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Annual Assessment
Report Business Administration
By Linda Duke, David Forster, Steve Huenneke, and Brenda Popp
1 | P a g e
Annual Assessment Report Program Profile
2014-2015 2015-2016
Majors (total, majors 1,2,3) 101 123
Minors 70 61
Accounting 12 7 Advertising & Marketing 26 36 Economics & Finance 15 11
Entrepreneurial Leadership 22 Management 31 30 Management Info Sys 8 12 Broadcasting 3 0 Marketing 1 0
Full Time Faculty 4 4
Part Time Faculty
If your discipline has a secondary education certification component, you will need to indicate that in the
title of this report unless you are submitting a separate report for the education component.
*If your discipline is a major with one or multiple concentrations, that information needs to be included as
separate content. Report the number of declared students by concentration and each concentration will need a
separate assessment section.
Program Delivery (HLC 3A3)
Traditional on-campus ____________
Online Program ____________
Evening Cohort _____________
Analysis: Program goals for student retention, persistence and degree completion are? What do the persistence numbers
mean to the faculty in the program? Are your persistence and graduation data what you expected? If yes, what
has made for this success? If not, how could they be improved? Consider the students’ “time to degree.” Does
2 | P a g e
the actual time to degree fit and reflect the program’s expected and advertised time? If not, are there ways to
align the two?
Outside Accreditation: Is your program accredited by outside accreditor? If “yes”, name the accrediting agency and include the cycle for
accreditation review.
Is accreditation available for your program? Yes. The Business Program is accredited by the ACBSP body. The
next update report is due in February 2017 and the next review will be in 2025.
Are you making strides to attain accreditation? If no, why not?
Program Action Items
Action Item 1: Add qualitative measures to the external assessment
Action steps: 1)Use the Business Advisory Council to evaluate and compare the
BUS 206 business plans with the BUS 450 Capstone projects
2) Revise the BUS 450 to align more realistic world scenarios
Timeline Fall, 2015 & March 2016 Assessment Day
Faculty Responsible Linda Duke, David Forster, Steve Huenneke, and Brenda Popp
Completion Date May 2016
Action Item 2: Increase the Business Ethics quantitative scores over the next four
years
Action steps: 1)Require all Business majors to complete Business Ethics
2) Revise the course plan to cover applied ethics topics
Timeline May 2016-2020
Faculty Responsible Linda Duke, David Forster, Steve Huenneke, and Brenda Popp
Completion Date May 2020
3 | P a g e
Program Objectives: 1. Analyze and interpret real-world economic phenomena through the use of basic economic theories and
tools 2. Manipulate and interpret financial data as they relate to the analysis of financial statements (ratio
analysis), economic models, and market research 3. Analyze and interpret human dynamics in a business context. 4. Communicate clearly both orally and in writing, with demonstrated abilities in leadership, persuasive
communications (sales skills), and teambuilding. 5. Systematically formulate and justify personal positions in relation to management decision-making. 6. Systematically assess complex issues in relation to business ethics and legal issues. 7. Utilize computer-related applications as a business decision-making tool. 8. Integrate all the various business principles, concepts and methods.
Program Objectives Matrix
Obj. 1
Obj.2 Obj. 3 Obj. 4 Obj. 5 Obj. 6 Obj. 7 Obj. 8
ACC240 I
ACC241 1
BUS206 I-A IR-A IR-A IR-A IR-A IR-A IR-A IR-A
BUS 214 IR
BUS231 I I I I
BUS321 IR IR IR IR IR IR IR
BUS 324 R R IR
BUS332 IR IRM I
BUS335 R
BUS351 I R IR R IR
BUS415 M M M M M M
BUS450 M-A M-A M-A M-A M-A M-A M-A M-A
ECN251 I
ECN252 I
MAT114 I I
MIS 125 I
External Assessment
A A A A A A A A
I=Introduced R= Reinforced M=Mastered A=Assessed
All objectives must be assessed either yearly or as articulated on a cycle. Objectives are not necessarily
assessed each time they are listed as a Program objective for the course. The faculty in the program
determine when the objective will be assessed, in which course, with which artifact, and what if any
outside assessment will occur.
4 | P a g e
Concentration: Accounting
1. Apply quantitative and qualitative skills to accounting and business problems transferring knowledge
from one situation to another.
2.Evaluate issues relating to the advanced concepts of financial and managerial accounting.
Objective 1 Objective 2
ACC312 R R
ACC319 R R
ACC322 R R
ACC403 R R
Concentration: Advertising & Marketing
1. Analyze, design, and apply the budget models/methods as it pertains to business processes, such as marketing,
advertising, sales and public relations expenses.
2. Apply marketing and advertising concepts effectively implementing promotional activities in making wide-
ranging business decisions.
Objective 1 Objective 2
BUS309 R
BUS403 R
BUS428 R R
BUS431 R R
BUS461 R R
Concentration: Economics & Finance
1. Apply economic principles and financial concepts to solve economic problems, and formulate a
perspective on contemporary financial regulation and monetary policy.
Objective 1
ACC412 R
BUS403 R
ECN325 R
ECN421 R
5 | P a g e
Concentration: Management
1. Analyze and interpret human dynamics in a business context by utilizing management functions such as
planning, leading, controlling, and organizing complex issues facing today’s managers.
Objective 1
BUS307 R
BUS403 R
BUS421 R
ECN421 R
Concentration: Management of Information Systems
1. Use information systems (IS) and technology (IT) to help organizations and individuals perform more
efficiently and effectively.
Objective 1
MIS225 I
MIS250 I
MIS325 R
MIS403 R
Concentration: Entrepreneurial Leadership
1. Practice professional customer service techniques to solve problems and complaints consistently. 2. Examine realistic management situations and problems encountered in non-profit organizations. 3. Systematically assess various entrepreneurial-related issues to ensure compliance with federal
and state laws and regulations.
Objective 1 Objective 2 Objective 3
BMT 301 R
BMT 325 I, R
BMT 357 I, R
ACC 319 I, R
BMT 475 I,R
BMT 499 M –A M-A M-A
All objectives must be assessed either yearly or as articulated on a cycle. Objectives are not necessarily assessed
each time they are listed as a Program objective for the course. The faculty in the program determine when the
objective will be assessed, in which course, with which artifact, and what if any outside assessment will occur.
6 | P a g e
Fill in the chart with Program Specific Content- Much of this can come from past annual reports. When
identifying the methods, consider fall and spring courses and assignments to identify appropriate assessments for
the objectives. Best practices recommend multiple measures of assessment for each objective
Assessment of Program Objectives Objective 1 Analyze and interpret real-world economic phenomena through the use of basic
economic theories and tools.
Methods 1. Peregrine test on economics for freshmen (pre-test) and seniors (post-test)
2. Business Administration tests (longitudinal analysis of sophomores and
juniors)
3. CompXM test (national cross-sectional ranking)
4. Business Program Alumni Board qualitative and quantitative analysis.
5. BUS206 Small Business Plan comparison to BUS450: Final Business
Report
Benchmark 1. Peregrine tests: Students will improve from their freshmen to senior year by
more than 15 points. Seniors will score better than 50% compared to
national averages.
2. Business Administration test scores: Students will maintain at least a 60%
average.
3. CompXM: Class average of greater than 50th percentile.
4. Business Program Alumni Board qualitative results will be more positive
than negative. Business Program Alumni Board quantitative results will
show an average of 3 or greater (on a Likert scale of 1 to 5).
5. On average, BUS 450 students will score 12% higher than BUS 206
students on their final reports.
Data Collected
(course specific)
In BUS450, the students enrolled in the class will complete a
comprehensive final business report. In BUS 206, students enrolled in the
class will complete a comprehensive business report.
