Howe School of Technology Management · Web viewMGT 643 Consumer Bahavior [Madzharov] Students are required to give multiple oral presentations during the course and submit a written

Stevens Institute of TechnologySchool of Business

AACSBASSURANCE OF LEARNING PLAN

Master of Business Administration

(MBA)

August 10, 2016

Table of Contents

Page1. Introduction: MBA Assurance Of Learning Plan 22. MBA Assurance Of Learning Assessment Plan 33. MBA Curriculum Alignment Map 44. MMA Learning Goals, Objectives And Rubrics MB 1: Effective written and oral communications

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MB 2: Effective interaction in teams 19 MB 3 Uses of technology for competitive advantage in satisfying its business strategy.

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MB 4 Analytical problem-solving. 23 MB 5 Knowledge in business disciplines and practices 26

5. Implementation of AACSB Learning Goal Assessments 29

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1. INTRODUCTION: MBA ASSURANCE OF LEARNING PLAN

Credits CoursesMBA Degree Requirements 48 16

The Business School and MBA Vision/Mission Statements

Stevens Institute of Technology, School of Business VisionWe will be leaders in the creation and dissemination of knowledge that drives successful innovation in products, processes and businesses.

Master of Business Administration (MBA) MissionWe will be leaders in the creation and dissemination of knowledge that drives successful innovation in products, processes and services.

The Learning Goals for the MBA program are listed in Table 1. Note that first two goals (MB – 1 and MB – 2) are the same as the first two for the School of Business. Goals MB – 3 and MB – 4 relate to school-wide goals HS – 3 and HS – 4 and have been tailored to the MBA program. Learning Goal MB – 5 is specific to the MBA program

Table 1: Learning Goals for the Master of Science in Management Program.

SCHOOL OF BUSINESS/MBA COMMON LEARNING GOALS

MBA Learning Goals

HS - 1: Students can communicate effectively in written and oral presentations.

MB - 1: Students can communicate effectively in written and oral presentations.

HS - 2: Students can interact effectively in teams MB - 2: Students can interact effectively in teams

HS - 3: Students understand how a firm uses technology for competitive advantage in satisfying its business strategy.

MB - 3: Students are able to utilize technology for competitive advantage in satisfying a firm’s business strategy.

HS - 4: Students will have the ability to engage in creative problem-solving

MB - 4: Students will be able to effectively utilize analytic problem solving skills.

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2. MBA ASSURANCE OF LEARNING ASSESSMENT PLAN

Table 2: MBA Assurance of Learning Assessment Plan – Goals 1 through 5

LEARNING GOAL Where & When Measured? [Only courses with major alignment with the goal are noted]

How Measured? Criterion

1- Students can communicate effectively in written and oral presentations.

Embedded in design assignment in most required courses and specifically evaluated in Mgt 630 Global Business & Markets (Oral) and in MGT 635 Managerial Judgment & Decision Making (Written)

Sampling: All MBA Students, both semesters Description: Mgt 630 and MGT 635 contain academic assignments that serve as vehicles for oral presentation and writing evaluation respectively. The assessments are performed by faculty from the College of Arts & Letters (CAL) using Learning Goal 1, Rubric 1 and Learning Goal 2, Rubric 2.

Students who score below (xx) will be referred to Stevens tutoring and will be required to take a remedial module.

2- Students can interact effectively in teams

Embedded in design assignment in most required courses and specifically evaluated in MGT 699 Strategic Management

Sampling: All MBA Students - both semesters Description: The assessment is performed on comprehensive team leadership skills analysis papers based upon course assessments and concepts. These papers include personal development plans.

3- Students will be able to utilize technology for competitive advantage in satisfying a firm's business strategy.

Embedded in design assignments in MGT 671 Technology & Innovation Management.

Sampling: All MBA Students - Spring semester Description: The course requires a written paper and an final oral team presentation. These will be evaluated using the three rubrics to assess the student's knowledge of the use of technology for strategic advantage..

4- Students will have the ability to engage in analytic problem-solving

Embedded in design assignment in MGT 699 Strategic Management

Sampling: All MBA Students -Fall semester Description: ??.

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3. MBA CURRICULUM ALIGNMENT MAP

Table 3: MBA Curriculum Alignment Map – Goals 1 Through 5

Courses/exercises used in the assessment of each goal are shown in bold.

