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OutcomesAssessmentPlan
Institution: SouthwesternAdventistUniversity
AcademicBusinessUnit: BusinessDepartment
Date: March,2015
©2013-2015bytheInternationalAssemblyforCollegiateBusinessEducationLenexa,Kansas
USA
InternationalAssem
blyforCollegiateBusinessEducation
InternationalAssem
blyforCollegiateBusinessEducation
OutcomesAssessmentPlan i
TableofContents
TableofContents..........................................................................................................................................i
SectionI:MissionandBroad-BasedGoals...................................................................................................1MissionStatement...................................................................................................................................1
Broad-BasedGoals...................................................................................................................................1
SectionII:StudentLearningAssessment.....................................................................................................3ASSOCIATE-LEVELPROGRAMS.................................................................................................................3
BACHELOR’S-LEVELPROGRAMS...............................................................................................................4
StudentLearningAssessmentfortheBachelorofBusinessAdministration(BBA)..............................4
StudentLearningAssessmentfortheBachelorofScience(BS)inBusiness........................................6
MASTER’S-LEVELPROGRAMS...................................................................................................................8
StudentLearningAssessmentforMastersofBusinessAdministration...............................................8
DOCTORAL-LEVELPROGRAMS.................................................................................................................9
StudentLearningAssessmentforDoctoral-levelprograms.................................................................9
SectionIII:OperationalAssessment...........................................................................................................10
SectionIV:LinkageofOutcomesAssessmentwithStrategicPlanningandBudgeting..............................11
SectionV:Appendices................................................................................................................................13
OutcomesAssessmentPlan 1
OUTCOMESASSESSMENTPLAN
DepartmentofBusinessAdministration
SouthwesternAdventistUniversity
SectionI:MissionandBroad-BasedGoals
MissionStatement
MissionoftheDepartmentofBusinessAdministration
TheDepartmentofBusinessAdministrationpreparesstudentsforChristianserviceandbusinessleadershipintheglobaleconomy.Ourdepartmentisbuiltonacademicexcellence,integrity,andanentrepreneurialspirit.Weserveandvalueadiversestudentbody,equippingthemwiththeintellectualfortitudetochangetheworld.
Broad-BasedGoals
Broad-BasedStudentLearningGoals:
1. Integrity-StudentswilldemonstratethehighestleveloflegalandethicalstandardsfromaChristianworldviewintheirpersonalandprofessionallives.
2. ResearchandCriticalThinking-Studentswilldeveloptheabilitytothinkunconventionally,makesounddecisionsandsolvecomplexproblemsaswellashowtoappropriatelyevaluateanduseresourcestoperformqualitativeandquantitativeanalysis.
3. Communications-Studentswilldemonstratetheabilitytoeffectivelycommunicateorallyandinwritingclear,credible,andconciseideasinavarietyofbusinessenvironments.Studentswillalsodemonstrateahighlevelofproficiencyinreading,comprehendingbusinesscommunicationsandusingcurrentinformationtechnologyforintentionalstrategicapplicationsandorganizationaladvancementopportunities.
4. ProfessionalSkills-Studentswilldemonstratecompetenceinfunctionalareasofbusinessincludingaccounting,finance,economics,management,marketingandinformationsystems.Studentswilldemonstrateawarenessofbusinessimplicationsfromaglobalperspective.Theywilldemonstratetheabilitytoanalyzeandapplyculturalsensitivityandawarenesswheninaleadershiprolethatrequireseffectivedecision-makinginaninternationalbusinesssetting.
5. Leadership-Studentswilldevelopthequintessentialskillstoleadindividualswithvision;thefortitudetomakecalculateddecisions;theabilitytomotivateselfandotherstowardsexceptionalperformance;relatetootherswithtackandfinesse;anddemonstrateaknowledgeoffaith,andGodinthedevelopmentofindividualandorganizationalsuccess.
OutcomesAssessmentPlan 2
Broad-BasedOperationalGoals:
1. TheDepartmentofBusinesswillofferstrongdegreeprogramsthatpreparethestudentsforprofessionalcareers,graduateschool,andprofessionaladvancement.
2. TheDepartmentofBusinesswillattractandretainhighly-qualifiedfacultywhoareeffectiveteachersandareengagedinprofessionaldevelopmentactivities.
3. TheDepartmentofBusinesswillprovideasupportivelearningenvironmentthatfostersstudentsuccessandcontributestoexcellenceinbusinesseducation.
OutcomesAssessmentPlan 3
SectionII:StudentLearningAssessment
ASSOCIATE-LEVELPROGRAMS
Atthecurrenttime,wedonothaveanyAssociate-levelprograms.
OutcomesAssessmentPlan 4
BACHELOR’S-LEVELPROGRAMS
StudentLearningAssessmentfortheBachelorofBusinessAdministration(BBA)
IntendedStudentLearningOutcomesfortheBachelorofBusinessAdministration(BBA):
IntendedStudentLearningOutcomes:BusinessDepartmentRequiredBBACoreCourses(CoreISLOs)
1. Studentswillbeabletoassesscomplexproblemsandproduceclear,concisewrittenassessmentandoralpresentationindiversebusinessvenues.