Data Collected
(Assessment Day,
external tests,
Senior
Achievement)
In BUS450 and BUS 206: During March Assessment Days, faculty/outside
evaluators will score the final business plans by declared business majors
using the Business Program Objective Rubric.
The Peregrine tests will be administered during March Assessment Days
(inbound) and at the end of the BUS 450 course (outbound).
BUS 450 students will complete the CompXM every semester (fall and spring).
Sophomores and juniors will complete the Business Administration test during
March Assessment Days.
Budget needs
related to the
objective?
Peregrine Tests for BUS 206 and BUS 450 at $40.00 per student and cost of
2 external evaluators for BUS 206 and 4 external for BUS 450. ($125.00
per evaluator)
7 | P a g e
Objective 2 Manipulate and interpret financial data as they relate to the analysis of financial
statements (ratio analysis), economic models and market research.
Methods 1. Peregrine test on accounting, business finance, marketing, management and
quantitative research techniques for freshmen (pre-test) and seniors (post-
test)
2. Business Administration tests (longitudinal analysis of sophomores and
juniors)
3. CompXM test (national cross-sectional ranking)
4. Business Program Alumni Board qualitative and quantitative analysis.
5. BUS206 Small Business Plan comparison to BUS450: Final Business
Report
Benchmark 1. Peregrine tests: Students will improve from their freshmen to senior year by
more than 15 points. Seniors will score better than 50% compared to
national averages
2. Business Administration test scores: Students will maintain at least a 60%
average.
3. CompXM: Class average of greater than 50th percentile.
4. Business Program Alumni Board qualitative results will be more positive
than negative. Business Program Alumni Board quantitative results will
show an average of 3 or greater (on a Likert scale of 1 to 5).
5. On average, BUS 450 students will score 12% higher than BUS 206
students on their final reports.
Data Collected
(course specific)
In BUS450, the students enrolled in the class will complete a
comprehensive final business report. In BUS 206, students enrolled in the
class will complete a comprehensive business report.
Data Collected
(Assessment Day,
external tests,
Senior
Achievement)
In BUS450 and BUS 206: During March Assessment Days, faculty/outside
evaluators will score the final business plans by declared business majors
using the Business Program Objective Rubric.
The Peregrine tests will be administered during March Assessment Days
(inbound) and at the end of the BUS 450 course (outbound).
BUS 450 students will complete the CompXM every semester (fall and spring).
Sophomores and juniors will complete the Business Administration test during
March Assessment Days.
Budget needs
related to the
objective?
Peregrine Tests for BUS 206 and BUS 450 at $40.00 per student and cost of
2 external evaluators for BUS 206 and 4 external for BUS 450. ($125.00
per evaluator)
8 | P a g e
Objective 3 Analyze and interpret human dynamics in a business context.
Methods 1. Peregrine test on marketing and management for freshmen (pre-test) and
seniors (post-test)
2. Business Administration tests (longitudinal analysis of sophomores and
juniors)
3. CompXM test (national cross-sectional ranking)
4. Business Program Alumni Board qualitative and quantitative analysis.
5. BUS206 Small Business Plan comparison to BUS450: Final Business
Report
Benchmark 1. Peregrine tests: Students will improve from their freshmen to senior year by
more than 15 points. Seniors will score better than 50% compared to
national averages
2. Business Administration test scores: Students will maintain at least a 60%
average.
3. CompXM: Class average of greater than 50th percentile.
4. Business Program Alumni Board qualitative results will be more positive
than negative. Business Program Alumni Board quantitative results will
show an average of 3 or greater (on a Likert scale of 1 to 5).
5. On average, BUS 450 students will score 12% higher than BUS 206
students on their final reports.
Data Collected
(course specific)
In BUS450, the students enrolled in the class will complete a
comprehensive final business report. In BUS 206, students enrolled in the
class will complete a comprehensive business report.
Data Collected
(Assessment Day,
external tests,
Senior
Achievement)
In BUS450 and BUS 206: During March Assessment Days, faculty/outside
evaluators will score the final business plans by declared business majors
using the Business Program Objective Rubric.
The Peregrine tests will be administered during March Assessment Days
(inbound) and at the end of the BUS 450 course (outbound).
BUS 450 students will complete the CompXM every semester (fall and spring).
Sophomores and juniors will complete the Business Administration test during
March Assessment Days.
Budget needs
related to the
objective?
Peregrine Tests for BUS 206 and BUS 450 at $40.00 per student and cost of
2 external evaluators for BUS 206 and 4 external for BUS 450. ($125.00
per evaluator)
9 | P a g e
Objective 4 Communicate clearly both orally and in writing, with demonstrated abilities in
leadership, persuasive communications (sales skills), and teambuilding.
Methods 1. Peregrine test on business leadership for freshmen (pre-test) and seniors
(post-test)
2. Business Administration tests (longitudinal analysis of sophomores and
juniors)
3. CompXM test (national cross-sectional ranking)
4. Business Program Alumni Board qualitative and quantitative analysis.
5. BUS206 Small Business Plan comparison to BUS450: Final Business
Report
Benchmark 1. Peregrine tests: Students will improve from their freshmen to senior year by
more than 15 points. Seniors will score better than 50% compared to
national averages
2. Business Administration test scores: Students will maintain at least a 60%
average.
3. CompXM: Class average of greater than 50th percentile.
4. Business Program Alumni Board qualitative results will be more positive
than negative. Business Program Alumni Board quantitative results will
show an average of 3 or greater (on a Likert scale of 1 to 5).
5. On average, BUS 450 students will score 12% higher than BUS 206
students on their final reports.
Data Collected
(course specific)
In BUS450, the students enrolled in the class will complete a
comprehensive final business report. In BUS 206, students enrolled in the
class will complete a comprehensive business report.
Data Collected
(Assessment Day,
external tests,
Senior
Achievement)
In BUS450 and BUS 206: During March Assessment Days, faculty/outside
evaluators will score the final business plans by declared business majors
using the Business Program Objective Rubric.
The Peregrine tests will be administered during March Assessment Days
(inbound) and at the end of the BUS 450 course (outbound).
BUS 450 students will complete the CompXM every semester (fall and spring).
Sophomores and juniors will complete the Business Administration test during
March Assessment Days.
Budget needs
related to the
objective?
Peregrine Tests for BUS 206 and BUS 450 at $40.00 per student and cost of
2 external evaluators for BUS 206 and 4 external for BUS 450. ($125.00
per evaluator)
Budget needs
related to the
objective?
Peregrine Tests for BUS 206 and BUS 450 at $40.00 per student and cost of
2 external evaluators for BUS 206 and 4 external for BUS 450. ($125.00
per evaluator)
10 | P a g e
Objective 5 Systematically formulate and justify personal positions in relation to
management decision-making.
Methods 6. Peregrine test on business management for freshmen (pre-test) and seniors
(post-test)
7. Business Administration tests (longitudinal analysis of sophomores and
juniors)
8. CompXM test (national cross-sectional ranking)
9. Business Program Alumni Board qualitative and quantitative analysis.
10. BUS206 Small Business Plan comparison to BUS450: Final Business
Report
Benchmark 6. Peregrine tests: Students will improve from their freshmen to senior year by
more than 15 points. Seniors will score better than 50% compared to
national averages
7. Business Administration test scores: Students will maintain at least a 60%
average.
8. CompXM: Class average of greater than 50th percentile.
9. Business Program Alumni Board qualitative results will be more positive
than negative. Business Program Alumni Board quantitative results will
show an average of 3 or greater (on a Likert scale of 1 to 5).
10. On average, BUS 450 students will score 12% higher than BUS 206
students on their final reports.