GOALS[Owner]

1. Students can communicate effectively in written and oral presentations. [Stein & Bowden]

2. Students are able to interact effectively in teams [Aronson]

3. Students will understand how a firm uses technology for competitive advantage in satisfying its business strategy. [Savitz]

4. Students will have the ability to engage in analytic problem-solving. [Mithani]

Where measured

MBA courses

Mgt 635 Managerial Judgment & Decision Making and Mgt 630 Global Business & Markets

Mgt 699 Strategic Management

MGT 671 Technology & Innovation Management

MGT 699 Strategic Management

MGT 600 Financial & Managerial Accounting [Stahlin]

There is extensive use of analytic thinking in this course. Analyzing accounts and costs is critical to mastering the material. Additionally, there is considerable time spent on cost and investment decision making.

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MGT 606 Economics for Managers [Panayides]

Student teams present two case studies (in microeconomics) and one project (in macroeconomics) to the class.

The class is divided into four groups/teams, each of which must analyze and present case studies to the class as well as a project.

Students are required to describe the causes and effects of key analytical concepts, including elasticities and macroeconomic relationships. Students are required to analyze strengths and weaknesses of alternative market structures (completive, monopoly, oligopoly, monopolistic competition)

Students learn the principles underlying microeconomics and take midterm and final exams to demonstrate mastery of the economics discipline

MGT 612 Leading People & Projects [Aronson]

Students must prepare two papers. The skills analysis paper requires that they integrate personal assessment data with course theories, principles and concepts in order analyze their leadership skills and create plans for developing. The second paper is a Development plan report in which they must report on their development progress in relation to goals they established

This course relies heavily upon experiential and collaborative learning models to help people develop skills in relation to influencing, conflict management, interpersonal communication and team leadership in general. It' focuses most specifically on how those team skills apply to the role of a project manager which typically requires people to rely heavily upon their ability to influence without formal authority

This course includes a module that introduces principles of collaborative innovation and creative problem solving. We examine how such processes and behaviors need to be driven and supported by a project manager. This includes understanding how they are used in more creative design projects on the one hand and on the other, to ensure that even under more routine circumstances project challenges and problem statements are focused on the most relevant issues and opportunities

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MGT 623 Financial Management [Gousgounis]

Students are taught the fundamentals of finance and are provided with essential tools for financial decision making. decisions. Topics include: how financial managers function; liquidity vs. profitability; risk vs. return; bond and stock valuation; capital budgeting.”

MGT 630 Global Business & Markets [Parfett]

This course requires students to prepare three papers that are 10 to 15 pages in length. The materials cover the culture, economics and business issues for a chosen country. The papers are presented in class and component of the grade is based on presentation and written quality.

The projects in this courses are done in teams. Students receive feedback on team effectiveness and participation.

The final paper/ presentation involves an analysis of an international business problem. Working in teams, students describe the issue in detail, then analyze the current state and possible future states and finally provide a recommended direction.

MGT 635 Managerial Judgment & Decision Making [Dominick]

Students develop and present original case studies of major decisions in class which incorporate some of the major issues covered in the course and demonstrate their understanding of the principles of judgment and decision making.

Students both analyze and practice decision making using realistic case studies and role playing exercises. The cases and exercises allow students to demonstrate understanding of influences on judgment and decision-making and how effective decisions are made by individuals and groups.

MGT 641 Marketing Management

Each student team makes a formal presentation at the end

Students work together in teams, competing against each other in a marketing

Students engage in a computer simulation game where the products

Students have to analyze the data generated from each round of the marketing

Launching a new business or sustaining an existing one requires an effective

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[Lynn] of he course on the results of the simulation.

simulation. Team effectiveness has an impact on the overall decision making process.

deal with some advanced technology (i.e., electronic sensors).

simulation and determine the appropriate inputs to the subsequent round.

marketing strategy and tactics to competitively position the firm's products and services within identified market segments. This course teaches students the principles of marketing which are applied through computer simulation to develop and implement marketing strategy and tactics in competition against other student teams.

MGT 657 Operations Management [Repousis]

The course contains several written assignments that provide a formal assessment of students' understanding on various aspects of operations management and operations strategy.

