ACBSP Draft Sample Key Indicators Tied to Standards€¦ · Web viewACBSP-LiveText Global Benchmarking Assessment Initiative – Fall 2007. Outcomes, Indicators, and Rubric. s. Thank

ACBSP-LiveText Global Benchmarking Assessment Initiative – Fall 2007Outcomes, Indicators, and Rubrics

Thank you for participating in the Global Benchmarking Assessment. We look forward to reviewing your thoughts, comments and input during and following the pilot semester of this initiative. The following document contains reference materials for the assessment instruments to be used during the Fall 2007 semester. It contains the Performance Level Definitions, 7 Outcomes, and 7 associated rubrics (one per outcome) with elements and descriptors.

Glossary of Performance Level Definitions

Accomplished (or Professional) (4 points): Exceptional performance expected of an expert, experienced professional, consultant, or mentor, capable of independent thinking and leadership level work. This student typically has prior experience upon which to draw and has skills that were enhanced by training at the master’s degree level. The student, if hired, will show immediate and high impact for the company, hitting the ground running. (Note: This is the expected level for an MA student or possibly an outstanding, mature BA student.)

Proficient (3 points): Performance reflecting mastery of critical knowledge and skill without any significant errors, leading to an expectation of good performance on-the-job from the date of hire. This student typically has minimal experience already and therefore will require limited but continued support before acquiring a high level of independence. This student, if hired, is likely to show immediate benefit to the company. (Note: This is the expected level for a weaker MA student and a good BA student. An excellent AA student could reach this level, but it would be rare.)

Partially Proficient (2 points): Performance reflecting a satisfactory level of knowledge and skills, but showing some deficiencies which are likely to be corrected over time with experience on-the-job, typically requiring a high level of supervision and support to perform adequately. If hired, this student is not likely to harm the company’s operations and eventually should be a productive employee. (Note: This is the level expected of an AA student who has limited coursework resulting in limited knowledge and skills but good potential with more knowledge and practice.)

Unacceptable (1 point): Performance reflecting a failure to fully understand critical knowledge and skills that would interfere with on-the-job performance, typically leading to failure of initial efforts in the unacceptable area. The work performed by this student could prove harmful to the company that hires him/her. (Note: This is a “do not graduate” decision.)

Missing (0): No response provided. (Note: This performance level is not detailed in the rubrics below, however, is an option for scoring when using the rubric to evaluate student work.)

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Outcomes, Outcome Statements, Element Descriptions, Rubrics and Associated Descriptors.

Outcome I: Communication (Presentation, Oral, and Written): Graduates of business programs communicate correctly and purposefully, integrating technology into writing and presentations. Business graduates:

a. Use correct grammar and vocabulary that is appropriate to the intended audience and is unbiased.

b. Apply writing and reporting conventions appropriate to a business setting in the organization of a cohesive, accurate, and politically correct product with an identifiable structure and a well-articulated purpose.

c. Demonstrate use of current technology in composition and in visual and oral presentation of work to an audience.

d. Use the Publication Manual of the appropriate format (ex. APA, MLA) as style

guidelines in the preparation of written reports.

Case Analysis/Assignment Expectations:A student will exhibit communication skills through participation in the class module. Class participation, fulfillment or assignments, and class presentations will identify the abilities and skills possessed by individual class members.

Rubric:

Element Unacceptable(1 pts.)

Partially Proficient (2 pts.)

Proficient(3 pts.)

Accomplished(4 pts.)

Grammar and vocabulary

Mistakes in grammar are pervasive. Language usage may contain elements of bias or be politically incorrect.

Repetitive mistakes in grammar are made. Vocabulary is correctly used but simplistic, requiring that the reader interpret comments.

Grammar and vocabulary usage are acceptable, although there are minor punctuation or spelling errors. The narrative is descriptive and supports all arguments made.

Grammar and vocabulary usage are flawless. The selection of vocabulary is rich, providing vivid descriptions that support all arguments made. The paper is of publishable or of dissemination quality.

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Writing The purpose is not stated or it does not drive the writing of the study. The report is disjointed and contains three and/or more inaccuracies or the writing is not politically correct.

The purpose is-stated, but the language is not clear or the study is organized in sections that are appropriate but they are co-mingled and mildly disjointed or the writing is hurried and partially inaccurate in one or two places. Problems can be remedied easily by a professional editor.

The purpose of the writing is clear and carries through the entire study, which is cohesive and accurate. There are appropriate sections; however, there are instances in which the flow is interrupted between points or headings. The student could readily fix these problems with additional time and advice.