Data Collected
(course specific)
In BUS450, the students enrolled in the class will complete a
comprehensive final business report. In BUS 206, students enrolled in the
class will complete a comprehensive business report.
Data Collected
(Assessment Day,
external tests,
Senior
Achievement)
In BUS450 and BUS 206: During March Assessment Days, faculty/outside
evaluators will score the final business plans by declared business majors
using the Business Program Objective Rubric.
The Peregrine tests will be administered during March Assessment Days
(inbound) and at the end of the BUS 450 course (outbound).
BUS 450 students will complete the CompXM every semester (fall and spring).
Sophomores and juniors will complete the Business Administration test during
March Assessment Days.
Budget needs
related to the
objective?
Peregrine Tests for BUS 206 and BUS 450 at $40.00 per student and cost of
2 external evaluators for BUS 206 and 4 external for BUS 450. ($125.00
per evaluator)
11 | P a g e
Objective 6 Systematically assess complex issues in relation to business ethics and legal
issues.
Methods 1. Peregrine test on business ethics, legal environment and management for
freshmen (pre-test) and seniors (post-test)
2. Business Administration tests (longitudinal analysis of sophomores and
juniors)
3. CompXM test (national cross-sectional ranking)
4. Business Program Alumni Board qualitative and quantitative analysis.
5. BUS206 Small Business Plan comparison to BUS450: Final Business
Report
Benchmark 1. Peregrine tests: Students will improve from their freshmen to senior year by
more than 15 points. Seniors will score better than 50% compared to
national averages
2. Business Administration test scores: Students will maintain at least a 60%
average.
3. CompXM: Class average of greater than 50th percentile.
4. Business Program Alumni Board qualitative results will be more positive
than negative. Business Program Alumni Board quantitative results will
show an average of 3 or greater (on a Likert scale of 1 to 5).
5. On average, BUS 450 students will score 12% higher than BUS 206
students on their final reports.
Data Collected
(course specific)
In BUS450, the students enrolled in the class will complete a
comprehensive final business report. In BUS 206, students enrolled in the
class will complete a comprehensive business report.
Data Collected
(Assessment Day,
external tests,
Senior
Achievement)
In BUS450 and BUS 206: During March Assessment Days, faculty/outside
evaluators will score the final business plans by declared business majors
using the Business Program Objective Rubric.
The Peregrine tests will be administered during March Assessment Days
(inbound) and at the end of the BUS 450 course (outbound).
BUS 450 students will complete the CompXM every semester (fall and spring).
Sophomores and juniors will complete the Business Administration test during
March Assessment Days.
Budget needs
related to the
objective?
Peregrine Tests for BUS 206 and BUS 450 at $40.00 per student and cost of
2 external evaluators for BUS 206 and 4 external for BUS 450. ($125.00
per evaluator)
12 | P a g e
Objective 7 Utilize computer related applications as a business decision-making tool.
Methods 1. Peregrine test on information management systems for freshmen (pre-test)
and seniors (post-test)
2. Business Administration tests (longitudinal analysis of sophomores and
juniors)
3. CompXM test (national cross-sectional ranking)
4. Business Program Alumni Board qualitative and quantitative analysis.
5. BUS206 Small Business Plan comparison to BUS450: Final Business
Report
Benchmark 1. Peregrine tests: Students will improve from their freshmen to senior year by
more than 15 points. Seniors will score better than 50% compared to
national averages
2. Business Administration test scores: Students will maintain at least a 60%
average.
3. CompXM: Class average of greater than 50th percentile.
4. Business Program Alumni Board qualitative results will be more positive
than negative. Business Program Alumni Board quantitative results will
show an average of 3 or greater (on a Likert scale of 1 to 5).
5. On average, BUS 450 students will score 12% higher than BUS 206
students on their final reports.
Data Collected
(course specific)
In BUS450, the students enrolled in the class will complete a
comprehensive final business report. In BUS 206, students enrolled in the
class will complete a comprehensive business report.
Data Collected
(Assessment Day,
external tests,
Senior
Achievement)
In BUS450 and BUS 206: During March Assessment Days, faculty/outside
evaluators will score the final business plans by declared business majors
using the Business Program Objective Rubric.
The Peregrine tests will be administered during March Assessment Days
(inbound) and at the end of the BUS 450 course (outbound).
BUS 450 students will complete the CompXM every semester (fall and spring).
Sophomores and juniors will complete the Business Administration test during
March Assessment Days.
Budget needs
related to the
objective?
Peregrine Tests for BUS 206 and BUS 450 at $40.00 per student and cost of
2 external evaluators for BUS 206 and 4 external for BUS 450. ($125.00
per evaluator)
13 | P a g e
Objective 8 Integrate all the various business principles, concepts and methods.
Methods 1. Peregrine test for freshmen (pre-test) and seniors (post-test)
2. Business Administration tests (longitudinal analysis of sophomores and
juniors)
3. CompXM test (national cross-sectional ranking)
4. Business Program Alumni Board qualitative and quantitative analysis.
5. BUS206 Small Business Plan comparison to BUS450: Final Business
Report
Benchmark 1. Peregrine tests: Students will improve from their freshmen to senior year by
more than 15 points. Seniors will score better than 50% compared to
national averages
2. Business Administration test scores: Students will maintain at least a 60%
average.
3. CompXM: Class average of greater than 50th percentile.
4. Business Program Alumni Board qualitative results will be more positive
than negative. Business Program Alumni Board quantitative results will
show an average of 3 or greater (on a Likert scale of 1 to 5).
5. On average, BUS 450 students will score 12% higher than BUS 206
students on their final reports.
Data Collected
(course specific)
In BUS450, the students enrolled in the class will complete a
comprehensive final business report. In BUS 206, students enrolled in the
class will complete a comprehensive business report.
Data Collected
(Assessment Day,
external tests,
Senior
Achievement)
In BUS450 and BUS 206: During March Assessment Days, faculty/outside
evaluators will score the final business plans by declared business majors
using the Business Program Objective Rubric.
The Peregrine tests will be administered during March Assessment Days
(inbound) and at the end of the BUS 450 course (outbound).
BUS 450 students will complete the CompXM every semester (fall and spring).
Sophomores and juniors will complete the Business Administration test during
March Assessment Days.
Budget needs
related to the
objective?
Peregrine Tests for BUS 206 and BUS 450 at $40.00 per student and cost of
2 external evaluators for BUS 206 and 4 external for BUS 450. ($125.00
per evaluator)
14 | P a g e
Accounting
Objective 1 Apply quantitative and qualitative skills to complex accounting and business
problems transferring knowledge from one situation to another.
Methods What methods will be used to collect the data?
Peregrine test seniors in BUS 450 (post-test)
Benchmark What behavior or action will show that students succeed at the objective? What
are the identified benchmarks that determine student success?
Peregrine tests: Accounting concentration students will significantly score (p
<.05) higher than non-accounting concentration students.
Data Collected
(course specific)
Explain the specific assignment/portfolio/case study… used for
assessment from course content. Identify the total number of students in
the assessment. Refer to specific Rubric if possible and attach to the
report.
Data Collected
(Assessment Day,
external tests,
Senior
Achievement)
Explain the activities used out of class for assessment of the objective.
Identify the total number of students in the assessment and how the
information is collected.
Approximately 1-3 accounting concentrations students complete this test
each semester.
Budget needs
related to the
objective?
Peregrine Test for BUS 450 at $40.00 per student.
Objective 2 Evaluate issues relating to the advanced concepts of financial and managerial
accounting.
Methods What methods will be used to collect the data?
Peregrine test seniors in BUS 450 (post-test)
Benchmark What behavior or action will show that students succeed at the objective? What
are the identified benchmarks that determine student success?