Broad-BasedStudentLearningGoalsAssociatedwiththisOutcome:2,3,4KeyLearningOutcomesforBachelor’s-LevelBusinessProgramstowhichthisOutcomeislinked:1,2,6
2. Studentswillbeabletocompetentlyusecurrenttechnologyinbusinessenvironments.
Broad-BasedStudentLearningGoalsAssociatedwiththisOutcome:3,4,5KeyLearningOutcomesforBachelor’s-LevelBusinessProgramstowhichthisOutcomeislinked:1,4
3. StudentswillbeabletorecognizeandapplyChristian,legal,andethicalprinciplesinbusinesssettings.
Broad-BasedStudentLearningGoalsAssociatedwiththisOutcome:1,4KeyLearningOutcomesforBachelor’s-LevelBusinessProgramstowhichthisOutcomeislinked:1,2,4
4. Studentswillbeabletofunctioneffectivelyinorganizationalteams.
Broad-BasedStudentLearningGoalsAssociatedwiththisOutcome:4,5KeyLearningOutcomesforBachelor’s-LevelBusinessProgramstowhichthisOutcomeislinked:1,2
5. StudentswilldevelopanawarenessofandsensitivitytocultureanddiversitywithinanorganizationandthecapacitytoworkoptimallyinGlobalenvironments.
Broad-BasedStudentLearningGoalsAssociatedwiththisOutcome:1,4,5KeyLearningOutcomesforBachelor’s-LevelBusinessProgramstowhichthisOutcomeislinked:1,2,3
6. Studentswillbeabletocollectandusequalitativeandquantitativedatainmakingcriticaldecisionstoimproveorganizationalperformance.Broad-BasedStudentLearningGoalsAssociatedwiththisOutcome:2,4,5
OutcomesAssessmentPlan 5
KeyLearningOutcomesforBachelor’s-LevelBusinessProgramstowhichthisOutcomeislinked:1,7
7. Studentswillhavetheabilitytoevaluatebusinessobjectivesthroughthedevelopmentofrelevantanalysesasabasisforstrategicdevelopment.
Broad-BasedStudentLearningGoalsAssociatedwiththisOutcome:2,4,5KeyLearningOutcomesforBachelor’s-LevelBusinessProgramstowhichthisOutcomeislinked:1,7
AssessmentInstrumentsforIntendedStudentLearningOutcomes—
DirectMeasuresofStudentLearning:PerformanceObjectives(Targets/Criteria)forDirectMeasures:
1. PeregrineAcademicServicesCommonProfessionalCoreComprehensiveExam
Themeanscoreofgraduatingstudentswillbewithin5%ofstudentsnationallyofthetraditional/campus-baseddeliverypeergrouponeachsubsetofexaminationquestionsrelatedtoeachoftheISLOsassessedbythismeasure.
CoreISLOsAssessedbythisMeasure:3,5,6
2. ComprehensiveCapstoneClassCaseStudy Ontheratingscaleinthecasestudyevaluationrubric(with“accomplished”beingthehighestrating),atleast80%ofallgraduatingstudentswillachieveaperformanceratingof“competent”or“accomplished”oneachevaluationcriterionassociatedwiththeprogramISLOsassessedbythismeasure.
CoreISLOsAssessedbythisMeasure:1,3,6,7
3.GLO-BUSBusinessStrategySimulationCoreISLOsAssessedbythisMeasure:1,2,4,5,6,7
Themeanpercentilerankingofgraduatingstudentswillbeatthe50thpercentilelevelorbetterwhencomparednationallytoallsimulationplayersovertheprevious12monthperiodineachofthe9area’sassessed.
AssessmentInstrumentsforIntendedStudentLearningOutcomes—
IndirectMeasuresofStudentLearning:PerformanceObjectives(Targets/Criteria)forIndirectMeasures:
1. SeniorExitQuestionnaire Ontheexitsurveyinstrument,atleast80%ofallgraduateswillindicatethatthey“agree”or“stronglyagree”thattheyachievedeachofthecoreISLOs. Outcomesarelistedonthequestionnaireandstudentsareaskedto
ratethedegreetowhichtheyachievedtheoutcomes.CoreISLOsAssessedbythisMeasure:1,2,3,4,5,6,7
OutcomesAssessmentPlan 6
StudentLearningAssessmentfortheBachelorofScience(BS)inBusiness
IntendedStudentLearningOutcomesfortheBachelorofScience(BS)inBusiness:
GeneralProgramIntendedStudentLearningOutcomes(GeneralProgramISLOs)
1. Studentswillbeabletoassesscomplexproblemsandproduceclear,concisewrittenassessmentandoralpresentationindiversebusinessvenues.
Broad-BasedStudentLearningGoalsAssociatedwiththisOutcome:2,3,4KeyLearningOutcomesforBachelor’s-LevelBusinessProgramstowhichthisOutcomeislinked:
2. Studentswillbeabletocompetentlyusecurrenttechnologyinbusinessenvironments.
Broad-BasedStudentLearningGoalsAssociatedwiththisOutcome:3,4KeyLearningOutcomesforBachelor’s-LevelBusinessProgramstowhichthisOutcomeislinked:
3. StudentswillbeabletorecognizeandapplyChristian,legal,andethicalprinciplesinbusinesssettings.
Broad-BasedStudentLearningGoalsAssociatedwiththisOutcome:1,4,5KeyLearningOutcomesforBachelor’s-LevelBusinessProgramstowhichthisOutcomeislinked:
4. Studentswillbeabletofunctioneffectivelyinorganizationalteams.
Broad-BasedStudentLearningGoalsAssociatedwiththisOutcome:4,5KeyLearningOutcomesforBachelor’s-LevelBusinessProgramstowhichthisOutcomeislinked:
5. DevelopanawarenessofandsensitivitytocultureanddiversitywithinanorganizationandthecapacitytoworkoptimallyinGlobalenvironments.
