1

Learning Outcomes _____ Year

Acquire and demonstrate

analytical and problem-solving

skills within various disciplines of business—accounting,

economics, finance, management, and

marketing.

Learn to describe, discuss and

analyze current events in American

business with attention to the

global, social and ethical

dimensions of events.

Acquire the communication,

research and technological skills needed to analyze a business situation (problem and/or

opportunity), and prepare and present a

management report

Engage in at least one internship or service learning experience to demonstrate relevancy of

foundational and theoretical

knowledge of their academic major and to gain career-related

experiences

Develop critical thinking abilities and a

foundation of ethical principles that allows

them to work effectively, respectfully,

ethically and professionally with people of diverse

ethnic, cultural, gender and other backgrounds

2013-14 BUS 2980 BUS1000 BUS2980 BUS2990 BUS1008 2014-15 BUS 2980 BUS1000 BUS 2980 BUS2990 BUS1300 2015-16 BUS 2980 BUS1000 BUS 2980 BUS2990 BUS1300 2016-17 BUS 2980 BUS1000 BUS 2980 BUS 2990 BUS1300 2017-18 BUS 2980 BUS1000 BUS 2980 BUS2990 BUS1300

ETS Major Field Test Results Spring 2016 Graduation Survey Report

2

Undergraduate Day Program Learning Outcomes Results

Performance Indicator Definition PLO #1: Students will acquire and demonstrate analytical and problem solving skills within various disciplines.

There are two primary tools used to assess student performance regarding this PLO. The first is a semester long web-based computer based simulation where students “run” a company and develop their strategy, define how they will compete, and make critical business decisions in multiple disciplines, e.g. marketing, product positioning, pricing, financing, operations/manufacturing planning etc. Students are assessed in financial analysis and management, operations, marketing, human resources management and strategic analysis and planning. The second method employed is the Major Field Test in Business conducted by the ETS testing service.

Analysis of Results Performance

Measure In the simulation, the goal is to achieve a mean score of >3 in all assessed categories. The high level goal for the ETS-MFT exam is to achieve a cohort mean score of >150.

Measurement instrument

The measurement instruments are direct and summative in nature ---in both cases they are externally developed.

Current Results

The overall mean scores in the simulation

activity are below our target goal,

and the ETS cohort mean is

below our target of 150.

Analysis of Results

Please see below since there is a broad

summary of results

Action Taken

Please see below since there is a

broad summary of results

There are multiple charts supporting this PLO. See

below for charts.

3

GLO-BUS Business Simulation Data Collection for PLO #1

Assignment: GLO-BUS Business Simulation

Course# BUS 2980

Discipline Spring Fall Spring Spring Mean

2008 2009

2010-(01)

2010-(02) 2011

2012-(01)

2012-(02) 2013 2013 2014 2015

Financial Analysis 3.1 3.1 3.1 2.6 3.1 3.5 2.7 2.0 2.5 3.3 2.6 2.86

Financial Management 2.5 2.4 3.4 3.3 1.4 4.4 0.8 2.0 2.7 3.2 2.4 2.57

Operations Management 3.2 3.3 4.2 3.2 1.95 0.5 2.6 3.3 2.3 1.1 4.2 2.70

Marketing Management 1.5 1.9 2.8 2.8 2.6 3.0 1.8 2.6 2.5 2.5 3.5 2.48

Human Resource Management 1.0 2.5 3.4 3.4 2.2 3.7 2.2 1.8 3.1 1.6 2.5 2.47

Strategic Analysis & Planning 3.2 3.1 2.8 2.7 1.9 4.0 1.9 2.0 2.7 3.7 1.7 2.68

Discipline Definitions

Financial Analysis: assessment of the individual's skills in analyzing financial ratios and financial statements.

Financial Management: assessment of the group's ability to apply financial management principles.

Operations Management: assessment of the group's ability to manage production operations and control production costs.

Marketing Management: assessment of the group's ability to effectively market the company's product and control marketing costs.

Human Resource Management: assessment of the group's proficiency in workforce management and controlling labor costs.

4

Strategic Analysis & Planning: assessment of the group's strategic planning and strategic thinking skills.

ETS-MFT Analysis of Results

Cumulative ETS-MFT UG Day Cohort Results

The overall UG Day cohort mean is 143 vs. a target of 150. Two of the seven data point exceeded the 150 target. It is important to note that a logistical problem occurred during the exam. There were 24 students test. However, only 21 computers were available in the GIS lab. So, three students took the

130

135

140

145

150

155

160

Sp2010 Sp2011 Sp2012 Sp2013 Fa2013 Sp2014 Sp2015 Sp2016

NDNU

ETSMean

5

exam in the PC lab. There are a total of nine disciplines addressed including: finance, accounting, quantitative business analysis, international, economics, management, marketing, legal, and Information Technology.

Regarding discipline specific scores, this cohort exceeded the ETS mean in only one discipline that being Legal & Social Environment. All the others below the ETS mean with Finance, QBS and Information Technology having the greatest disparity. Note: There are individual charts for each of the nine disciplines for both UG day and intensive, which are provided in the most current ETS summary report

6

Performance Indicator Definition PLO #2: Students will learn to describe, discuss and analyze current events in American Business with attention to the global, social, and ethical dimensions of events.

This PLO has been measured since 2012. The PLO is assessed as part of BUS 1000 Business Foundation class held every semester.