15 | P a g e
Peregrine tests: Accounting concentration students will significantly score (p
<.05) higher than non-accounting concentration students.
Data Collected
(course specific)
Explain the specific assignment/portfolio/case study… used for
assessment from course content. Identify the total number of students in
the assessment. Refer to specific Rubric if possible and attach to the
report.
Data Collected
(Assessment Day,
external tests,
Senior
Achievement)
Explain the activities used out of class for assessment of the objective.
Identify the total number of students in the assessment and how the
information is collected.
Approximately 1-3 accounting concentrations students complete this test
each semester.
Budget needs
related to the
objective?
Peregrine Test for BUS 450 at $40.00 per student.
Advertising and Marketing
Objective 1 Analyze, design and apply the budget models/methods as it pertains to business
processes, such as marketing, advertising, sales and public relations expenses.
Methods What methods will be used to collect the data?
Peregrine test seniors in BUS 450 (post-test)
Benchmark What behavior or action will show that students succeed at the objective? What
are the identified benchmarks that determine student success?
Peregrine tests: Advertising and marketing concentration students will
significantly score (p <.05) higher than non- advertising and marketing
concentration students.
Data Collected
(course specific)
Explain the specific assignment/portfolio/case study… used for
assessment from course content. Identify the total number of students in
the assessment. Refer to specific Rubric if possible and attach to the
16 | P a g e
report.
Data Collected
(Assessment Day,
external tests,
Senior
Achievement)
Explain the activities used out of class for assessment of the objective.
Identify the total number of students in the assessment and how the
information is collected.
Approximately 1-3 advertising and marketing concentrations students
complete this test each semester.
Budget needs
related to the
objective?
Peregrine Test for BUS 450 at $40.00 per student.
Objective 2 Apply marketing and advertising concepts to effectively implement promotional
activities in making wide-ranging business decisions.
Methods What methods will be used to collect the data?
Peregrine test seniors in BUS 450 (post-test)
Benchmark What behavior or action will show that students succeed at the objective? What
are the identified benchmarks that determine student success?
Peregrine tests: Advertising and marketing concentration students will
significantly score (p <.05) higher than non- advertising and marketing
concentration students.
Data Collected
(course specific)
Explain the specific assignment/portfolio/case study… used for
assessment from course content. Identify the total number of students in
the assessment. Refer to specific Rubric if possible and attach to the
report.
Data Collected
(Assessment Day,
external tests,
Senior
Achievement)
Explain the activities used out of class for assessment of the objective.
Identify the total number of students in the assessment and how the
information is collected.
Approximately 1-3 advertising and marketing concentrations students
complete this test each semester.
Budget needs
related to the
Peregrine Test for BUS 450 at $40.00 per student.
17 | P a g e
objective?
Economics and Finance
Objective 1 Apply economic principles and financial concepts to solve economic problems,
and formulate a perspective on contemporary financial regulation and monetary
policy.
Methods What methods will be used to collect the data?
Peregrine test seniors in BUS 450 (post-test)
Benchmark What behavior or action will show that students succeed at the objective? What
are the identified benchmarks that determine student success?
Peregrine tests: Economics and finance concentration students will significantly
score (p <.05) higher than non- economics and finance
concentration students.
Data Collected
(course specific)
Explain the specific assignment/portfolio/case study… used for
assessment from course content. Identify the total number of students in
the assessment. Refer to specific Rubric if possible and attach to the
report.
Data Collected
(Assessment Day,
external tests,
Senior
Achievement)
Explain the activities used out of class for assessment of the objective.
Identify the total number of students in the assessment and how the
information is collected.
Approximately 1-3 economics and finance concentrations students
complete this test each semester.
Budget needs
related to the
objective?
Peregrine Test for BUS 450 at $40.00 per student.
18 | P a g e
Management
Objective 1 Analyze and interpret human dynamics in a business context by utilizing
management functions such as planning, leading, controlling, and organizing
complex issues facing today’s managers.
Methods What methods will be used to collect the data?
Peregrine test seniors in BUS 450 (post-test)
Benchmark What behavior or action will show that students succeed at the objective? What
are the identified benchmarks that determine student success?
Peregrine tests: Management concentration students will significantly score (p
<.05) higher than non- management concentration students.
Data Collected
(course specific)
Explain the specific assignment/portfolio/case study… used for
assessment from course content. Identify the total number of students in
the assessment. Refer to specific Rubric if possible and attach to the
report
Data Collected
(Assessment Day,
external tests,
Senior
Achievement)
Explain the activities used out of class for assessment of the objective.
Identify the total number of students in the assessment and how the
information is collected.
Approximately 1-3 management concentrations students complete this test
each semester.
Budget needs
related to the
objective?
Peregrine Tests for BUS 450 at $40.00 per student.
Management of Information Systems
Objective 1 Students will be able to learn how to use information systems (IS) and technology
(IT) to help organizations and individuals perform more efficiently and
effectively.
Methods What methods will be used to collect the data?
Peregrine test seniors in BUS 450 (post-test)
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Benchmark What behavior or action will show that students succeed at the objective? What
are the identified benchmarks that determine student success?
Peregrine tests: Management of Information Systems concentration students will
significantly score (p <.05) higher than non-Management of Information Systems
concentration students.
Data Collected
(course specific)
Explain the specific assignment/portfolio/case study… used for
assessment from course content. Identify the total number of students in
the assessment. Refer to specific Rubric if possible and attach to the report.
Data Collected
(Assessment Day,
external tests,
Senior
Achievement)
Explain the activities used out of class for assessment of the objective.
Identify the total number of students in the assessment and how the
information is collected.
Approximately 1-3 Management of Information Systems concentrations
students complete this test each semester.
Budget needs
related to the
objective?
Peregrine Tests for and BUS 450 at $40.00 per student.
Entrepreneurial Leadership
Objective 1
Practice professional customer service techniques to solve problems and
complaints consistently.
Methods What methods will be used to collect the data?
Peregrine Test for freshmen (pre-test) and seniors (post-test)
Collect survey responses about their learning experiences and
environment.
Successful integration of Objective 1-7 in capstone class in BMT499. Benchmark What behavior or action will show that students succeed at the objective?
What are the identified benchmarks that determine student success?
Peregrine tests: Inbound and outbound scores will improve from
freshmen to senior within a 3% range of the national averages.
Aggregated student survey responses will be more positive than
negative. Most histograms will have an average greater than 3.
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External and internal evaluators will assess the students’ work at better
than 70% on the rubric.
Sample
Information
Who Instructors of BUS 206 and BMT 499 will assign the Peregrine Tests. Results will be aggregated by Division Chair.
When Assessment will occur on an ongoing basis, whenever a student completes the
BUS 206 and BMT 499 courses.
Objective 2
Examine realistic management situations and problems encountered in
non-profit organizations.
Methods What methods will be used to collect the data?
Peregrine Test for freshmen (pre-test) and seniors (post-test)
Collect survey responses about their learning experiences and
environment.
Successful integration of Objective 1-7 in capstone class in BMT499.
Benchmark What behavior or action will show that students succeed at the objective?
What are the identified benchmarks that determine student success?
Peregrine tests: Inbound and outbound scores will improve from
freshmen to senior within a 3% range of the national averages.
Aggregated student survey responses will be more positive than
negative. Most histograms will have an average greater than 3.
External and internal evaluators will assess the students’ work at better
than 70% on the rubric.
Sample Information
Who Instructors of BUS 206 and BMT 499 will assign the Peregrine Tests. Results will be aggregated by Division Chair.
When Assessment will occur on an ongoing basis, whenever a student completes the BUS 206 and BMT 499 courses.
Objective 3
Systematically assess various entrepreneurial-related issues to ensure
compliance with federal and state laws and regulations.
