562, BUS581

 

 

X

 

 

 

 

X

 

 

From these two tables, student learning is evaluated in each program learning goal at least twice in a five-year period. Each learning goal is assessed in multiple courses. The course-embedded results are collected through a Qualtrics Survey. These data are evaluated by faculty and the AoL committees using the rubrics designed by the SOB faculty.

For content knowledge assessment, the ETS major field test (MFT) results are used to assess student learning. Every semester the MFT is administered at both the MBA (MBA capstone course, Cases in Strategic Management BUS589), and undergraduate levels (undergraduate capstone course, Strategic Management BUS450).

The Skyfactor Benchworks assesment survey is used as an indirect measure of the student learning experience. This instrument has been conducted for undergraduate students once a year since 2013.

The AoL committees devise, coordinate, and improve the school's AoL process. They analyze assessment outcomes, recommend continuous improvement of the curriculum, and solicit pedagogical innovations for enhanced student learning. The committees also periodically evaluate previously implemented curriculum modifications to gauge their success and review materials such as course descriptions and course outlines, to make sure they remain current and consistent with published guidelines.