The overall coursework aims to equip the students with the ability to utilize the modern analytical techniques and computational methods for managing real life systems that manufacture goods and/or provide services. Readings are also provided to familiarize the students with the ways in which an array of modern companies use ICT technology to address challenging operations management problems.

Through multiple homework assignments, a mid-term exam and a comprehensive final exam, the students will be required to formulate a wide array of operational management problems and to solve those problems using modern quantitative techniques, such as statistics and probability theory, forecasting methods, queuing theory, optimization and linear programming, simulation and others.

MGT 663 Discovering & Exploiting Entrepreneurial Opportunities [Lechler]

Every student has to present in a two-minute pitch a self developed business idea. Students are also required to develop and write an effective business plan.

Students work together in teams on a final project that will be presented by the students.

Value creation is a fundamental topic in the class and students are requested to develop individually business ideas that could be based on the exploitation of technologies.

Objectives: Students will identify and recognize and evaluate viable business opportunities. Students are required to individually develop three business ideas that will be evaluated by the whole class with a questionnaire. Each idea will

The evaluation process of the individual business ideas is related to the evaluation processes of investors and venture capitalists.

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also be evaluated by the course instructor.

MGT 671 Technology & Innovation Strategy [Savitz]

Students submit three individual case studies which are graded for content, grammar and correct flow and logic. In addition each student presents a 10 minute oral presentation of one course article. There are 4 team case studies that the team presents in a 30 minute timeframe which includes a final case presentation

Students work together in teams throughout the course to create a technology strategy for their chosen company.

Mgt 671 includes a written paper and an oral presentation. These will be evaluated using the three rubrics to assess the student's knowledge of the use of technology for strategic advantage.

MGT 699 Strategic Management [Mithani]

Each student writes 2 case memos that include an analysis of a business case discussed in class. Student teams also give a presentation at the end of the course on their chosen firm's strategy along with a detailed written report.

Students work together in teams throughout the course to create a technology strategy for their chosen company. At the end of the course, students evaluate their teammates' contributions to the team assignments. This evaluation is factored into the final grade

Students develop an understanding of technology as one of the principal elements of a firm's external environment

In addition to their work in teams, Mgt 699 requires students to analyze and resolve complex business situations individually. The assessment evaluates students on their ability to solve a complex business issue by identifying the core problem, selecting appropriate alternatives, and choosing the optimal strategy based on the given options.

CAPSTONE

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MGT 798 Integration & Application of TM [Ginsberg]

Students are required to submit written strategic plans for their simulated company and to present to a Board of Directors as a tem the results of their endeavors.

Students are divided into teams of 4-6 and required to make a multitude of decisions for each of eight years of a business simulation in which they are measured against each of the other teams. Part of the grade relates to team effectiveness.

Each team in the simulation is required to formulate and implement an eight-year strategy for their simulated company and at the conclusion of the eight-year simulation to formulate a five-year strategy going forward based on where they ended the eight-year simulation.

In making decisions for the simulated company, students are faced with a wide array of complex problems to assure the survival and growth of their company in a competitive environment.

Students utilize the CapXM tool associated with the Capstone simulation to evaluate overall competency in financial analysis. Students individually play 4 simulated years of operation against 3 computer "teams", and answer a set of questions after each year based on their performance.

CONCENTRATION COURSES

MGT 626 Venture Capital [Gousgounis]

Students will use software tools for valuation of stock, options and special features of preferred stock.

Students will be able to analyze and assess venture capital term sheets and contracts. They will learn how to perform valuations of high growth companies using the VC method, DCF analysis and comparables analysis

MGT 627 Investment Management [Gousgounis]

Students work together in teams throughout the course to create a portfolio strategy.

Students form trading strategies, many of which rely on extensive use of technology. The course will utilize data sources and software provided in the Hanlon lab.

Students participate in a real-time market simulation game, which promotes analytic and creative thinking as students learn how to create profitable trading strategies.

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MGT 628 Derivatives [Gousgounis]

Students will apply the concepts learned in the course using data provided in the Hanlon lab.

Students will learn the fundamentals of derivatives and master pricing models. They will learn how to design and implement portfolio hedging strategies using derivatives.