Methods What methods will be used to collect the data?
Peregrine Test for freshmen (pre-test) and seniors (post-test)
Collect survey responses about their learning experiences and
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environment.
Successful integration of Objective 1-7 in capstone class in BMT499.
Benchmark What behavior or action will show that students succeed at the objective?
What are the identified benchmarks that determine student success?
Peregrine tests: Inbound and outbound scores will improve from
freshmen to senior within a 3% range of the national averages.
Aggregated student survey responses will be more positive than
negative. Most histograms will have an average greater than 3.
External and internal evaluators will assess the students’ work at better
than 70% on the rubric.
Sample Information
Who Instructors of BUS 206 and BMT 499 will assign the Peregrine Tests. Results
will be aggregated by Division Chair.
When Assessment will occur on an ongoing basis, whenever a student completes the BUS 206 and BMT 499 courses.
Attach Rubrics and or other explanatory documents pertaining to program assessment discussed in the
chart to the report (portfolio guidelines, assignment sheet)
Analysis of Assessment: What concerns do you have about the data provided? In the results of the assessment, what worked and what
did not work? Does the data represent an identifiable trend in the level of activity/achievement/
accomplishment? Does the data represent an acceptable level of activity/accomplishment/achievement given
our mission and values? (HLC 4B1).
The business faculty has collected data from several sources over a period of 3 or more years.
Consequently, we can identify some constant and positive trends in several of our programs objectives.
Additionally, these trends support our mission and values. Our mission statement identifies the “values of
ethics”. This past year, the business faculty identified a goal to increase our ethics foundation. Another area
of supporting the mission statement was to set an objective to aligning our program with the “professional”
world.
Analysis of the Assessment Process (Empirical & Non-Empirical) (HLC4B3) Describe your assessment process; clearly articulate how the program is using course work and or assessment day
activities for program assessment. Note any changes that occurred to that process since the previous year. Discuss
what activities were successful at assessment and which ones were not as helpful and why. Please include who
met to discuss the changes (unless you are a program of one person) and when you met. – Include a discussion on
the process for collection and analysis of program data.
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For approximately nine years, the BAD instructors have used the CompX test, as part of the
BUS 450 course content, to assess BAD students’ business acumen. Students complete the exam at the
end of the semester and the instructor weights their scores at approximately 30% of their final grade.
The average scores continue to meet the benchmark of 50% or above the national average. In addition,
the BAD faculty and 2-3 outside evaluators complete a rubric to assess the students’ stockholders
report and presentation for appropriate written and oral communication skills.
For three years, the BAD instructors have compared the results from inbound and outbound
Peregrine Tests. The inbound test was facilitated during assessment day activities and the outbound
was facilitated as part of the BUS 450 course. For three years, BAD junior and sophomores have
completed a Principles of Business test as a formative assessment of our courses. The test included 100
questions.
One change the faculty implemented for the 2015-16 year was to add the BUS 206
Entrepreneurship Small Business Plan report as an inbound assessment tool. Currently, the BUS 206
instructor requires students to complete a small business plan using most of the core components. On
Achievement Day, three outside evaluators randomly selected two plans and assessed them using the
eight BAD program objectives. The purpose of this assessment was to quantify how much value the
business coursework has added from completing BUS 206 to completing BUS 450. Due to a limited
amount of time, each evaluator only reviewed one from each group. This small number may be insufficient
to provide a credible data for analysis.
The business faculty added the Entrepreneurship Leadership online concentration to the program
in the fall 2015 semester. Subsequently, the students enrolled in this modality were not assessed. The
Director of the Business Online Program will begin the assessment in the next year.
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Program Changes Based on Assessment: This section requires that you review the previous year’s annual assessment and determine whether the
actions suggested were implemented and to what affect those actions had on student learning from data you
collected. Changes can be: course rotation, assessment activities, and assignment changes… Also indicate
changes you made to the program outside of data collection and why. How did those changes impact the student
results?
In the 2014-15 Assessment Report, the BAD Faculty identified curriculum changes that would
strengthen students’ knowledge of basic concepts in the introductory courses. Two action steps were
adopted in response to low Peregrine finance and ethics scores. Action Step 1 was to replace the
Accounting II course with a Foundations of Business course. In December 2014, the faculty decided not
to drop Accounting II. Instead, the accounting instructor adopted a different Accounting I and II
textbook, which emphasizes the financial statements content from a macro-accounting strategy. Another
action step was to provide BUS 450 students with in-class assignments dealing with financial concepts.
As seen in the data provided below, the Peregrine finance scores have increased above the national
average.
Action Step 2 was to add BUS 214 (Business Ethics) to the core classes for the major. This
change will make future Peregrine test results more reliable. In addition, Professor Forster and Popp
added Ethics-Plugins in the Capsimulation Project and an ethical statements assignment to the BUS 450
class. As seen in the data provided below, the Peregrine ethics scores have increased to above the
national average.
In the 2015-16 Assessment Report, the BAD faculty added qualitative measures to the external
assessment and to continually increase the business ethics scores over the next four years. One method
of providing qualitative measures was to utilize the research from the fall 2015 Marketing Research
class. The students conducted research in the form of online surveys and phone interview focus groups
to assess the WWU alumni/employer satisfaction of their employees. The objective of the research was
24 | P a g e
to gain input from respective employers, to redesign programs, and ensure that William Woods
University’s graduates develop the knowledge, skills, and abilities needed for successful employment.
Participants provided the class with valuable suggestions. After reviewing the 84 survey tests and 18
phone interview comments, the class developed the following recommendations to help improve the
business programs.
The business program should:
Address any lack of preparedness in the area of technology.
Maintain a focus on enhancing graduates’ verbal skills regarding effective communication in
task completion, presentation skills, and human interactions.
Review course syllabi to ensure each class has real world applications preparing students for
current work force challenges.
Integrate additional ethics based applications into courses providing graduates with a stronger
ethical background to speak up for what they believe is right and/or wrong.
Evaluate the rigor of in-depth problem solving students must complete during their coursework.
Enhance graduates’ awareness of global issues relative to their coursework.
In response to these suggestions, the business faculty have made the following changes to individual
courses:
Discontinued required textbook in BUS 206 Entrepreneurship to allow students more time to
focus on applied business applications.
Added an International Aspects of Financial Management chapter in BUS 415 to increase the
awareness of global issues.
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Integrated BUS 450 with ACC 430 to enhance verbal and communications skills between upper
level business and accounting majors. This integration also provided more rigor of in-depth
problem solving between the two disciplines.
Added presentations in BUS 214 to increase applied ethical concepts from real world application
while reinforcing effective presentation skills.
Compiled chapters in BUS 421 for students to use models/detailed theory to promote
understanding of behavior of today’s business organizations. Students acquire more
understanding of why organizations and employees’ behavior effects businesses and individuals.
Future Assessments
In response to aligning the business program to real world scenarios, Dr. Duke created internship
handbooks for both faculty and students. She revised the internship packets and evaluations that will
provide valuable data. Faculty will aggregate and analyze the data each fall semester.
The BAD faculty will continue to address Action Step One to align our program with more
realistic world expectations, the business faculty customized the 2015 Employer Survey and distributed
the students’ surveys during 2016 Assessment Day. The purpose is to gain insight into what our
undergraduate students feel are important skills necessary for the professional world. The fall 2016
Marketing Research students will analyze the surveys. If the analysis shows a significant difference
between the students’ survey results and the 2015 employer survey results, then faculty can motivate
students to work harder on those skills (i.e. communications, ethics, problem solving).