Broad-BasedStudentLearningGoalsAssociatedwiththisOutcome:1,4,5KeyLearningOutcomesforBachelor’s-LevelBusinessProgramstowhichthisOutcomeislinked:
6. Studentswillbeabletocollectandusequalitativeandquantitativedatainmakingcriticaldecisionstoimproveorganizationalperformance.Broad-BasedStudentLearningGoalsAssociatedwiththisOutcome:2,4,5
OutcomesAssessmentPlan 7
KeyLearningOutcomesforBachelor’s-LevelBusinessProgramstowhichthisOutcomeislinked:
7. Studentswillhavetheabilitytoevaluatebusinessobjectivesthroughthedevelopmentofrelevantanalysesasabasisforstrategicdevelopment.Broad-BasedStudentLearningGoalsAssociatedwiththisOutcome:2,4,5KeyLearningOutcomesforBachelor’s-LevelBusinessProgramstowhichthisOutcomeislinked:
AssessmentInstrumentsforIntendedStudentLearningOutcomes—
DirectMeasuresofStudentLearning:PerformanceObjectives(Targets/Criteria)forDirectMeasures:
1. PeregrineAcademicServicesCommonProfessionalCoreComprehensiveExam
Themeanscoreofgraduatingstudentswillbewithin5%ofstudentsnationallyofthetraditional/campus-baseddeliverypeergrouponeachsubsetofexaminationquestionsrelatedtoeachoftheISLOsassessedbythismeasure.
GeneralProgramISLOsAssessedbythisMeasure:3,5,6
2. ComprehensiveCapstoneClassCaseStudy Ontheratingscaleinthecasestudyevaluationrubric(with“accomplished”beingthehighestrating),atleast80%ofallgraduatingstudentswillachieveaperformanceratingof“competent”or“accomplished”oneachevaluationcriterionassociatedwiththeprogramISLOsassessedbythismeasure.
GeneralProgramISLOsAssessedbythisMeasure:1,3,6,7
3. GLO-BUSBusinessStrategySimulationGeneralProgramISLOsAssessedbythisMeasure:1,2,4,5,6,7
Themeanpercentilerankingofgraduatingstudentswillbeatthe50thpercentilelevelorbetterwhencomparednationallytoallsimulationplayersovertheprevious12monthperiodineachofthe9area’sassessed.
AssessmentInstrumentsforIntendedStudentLearningOutcomes—
IndirectMeasuresofStudentLearning:PerformanceObjectives(Targets/Criteria)forIndirectMeasures:
1. SeniorExitQuestionnaireOutcomesarelistedonthequestionnaireandstudentsareaskedtoratethedegreetowhichtheythinktheyachievedtheoutcomes.
Ontheexitsurveyinstrument,atleast80%ofallgraduateswillindicatethatthey“agree”or“stronglyagree”thattheyachievedeachofthecoreISLOs. GeneralProgramISLOsAssessedbythisMeasure:1,2,3,4,5,6,7
OutcomesAssessmentPlan 8
MASTER’S-LEVELPROGRAMS
StudentLearningAssessmentforMastersofBusinessAdministrationAtofMay30,2016,wedonothaveanyMaster’s-levelprograms
OutcomesAssessmentPlan 9
DOCTORAL-LEVELPROGRAMS
StudentLearningAssessmentforDoctoral-levelprograms Atthecurrenttime,wedonothaveanyDoctoral-levelprograms.
OutcomesAssessmentPlan 10
SectionIII:OperationalAssessment
IntendedOperationalOutcomesfortheDepartmentofBusinessAdministration:
1. Undergraduatestudentswillbesuccessfulinfindinggainfulemploymentinappropriateentry-levelpositionsorwillbeacceptedintograduateschool.
Broad-BasedOperationalGoalsAssociatedwiththisOutcome:1
2. Facultymemberswillbehighly-qualifiedintheirteachingfields.
Broad-BasedOperationalGoalsAssociatedwiththisOutcome:2
3. TheBusinessDepartmentandSouthwesternAdventistUniversitywillbesuccessfulatprovidinghighqualitylearningandtechnologicalresources.
Broad-BasedOperationalGoalsAssociatedwiththisOutcome3
AssessmentMeasures/MethodsforIntendedOperationalOutcomes:PerformanceObjectives(Targets/Criteria)forOperationalAssessment
Measures/Methods:
1. Trackingemploymentorfurthereducationofundergraduates 80%ofgraduateswillbehired,oracceptedintoanadvancededucationprogramwithinsixmonthsoftheirgraduationIntendedOperationalOutcomesAssessedbythisMeasure:1
2. FacultyCredentialFiles FacultywillmeetcredentialingguidelinessetforthbyIACBEIntendedOperationalOutcomesAssessedbythisMeasure:3
3. PeregrineStudentExitSurvey;UndergradFocusGroups;MBAFocusgroups
Inthefocusgroupsessions,atleast80%ofgraduatingstudentswillindicatethattheyaresatisfiedwiththeschool’slearningandtechnologicalresources.Or,ontheexitsurveyinstrument,atleast80%ofallgraduateswillindicatethatthey“agree”or“stronglyagree”withthequestion“IwassatisfiedwithSouthwestern’slearningandtechnologicalresources.”
IntendedOperationalOutcomesAssessedbythisMeasure:4
Outcomes Assessment Plan 11
SectionIV:LinkageofOutcomesAssessmentwithStrategicPlanningandBudgeting
A. Provideanarrativethatdescribesthewaysinwhichtheresultsfromimplementingyouroutcomes
assessmentplan(i.e.,changesandimprovementsneeded)arelinkedtothestrategicplanningprocessesoftheacademicbusinessunitandtheinstitution.