The purpose of the writing is clear and carries through the entire study. The study is cohesive, accurate, and persuasive, flowing logically from point to point and section to section. The reader is well prepared for each sentence in this thoroughly professional report that would not be significantly improved by a professional editor.

Technology The report is unprofessional. There are no embellishments, such as font changes, indentations, or bulleted lists. Graphics, such as tables and charts, are not used. The text is a continuing narrative that cannot be presented to the client.

Technology is used to prepare the report which is divided into useful sub-headings; however, there is only one change in style to increase readability (e.g., underscore or boldface). Graphics are rare (less than five). Significant support by professional presentation personnel will be required for the client to understand and remediate concerns raised.

Technology is used appropriately in the study. Word processing is neat, clean and supported by a limited number of graphics and enhancements. Sub-headings are useful and clearly identified by various font changes. With assistance of professional presentation personnel, the report can be readily made into a professional level presentation.

Technology is used to enhance the study. The report is professionally presented with useful graphics and embellished with style changes that highlight and simplify critical arguments. The report is ready for a professional presentation that will help the client understand and remediate all concerns raised.

Style General Guidelines are incorrectly applied in both the in-text citations and the reference list.

General Guidelines are correctly used throughout the case study in in-text citations, but multiple errors (exceeding five) are found in the references.

General Guidelines are correctly used throughout the case study in both in-text citations and in the concluding list of references. There are a maximum of five errors noted.

General Guidelines are correctly used throughout the case study in both in-text citations and in the concluding list of references. There are no errors, and the paper is of publishable quality.

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Outcome II: Critical Thinking: Graduates of business programs identify problems, analyze information, and form conclusions within the business context. Business graduates:

a. Identify business problem(s) by analyzing the impact of contextual factors, the validity of information (relevancy, sufficiency and accuracy), and the influence of assumptions.

b. Collect additional information, as needed, independently, using a variety of relevant sources, to resolve the problem.

c. Evaluate, synthesize, and organize information to form a position and create a coherent set of conclusions to support the decisions and solutions.

d. Use problem solving techniques to make informed decisions about all issues, including those with dissonant information, develop and answer provocative questions, and chose a realistic solution that will provide maximum benefit for the organization and all of its functions.

e. Challenge others to think critically through clarification and justification of their ideas, using an appropriate critical thinking strategy for personnel at various levels within in organization. [Examples are brainstorming, synnectics, heuristics, SWOT, drill-down, SPOON, Ansoff Matrix, chunking, Delphi or any other identified and researched models of critical thinking.]

Case Analysis/Assignment Expectations:

A student can examine and review the case and clearly identify the business problem and its related context. The student can determine if the information in the case is valid, whether there are implied assumptions, determine if source information is related, accurate and sufficient. If ancillary information and sources are needed, the sources are obtained and evaluated for relevance and integrated appropriately with the student’s own acquired experience and knowledge. In reviewing the supporting documentation, the student can form his or her own position and draw pertinent conclusions that will support an acceptable solution. The solution will be derived with efficient use of technology and communicated in a professional manner.

Rubric:



Proficient(3 pts.)


Problem Identification

The student failed to examine all of the evidence, oversimplified, or jumped to conclusions about a problem that was

An important business problem has been correctly identified, taking into account obvious contextual factors but missing those which were not

An important business problem has been correctly identified, taking into account a variety of contextual factors. Information

An important business problem has been correctly identified, with a comprehensive and eloquent explanation of contextual factors.

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incorrectly described. One or more of the following problems occurred: context analysis was incorrect or too superficial to be of use; assumptions were missed; information was misinterpreted or misused.

stated directly in the case. Information presented was analyzed weakly with minor gaps or mistakes. Stated assumptions were noted, but the analysis is limited in its utility and requiring substantial refinement.

presented in the case has been analyzed in terms of relevancy, sufficiency, and/or accuracy. Stated assumptions have been noted and analyzed for their impact on operations; omitted assumptions can readily be added through an external review of the report.

Information presented in the case has been thoroughly analyzed in terms of relevancy, sufficiency and accuracy. Both implied and stated assumptions have been reviewed and assessed for their impact on company operations.

Information Gathering

Information was taken at face value, without benefit of active questioning. As a result, gaps in the information were not identified or were incorrect. No apparent systematic search strategy was used. The resulting analysis was off base in one or more significant ways.