MGT 638 Corporate Finance [Gousgounis]

Students prepare and present a written and oral presentation of a final case project covering M&A which covers many of the concepts covered in class. Students work in teams and co-present. Students write memos in style and substance suitable for presentation to CFO and his/her investment committee.

Students learn how to price and issue equity and debt. Students measure the effect of leverage upon the corporate balance sheet and test how it increases shareholder value or limits management's ability to act.

Students read balance sheets, income statements, cash flow statements and capitalization tables in order to make fiscally sound business decisions regarding the firm's capital structure for optimizing shareholder value. Students interpret this information and report to a simulated investment committee as part of a final exercise.

MGT 672 Realizing Value from Intellectual Property [Reinisch]

The course contains several formal written case studies and course required assignments that the students must prepare and submit in this class. These provide a formal structure to the course to evaluate and learn in the subject matter of the field of Intellectual Property.

The course enhances and develops the value of Intellectual Property and how a firm can utilize this to produce a sustainable competitive advantage and how it can utilize this asset. This is a critical area in technology that can allow a firm to drive its business strategy. The student will understand how to create economic value from Intellectual property for a firm, and also how it can be used as a defensible asset as a well as strategic asset.

Students will be working on methods to value Intellectual Property and also analyze case studies and provide creative solutions to those situations. In many instances, these cases will be ambiguous and don’t have a single correct answer and require a detailed level of analytical and creative problem solving skills.

Students will start to understand how Intellectual Property as an asset of the firm can be part of business practices and strategy of the organization.

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MGT 673 Global Business Management [Lechler]

Students are required to write a comprehensive analysis of innovation processes of a global company.

Students will be able to critically evaluate the conditions for global virtual teams. Through case studies, students analyze the conditions of global teams.

Students are able to critically evaluate global innovation strategies of international firms and to critically assess the context in which global firms innovate. Students are requested to write a comprehensive analysis of innovation processes of a global company.

Students are able to estimate the market size for consumer products in different countries. Students have to conduct a market analysis for two different countries in which the company of their choice is engaged.

MGT 696 Human-centered Design [Koen]

Each individual in the class is responsible for writing two reports. One on evaluating the world through designers "eyes" and the second methods used to understand users. The final project, which is done by a team, is presented in the last class which includes a high fidelity prototype solution to the problem they identified in the beginning of the class.

Each team member will be evaluated using the Comprehensive Assessment for Team-Member Effectiveness (CATME) assessment tool developed by Purdue University under a $2 million NSF grant

Students learn a design thinking methodology which will enable them to develop and solve transformational and disruptive innovations.

MGT 643 Consumer Bahavior [Madzharov]

Students are required to give multiple oral presentations during the course and submit a written report.

Students work together in teams throughout the course on project assignments.

Students learn how companies use technology (e.g., social media) to understand the consumer decision making process.

The course incorporates case study methodology which is built on analytic problem solving

Students learn about best company practices in consumer research.

MIS 661 Marketing & New Media [Sabnis]



Students will learn about how firms use social media as a means of promotion as well as a source of data for customer insights

Students learn about social media marketing practices

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BIA 672 Market Intelligence & Analytics [Sabnis]



The course uses analytic models in marketing and has students interpret the results pertinent to how they solve a business problem

MGT 646 Marketing Strategy [Sabnis]



As part of the course, students analyze four Harvard Business Review cases set in the technology context.

The course revolves around the case study methodology which is built on analytic problem solving

Students learn about marketing strategy best practices

In addition to the Finance, Marketing and Innovation & Entrepreneurship majors, the MBA program also offers concentrations in Business Intelligence & Analytics, Information Systems and Project Management. Accordingly, the Goals Alignment for the courses comprising these three concentrations can be found in the Matrices for the corresponding Master of Science in Business Intelligence & Analytics, Master of Science in Information Systems, and Master of Science in Enterprise Project Management programs respectively.

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ETHICS

Students are aware of their social responsibilities in a business environment and can reason about ethical issues in association with business and business decisions. Thread "course"; students are introduced to ethical issues related to relevant course material


Short cases are discussed on ethical issues in financial reporting. Students identify stakeholders impacted by the decisions taken and suggest alternative course of action.