General Education Assessment: How do the General Education criteria align with the Program Objectives? What courses within your program
build upon skills learned in general education courses (please list the program course and the general
education criteria). The General Education areas are: Communication, Mathematics, Value, Meaning,
Historical Perspective, Critical Thinking, Diversity, Creative and Aesthetic Sensibility, Natural Science and
Social Science. (HLC 4B1)
26 | P a g e
Communication- Students will transmit information effectively in written or spoken
form.The communication GE requirement serves as the foundation for our entry level
students. Written and verbal communication skills are necessary for the practice of BAD students. Students enhance written communication skills in each course through
reflective writing and research papers. Students also deliver numerous presentations
throughout the BAD curriculum. Mathematics, - Students will solve problems through an analysis of quantitative
relationships. The GE requirement of math serves as a foundation for the BAD
quantitative coursework. This includes BUS 206, 231, 415, 461, and 450. Meaning –Students will analyze texts (broadly defined) in order to identify central
themes and interpret underlying meaning. The meaning GE is supported throughout
our curriculum where students view documentaries examining business problems, analyze the issues, and interpret the meaning. The BAD curriculum uses numerous
documentaries and case studies to expand our students understanding of complex
issues in order to develop a central theme with reasonable interpretations. Historical Perspective – Students will think historically, meaning that they will
understand both how the present is shaped by the past and how the past informs our understanding of the present. The History GE is supported throughout the BAD
curriculum in that students learn of the history of business problems in the US and
worldwide in all courses. The finance course focuses on the history of stock markets and
SEC policies in the US. Each required economics course covers the history of the US
economy. Similarly, Business Law focuses on the history of the US and global legal systems.
Critical Thinking-Students will use the principles of logic to develop analytical and
reasoning skills. Critical thinking and analytical reasoning is another necessary skill for
a BAD practitioner or macro level business major. Critical thinking is expected in each course and is assessed through the BUS 450 policy analysis and upper level
concentration project assignments. Diversity – Students will analyze the traditions and values of a variety of cultures.
Diversity is a key foundation for BAD practitioner and is a mandatory component of our
accreditation that is infused throughout our curriculum. Creative and Aesthetic Sensibility –Student will examine the products of human
creativity in such endeavors as painting, sculpture, theatre and music. Creativity as a
foundation for expression and is reinforced in the foundational BUS 206
Entrepreneurship coursework. Upper level BUS coursework require students to infuse
creativity and sensibility in their assignments. Some specific courses that require these skills are Business Communications, Marketing, Management, Human Relations,
Salesmanship, and Advertising, Natural Science-Students will understand the natural world through systematic
observation, by analyzing data and by forming, testing and revising hypotheses. The
GE requirement for natural science help BAD students to formulate hypotheses and test
if their assumptions represent the population or anecdotal. These concepts are
27 | P a g e
reinforced through both economics courses, statistics, corporate finance, marketing and
marketing research courses. Social Science- Students will study the behavior of people and employ the principles
of science to explain both group and individual behavior. Social Science is a
foundation for BAD practice and understanding. Students in BAD must take a required
6 credit hours of Social Sciences to strengthen their understanding of group and
individual behavior.
Program Activities: Student Performance Day Activities (Assessment Day): Describe the department assessment day activities if not already described previously. Please articulate the nature
of the assessments are conducted, explain the process for assessment that happens on these two days. Include the
schedule of assessment day for your program. What does the data and outcomes tell you? What changes will you
make as a result of the data? What areas are successful for the program?
The following table shows the schedule of assessment day activities for the BAD program.
2016 BAD Student Performance Day Activities
Date Times Who Activity Location Tuesday, Feb. 16 9:00 – 11:00
ACC &BADM Freshman
Peregrine Test Burton 205 &206
Tuesday, Feb. 16 1:00 – 3:00
ACC & BADM Freshman
Peregrine Test Burton 205 & 206
Tuesday, Feb. 16 9:00 – 10:00 10:00-11:00
BADM Juniors & Sophomores
Management Test Burton 100
Tuesday, Feb. 16 11:00 Freshman Only Business Program Informational Session
Burton 100 or 216
Wednesday, Feb.17 BADM Majors
9:00 10:00
All Grades All Grades
Survey, Marketing Research Presentation Panel Discussion with focus group questions
Burton 006
Tuesday, March 3 All Majors
2:00 Sophomore Only Business Program Informational Session
Burton 100 or 216
Wednesday, Feb. 17 11:00-12:00 BAC & Faculty Evaluation of business plans
Burton 215
Wednesday, 12:30 BAD faculty, seniors, & BAC members
Lunch with BAC Focus Groups Questions
Nielson Room
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Business Program Informational Session: Freshmen BAD majors will participate in a 45 minute
informational dialogue about the Business Programs with BD faculty. This will educate freshmen about
the internship requirements and the various concentrations. Freshmen should be aware that they will
need to make these decisions sometime during their sophomore and junior year.
Peregrine National Business Test: BAD freshmen will complete the assessment test in Burton 205 lab at
9:00 or 1:00. Students will have about 90 minutes to compete it. This test is a benchmark against the
BADM seniors, who take the test during their BUS 450 class.
Management Assessment Test: All Junior and Sophomore BADM majors will complete the assessment
test in Burton 216 from 9:00-11:00 a. m. Students will have about 50 minutes to complete. This test
provides evidence of value added between their sophomore and junior years.
Student Performance Day Results
During the 2016 Student Performance Days, three evaluators reviewed BUS 450 reports and
four BUS 206 reports using the BAD objectives as the rubric. The table below illustrates the results. On
average, the students are improving from a 5.0 to a 8.67 out of 10 points scale. Currently, the BUS 206
does not require the students to include financials pro formas statements in their business plans. The
BUS 450 reports include a section on ethical statements and legal issues. The .67 score suggests faculty
should put more emphasis on ethics as part of the final report.
Table 1 Mean Comparison of BUS 450 and 206 reports
Mean BUS 450 Mean BUS 206
Objective 1 Economics 7.67 6.25
Objective 2 Finance/Accounting 9.00 .00
Objective 3 Human Dynamics 7.00 5.75
Objective 4 Communication 8.33 6.5
Objective 5 Personal Positions &
Management
2.67 5.25
Objective 6 Ethics/Legal .67 1.75
Objective 7 Computer App/Tech 2.67 .00
Objective 8 Overall Score 8.67 5.00
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During the 2016 Business Performance Days, 20 BAD sophomores and 25 BAD juniors
completed the Principles of Business Test with an average score of 70.0%. The following chart
illustrates sophomores scored 67.7% and juniors scored 71.8%, on average.
Chart 1 2016 Sophomores and juniors comparisons scores
Table 2 shows that since 2013 the scores have remained relative constant. Juniors scored
approximately four percent higher than sophomores.
Table 2 Principles of Business Test Results 2013-2016
2013 Average
Scores
2014 Average
Scores
2015 Average
Scores
2016 Average
Scores
Sophomore 61.3% 68.2% 68.4% 67.7%
Junior 72.5% 72.18% 71.2% 71.8%
During February 2016 Assessment Day activities, 25 freshmen completed the inbound Peregrine
test. During the academic year 2015 – 2016, 22 seniors completed the outbound Peregrine test. The
following table and chart illustrate the difference in the results. The green bars show how much value
was added in the different Core Professional Components (CPC). The final score indicates that the BAD
0
20
40
60
80
Sophomores Juniors
Principles of Business Test
N
Score
30 | P a g e
major has added 20 points to the students’ overall business education. Overall, the BAD majors are
seven percent above the 50% national average. In each CPC, students scored at or higher than the 50%
benchmark.