AnewStrategicPlanwasinitiatedbyournewpresidentwhobeganoncampusJuly1,2014.Thatplanwascompletedduringthe2014-1015schoolyearandwaspresentedtotheboardoftrusteesinthefallof2015andwasapproved.Alsoduringthe2014-2015schoolyear,theacademicdepartmentswereaskedtodeveloptheirownfive-yearstrategicplanthattiesintothenewstrategicplan.TherearethreemajorinitiativesoftheUniversitystrategicplan.TheBusinessDepartmenthasdevelopedtheirstrategicplanaroundthosethreeUniversitymajorinitiatives.ThestrategicplanthathasbeendevelopingintheBusinessDepartmentcanbefoundinthedocumentcalled“5YrStrategicPlan2014-2015”andwillbesuppliedonrequest(itisonrecordaspartofthe205-2016self-study).InkeepingwiththeUniversitiesoverallstrategy,theBusinessDepartmenthasdeterminedstrategicgoals,supportingrecommendationsandactionitemstoalignwiththemajorinitiativesthattheuniversityhasestablished.Includedarespecificreccommendationssuchasrecommendation1.1.1–Continuetobuildastrongbusinessprogramthroughchangesbasedonassessment.WefeelthatthisstrategicplanisalignedwiththeUniversitiesstrategicplan.EachofthepiecesintheBusinessDepartmentsstrategicplananswerssomepieceintheoverallstrategicplan,showinghowtheyareconsonantwitheachother.Thisisaworking-planandwillbeadjusted/extendedeachyearinourendofyearassessment/planningmeeting.Foreachactioniteminthestrategicplan,ayearthattheactionitemisscheduledforcompletionwasassignedalongwitharesponsibleparty.Thatschedulecanbeseeninthedocument“StrategicPlan–Dates”(alsosuppliedonrequestandispartofthe2015-2016self-study).Attheendofspringsemestereachyearanalldaymeetingisheld(conferencestyle)withvariousdifferentsessions.AllfulltimeBusinessDepartmentfacultyarerequiredtoattendandparttimefacultyarestronglyencouragedtoattendifpossible.Inonesessionassessmentresultsarereviewedanddiscussed,thenactionplansaredevelopedforanyareasthatwethinkaredeficientbasedontheassessmentdiscussions.Previousactionplansarereviewedtodeterminetheirstatus.Inanothersessionwereviewcurriculum,discussinganychangesthatneedtobemadetospecificcurriculumsalreadyinplaceorifweneedtoaddorremoveprograms.Again,actionplansaredeveloped,basedonourconversations.Inanothersessionwereviewresourcesincludingcurrentfacultyneeds,budgetitems,etc.,andmakeplansforsubmittingfuturebudgetrequeststoaccommodateneeds.InthelastsessionwereviewourBusinessdepartmentstrategytodocumentwhatwascompleted,whatwasnotcompletedandwhy,and
Outcomes Assessment Plan 12
whatneedstobeaddedtothestrategy(includingchangesandimprovementsneededfromassessmentifapplicable)tomakesureweconstantlyhaveanactive5yearstrategicplanforourdepartment.Ateachofthesesessionactionplansaredeveloped.TheseactionplansarethenputintoWeaveOnline,theUniversitiesassessment&planningmanagementsystem
(B. Ifpossible,theacademicbusinessunit’soutcomesassessmentprocessshouldalsobeconnectedto
theinstitutionalbudgetingprocess.Ifapplicable,provideanarrativethatdescribesthisconnection.)
a) TheBusinessdepartmentcompletestheirunitassessmentsinWEAVE(onlineassessmentandplanningmanagementsoftware)andcompletesanActionPlanwithbudgetrequestsforitemsneededaboveandbeyondtheirallottedbudgetbyJune30.
b) WhentheVicePresidentforAcademicAdministrationhasbeennotifiedbytheDirectorofInstitutionalResearchthatalltheassessmentsintheirjurisdictionwerecomplete,theywillcallameetingofallthedepartmentchairsandhavereportsfromeachacademicassessmentunitbyJuly30.Atthattime,budgetrequestswillalsobecalledforbythevicepresident.
c) ThedepartmentchairwillsubmitacompletedAcademicBudgetRequestFormalongwithaprint-outofthebudgetrequestastiedtotheunitassessmentshowingtheconnectionbetweenassessmentandequipmentneededtohelpimprovestudentlearning.
d) Therequestsfromallvicepresidents:vicepresidentforacademicadministration,vicepresidentforfinancialadministration,vicepresidentforenrollment,vicepresidentforstudentservices,vicepresidentforspiritualdevelopment,andvicepresidentforadvancementwillbediscussedinthepresident’scouncilofwhosemembershiptheycomposebyAugust30.
e) Theuniversityofficers:president,vicepresidentforacademicadministration,andthevicepresidentforfinancialadministrationwillthenusethisinformationintheformationoftheannualbudgettobepresentedtotheboardoftrusteesinSeptember.