MGT 635 Managerial Judgment & Decision Making [Dominick]

The courses covers fairness in decision making, drawing the distinctions among distributive, procedural, and interactional justice (using compensation decisions as an example). Second, it includes discussion on bounded ethicality, which is the idea that many unethical decisions can arise due to biases that are outside of our conscious awareness. To reinforce this concept, students complete an implicit association test, which reveals biases that are the ‘thumbprint of our culture’ despite our explicit desire to avoid such biases.


The Capstone Simulation allows the instructor to present any of a number of ethical vignettes which requires the students to vote, and as a team choose an alternative resolution to the ethical dilemma. Depending on the alternative chosen, the teams’ simulation results are appropriately and realistically affected for a number of future years. Students engage in in-class discussion following each vignette.

MGT 643 Consumer Behavior [Madzharov]

Students learn about the ethical issues involved with consumer data collection.

MIS 661 Marketing & New Media [Sabnis]

Students will make a presentation about the ethical issues involved with privacy and data collection on social media

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There are ethical components to the decision making in 2 cases

GLOBAL CONTEXT

Students are aware of the global context which businesses today must consider in planning their corporate and business strategies. Thread "course"; students are introduced to global issues related to relevant course material.


The course covers a comparison of U.S. general accepted accounting principles (GAAP) and International Financial Reporting standards.

MGT 606 Economics for Managers [Panayides]

The course examines United States fiscal and monetary policies including their effects on the international markets.

MGT 630 Global Business & Markets [Parfett]

This course is a global course, as such the entire course is focused on global topics.

MGT 641 Marketing Management [Lynn]

Students compete in a computer simulation that simulates a global marketplace inlcuding the U.S., UK and China markets.

MGT 657 Operations Management [Repousis]

Part of the course studies the structure and operation of global supply chain networks. Futhermore, it explores how operations influences sustainability and how sustainable thinking can influence operations management based on the triple "people-planet-profit".

MGT 671 Technology & Innovation Strategy [Savitz]

Students are made aware of the need to monitor the external environment (of which technology is a major component) within a global context. Location of R&D facilities is an important strategic consideration in addressing regional customer needs

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The implications and methods of TRANSFER PRICING are discussed and illustrated in the context of Capstone.

MGT 672 Realizing Value from Intellectual Property [Reinisch]

Students are exposed to global strategies for extracting value from intellectual property and to developing global intellectual property strategies for US corporations. This includes discussions of developing patenting strategies for a firm in the global marketplace.

MGT 673 Global Business Management [Lechler]

This is a global course, and as such the entire course is focused on global topics.

MGT 643 Consumer Bahavior [Madzharov]

Students learn how consumer research is done in a global world where culture plays a significant role.

MGT 645 Market Intelligence & Analytics [Sabnis]

The course material includes cases that deal with international marketing issues.


The course material includes cases that deal with international marketing issues.

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4. MBA LEARNING GOALS, OBJECTIVES AND RUBRICS

Table 4: MBA Learning Goals, Objectives and Rubrics

MBA Learning Goal, Objectives and TraitsLearning Goal: (Learning Goals are broad and not necessarily directly measurable.)

MB - 1 Students can communicate effectively in written and oral presentations. [Stein] Learning Objectives

Objective 1: Students are able to write effectively

Traits Trait 1: Logical flowTrait 2: Grammar and sentence structureTrait 3: Spelling and word choiceTrait 4: Development of ideasTrait 5:

Objective 2: Students are able to deliver presentations effectivelyTraits

Trait 1: Organization and logicTrait 2: Voice and body languageTrait 3: Use of slides to enhance communicationsTrait 4: Ability to answer questionsTrait 5: Content

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Table 4: MBA Learning Goals, Objectives and Rubrics (continued)

MB - 1: RUBRIC #1 MB - 1 Students can communicate effectively in writing and oral presentations

Objective 1 Students are able to write effectively

Trait Poor Good Excellent Score Value 0 5 10

Trait 1: Logical flow Unclear introduction or conclusion. Does not use a sequence of material to lead reader through the paper. Draws illogical conclusions

Develops ideas through effective use of paragraphs, transitions, opening and concluding statements. Generally well structured to suggest connection between sub-topics.

Maintains clear focus, uses structure to build the paper's conclusions. Presents analysis using sequence of ideas, clarity of flow and continuous voice or point of view.

Trait 2: Grammar and sentence structure Frequently uses inappropriate grammar and incomplete or poorly structured sentences which interfere with comprehension.