At least one gap in information was identified. The student found additional information to fill the gap, but it was limited in its scope. The search strategies used were inadequate to yield a thorough coverage of what was needed. The student may not have looked beyond one type of information. The analysis was shallow but still correct, ready for expansion and refinement.

Relevant information gaps were identified. The student successfully engaged in information gathering based on that review and found additional materials that were relevant to filling the identified gaps. At least two different types of sources were used. The analysis was on target. It is evident that the student has limited professional experience upon which to draw.

The analysis of information gaps was perceptive, and the student engaged in active information gathering, delving deeply into the materials provided. A comprehensive review of relevancy resulted, incorporating a wide variety of sources, leading to a professional quality analysis that draws clearly on personal and professional experience.

Conclusions Developed

The student formed a position, but it was not reasonable. The conclusions were essentially unrelated to the data reviewed with no clear cut strategy serving as a developmental basis. Gaps in the conclusions resulted in inappropriate decisions and solutions, which may lead to additional failures for the company.

The student formed a position and reached conclusions; however they were limited or shallow and provided minimal support for the decisions and solutions. One or two key points in the information was overlooked or undigested, requiring significant effort to complete for company use.

The student evaluated, synthesized, and organized information to form a position and create a set of conclusions to support the decisions and solutions. Most of the information reviewed is clearly incorporated. With minimal assistance, the conclusions can be finalized for use.

The student evaluated, synthesized, and organized all information provided and collected independently to form a succinctly stated. Professional position and create a coherent and perceptive set of conclusions to support the decisions and solutions.

Solutions Proposed The student attempted unsuccessfully to solve problems. The selected solution would create further

The student used problem solving techniques to make appropriate decisions about the simpler issues, but failed to

The student used problem solving techniques to make appropriate decisions about difficult issues, developed and

The student used problem solving techniques to make perceptive decisions about difficult and conflicting issues,

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harm for the company.

resolve those issues which were more complex. The selected solution would benefit the organization minimally in one or two of its functions, but some important functions would remain in jeopardy. Alternative solutions were not explored.

answered relevant questions, and chose a realistic solution that would benefit the organization and many of its functions. Alternative solutions were explored and ruled out.

developed and answered provocative questions, and chose a realistic solution that would provide maximum benefit for the organization and all of its functions. Alternative solutions were explored or ruled out.

Strategies Incorporated

The student proposed no implementation strategies that would provide opportunities for staff to think critically about solution implementation.

The student proposed a strategy(ies) that would permit leadership to challenge others in the company to think critically; however, the suggestion was simplistic and unrefined. It is doubtful that the student could implement the strategy. The student is not ready to work directly with employees in implementation.

The student proposed a strategy(ies) that would permit leadership to challenge others in the company to think critically during consideration and implementation phases. The student could assist ably with implementation.

The student proposed a strategy(ies) that would permit leadership to challenge others in the company to think critically during planning and implementation phases. From the discussion provided, it is clear that the student could lead the suggested activities.

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Outcome III: Business Knowledge and Technical Skills: Graduates of business programs demonstrate knowledge from a variety of sub-disciplines and apply the knowledge and skills to reach solutions to business needs. Business Graduates:

a. Demonstrate core-level knowledge common to all disciplines (business law, human resources….) in an applied problem solving setting by reviewing major factors that could account for the problem and proposing a solution in any affected areas.

b. Demonstrate basic core-level knowledge in the disciplines (accounting, economics,

finance, information systems, management, marketing, or international business) in an applied problem solving setting by reviewing major factors that could account for the problem and proposing a solution in any affected areas.

c. Demonstrate in-depth discipline-specific knowledge and skill through the design of a solution comprised of inter-related activities, documents, and/or resources applied to a specific context in the major discipline studied.

d. Incorporate appropriate forms of technology usage in all solutions proposed.


A student can determine the necessary business skills needed to create a successful and relevant solution to the case. The student can apply his or her own relevant business knowledge and skills and/or locate appropriate sources to assist in designing a solution. The student will also determine the correct technological application to use in determining a solution of the case.

Rubric:

Special Instructions: This rubric is accompanied by a list of discipline specific topics from which the student can chose. The student is evaluated six times for the first element, “demonstration of core knowledge in six of the seven business disciplines,” and five times for the second element, ‘five individual topics within the major.” This approach allows for in-depth coverage of the outcome and significantly higher weighting of this outcome over the others.



Proficient(3 pts.)


