The Assessment The Assessment Imperative:Imperative:A Work in ProgressA Work in Progress

A Focus on Competencies

Ricky W. Griffin, Interim DeanMays Business SchoolTexas A&M University

“Too many policymakers and

educational leaders are focused on…tests rather than on what is really important: whether students are learning what they need to know.”

- Robert Jones, President, Education & Workforce Policy

Survey: Business leaders suggest

that 63 % of today’s graduates are not prepared to function in the global economy

(USA Today, 1/23/08)

Survey:  Business leaders suggest

that less than 50% of today’s college graduates have the full set of skills and knowledge necessary to advance in today’s work environment

(USA Today, 1/23/08)

Survey: Business leaders suggest that while most graduates are reasonably well prepared in a variety of areas, they are not exceptionally strong in any

(USA Today, 1/23/08)

Clearly, a stronger understanding of desired learning outcomes and the assessment of learning related to those outcomes is an imperative that cannot be ignored.

The Mays Business School The Mays Business School Story…Story…

Our EnvironmentOur EnvironmentOver 5,000 studentsComprehensive programs:

◦Undergraduate◦Masters◦MBA/Executive MBA◦Doctoral

Research faculty and expectations

Identify Competencies

IdentifyAssessment

Priorities

GatherEvidence

EvaluateResults

What do students needto succeed?

Where can we gainmaximum benefit/

improvement?

Will vary based oncompetency selected

“Close the loop”

How We Determined Core How We Determined Core CompetenciesCompetencies

Prior research on competencies Professional disciplinary competencies

(e.g., AICPA) University core competencies AASCB and SACS Standards Focus Groups

◦ Faculty◦ Dean’s Development Council◦ Dean’s Young Former Student Council◦ Department and Program Advisory

Councils

Mays Core CompetenciesMays Core Competencies

Interdisciplinary foundation in businessDiscipline-specific competenciesCommunication skills (oral, electronic and

written)Problem solving, critical thinking and

analytical skillsCreating new opportunitiesEthical decision makingGlobal and cultural awarenessLeadership, management and teamwork

Prioritization from our Prioritization from our “Customers”“Customers”

1. What are we doing well?◦ Discipline-specific competencies

2. Where do students need more exposure?

◦ Written communications◦ Ethical decision making ◦ Holistic view of enterprise

Our ConclusionsOur Conclusions1. Technical and disciplinary skills are in

good shape

2. More focus on “soft skills” is needed Generally not taught in our curriculum Cannot assume that “somebody else” is doing this

3. Integrative framework Allow students to understand importance of

competencies Recognize integration of competencies throughout

coursework Provide a more holistic understanding of the

enterprise

Integration of CompetenciesIntegration of Competencies

Transitions Learning Communities

Level Transition To StatusFreshman Independence Established Fall 2006Sophomore Interdependence Established Spr 2008 Junior Professionalism Established in DeptsSenior Career Under Development

Course Content at Each Level• Assess current competency levels• Apply and build competencies• Document, reflect, and integrate in e-folios

Our Initial DecisionsOur Initial Decisions1. Formally assess writing skills and

ethical decision making skills

2. Design an integrative four-year learning community experience based on the competencies that cross disciplinary lines

3. Engage faculty in developing course outcomes and mapping them to all the competencies

Communication Communication AssessmentAssessment

1. Using a rubric we developed with the University Writing Center, we found that 88% of our juniors and seniors were meeting or exceeding our expectations (as defined by the faculty in the rubric).

2. When we discussed this finding with our employers, we discovered that our written assignments were quite different from the writing that recent graduates need to do.

3. Employers want us to work on e-mail, memos and letters, concentrating on skills such as tone, audience, persuasion, summarization, and synthesis.

Actions and Curriculum Actions and Curriculum ImpactsImpacts

1. Get over the fact that high schools aren’t teaching students to write well.

2. Work with the employers to obtain “real” samples of good and bad writing by their employees.

3. Work with the faculty to refine the writing learning objectives and rubrics.

4. Develop shorter writing assignments that address the needs of employers.

5. Develop a second required writing course at the sophomore level.

6. Emphasize importance of good writing in the integrative learning communities.

7. Create writing laboratory for students – Fall 2008

Ethics AssessmentEthics Assessment

1. Our freshmen are scoring below national norms on the Defining Issues Test of ethical decision-making maturity.

2. Our seniors in a 1 credit hour required business ethics course are scoring lower than the freshmen.

3. We claim we are teaching ethics in the core business classes, but a survey of seniors indicates too many don’t recall having any discussion of ethics in those classes

Actions and Curriculum Actions and Curriculum Impacts Impacts

1. Core business courses Identify ethics instruction in core

business courses Increase salience of ethics through

inclusion on assignments and examinations (if you measure it and reward it…)

2. Required ethics course Improve curriculum and pedagogy Move from senior to sophomore level.

Next Steps Next Steps 1. Examine the content and pedagogy

of the capstone strategy course Consider standardized test of

“holistic” business understanding

2. Refine and assess the learning outcomes in all the core business courses to determine why employers complain about students’ narrow view of the enterprise.

Suggestions to Get the Ball Suggestions to Get the Ball RollingRolling

1. Involve external constituents (advisory boards)

2. Emphasize that you are doing this because “it is the right thing to do” not because “AACSB/SACS is making us do it”

3. Initially invest in one or two outcomes and do it right

4. Anticipate “fear and loathing” from faculty Find “high profile” faculty champions

5. Assessment is not about evaluating teaching…it is about evaluating learning

6. Be honest about work load and rewards Summer teaching proposal grants/programs