Generally complies with standard English and grammar and sentence usage.

Sophisticated use of English language, using varied sentence structured, phrasing and cadence. Grammar is error-free

Trait 3: Spelling and word choice Frequent misspellings. Poor or limited choice of words for expression ideas.

Has proofread or checked spelling, and uses vocabulary correctly. Minor errors.

Demonstrates good use of words to support written expression of topic. Spelling is error-free.

Trait 4: Development of ideas Many unsupported statements offered. Uses flawed or unclear reasoning.

Most statements supported, ideas explained with examples and written with sufficient explanation.

Shows thoughtful reasoning and explores alternatives. Uses existing, supported ideas to develop well-formed, readable output.

Criterion: Does not meet expectations: 0 – 15; Meets: 15-20 ; Exceeds: 20-30

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MB - 1: RUBRIC #2 MB - 1 Students can communicate effectively in writing and oral presentations

Objective 2 Students are able to deliver presentations effectively.


Trait 1: Organization and logic Fails to introduce topic, no evidence of or poor logical flow of topic, does not manage time.

Prepares listeners for sequence and flow of topic. Loses place occasionally. Maintains pace, without need to rush.

Engages listeners with overview, guides listeners through connections between sections, uses time to good effect.

Trait 2: Voice and body language

Cannot be heard well due to volume, mumbling, speed, rote delivery, heavily accented English. Turns away from audience or uses distracting gestures, such as scratching or tugging clothing.

Clear delivery with well-modulated voice and self-carriage.

Exemplary delivery, using voice and gestures as part of medium. Uses vocal and physical resources to aid in communicating topic.

Trait 3: Use of slides to enhance communications

Misspelled, too busy, too many slides for allotted time, poor use of graphics like charts.

Readable, containing reasonable amount of material per slide, good use of graphics or illustrations

Well written and designed, used as support to verbal content presentation.

Trait 4: Ability to answer questions

Does not answer questions that are asked

Responds to questions well and provides sufficient response

Responds convincingly and addresses all aspects of question. Knows own material thoroughly.

Trait 5: Content Does not satisfy assignment requirements. Misuses theory or selects poor examples.

Provides good analysis of subject, satisfying intent of assignment and demonstrating knowledge.

Shows evidence of strong research and highly competent use of analyses to reach conclusions and recommendations.


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MBA Learning Goal, Objectives and TraitsLearning Goal (Learning Goals are broad and not necessarily directly measurable.)

MB-2 Students can interact effectively in teams [Aronson]Learning Objectives

Objective 1: Adopt a personal development mindset / be able to systematically assess one's own team leadership skills and

abilities,Traits

Trait 1: Knowledge of individual difference factors impacting team leadership effectivenessTrait 2: Self-awarenessTrait 3: Personal development planning

Table 4: MBA Learning Goals, Objectives and Rubrics (continued) Error! Not a valid link.

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MBA Learning Goal, Objectives and Traits

Learning Goal (Learning Goals are broad and not necessarily directly measurable.) MB - 3 Students are able to utilize technology for competitive advantage in satisfying a firm’s business strategy

[Savitz]

Learning Objectives

Objective 1 Students will be able to generate a technology strategy aligned with business strategy.

TraitsTrait 1: Knowledge of technology management theory

Trait 2: Identification of business strategy

Trait 3: Generation of technology strategy


MB - 3: Rubric #1

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MB -3 Students are able to utilize technology for competitive advantage in satisfying a firm's business strategy.

Objective 1 Students are able to generate a technology strategy aligned with business strategy.


Trait 1: Knowledge of technology management theory

Misuses analysis models, incorrectly identifies key technologies

Selects appropriate models for analysis and uses them to illuminate case

Uses best combination of models for analyzing case and show understanding of how the analyses overlap or provide different perspectives

Trait 2: Identification of business strategy

Mistakes tactics or implementation issues for strategy. Fails to isolate and state the firm’s strategy.

Shows understanding of what a strategy is and is able to explain why the strategy fits with the firm’s environment, character and objectives.

Is able to offer alternative strategies and explain their strong and weak points.

Trait 3: Generation of technology strategy

Fails to connect technology management to business strategy. Fails to create a technology strategy.