Core-level knowledge: Common to all disciplines

The student has examined company operations in general areas, but the analysis is incorrect. The report fails to recognized strengths and/or weaknesses and/or makes recommendations that could be harmful to the

The student has examined company operations in general areas (e.g., human resources, legal support, etc….), but the examination lacks depth and perception. A report summarizes company strengths and weaknesses in this area but has minor

The student has examined company operations in general areas (e.g., human resources, legal support, etc….) An accurate report summarizes company strengths and weaknesses in these areas, providing explanations to

The student has examined company operations in general areas (e.g., human resources, legal support, etc….) An eloquent, detailed, and professional report summarizes company strengths and weaknesses in these areas, providing

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company. errors in explanations of the extent to which the company exceeds, meets or fails to meet them. The necessary detail related to improvement or correction is too shallow to be of use, requiring significant modification by an external source. Once corrected, the report could be implemented. There is nothing harmful in the report; it just lacks detail and accuracy.

company personnel of expectations and the extent to which the company exceeds, meets or fails to meet them. Most of the necessary details related to improvement or correction are provided. The report, with minor modification, would sustain an external audit and could be implemented with minor additions to improve company operations. The student can assist with implementation or additional resource identification.

explanations to company personnel of theory-based expectations and the extent to which the company exceeds, meets or fails to meet them. All necessary detail related to improvement or correction is provided. The report is of sufficient quality that it would sustain an external audit and could be implemented without refinement to improve company operations.

Core-level knowledge: Accounting (for-non-majors)

The student has examined one of the following: the financial statements, internal audit reports, internal control systems. The student has failed to correctly identify strengths or weaknesses, making inaccurate statements and conclusions. Recommendations are of little or no use and may actually harm the company.

The student has examined one of the following: the financial statements, internal audit reports, internal control systems. The report summarizes company strengths and weaknesses; however, one or two of the statements is inaccurate, leading the student into an incorrect (but minor) conclusion or recommendation or the analysis and recommendations are too shallow to be of significant use by the company, lacking specificity or failing to identify the interventions or resources needed.

The student has examined one or more of the following: the financial statements, internal audit reports, internal control systems. The report summarizes company strengths and weaknesses in this area and provides recommendations for interventions and resources that are likely to improve company operations.

The student has examined one or more of the following: the financial statements, internal audit reports, internal control systems. An eloquent, detailed, and professional report summarizes company strengths and weaknesses in this area and provides recommendations for interventions and resources required to improve company operations.

Core-level knowledge: Economics (for-non-majors)

Same rubric as Accounting with different topics.




Core-level knowledge: Finance

Same rubric as Accounting with




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(for-non-majors) different topics. different topics. different topics. different topics.Core-level knowledge: Information Systems (for-non-majors)





Core-level knowledge: Management (for-non-majors)





Core-level knowledge: Marketing (for-non-majors)





Core-level knowledge: International Business (for-non-majors)





Discipline-specific knowledge #1: Accounting (for majors)

The student has examined an Accounting area, but the analysis is incorrect. The report fails to recognized strengths and/or weaknesses and/or makes recommendations that could be harmful to the company.

The student has examined an Accounting area, but the examination lacks depth and perception. A report summarizes company strengths and weaknesses in this area but has minor errors in explanations of the extent to which the company exceeds, meets or fails to meet them. The necessary detail related to improvement or correction is too shallow to be of use, requiring significant modification by an external source. Once corrected, the report could be implemented. There is nothing harmful in the report; it just lacks detail and accuracy.

The student has examined an Accounting area in depth. An accurate report summarizes company strengths and weaknesses in this area, providing explanations to company personnel of expectations and the extent to which the company exceeds, meets or fails to meet them. Most of the necessary details related to improvement or correction are provided. The report, with minor modification, would sustain an external audit and could be implemented with minor additions to improve company operations.

The student has examined an Accounting area in depth. An eloquent, detailed, and professional report summarizes company strengths and weaknesses in this area, providing explanations to company personnel of theory-based expectations and the extent to which the company exceeds, meets or fails to meet them. All necessary detail related to improvement or correction is provided. The report is of sufficient quality that it would sustain an external audit and could be implemented without refinement to improve company operations.

Discipline-specific knowledge #2: Accounting (for majors)

Same rubric as Accounting #1, but requiring exploration of a second topic.