Table 3 2015-2016 Inbound & Outbound Peregrine CPC Results
Chart 2 2015-16 Inbound and Outbound Peregrine Results
0 10 20 30 40 50 60 70
ACC
FIN
ECN
MICRO
LEGAL
HR
Org. B
STATS
2015-2016 Inbound & Outbound Peregrine
Results
Difference Outbound Inbound
ACC ETH FIN LDR ECN MACRO MICRO IMS LGS MGT HR
OPR
PROD
Org.
Beh MKT STATS
Final
Score
Inbound 38 35 28 36 36 35 42 36 37 47 45 48 48 34 37 37
Outbound 58 52 53 56 56 61 50 63 57 59 55 61 61 52 60 57
Difference 20 17 25 20 20 26 8 27 20 12 10 13 13 18 23 20
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Since 2014, seniors have completed the Peregrine test each semester. The benchmark of 50%
was obtained in three out of the five semesters. Additionally, Table 4 and Chart 3 show a positive trend
in the outbound exams with an increase of 12.7% between spring 2015 and fall 2015.
Table 4 Peregrine Outbound Exams 2014 – 2016
Spring 2014 47.8%
Fall 2014 51.8%
Spring 2015 49.1%
Fall 2015 61.8%
Spring 2016 54.3%
Chart 3 Peregrine Outbound Exams 2014-2016
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
Spring 2014 Fall 2014 Spring 2015 Fall 2015 Spring 2016
32 | P a g e
Senior Achievement Day Presentations: Describe program Senior Achievement Day activities if not detailed previously in the report? What benefit does
the program gain from the activities? What if any assessment of students happens on this day? What changes if
any will occur due to what is learned by faculty on Senior Achievement Day’s?
During the fall and spring 2015-16 Senior Achievement Day Presentations, business majors
(teams of 3-4 students each) presented their capstone project report to two outside evaluators. The fall
external evaluators were Andy March, Edward Jones advisor, and Afton Real, part owner and manager
of Saults Drugs. The spring external evaluators were Dr. Stephen Forsha, Director of Online Business
Programs and Adam Hans, Manager of Fastenal Midwest stores.
Students in BUS 450 participate in a semester long computer simulation game through CAPSIM
competing against other student teams, as well as computer generated teams. They must make
decisions based on ethics, production, research and development, human resources, economics,
marketing, management and finance. The teams take part in three practice rounds and eight
competition rounds.
Prior to the presentation day, students provide the evaluators and business faculty with a
written report. On presentation day, students present a 15 minute PowerPoint slide show with a
follow-up question session from the evaluators. Business faculty write questions and comments to be
discussed during a later feedback session. (See list at end of report). After each presentation, the
evaluators and business faculty complete a rubric using the eight program objectives. The following
table illustrates the positive trend over the past three years.
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Chart 4 BAD Objective evaluations
The following three tables illustrate the number of evaluators and mean score for each objective.
Table 5 External and internal evaluators’ mean for program objectives for 2013-14 semesters.
Table 6 External and internal evaluators’ mean for program objectives for 2014-15 semesters
0
1
2
3
4
5
6
7
8
9
BUS 450 Objectives Evaluation
Series 13/14 Series 14/15 Series 15/16
Objective
1
Objective
2
Objective
3
Objective
4
Objective
5
Objective
6
Objective
7
Objective
8
Number 60 60 57 60 55 54 55 56
Mean 7.42 7.47 7.49 7.72 7.71 7.48 7.42 7.41
Objective
1
Objective
2
Objective
3
Objective
4
Objective
5
Objective
6
Objective
7
Objective
8
Number 38 38 38 38 38 38 38 38
Mean 7.58 7.18 7.05 7.45 7.84 7.47 7.89 7.74
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Table 7 External and internal evaluators’ mean for program objectives for 2015-16 semesters
The reason for the positive trends may be a result from changes suggested in the spring 2015
May assessment discussion period. In response, Professor Forster and Professor Popp added a section on
marketing activities and overall strategy to the oral presentation and written report. Students completed
the COMPX Basic after the three practice rounds. This basic exam provided the instructors an
assessment of students’ knowledge of the simulation game before starting the competition rounds. At the
fall feedback sessions, the students commented that the basic exam was helpful.
Table 8 illustrates the results from the CompXM for the BUS 450 in six functional areas. The data
shows a comparison to the national average using the results from fall 2014 to spring 2016.
Functional Domain
S16Class
Ave
Ntl Ave F15Class
Ave
Ntl Ave S15Class Ave
Ntl Ave F14Class Ave
Ntl Ave
Accounting 69% 59% 70% 60% 53% 60% 60% 59%
Finance 63% 59% 67% 61% 56% 61% 59% 61%
Strategy 65% 61% 67% 64% 50% 63% 60% 61%
Marketing 63% 59% 71% 61% 57% 61% 63% 59%
Operations 66% 51% 73% 54% 41% 53% 54% 51%
HR 71% 56% 71% 60% 45% 59% 59% 58%
Total 65.7% 62.9% 52.30% 60.90%
Table 9 and chart 5 illustrate the average results from the COMPX for the BUS 450 average scores.
As indicated, the last two semesters have exceeded the prior four semesters.
Objective 1 Objective 2 Objective 3 Objective 4 Objective 5 Objective 6 Objective 7 Objective 8
Number 35 35 35 35 35 35 35 35
Mean 8.31 8.51 7.77 8.54 8.57 7.86 8.43 8.57
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Table 9 2014-2016 COMPX average scores
Year Average
S2016 65.70%
f2015 62.90%
s2015 52.30%
f2014 60.90%
s2014 49.50%
f2013 57.20%
Chart 5 2013-16 CompX average scores
Service Learning Activities:
Does the program provide Service Learning opportunities? If so, how is service learning infused in the
coursework within your department? Is service or community engagement in the program mission? Describe the
Service Learning Activities that your students and department engaged in this past year. How did the activities
improve student learning? How did the activities benefit the community?
We did not sponsor any Service Learning Activities
Program Sponsored LEAD Events:
Highlight lead events sponsored by program faculty that are connected to program or general education objectives
for the past academic year. Include a total number of lead events program faculty sponsored.
In October, David Forster presented a LEAD Event about experiential learning in New York
City. A school sponsored trip for students to learn about businesses in New York City. Students
attend six marketing seminars on advertising, finance, sports, public relations, retail, and
entrepreneurship.
0.00%
50.00%
100.00%
Spring
2016
Fall
2015
Spring
2015
Fall
2014
Spring
2014
Fall
2013
CompX Average Scores
Fall 2013-Spring 2016
36 | P a g e
In November, Brenda Popp critiqued students’ resume during the Resumania Event.
In March, Linda Duke presented a LEAD event on internship tips.
In April, Steve Huenneke presented Innocent Abroad.
Student Accomplishments:
Highlight special examples of student successes in the field (academic: mentor-mentee, conference presentations,
competitive internship, journal acceptance; extra-curricular: horse show championship, art exhibit). This is for
any accomplishments that a student achieved outside of course work or the normal expectations of student
success.
Dr. Linda Duke reported that the WWU Collegiate DECA 2015/2016 has approximately 27
members. The Regional Competition was help on February 25-26, 2016 at the Lodge of the Four
Seasons, Lake Ozark, MO. The competitive events include the following: Entrepreneurship,
Advertising, Accounting, International Marketing, Business Ethics, Professional Sales, Retail Mgmt.,
Marketing Management, and more.
WWU Collegiate DECA members attending the 55 th Collegiate DECA International Career
Development Conference held in Washington D.C. April 15-20, along with over 1,400 international
students and advisors are Tori Brandt, Sophia Lombardi, Tiffany Rhame, and Rochelle Garcia. The
students were accompanied by advisor Dr. Linda Duke.