Creates credible technology strategy that takes both firm’s technology competence and firm strategy into account.

Offers keen insights into best use of technology strengths for long-range strategic direction of firm.


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MBA Learning Goal, Objectives and TraitsLearning Goal (Learning Goals are broad and not necessarily directly measurable.)

MB - 4 Students are able to engage in analytic and creative problem-solving. [Mithani]Learning Objectives Objective 1

Students demonstrate competency in using an analytical problem solving approach to solve complex problems.Traits

Trait 1: Formulation of the Problem Statement

Trait 2: Generation of Alternatives

Trait 3: Development of Recommendation


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MB - 4: Rubric #1MB - 4: Students are able to engage in analytic and creative problem-solving.

Objective 1 Students demonstrate competency in using an analytical problem solving approach to solve complex problems.


Trait 1: Approach to and formulation of the problem statement

The problem statement is unclear or unfocused.

The problem statement is focused on the root problem, not just symptoms. The problem statement is not simply a disguised solution.

The problem statement is focused on the root problem, not just symptoms.

Trait 2: Approach to and comprehensiveness of the problem analysis

The problem analysis is superficial. The problem analysis does not reflect the complexity of the problem.The problem is not broken down into components, but rather viewed holistically.Root causes of the problem are not identified.

The problem analysis reflects a comprehensive understanding of the problem. The problem analysis breaks the problem down into several components and analyzes each one separately.

The problem analysis reflects a comprehensive understanding of the problem. The problem analysis breaks the problem down into several components and analyzes each one separately. The problem analysis clearly specifies underlying cause/effect relationships of the problem.

Trait 3: Generation of alternatives The case team identifies only one obvious alternative to the problem. Solutions generated provide only piecemeal solutions to the problem.

The case team generates more than one alternative solution to the problem, instead of identifying only one obvious alternative to the problem. The solutions generated provide holistic solutions to the problem(s). The alternatives generated are clearly related to the underlying causes of the problem (identified in the problem analysis).

The case team generates more than one alternative solution to the problem, instead of identifying only one obvious alternative to the problem. The solutions generated provide holistic solutions to the problem(s). The alternatives generated are clearly related to the underlying causes of the problem (identified in the problem analysis). The alternatives identified represent innovative and comprehensive solutions to the problems

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identified.Trait 4: Evaluation of alternatives Clear criteria by which the

alternative solutions will be evaluated are not explicitly stated. The stated criteria bear little resemblance to the root causes of the problem. Alternatives are evaluated against vague criteria or none at all.

The criteria by which alternatives will be evaluated are explicitly stated. The criteria are directly tied to the problem analysis and clearly communicate criteria for a “good solution”.

The criteria by which alternatives will be evaluated are explicitly stated. The criteria are directly tied to the problem analysis and clearly communicate criteria for a “good solution”. The pros and cons of each alternative relative to these criteria are explicitly stated. Both short-term and long-term consequences of each alternative are evaluated.

Trait 5: Recommendation and implementation

The selected alternative is only vaguely related to the root causes of the problem and a strong case has not been built for its appropriateness.

The selected alternative is stated explicitly.

The selected alternative is stated explicitly. Clear rationale is given for the selected solution. A plan to gain the acceptance of those affected is specified. A system for monitoring progress toward the solution is established

Criterion: Does not meet expectations: 0 – 20; Meets: 21 - 35; Exceeds: 36 - 50


MBA Learning Goal, Objectives and Traits

Learning Goal (Learning Goals are broad and not necessarily directly measurable.)

MB-5Students are able to analyze financial statements and accounting records of organizations, and use the information to make fiscally sound business decisions regarding resource allocation within the firm and the firm's capital structure with the objective of optimizing shareholder value [Ginsberg]

Learning Objectives Objective 1 Students will analyze varied financial information to make a wide range of corporate management decisions.

Traits Trait 1: Able to appropriately frame a set of alternatives for a given decision situation

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Trait 2: Demonstrate the use of financial information to make after-tax capital investment decisionsTrait 3: Able to appropriately use financial data to inform a range of operating decisions in both producing and service

environments

Objective 2 Students will utilize financial and other operating data to plan and manage a simulated company via the Capstone Simulation System

Traits Trait 1: Able to articulate and implement a strategy for a simulated companyTrait 2: Demonstrate the use of financial information to make after-tax capital investment decisions

Demonstrate the ability to use both proforma and actual financial statements in managing a complex simulated technology manufacturing company profitably in a competitive environment

]


MB - 5 RUBRIC #1MB - 5 Analyze financial statements and accounting records of organizations and use the information to make fiscally

sound business decisions regarding resource allocation within the firm and the firm's capital structure for optimizing shareholder value.