Outcomes Assessment Plan 13
SectionV:Appendices
Business Administration CPC-Based COMP Exam Summary:
Undergraduate Level TheexitQuestionnaireandthecomprensiveexamareprovidedbyPeregrineAcademicServices,heavilypromotedthroughIACBE.Belowisabriefsummaryoftheirexam.Amoredetailed,16pagedocument,outlineoftheexamcanbeprovidedifneeded. Peregrine Academic Services provides a range of online comprehensive exams for performing direct assessment in a range of academic disciplines. This document focuses on the Business Administration Common Professional Component (CPC) based comprehensive exam for associate and bachelors level students. The exam is designed for use by US-based schools and programs. The undergraduate test bank of questions is used for both associate and bachelors levels because: a) The questions are associated with foundational knowledge levels. b) Using the same test bank for both associate and bachelors level testing is an accreditation/articulation requirement for undergraduate transfer students completing a degree program at the associate level and continuing forward with a bachelors program. c) For an Associate Degree CPC-based COMP Exam, the institution’s staff select which CPC Topics best align with learning outcomes and the program curriculum (usually 4-6). The exams contains 10 questions for each CPC topic and each exam is unique as questions are selected at random from the test bank of over 200-400 questions per topic. The Topics and Sub-Topics are: Accounting Business Ethics Business Finance Business Integration and Strategic Management Business Leadership Economics Macroeconomics Microeconomics Global Dimensions of Business Information Management Systems Legal Environment of Business Management Human Resource Management Operations Management Organizational Behavior Marketing Quantitative Techniques/Statistics
Outcomes Assessment Plan 14
SouthwesternAdventistUniversity
DepartmentofBusinessAdministration
ComprehensiveCase-Study
EvaluationRubric
Student:______________________________________________________________________Evaluator:_____________________________________________________________________Date:_________________________________________________________________________
EachoftheCaseStudyComponentAreasidentifiedanddefinedbelowwillbeassessedusingtheevaluationrubricbasedontheperformanceratingsforeachevaluationdimension.Studentsareexpectedtodemonstrateappropriatelearningoutcomesandcompetencies:TheHookorCaseIntroduction:Thissectionwillprovideabasicintroductionofthemaincharacterandproblem.Thepurposeofthissectionistocausethereadertowanttoreadfurtherwhilesettingupthebackgroundforthefollowinganalysis.IndustryAnalyses:Thissectionshouldidentifytheappropriateindustrythatprovidescontexttothecaseandprovideevidenceofdetailedresearch,includingqualitativeandquantitativedata,asitrelatestothedevelopmentofthecasestudy.CompanyHistoryandAnalyses:Thissectionshouldprovideanorganizationalhistoryincludinganassessmentofkeybusinessobjectivesandarelevantanalysisofthestrategicpositionofthecompanywithintheaforementionedindustry.TheEntrepreneur,BusinessOwnerorKeyStakeholder:Thissectionshouldincludeadescriptionofthekeyprotagonistthatisasvividanddetailedaspossibleandprovidescontextforananalysisofdecisionmakingthatleadstotheprobleminquestion.ProblemStatement:Thissectionshouldprovideaclearandconciseassessmentofthecomplexproblemfacedbythecompanyorstakeholder.Commentary:Thissectionshouldpresentananalysisofthecentralissuesandproblemsinthecase.Appropriatetheoriesshouldbeidentifiedandconceptsorlearningthatmightexplainthedecisionmakingprocessandresultingproblem.Alternatives:Thissectionshouldincludeadescriptionofthedecisionmadeandaproposalofatleastonealternativesolutiontotheproblemalongwithananalysisofbothdecisionalternatives.FinalRecommendation:Onefinalrecommendationmadebythestudentbasedontheiranalysisthatwillresultinimprovedorganizationalperformance.ChristianBusinessEthicsPerspective:ThissectionshouldpresentastatementofthestudentspersonalChristianbusinessethicsperspectiveandidentificationofwaysinwhichChristianbusinessethicscouldbeappliedwithinthecontextofthecasestudy.MethodologyandFormat:Thissectionshouldprovideanoteregardingmethodologythatisappropriateandconsistentwithworkprovided.TheAPAformatguidelinesshouldbefollowedandproperlyusedthroughoutthecase.Includinganabstract,appropriatecitationsandcoverpage.OralPresentation:(SeparateRubricAttached)Thepresentationshouldidentifyanddescribeeachofthecorecomponentsofthecaseinaclearandconcisemanner.Thedefenseshouldbepersuasivewithquestionshandledcompetentlyandappropriately.
Outcomes Assessment Plan 15
CaseStudyGradingRubric
Evaluation
Dimensions
Basic Competent Accomplished Score
CaseStudyComponentAreas–GradingCriteria
TheHook
CaseIntroduction
Missing. Providesabasicintroductiontothecase
Makesthereaderwanttoreadfurther.
Points 0 1-2 3 IndustryAnalysis Talksaboutthe
industryinvaguetermsorismissing.
Talksabouttheindustryinbasictermsprovidingsomecontext.
Identifiesappropriateindustry,providesdetailedresearchandprovidedfullcontext.
Points 1-2 3-4 5-6 CompanyHistory
andAnalysis
Providesverylittlebackgroundinformationaboutthecompany.
Provideslimitedinformationaboutthecompanyhistoryand/orfactsaboutcurrentoperations.
Providesafullhistoryofthecompany,aswellascompleteinformationaboutcurrentoperations.
Points 1 2 3-4 TheEntrepreneur,
BusinessOwneror
KeyStakeholder
Thereadercanformonlyaverylimitedmentalpictureofthecharacterorthecharacter’sbehavior.
Thereaderhasageneralideaofwhotheentrepreneurisandhowtheentrepreneurbehaves.
Thereaderisabletopicturetheentrepreneurandcananticipatetheentrepreneur’sfutureactions.
Points 1-2 3-5 6-10 TheProblem
Statement
Thekeysituationinthecaseisunclear.
Thekeysituationinthecaseisclear,butassessmentdoesnotprovidenecessarydetail
Thekeysituationinthecaseisfullyassessedandcomplete.
Points 1-6 7-10 11 Commentary Nodevelopmentor
identificationoftheoriesthatexplainthedecisionsleadingtotheproblem.