Discipline-specific knowledge #3: Accounting (for

Same rubric as Accounting #1, but requiring exploration




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majors) of a third topic. of a third topic. of a third topic. of a third topic.Technology Usage The student has

reviewed and assessed the use of technology and technology security by the company, but the student’s understanding is so clouded that the recommendations are wrong. Implementation would result in loss of effectiveness or profit.

The student has reviewed and assessed use of technology and technology security by the company but lacks a thorough understanding of each application. Some analyses and recommendations are detailed and appropriate while others remain vague and not useful. Additional guidance will be needed for implementation of some suggestions; however, none are harmful.

The student has reviewed and assessed use of technology and technology security by the company and made appropriate recommendations which show a clear understanding of each application reviewed. Recommendations for improvement are appropriate.

The student has reviewed and assessed use of technology and technology security by the company and made superior recommendations that show a clear and comprehensive understanding of each application reviewed. Recommendations for improvement are precise and modeled with examples.

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Outcome IV: Leadership / Team Skills: Graduates of business programs inspire a shared vision, foster a realization of that vision, and facilitate a culture to realize goals of the vision. Business Graduates:

a. Develop, articulate, implement, and facilitate a shared vision and mission (supported by the larger organization) that is based on a planning process incorporating historical, research, value-driven, political, and cultural sources; that is communicated clearly with stakeholders (real or simulated); and that guides the sustainable growth and future health of the organization.

b. Analyze leadership styles and attributes and apply a style that is appropriate to the setting and is congruent with mission and values.

c. Motivate employees in the organization to achieve high levels of productivity.

d. Confer and collaborate with colleagues, staff, and supervisors in the decision-making and problem-solving process and in the implementation of appropriate, theory-based management strategies to foster teamwork leading to improvements in productivity and communication.


The student can identify and discuss whether the case presents commonly accepted styles and attributes of effective leadership. The student can locate incongruence between the mission of the business in the case and the depicted value systems of the leadership presented in the case. The student can conclude whether leadership issues are present and propose appropriate strategies in line with current management theories to suggest improvements in productivity and communication as it relates to the case.

Rubric:



Proficient(3 pts.)


Mission/Vision The student confused the vision and mission statements with each other or with other statements in the case study or the student listed them without any analysis.

The student has analyzed the language of the vision and mission statements, but the analysis is superficial. The student did not consider the extent to which they are fully shared by staff, nor how they were developed. The discussion includes a naïve or largely incorrect analysis of

The student has analyzed the vision and mission statements, determining whether or not they are shared by members of the company and developed using a reasonable planning process. The discussion includes evidence that the mission and vision statements provide a framework for the

The student has analyzed the vision and mission statements, determining whether or not they are shared by members of the company and developed using a comprehensive planning process. The discussion includes evidence that the mission and vision statements provide a framework for

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how the mission and vision frame business operations.

operation of the organization.

sustainable growth and future health of the organization.

Leadership The student has described the leadership styles of company staff inaccurately. The discussion is naïve and inconsistent with any accepted theoretical basis. Connections to values and mission are absent or inaccurate.

The student has described the leadership styles of company staff but has not made any connections to theory. The analysis of the extent to which leaders act in concert with mission and values misses some key deficits.

The student has analyzed the leadership styles and attributes of company staff, identifying one or two connections to theory. The analysis of the extent to which leaders act in concert with mission and values is on target.

The student has analyzed the leadership styles and attributes of company staff, making integrated and perceptive connections to multiple theories and determining the extent to which leaders act in concert with mission and values.

Motivation The student does not understand the attributes of motivation and mis-analyzed the data in the case. The results are so off-target as to be of no use to the company in improving motivation and might actually decrease it.

The student has reviewed data in the case, finding a few indications of employee motivation. Some are correctly associated with motivation, while others could be attributed to other factors. The analysis is of very limited use and requires professional support to complete.

The student has reviewed data in the case, looking for information on motivation of employees. Specific indications of motivation (or the lack thereof) were correctly identified. The analysis will assist the company in increasing the motivation of its employees.

The student has reviewed data, including direct quotations, in the case to determine the extent to which employees are motivated. A qualitative analysis coding scheme, based on a theoretical understanding of the behavioral character-istics of motivation was used effectively and correctly cited in the analysis. The discussion is perceptive, convincing, highly useful, and professional.

Teamwork The student has analyzed decision-making and teamwork, but the analysis is incorrect, missing important points such as labor relations, respect for diversity, and others. The resulting suggestions are off-base and not likely to improve the productivity or effectiveness of communication within the company.

