Management Student Learning Outcomes

 

SCHOOL OF MANAGEMENT:  ASSURANCE OF STUDENT LEARNING

The School of Management Assurance of Learning Protocol builds upon the faculty’s long-standing commitment to student learning and curricula/program development. The plan relies on a comprehensive course embedded approach. Specifically at least one program learning goal is measured in each core course of every program. Further, each program learning goal is measured in at least two different courses. In other words, assessment occurs in every core course and each program learning goal is measured multiple times, usually early in a student’s academic career and then again at the end. Figure 1 represents the process by which data are gathered, assessed and acted upon within the School of Management.

 

Figure 1
SOM Assessment Cycle

 

 Several key steps are followed to ensure the quality of the assessment processes including:

1.   Course coordinators have been designated to help manage the extensive, in-depth data gathering process. Typically, a full-time faculty member targeted to teach a core course assumes the role of course coordinator for the semester. Coordinators are responsible for making sure that individual student performance is measured for the assigned program learning goal(s), the results are analyzed, an action plan is devised, and the completed report is submitted on a timely basis. In the case of multiple sections of a course, the course coordinator works with the other faculty members to identify a common tool to measure the assigned learning goal(s) and to establish the criteria for evaluating the results. In addition, they make sure that the data from all sections are collected, facilitate the analysis of the findings, and consult with their colleagues about recommended changes.

2.   A standardized reporting form is used by coordinators to document the assessment that occurred in their course(s).

3.   A repository for collecting all the assurance of learning related resources and reports has been created on iLearn – a web based platform that allows faculty access to the content. Faculty have access to the information they seek (e.g., assessment assignments, rubrics, reporting form), to post their completed assessment report(s), or to review the findings of others.

4.   Assessment retreats and faculty gatherings occur in the School of Management on a regular basis each academic year to review, plan, share, and refine assessment activities.

 

 Program Learning Goals

The School of Management offers five programs: Bachelor of Science in Accounting, Bachelor of Science in Business Administration, Bachelor of Science in Economics, Master of Business Administration, and Master of Public Administration. The learning goals for each follow:

 

        Undergraduate Accounting, Business & Economics

(1)   Students will apply critical thinking to decision-making. 

(2)   Students will apply ethics to decision-making. 

(3)   Students will communicate effectively. 

(4)   Students will demonstrate field knowledge.

 

This fourth goal is further defined on the basis of each discipline’s field knowledge.

 

 MBA

(1)   Students will integrate critical thinking as a foundation for effective decision-making.

(2)   Students will differentiate the ethical and social responsibilities of business. 

(3)   Students will demonstrate effective team, communication, and technology skills. 

(4)   Students will assess the complexities of the global business environment. 

(5)   Students will demonstrate knowledge in operational and strategic concepts and tools of management. 

(6)   Students will demonstrate an understanding of the essential elements of current issues in the field of Accounting. [MBA for Accountants only]

 

MPA

(1)   Integrate knowledge of the key theories across the disciplines of public administration. 

(2)   Compare various perspectives across organizational environments and the role of public administrators in core management and public policy disciplines. 

(3)   Demonstrate competency in communicating ideas. 

(4)   Employ qualitative and quantitative analyses as a part of decision-making across public organizations.  

(5)   Integrate theories and practical applications of public organizations.  

(6)   Articulate ethical principles and their implications of managing in a diverse workforce in the global public sector.

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