Anattemptismadetoprovidetheoriesthatexplainthebehavior,butthetheoriesarenotspecific.
Theoriesthatexplaintheentrepreneur’sbehaviorareidentifiedandappliedcorrectly.
Points 1-6 7-10 11 Alternatives Outcomesnot
discussed,consequencesnotidentifiedandinsufficientdataanalysis
Decisionsareidentified,alternativesareprovided,consequencesarepoorlyidentified,weaktheoryapplication.
Properidentificationofdecision,alternativeisfullydeveloped,consequencesclearlyspelledout,dataanalysisiscomprehensive,andtheoryisappliedcorrectly.
Outcomes Assessment Plan 16
Points 0-5 6-10 11-15 Final
Recommendation
Thefinalrecommendationismissing.
Thefinalrecommendationismissingitsrationaleordoesnotmakesenseinthesituation.
Thefinalrecommendationandtherationalemakesense.
Points 0 1-4 5-6 ChristianBusiness
EthicsPerspective
Statementismissingordoesnotincludeaclearlinktothecasestudy
Statementincludesabasicdefinition,limitedpersonalworldviewandsomecorrelationtothecase
Statementincludesaclearlydefinedperspectiveandincludesproperapplicationwithinthecontextofthecasestudy
Points 1-7 8-10 11-15 Methodologyand
Appropriateuseof
APA
Thediscussionofmethodologyissuperficial.APAformatnotfollowed.
Thediscussionofmethodologyisbasic.APAformatisinconsistent.
Acompletediscussionofmethodologyexists,APAformatisusedappropriatelyincludinganabstractandpropercitations.
Points 0-1 2-3 4-5 FinalWord Noreflectionorno
learningidentified.Somelearninghasbeenidentified.
Learninghasbeenidentifiedandspecificexamplesprovided.
Points 0-1 2-4 5-6 WritingQuality Manycareless
grammarandspellingerrorsexistthatcouldhavebeencaughtbyspell-checkorgrammar-check(orcarefulproofreading).
Thecasedoesnotappeartohavebeeneditedbeyondspell-checkandgrammar-checkforstyleorexpression.
Thereareveryfewgrammarandspellingerrors,thewritingisclear,andtheanalysisiseasytoreadandengaging.
Points 0-2 3-5 6-8 TotalPoints
0-33
34-69
70-100
Comments:
Outcomes Assessment Plan 17
OverallPerformanceRatingonCaseStudyCaseStudyComponentAreas ScoreTheHookorCaseIntroduction IndustryAnalyses CompanyHistoryandAnalyses TheEntrepreneur,BusinessOwnerorKeyStakeholder ProblemStatement Commentary Alternatives FinalRecommendation ChristianBusinessEthicsPerspective MethodologyandFormat
TotalScore OralPresentation
TotalScore AverageWritten&OralScore
CaseStudyProgram-LevelAssessmentRubric
ThedepartmentofBusinessAdministrationhasidentifiedthefollowingintendedstudentlearningoutcomes(ISLOs)thatitexpectsstudenttohaveachieved,throughthecomprehensivecapstoneclasscasestudy,upongraduationfromtheBBAprogram.
Thefollowingevaluationrubricwillbeusedtoassesstheextenttowhichthestudentachievedthefollowingoutcomesbasedonstudentperformanceontheresearch,developmentandpresentationofanoriginalcasestudy.Scoreswillbespecifiedbasedontheperformanceratingsintheprogram-levelassessmentrubric.
CommunicationSkills:Studentwillbeabletoassesscomplexproblemsandproduceclear,concisewrittenassessmentandoralpresentationindiversebusinessvenues.
Christian,LegalandEthicalprinciples:StudentswillbeabletorecognizeandapplyChristian,legalandethicalprinciplesinbusinesssettings.
QualitativeandQuantitativeData:Studentswillbeabletocollectandusequalitativeandquantitativedatainmakingcriticaldecisionstoimproveorganizationalperformance.
StrategicAnalysis:Studentswillhavetheabilitytoevaluatebusinessobjectivesthroughthedevelopmentofrelevantanalysesasabasisforstrategicdevelopment.
Outcomes Assessment Plan 18
Case-StudyProgram-LevelAssessmentRubricEvaluation
Dimensions
PerformanceRating Score
BasicCompetentAccomplished
12 34 56
ProgrammaticEvaluation–Program-LevelAssessmentCriteria(ISLOs)
Communication
SkillsCasestudyfailstocorrectlyidentifyandassesscomplexproblems.Writtencontentdoesnotprovideclear,concisecommunicationofthebusinessissue.Casestudyfailstomeetwritingguidelinesandexhibitsmultipleerrorsinspellingandgrammar.Oralpresentationdemonstratesonlyrudimentaryorsuperficialknowledgeofthecase-studyproblem.PresentationcannotbeunderstoodandprovideslittlesequencingofinformationinaccordancewithCasestudyguidelines.Studentwasunabletodefendtheirposition.
Casestudycorrectlyidentifiescomplexproblemsandshowsasatisfactorylevelofassessmentofappropriatebusinessissuesindiversesettings.Thecasestudymeetsexpectationsandfollowstheappropriateoutline.Properwritingguidelinesarefollowedwithonlyminorgrammaticalandspellingerrors.Oralpresentationisclear,makeslogicalsenseandfollowsanappropriateorder.Presenteriscomfortableandabletoadequatelyanswerquestions.Oralcommunicationskillsaresatisfactory.