The student analyzed the extent to which the leader confers, collaborates, and implements other effective strategies for joint decision-making, problem-solving, and teamwork, high productivity & effective communication among employees; however, one or two minor mistakes are made in the analysis. The discussion is not linked to management theory, with only minimally effective improvements

The student analyzed the extent to which the leader confers, collaborates, and implements other effective strategies for joint decision-making, problem-solving, and teamwork, high productivity and effective communication among employees. The discussion is linked to at least one management theory, with theoretically-based improvements suggested that are likely

The student has analyzed the extent to which the leader confers, collaborates, and implements other effective strategies for joint decision-making, problem-solving, and teamwork, high productivity and effective communication among employees. The discussion is linked to multiple management theories, properly referenced, with theoretically-based improvements

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suggested. Some useful improvements were missed, therefore, requiring assistance for completion.

to be somewhat effective.

suggested that are professional and likely to be highly effective.

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Outcome V: Ethics: Graduates of business programs understand the ethical behaviors and issues relevant to the business community. Business Graduates:

a. Identify and describe ethical principles and violations, associated risks, impacted stakeholders, and future implications for a business situation.

b. Propose prevention and resolution strategies for violations of ethical principles (specifically including honesty and fairness with employees, clients, vendors, contractors, and financial partners) and incorporating a program of employee awareness of factors leading to unethical behavior and “gray” ethical areas.

c. Plan for promotion of ethical values in a business setting that is consistent with, but not limited to the following potential concerns: legal consequences, personnel rights and responsibility, company integrity, security, safety, intellectual property, technology resources, conflicts of interest, regulatory compliance, and social practices.

d. Model integrity, honesty, responsibility, equitable treatment, and accountability to the local community and environment, as they maintain confidentiality, protect all members of the organization from harm, protect company proprietary information. (Note: This requires a separate assessment.)


A student can examine the case for the presence of ethical issues and identify both any related principle(s) that are violated and the immediate stakeholders directly and indirectly involved. The student can clearly illustrate the risks posed to the related parties presented in the case by addressing the ethical matter, and propose the relevant impact of possible unethical behaviors if the ethical matter is not addressed nor addressed appropriately. The student can evaluate the ethical matter(s) and propose a resolution(s) that meets the business needs stated in the case and is sensitive to the risks posed to the parties related to the business matter.

Rubric:Element Unacceptable

(1 pts.)Partially Proficient

(2 pts.)Proficient

(3 pts.)Accomplished

(4 pts.)Ethical principles and violations

The student has failed to identify the ethical issues or identified issues that are not of concern. The analysis of risks, stakeholder impact, and future implications is incomplete or incorrect, and the company is placed in jeopardy by this

The student has identified one or two important ethical violations but has also missed one or two. For those identified, the associated risks, the impact on stakeholders, and future implications for the company if the existing violations are not resolved are all

The student has identified ethical violations, the associated risks, the impact on stakeholders, and future implications for the company if the existing violations are not resolved. The analysis is correct and useful, noting all

The student has identified both potential and actual ethical violations, the associated risks, the impact on stakeholders directly and indirectly involved, and future implications for the company if the existing violations are not resolved and

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analysis. discussed with minimal inaccuracies. The analysis is partially correct and useful.

obvious results. potential ones not prevented. The analysis is insightful and well-reasoned, covering both obvious and obscure results.

Prevention and resolution strategies

Prevention and resolution strategies are unrealistic and unlikely to protect the company and its stakeholders from harm.

For each ethical violation identified, the student has proposed prevention and resolution strategies that will put the company back on track. The prevention strategies touch on issues of honesty and fairness with employees, clients, vendors, contractors, and/or financial partners but not all of the parties. The employee awareness program is weak or missing.

For each ethical violation identified, the student has proposed prevention and resolution strategies that will put the company back on track. The prevention strategies touch on issues of honesty and fairness with employees, clients, vendors, contractors, and/or financial partners but not all of the parties. The employee awareness program is included.

For each ethical violation identified, the student has proposed prevention and resolution strategies that will put the company back on track. The prevention strategies are comprehensive, addressing in detail issues of honesty and fairness with employees, clients, vendors, contractors, and financial partners and promoting a high level of employee awareness.

Promotion of values The student is unaware of the need to promote ethical values and does not propose any plans to do so.

The student is aware of the need to promote ethical values but does not provide for a plan that effectively promotes multiple ethical values. The plan may be limited in scope or detail, indicating that the plans are not likely to have a significant impact on personnel.