All students attended Professional Development Academies to include speakers with business
and industry networking. Something different about this year is that all students attending from WWU
attended the professional development academies, entered into competitive events, and participated in
various different industry academies led by professional businesses. Tori Brandt competed in
Entrepreneurship, Starting a Business. Rochelle Garcia and Tiffany Rhame competed in Sports and
Entertainment Marketing. Tori, Rochelle, and Tiffany also entered into the Entrepreneurship Challenge
Academy. Sophia Lombardi spent several days participating in the National Management Institute.
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Faculty Accomplishments:
Highlight any faculty accomplishments that supersede the normal expectations of program faculty. (Examples:
journal acceptance, presentation at a national conference, off campus art show exhibit or other
community/professional honor)
In June 2015, Brenda Popp attended the ACBSP National Conference in Philadephia. She
attended many faculty development sessions and accepted the ACBSP Accreditation Awards for the
ACC, BAD and MBA programs.
In June 2015, Steve Huenneke graded essay answers at Advanced Placement Readers Week for
Macroeconomics in Cincinnati, OH.
In October 2015, Dr. Steve Huenneke presented Aristotle and the Mystery of the Delphian Knife: An
Essay on Economics, Philosophy and Higher Education at the Missouri Valley Economic Association in
Kansas City. The paper looks at Aristotle’s observation that there is a tendency for markets to naturally
deplete quality, if buyers in the market do not understand or care about it. The essay examines the
possibility that market incentives may have uniquely depleted the quality of modern higher education,
by distorting the most important value that defines success: learning.
In April 2016, Dr. Linda Duke, served for the 11th year as an event director for
International Competition of Collegiate DECA; this year serving as the Director of Marketing
& Management event in Washington D.C.This position ensures that all aspects of the
Marketing & Management event competition are accurate, including orientation of the judges,
speaking to 300+ students at length regarding the event, ensuring that time, case studies, and
scores are correct, certifying that workers are trained and more.This position is one of eight
people personally chosen by Collegiate DECA headquarters in Reston, VA. to direct events
38 | P a g e
and it is a high visibility position to promote William Woods University while ensuring that
Dr. Duke networks with current business societies and current business practices.
Alumni (Recent Graduates) Accomplishments (past year graduating class): Results of Alumni survey and how well the program prepared them for their profession, this data is collected
ourselves from contact with students. We can ask the alumni office to share what information they have on your
graduates and then provide your own input to the data. Discuss special honors or positions earned by recent
graduates of the program. This can be done on survey software, Facebook, or an alternative platform that allows
the information to be collected.
The Business Programs LinkedIn membership has reached over 450 members. This allows the
business faculty to identify where alumni are working and what positions they have obtained in their
professional careers. The following is a list of the 2014-15 BAD graduates.
Name Position Company
Nathan Bitner Loan Specialist Veterans United Home
Loans
Adam Brush Administrative Assistant Missouri Department of
Conservation
Shannon English Administration High Caliber Stables
Taylor Hahn Customer Service/PO
Processing
Global Import Solutions
Greg Hamrock Sales Associate Partners Capital Group
Dylan Hastings Admissions Counselor William Woods University
Stephen Kohler Treasury Analyst SunEdison
Daniel Paez Financial Analyst Greenlee Textron
Jamie Palermo Life coach iPEC Coaching
Kevin Reis Account Executive PLS Logistics Services
Kacey Scharnhorst Graduate Assistant to
Advancement Services Director
Lindenwood University
Julie Scheer Accounts Payable Peoples Savings Bank
Cody Stewart Graduate Assistant of
University Information
Technology
William Woods University
Allison Strickland Staff Accountant Miller, Bales, &
Cunningham PC
39 | P a g e
Annual Assessment Evaluation
Assessment
Component
Assessment Reflects Best
Practices
Assessment Meets the
Expectations of the
University
Assessment Needs
Development
Assessment is
Inadequate
Learning
Objectives
Detailed, measurable
program learning
objectives
Objectives are shared with
students and faculty
Measurable program
learning objectives.
Learning objectives are
available to students.
Program learning
objectives are identified
and are generally
measurable
Program learning
objectives are not clear
or measurable
Assessment
Measures
Multiple measures are
used to assess a student-
learning objectives.
Rubrics or guides are used
for the measures.
All measurements are
clearly described.
External evaluation of
student learning included.
Assessment measures relate
to program learning
objectives.
Various measures are used
to assess student learning.
Measures chosen provide
useful information about
student learning.
Assessment focuses on
class content only.
Minimal description of
how the assessment
relates to the objective.
Minimal assessment
measures established.
Assessment measures
not connected to
objectives.
Assessment measures
are not clear.
No assessment
measures are
established.
Assessment
Results
All objectives are assessed
annually, or a rotation
schedule is provided.
Data are collected and
analyzed to show learning
over time.
Standards for performance
and gaps in student
learning are clearly
identified.
Most objectives assessed
annually.
Data collected and analyzed
showing an annual snapshot
of student learning.
Data are used to highlight
gaps in student learning.
Some data from non-course
based content.
Data collected for at
least one program
objective.
Data collection is
incomplete.
Gaps in student
learning not identified.
Lacking external data to
support course data.
Learning objectives are
not routinely assessed.
Routine data is not
collected.
No discussion on gaps
in student learning.
No use of external data
to support student
learning.
Assessment data not
yet collected.
Faculty
Analysis and
Conclusions
Data is shared that
incorporates multiple
faculty from the program.
Discussions on data results
incorporate multiple
faculty.
Opportunities for adjunct
faculty to participate.
Includes input from
external sources when
possible .
Multiple program faculty
receive assessment results.
Assessment results are
discussed
Specific conclusions about
student learning are made
based on the available
assessment results.
Minimal faculty input
about results is sought
Data not used to
determine success or
not to the objective.
Minimal conclusions
made.
Faculty input is not
sought.
Conclusions about
student learning are not
identified.
N/A Program recently
started or too few
graduates to suggest
any changes.
Actions to
Improve
Learning and
Assessment
All assessment methods,
timetable for assessing, and
evaluating the
effectiveness modifications
are included.
Changes to assessment are
inclusive of multiple
faculty.
Description of changes is
detailed and and linked to
assessment results.
More than one change to
assessment is proposed,
timetable for assessment,
and evaluating the change is
provided.
Changes to assessment
measures is highlighted.
Changes are realistic, with a
good probability of
improving learning or
assessment.
At least one change to
improve learning or
assessment is
identified.
The proposed action(s)
relates to faculty
conclusions about areas
for improvement.
Adjustments to the
assessment are
proposed but not
Lacking actions to
improve student
learning.
Actions discussed lack
supportive data.
Lacking discussion of
the effectiveness of the
assessment plan
40 | P a g e
Program: Business Administration
Additional Comments:
Make sure to discuss all the questions asked. There is no discussion on the analysis of student
retention, persistence and degree completion. One question is about the increase of majors and if that
number is too large for the faculty or if it is still manageable with the current staff in the program?
Also we know the program is accredited, but when is the next review? Or the next report due.
The concentrations make the assessment lengthy, but thank you for including all assessment data and
keeping the matrix the same as the data provided. The report is easy to follow and does a nice job of
showing the data for core and concentration objectives.
In the next round of the assessment plan/report remember to align the General Education to the 4 main
categories. The program could also align some of the changes/additions to curriculum to some of the
general education areas of ethics, diversity, and communication.
What are the thoughts of program faculty about the decrease in peregrine scores for the outbound 2016
group? They scored about 7% lower than the previous group? I might have missed the discussion on
the results, but I could not see it.
The program did not include the used rubrics or assignment sheets in this round of assessment
reporting. There is room in the future assessment software to upload the supporting documents into
the document in case anyone wanted to review the assessment measures used by a program.
clearly connected to
data