Casestudyaccuratelyidentifiescomplexproblemsanddemonstratesanin-depthassessmentofbusinessissuesindiversesettings.Writtenexecutionofthecasestudyiseffectiveandexceedsexpectationswithlittletonogrammaticalorspellingerrors.Oralpresentationfollowsalogicalsequenceandprovidesclearlycommunicatedassessmentoftheproblem.Professionaldeliveryofpresentationandconfident,conciseabilitytodefendtheirposition.
Comments:
Christian,Legal
andEthical
principles
CasestudydisplaysalimitedabilitytorecognizeandapplyChristian,legalandethicalprinciplesinthebusinesssettingchosenforanalysis.ShowslittleornoabilitytoconnectChristian,legalandethicalprinciplestotheproblemstatementandproposedoutcome.InabilitytodistinguishbetweenChristian,legalandethicalprinciples.
CasestudydisplaysabasicabilitytorecognizeandapplyChristian,legalandethicalprinciplesinthebusinesssettingchosenforanalysis.Showsasatisfactoryabilitytoconnecttheseprinciplestotheproblemstatementandproposedoutcome.AdequatelydistinguishesbetweenChristian,legalandethicalprinciples.
CasestudydisplaysacompleteunderstandingandabilitytoproperlyapplyChristian,legalandethicalprinciplesinthechosenbusinesssetting.Aneffectiveabilitytoconnecttheseprinciplestothebusinessproblemandintendedoutcomesisdemonstrated.ProperlydistinguishesbetweenChristian,legalandethicalprinciples.
Comments:
Outcomes Assessment Plan 19
Case-StudyProgram-LevelAssessmentRubricEvaluation
Dimensions
PerformanceRating Score
BasicCompetentAccomplished
12 34 56
ProgrammaticEvaluation–Program-LevelAssessmentCriteria(ISLOs)
Qualitativeand
Quantitative
Data
Casestudydisplaysinadequatecollectionofqualitativeandquantitativedatatosupporttheanalysisofthebusinessproblem.Properanalysisofthedatacollectedisincorrectorincompleteinthecomponentareas.Casestudyinaccuratelyand/orinappropriatelyappliesdata,presentssolutionsoralternativesthatareinconsistentorinaccurateinavagueorrudimentarymanner.
Casestudydisplaysasatisfactorycollectionofqualitativeandquantitativedatatosupporttheanalysisofthebusinessproblem.Basicanalysisofthedatacollectedisexhibitedinthecomponentareas.Casestudymeetsexpectationsinregardstotheapplicationofdatainpresentationofsolutionsandcriticaldecisionsmeanttoimproveorganizationalperformance.
Casestudyprovidesacompletecollectionofrelevantqualitativeandquantitativedatatosupporttheanalysisofthebusinessproblem.Effectiveanalysisofthedatacollectedisexhibitedinthecomponentareas.Properapplicationofdataexceedsexpectationsandisusedtopresentsolutions,alternativesandcriticaldecisionstoimproveorganizationalperformance.
Comments:
Strategic
AnalysisBusinessobjectivesarenotevaluatedandthedevelopmentofrelevantanalysesisinadequate.Thereislittle,ifany,recognitionofappropriatelinksbetweenstrategicdecisionsandbusinessobjectives.Solutionsandalternativesarevague,simplisticandfallshortofmeetingthedesiredstrategicgoals.
Evaluationofbusinessobjectivesmeetsexpectationsandthedevelopmentofrelevantanalysesissatisfactory.Therearesomelinksbetweenstrategicdecisionsandbusinessobjectives.Solutionsandalternativesareclearandmeetbasicexpectationsofdesiredstrategicdevelopment.
Evaluationofbusinessobjectivesexceedsexpectationsandthedevelopmentofrelevantanalysesiswelldeveloped.Stronglinksaremadebetweenstrategicdecisionsandbusinessobjectivesprovidingappropriatesolutionsandalternativesthatoptimizestrategicdevelopment.
Comments:
SummaryPerformanceRatingsonProgram-LevelISLOsAssessmentCriteria/IntendedStudentLearningOutcome Score
CommunicationSkills Christian,LegalandEthicalPrinciples QualitativeandQuantitativeData StrategicAnalysis
AverageScore:
Outcomes Assessment Plan 20
HowTheBusinessStrategyGameWorks—AQuickOverview
(FromtheBusinessStrategyGamewebsite:https://www.bsg-online.com/tour/instructors.html)
InTheBusinessStrategyGame,1to5classmembersareassignedtooperateanathleticfootwearcompanythatproducesandmarketsbothbrandedandprivate-labelfootwearandcompeteshead-to-headagainstfootwearcompaniesrunbyothermembersoftheclass.Asmanyas12companiescancompeteinasingleindustrygrouping(classsizesabove50aretypicallydividedintotwoormoreindustrygroups).Thecompaniescompeteinaglobalmarketarena,sellinginfourgeographicregions—Europe-Africa,NorthAmerica,Asia-Pacific,andLatinAmerica.