Beyond awareness raising activities, the student provides for a plan that will promote ethical values in at least three of the following areas: legal consequences, personnel rights and responsibility, company integrity, security, safety, intellectual property, technology resources, conflicts of interest, regulatory compliance, and social practices.

Beyond awareness raising activities, the student provides for a comprehensive plan that will promote ethical values in most of the following areas: legal consequences, personnel rights and responsibility, company integrity, security, safety, intellectual property, technology resources, conflicts of interest, regulatory compliance, and social practices.

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Outcome VI: Analytical / Quantitative Skills: Graduates of business programs possess analytical/quantitative skills appropriate to the business community. Business Graduates:

a. Use appropriate quantitative methods and software (spreadsheets or statistical packages), including descriptive and inferential statistics and survey design, to evaluate company operations.

b. Analyze data to diagnose strengths, weaknesses, opportunities and threats of business operations, translating the results of data analysis into plans for remediation of problems and growth of the company.

c. Summarize, display, and present business process data, including profit and loss, return on investment, budgeting, and other business needs, for internal and external consumption.

d. Recommend decisions based on data to improve company operations and profits.


The student can examine the business matters presented in the case and determine if appropriate quantitative techniques have been applied to the solution of the case. The student can determine what techniques should have been utilized if correct methods were not selected and can adeptly critique the research analysis and accurately translate the analysis results as related to the case.

Rubric:



Proficient(3 pts.)


Quantitative methods and software

The student is unaware of inadequacies in data analysis and software use and clearly does not understand the purpose or use of specific data analytic techniques. Any suggestions made are incorrect, as well, and could lead to a decision harmful to the company.

The student has evaluated the extent to which the study has used the correct methodology and software to analyze quantitative data. Problems in methodology were identified correctly, but the corrections suggested were neither correct nor attempted. Significant work on the report is still needed.

The student has evaluated the extent to which the study has used the correct methodology and software to analyze quantitative data, determining any needs for additional or different data. Where analyses are incorrect or inadequate, the student has identified the inadequacies and attempted to resolve them. Additional analyses are needed prior to presentation to the company.

The student has evaluated the extent to which the study has used the correct methodology and software to analyze quantitative data, determining any needs for additional or different data. Where analyses are incorrect or inadequate, the student has identified the inadequacies and made or suggested appropriate corrections to improve the validity of decisions. The report is ready for

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professional presentation.

Strengths, weaknesses, opportunities, and threats (SWOT)

The student does not understand the data output well enough to identify strengths, weaknesses, opportunities, and threats. The data are essentially unintelligible numbers on a page for him/her. The analysis is incoherent and of no use to the company.

The student has translated the results of the data analysis into a discussion of strengths and weaknesses, opportunities, and threats demonstrating an basic level understanding of the numbers, but some of the data are misinterpreted leading to at least one major incorrect conclusion that is relatively harmless.

The student has translated the results of the data analysis into a discussion of strengths and weaknesses, opportunities, and threats and proposed one possible solution to problems made evident by the data. The discussion is adequate.

The student has translated the results of the data analysis into a discussion of strengths, weaknesses, opportunities, and threats and proposed to solutions to problems made evident by the data. The discussion is insightful and well reasoned.

Data Presentation The student does not understand the data well enough to present it.

The student has summarized the data with at least one error, and the presentation is only partially correct with one or two minor flaws that are relatively harmless. Improved graphs are needed.

The student has summarized the data correctly and created a presentation that is basic, but correct.

The student has synthesized the data into original presentations that are both correct and graphically appealing and crystal clear. The graphics elaborate or illustrate key ideas.

Decisions The student’s decision does not make sense and could harm the company.

The student has translated the results of the data analysis into a recommendation or solution, but it is not likely to resolve or heighten the problem.

The student has translated the results of the data analysis into a recommendation or solution that should prove helpful for the company’s operation.

The student has translated the results of the data analysis into an appropriate set of recommendations, conclusions, or solutions for the company that will enhance its operation.

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Outcome VII: International and Global Perspective: Graduates of business programs have an international and global perspective appropriate to a progressive business community that engages in international business activities. Business Graduates:

a. Demonstrate knowledge and awareness of environmental similarities and differences with other countries (e.g., culture, government, political and economic issues) that impact interaction with multinational companies, buyers, and clients.

b. Analyze company operations for consistency with international business practices and requirements, e.g. monetary policy, capital markets, labor markets, transport of goods, tariffs, and international law.

c. Analyze company use of existing and potential international opportunities in terms of environmental differences, business success potential, and anticipated problems.