Analysis of Results Performance

Measure On a 0-5 scale

with 3 being Adequate

Contributor our goal is >3

scores

Measurement instrument

The instrument used is an on-line discussion of a business topic that is current with

that semester. This is both a

direct and formative

measurement

Current Results

The

average results were 2012 =3.5, 203 = 3.76, 2014 =3.17, 2015=3.4 2016=3.75

Analysis of Results

The results suggest that students are

actively participating in

current business

issue discussion and their

insights are consistent with our

expectations.

Action Taken

At this

point no actions

have been taken.

2.8

3

3.2

3.4

3.6

3.8

4

2012 2013 2014 2015 2016

PLO#2

7

Performance Indicator Definition

PLO #3: Students will acquire the communication, research and technological skills needed to analyze a business situation (problem and/or opportunity) and prepare and present a management report.

This PLO is has been assessed every year since 2008. A case study used in the Business Policy and Strategy class (aka Capstone) is used as the assessment instrument. Students are assessed on five separate issues that address: 1) use of accounting data to facilitate business decisions, 2) decision making surrounding multiple business issues and organizational structure and process, and 3) using finance tools and concepts to facilitate a critical business decision. Students generate a written report outlining their approach on five (5) separate strategic issues and present their findings in an oral presentation to their fellow students.

Analysis of Results Performance Measure

Achieve a mean score of >4 in each of the five areas of assessment

Measurement instrument or

process? The measurement instrument is both direct and summative.

Current Results

Seven of the 10

assessments are above our target level of 4.

Analysis of Results

Use of the correct TVM concept remain the major deficiency. It appears that students misinterpret what is required. Once that is clearly understood they apply the correct approach.

Action Taken

Increased emphasis in Corporate Finance class that reinforces the need to develop cash flow assumptions and use the correct WACC.

3.20

3.40

3.60

3.80

4.00

4.20

4.40

4.60

PLO#3SummaryAssessmentResults

8

Performance Indicator Definition PLO #4: Students will engage in, at least, one internship or service learning experience to demonstrate relevancy of foundational and theoretical knowledge of their academic major and to gain career related experiences.

Student participation in a required Internship is measure in two ways: 1) the external supervisor’s assessment of student performance and 2) an internal assessment completed by the course instructor based upon assignments throughout the semester. In the former case, the results of that feedback were reported under Standard 3: Student and Stakeholder focus. However, it is used for PLO assessment as well.

Analysis of Results Performance

Measure

A > 4 on supervisor

assessment and >8 on reflection paper and >4 on

the resume assessment

Measurement instrument

The

measurement instruments are

direct and indirect/external.

Current Results

In Spring 2016, the overall rating of 12

students by their Internship supervisors

was a 4.40 out of a possible 5,

representing a high level of satisfaction. The students scored

high in Ability to relate well with others (4.64)

followed by Promptness (4.46)

while the two lowest scores were obtained

for Quality of work (3.37) and

Assertiveness (4.14). Overall

professionalism received a high score

of 4.29.

Analysis of

Results

Overall feedback reinforces

the satisfaction with student

intern performance

.

Action Taken

No action

have been taken based upon

results to date

Instructor Assessment of Self Reflection

Note that the total possible points available for the self reflection was 20 and changed to 10 pts.in 2013.

Employers’ Rating of Students

0

10

20

30

S2010S2011S2012F2012 F13 F14 S16

4

4.5

5

S'10 S'11 S'12 F'12 F'13 F'14 S'16

9

Performance Indicator Definition PLO #5: Students will develop critical thinking abilities and a foundation of ethical principles that allows them to work effectively, respectfully, ethically, and professionally with people of diverse ethnic, cultural, gender, and other backgrounds.

2014: Instructor evaluation of a writing assignment in which each student was to find an article that discussed a law that affected business and opine on the law. FA2015 – present: Students are to work with a nonprofit agency, author a survey for them, conduct the survey, and evaluate the results. This is an assessment of the survey instrument.

Analysis of Results Performance Measure Survey Measurable goal Survey questions demonstrate knowledge of correlation. What is your goal? Students are able to collaborate with a “client” and gather correlations that are relevant to the “client’s” inquiry.

Measurement The rubric is direct and was designed by the instructor. Outstanding The survey is creative and demonstrates knowledge of what correlations or predictors that the nonprofit wants to study. It is clearly a collaborative effort. Good The survey demonstrates the applied combination of reading and the interview of the nonprofit, but it is not collaborative. Adequate The students base the survey solely on reading and regurgitation. Unsatisfactory The survey is not effective. The survey collects descriptive statistics.

Current Results The students do a good job of writing a literature review. Half of the students are weak at applying what they have read and asking the nonprofit what it needs. While the survey is sound. One group did a particularly poor job of explaining the survey to the “client”.

Analysis of Results The students need more instruction on working with 2nd parties. They want to produce the correct survey and use literature as the sole basis. What did you learn from the results? There needs to be less emphasis on research methods and more emphasis on community engagement.

Actions Taken With the assistance of a peer group and a grant, the professor is developing a new syllabus that includes lessons on active listening and reflection activities. What is your next step? Execute against the revised syllabus.

Law Article Analysis 2014 Mean score (1=Poor,4=Excellent); n=20 Issues=1.95 Evidence=1.65 Influence=1.7 Position=1.85 Conclusions=1.85 Overall mean=1.8 Survey Development

0

1

2

3

4

5

FA2014 SP2015 FA2015 SP2016

10