Theco-managersofeachcompanyareresponsibleforassessingmarketconditions,determininghowtorespondtotheactionsofcompetitors,forgingalong-termdirectionandstrategyfortheircompany,forecastingupcomingsalesvolumes,andmakingdecisionsrelatingto:
• Productionoperations(upto10decisionsforeachplant,withamaximumof4plants)• Upgradingplantsandexpanding/reducingplantcapacity(upto6decisionsperplant)• Workercompensationandtraining(3decisionsperplant)• Shippingandinventorymanagement(upto8decisionseachplant/geographicregion)• Pricingandmarketing(upto10decisionsineachof4geographicregions)• Bidstosigncelebritiestoendorsetheirbrandoffootwear(2decisionentriesperbid)• Corporatesocialresponsibilityandcitizenship(upto6decisionentries)• Financingofcompanyoperations(upto8decisionentries)
Eachtimeco-managersmakeadecisionentry,anassortmentofon-screencalculationsinstantlyshowstheprojectedeffectsonunitsales,revenues,marketshares,totalprofit,earningspershare,ROE,unitcosts,andotherpertinentoperatingoutcomes,enablingco-managerstoevaluatetherelativemeritsofonedecisionentryversusanother.Companymanagerscanexperimentwithmanydifferentdecisioncombinationsininarrivingatadecisioncombinationandsetofactionsthatseemlikelytoyieldgoodcompanyperformance.Inaddition,thereare2-4minutevideotutorialsforeachdecisionscreenandcomprehensivehelpsectionsthatexplaincause-effectrelationships,providetipsandsuggestions,explainhowthenumbersinthecompanyandindustryreportsarecalculated,andotherwiseinformcompanyco-managershowthingswork.
Eachcompanytypicallyseekstoenhanceitsperformanceandbuildcompetitiveadvantageviamoreattractivepricing,abiggerselectionoffootwearstylesandmodels,moreappealingfootwearstylingandquality,greateradvertising,biggermail-inrebates,contractingwithcelebritiestoendorseitsbrand,providingmoremerchandisingandpromotionalsupporttoretailers,shortershippinganddeliverytimes,andmoreaggressivepromotionofonlinepurchasesatitsWebsite.
Anyandalltypesofcompetitivestrategy—low-costleadership,differentiation,best-costprovider,focusedlow-cost,andfocuseddifferentiation—areviableoptions.Acompanycantrytogainanedgeoverrivalswithmoreadvertisingorawiderselectionofmodelsormoreappealingstyling/qualityorbiggerrebatesorsecuringmoreappealingcelebrityendorsements,andsoon.Itcanfocusononeortwogeographicregionsorstriveforgeographicbalance.Itcanpursueessentiallythesamestrategyworldwideorcraftslightlyorverydifferentstrategiesforeachofthefourgeographicregions.Itcanalteritsemphasisonsellingbrandedshoesthroughfootwearretailersoratthecompany’sWebsite.Itcanplacemoreorlessemphasisonwinningbidstoproduceprivate-labelfootwearforchainretailers.
Eachcompany’sperformanceisbasedonabalancedscorecardthatincludesbrandimage,earningspershare,returnonequityinvestment,stockpriceappreciation,andcreditrating.
Youhavetheoptiontoschedule1or2practicerounds(2isrecommended)andanywherefrom4to10regular(scored)decisionrounds(6to10roundsarebetterthan3-5rounds).Eachdecisionroundrepresentsayearof
Outcomes Assessment Plan 21
companyoperationsandtakesroughlytwohoursforcompanyco-managerstocomplete.Decisionroundscanbescheduledweekly,bi-weekly,oratwhateverintervalsinstructorswish.Sampleschedulesforcoursesofvaryinglengthandnumbersofclassmeetingsareprovided.
Whentheinstructor-specifieddeadlineforadecisionroundarrives,theBSGserverautomaticallyaccessesthesaveddecisionentriesofeachcompany,determinesthecompetitivenessandbuyerappealofeachcompany’sproductofferingrelativetorivalcompanies,andthenallocatessalesandmarketsharestothecompetingcompanies,geographicregionbygeographicregion,basedon:
• howeachcompany’spricescompareagainstthepricesofrivalbrands,• howeachcompany’sfootwearstyling/qualitycomparesagainstthequalityofrivalbrands,• howeachcompany’sproductlinebreadthandselectioncomparestothoseofrivalcompanies,• howeachcompany’sadvertisingeffortcomparestorivals’advertising,andsoonforatotalof11competitive
factorsthatdetermineunitsalesandmarketshares.
There’snobuilt-inbiasfavoringanyonestrategyandno“secretsetofstrategicmoves”thataresuretoresultinacompanybecomingtheindustryleader.BSGisa“competition-based”strategysimulationexercisewheretheoutcomesarealwaysuniquetothecompetitiveinterplayamongthespecificdecisionsandstrategiesofeachgroupofcompetingcompanies.Whichstrategiesendupdeliveringthebestperformanceinanygivengroupof4to12companiesthatarecompetinghead-to-headalwaysdependsonthecompetitiveinterplayamongthespecificdecisionsandstrategiesofrivalcompanies—thereabsolutelyisno“magicbullet”strategyorprescribedsetofactionsthatwillguaranteegoodcompanyperformance
OneLearningAssuranceReportprovidesyouwithsolidempiricaldataregardingthebusinessskillsanddecision-makingcapabilitiesofthestudentsinyourclassrelativetostudentsatotherbusinessschoolsacrosstheworld.Thereportprovidesyouwithcredibleevidenceaboutthebusinessproficienciesofyourstudentsoneachof9measuresthatarepreciselydefinedatthebottomofthereport.Thethreemeasuresrelatingto"LeadershipSkills","Collaboration&Teamwork",and"AnalyticalSkills"arebasedoneachstudent'sindividualperformanceasviewedbytheircompanyco-managersandtheirperformanceonQuiz2;theother5measuresareallbasedondatarelatingtotheperformanceofthegroupofco-managerscomprisingeachcompanyinthesimulation.ThepercentilesshowninthereportarebasedonthetotalpopulationofstudentsworldwideplayingTheBusinessStrategyGameoverthepasttwelvemonths.Asamplereportcanbeseenonthenextpage.
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