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Objective 1 Students will analyze varied financial information to make a wide range of corporate management decisions.


Trait 1: Able to appropriately frame a set of alternatives for a given decision situation

Missing or inappropriate alternatives and outcomes

Omits some alternatives and/or includes inappropriate alternatives/outcomes

Correctly shows all reasonable alternatives and outcomes

Trait 2: Demonstrate the use of financial information to make after-tax capital investment decisions

Uses inapplicable criteria (e.g., payback period), misses correct tax implications

Uses correct criteria but applies wrong data

Correctly uses criteria and arrives at right IRR/NPV

Trait 3: Able to appropriately use financial data to inform a range of operatingdecisions in both producing and service environments

Misses criteria and/or uses fixed costs inappropriately

Uses correct criteria but misuses data

Applies right criteria and applies correct data

Criterion: Does not meet expectations: 0 – 10; Meets: 10 - 20 ; Exceeds: 20 - 30


MB - 5 RUBRIC #2MB - 5 Students are able to analyze financial statements and accounting records of organizations, and use the information

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to make fiscally sound business decisions regarding resource allocation within the firm and the firm's capital structure with the objective of optimizing shareholder value.

Objective 2 Students will utilize financial and other operating data to plan and manage a simulated company.


Trait 1: Able to articulate and implement a strategy for a simulated company Strategy is weak, uncoordinated and/or unrealistic

Adequate strategy but not detailed and/or implementable as stated

Realistic, effective, implementable strategy

Trait 2: Demonstrate the ability to use both proforma and actual financial statements in managing a complex simulated technology manufacturing company profitably in a competitive environment

Consistently performs poorly on many measures of success

Does OK in some areas but misses other measures of success

Scores at or near highest in majority of measures

Criterion: Does not meet expectations: 0 – 5; Meets: 5 - 15 ; Exceeds: 15 - 20

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IMPLEMENTATION OF AACSB LEARNING GOAL ASSESSMENTS

As noted previously, each learning goal is associated with a number of learning objectives. Performance on each objective is measured using a rubric consisting of a number of desired “traits” and a score sheet that is used to score students individually on each trait using an anchored scales approach.

The scores for each student in each trait corresponding to a given learning goal are tallied and used to develop a Summary Results Sheet, and example of which is shown below. Depending on their score, students are classified into the following three categories:

- Does not meet expectations- Meets expectations- Exceeds expectations

The number of students in each category is noted in the form resulting in an indication of the relative performance of the students on each trait. The right-hand column in the table is used to record the average score of the students on each trait.

The Review Sheet also shows the number of students who fall in each of the above three categories associated with the overall learning objective.

The person doing the assessment adds explanatory comments and recommendations at the bottom of the Results Summary Sheet. The recommendations are intended to improve content or pedagogy the next time the course is given.

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EX A M P L E

RESULTS OF AACSB LEARNING GOAL ASSESSMENT

PROGRAM: Master of Business Administration in Technology Management

LEARNING GOAL #1: Students can communicate effectively in written and oral presentations

LEARNING OBJECTIVE # 1: Students are able to write effectively.

ASSESSMENT DATE: ASSESSOR:

NO. OF STUDENTS:

Number of StudentsLearning Goal Traits Not Meet

Expectat-ions

Meet Expectat-ions

Exceed Expectat-ions

Avg. Grade on Trait

1: Logical flow2: Grammar & sentence structure3: Spelling & word choice4: Development of ideas

Average Grade (Maximum 10)

Total Students by Category(Based on Average score across all traits)

Not meet expectations

Meet Expectations

Exceed Expectations

COMMENTS:

REMEDIAL ACTIONS:

REMEDIAL ACTIONS:

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Documents

Howe School of Technology Management · Web viewMGT 643 Consumer Bahavior [Madzharov] Students are required to give multiple oral presentations during the course and submit a written