The student can articulate issues presented or implied in the case related to international and global business practices and state the related implications. The student can engage in and analyze appropriate research to identify relevant global environmental matters, i.e. culture, government, political and economic issues. The student can apply the research and the analysis to support application of appropriate business decision methods towards the objectives presented in the case.

Rubric:



Proficient(3 pts.)


Similarities and differences

The student has analyzed the case for similarities and differences with other countries, but the analysis is ethnocentric. The student neither understands nor values cultural differences and is likely to interfere with international business success.

The student has analyzed the case, demonstrating knowledge about environmental similarities and differences with the countries with which this company is engaged. Discussion includes an accounting of similarities and differences in culture, government, political and economic issues and their impact on current business success. There are several important

The student has analyzed the case, demonstrating knowledge about environmental similarities and differences with the countries with which this company is engaged. Discussion includes an accurate accounting of similarities and differences in culture, government, political and economic issues and their impact on current business success.

The student has analyzed the case, demonstrating a sophisticated level of knowledge about environmental similarities and differences with the countries with which this company is engaged. Discussion is perceptive and includes a detailed and thorough accounting of similarities and differences in culture, government, political and economic issues and their implications

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points omitted, but the overall analysis is useful.

for future and current business success.

Practices and requirements

The student has analyzed company operations for consistency with international business practices and requirements, but the student clearly does not understand the content. Recommendations, if implemented, would be counterproductive.

The student has analyzed company operations for consistency with international business practices and requirements, e.g. monetary policy, capital markets, labor markets, transport of goods, tariffs, and international law. The extent to which the company is consistent with these practices and meets all requirements is articulated, but several key points are missed. Recommendations for change are limited in their feasibility and appropriateness, but they are not likely to harm the company. With additional support, the report has potential to be useful in furthering limited international goals.

The student has analyzed company operations for consistency with international business practices and requirements, e.g. monetary policy, capital markets, labor markets, transport of goods, tariffs, and international law. The extent to which the company is consistent with these practices and meets all requirements is articulated, with recommendations for change made appropriately. The recommendations will be of assistance to the company in meeting elementary international goals.

The student has analyzed company operations for consistency with international business practices and requirements, e.g. monetary policy, capital markets, labor markets, transport of goods, tariffs, and international law. The extent to which the company is consistent with these practices and meets all requirements is clearly articulated, with recommendations for change made appropriately. Subtleties have been well-captured and should help the company advance rapidly in the international market.

Opportunities The student’s analysis of international growth opportunities is incorrect, failing to take into account environmental differences, potential for success or potential problems. The analysis would have a negative impact on the company and its relations with the U.S.

The student has analyzed the company’s use of existing and potential international opportunities in terms of environmental differences, business success potential, and anticipated problems. The analysis contains minor flaws or omissions that impact the potential for success. Additional work is required prior to submission to the company.

The student has analyzed the company’s use of existing and potential international opportunities in terms of environmental differences, business success potential, and anticipated problems. The analysis is basically correct and, if followed, should lead to minor expansion in the company.

The student has analyzed the company’s use of existing and potential international opportunities in terms of environmental differences, business success potential, and anticipated problems. The analysis is insightful and, if followed, should lead to significant expansion in the company.

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Special thanks given to:

Julliana BreyDirector of Institutional Research and Assessment

Cardinal Stritch University

Robert BudnikCo-Founder

LiveText

Allen FigleyAssistant Professor, College of Business, Director of the Graduate Program

Harding University

Christian FitzgeraldImplementation Coordinator

LiveText

William Steve LangProfessor, Educational Measurement and Research

University of South Florida St. Petersburg

Bert MillerTeacher-Mentor and Educational Provider

Mount Vernon Presbyterian School

Steve ParscaleDirector of Accreditation

Association of Collegiate Business Schools and Programs (ACBSP)

Richard SymonsPresident, Association of Collegiate Business Schools and Programs (ACBSP)

Professor of Business Administration, Ashland University

Douglas ViehlandExecutive Director

Association of Collegiate Business Schools and Programs (ACBSP)

Judy R. WilkersonAssociate Professor, Educational Research and Assessment

Florida Gulf Coast University

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Documents

ACBSP Draft Sample Key Indicators Tied to Standards€¦ · Web viewACBSP-LiveText Global Benchmarking Assessment Initiative – Fall 2007. Outcomes, Indicators, and Rubric. s. Thank