international assembly for collegiate business … assessment plan 5 key learning outcomes for...

OutcomesAssessmentPlan

Institution: SouthwesternAdventistUniversity

AcademicBusinessUnit: BusinessDepartment

Date: March,2015

©2013-2015bytheInternationalAssemblyforCollegiateBusinessEducationLenexa,Kansas

USA

InternationalAssem

blyforCollegiateBusinessEducation

InternationalAssem

blyforCollegiateBusinessEducation

OutcomesAssessmentPlan i

TableofContents

TableofContents..........................................................................................................................................i

SectionI:MissionandBroad-BasedGoals...................................................................................................1MissionStatement...................................................................................................................................1

Broad-BasedGoals...................................................................................................................................1

SectionII:StudentLearningAssessment.....................................................................................................3ASSOCIATE-LEVELPROGRAMS.................................................................................................................3

BACHELOR’S-LEVELPROGRAMS...............................................................................................................4

StudentLearningAssessmentfortheBachelorofBusinessAdministration(BBA)..............................4

StudentLearningAssessmentfortheBachelorofScience(BS)inBusiness........................................6

MASTER’S-LEVELPROGRAMS...................................................................................................................8

StudentLearningAssessmentforMastersofBusinessAdministration...............................................8

DOCTORAL-LEVELPROGRAMS.................................................................................................................9

StudentLearningAssessmentforDoctoral-levelprograms.................................................................9

SectionIII:OperationalAssessment...........................................................................................................10

SectionIV:LinkageofOutcomesAssessmentwithStrategicPlanningandBudgeting..............................11

SectionV:Appendices................................................................................................................................13

OutcomesAssessmentPlan 1

OUTCOMESASSESSMENTPLAN

DepartmentofBusinessAdministration

SouthwesternAdventistUniversity

SectionI:MissionandBroad-BasedGoals

MissionStatement

MissionoftheDepartmentofBusinessAdministration

TheDepartmentofBusinessAdministrationpreparesstudentsforChristianserviceandbusinessleadershipintheglobaleconomy.Ourdepartmentisbuiltonacademicexcellence,integrity,andanentrepreneurialspirit.Weserveandvalueadiversestudentbody,equippingthemwiththeintellectualfortitudetochangetheworld.

Broad-BasedGoals

Broad-BasedStudentLearningGoals:

1. Integrity-StudentswilldemonstratethehighestleveloflegalandethicalstandardsfromaChristianworldviewintheirpersonalandprofessionallives.

2. ResearchandCriticalThinking-Studentswilldeveloptheabilitytothinkunconventionally,makesounddecisionsandsolvecomplexproblemsaswellashowtoappropriatelyevaluateanduseresourcestoperformqualitativeandquantitativeanalysis.

3. Communications-Studentswilldemonstratetheabilitytoeffectivelycommunicateorallyandinwritingclear,credible,andconciseideasinavarietyofbusinessenvironments.Studentswillalsodemonstrateahighlevelofproficiencyinreading,comprehendingbusinesscommunicationsandusingcurrentinformationtechnologyforintentionalstrategicapplicationsandorganizationaladvancementopportunities.

4. ProfessionalSkills-Studentswilldemonstratecompetenceinfunctionalareasofbusinessincludingaccounting,finance,economics,management,marketingandinformationsystems.Studentswilldemonstrateawarenessofbusinessimplicationsfromaglobalperspective.Theywilldemonstratetheabilitytoanalyzeandapplyculturalsensitivityandawarenesswheninaleadershiprolethatrequireseffectivedecision-makinginaninternationalbusinesssetting.

5. Leadership-Studentswilldevelopthequintessentialskillstoleadindividualswithvision;thefortitudetomakecalculateddecisions;theabilitytomotivateselfandotherstowardsexceptionalperformance;relatetootherswithtackandfinesse;anddemonstrateaknowledgeoffaith,andGodinthedevelopmentofindividualandorganizationalsuccess.


Broad-BasedOperationalGoals:

1. TheDepartmentofBusinesswillofferstrongdegreeprogramsthatpreparethestudentsforprofessionalcareers,graduateschool,andprofessionaladvancement.

2. TheDepartmentofBusinesswillattractandretainhighly-qualifiedfacultywhoareeffectiveteachersandareengagedinprofessionaldevelopmentactivities.

3. TheDepartmentofBusinesswillprovideasupportivelearningenvironmentthatfostersstudentsuccessandcontributestoexcellenceinbusinesseducation.


SectionII:StudentLearningAssessment

ASSOCIATE-LEVELPROGRAMS

Atthecurrenttime,wedonothaveanyAssociate-levelprograms.


BACHELOR’S-LEVELPROGRAMS

StudentLearningAssessmentfortheBachelorofBusinessAdministration(BBA)

IntendedStudentLearningOutcomesfortheBachelorofBusinessAdministration(BBA):

IntendedStudentLearningOutcomes:BusinessDepartmentRequiredBBACoreCourses(CoreISLOs)

1. Studentswillbeabletoassesscomplexproblemsandproduceclear,concisewrittenassessmentandoralpresentationindiversebusinessvenues.

Broad-BasedStudentLearningGoalsAssociatedwiththisOutcome:2,3,4KeyLearningOutcomesforBachelor’s-LevelBusinessProgramstowhichthisOutcomeislinked:1,2,6

2. Studentswillbeabletocompetentlyusecurrenttechnologyinbusinessenvironments.

Broad-BasedStudentLearningGoalsAssociatedwiththisOutcome:3,4,5KeyLearningOutcomesforBachelor’s-LevelBusinessProgramstowhichthisOutcomeislinked:1,4

3. StudentswillbeabletorecognizeandapplyChristian,legal,andethicalprinciplesinbusinesssettings.

Broad-BasedStudentLearningGoalsAssociatedwiththisOutcome:1,4KeyLearningOutcomesforBachelor’s-LevelBusinessProgramstowhichthisOutcomeislinked:1,2,4

4. Studentswillbeabletofunctioneffectivelyinorganizationalteams.

Broad-BasedStudentLearningGoalsAssociatedwiththisOutcome:4,5KeyLearningOutcomesforBachelor’s-LevelBusinessProgramstowhichthisOutcomeislinked:1,2

5. StudentswilldevelopanawarenessofandsensitivitytocultureanddiversitywithinanorganizationandthecapacitytoworkoptimallyinGlobalenvironments.

Broad-BasedStudentLearningGoalsAssociatedwiththisOutcome:1,4,5KeyLearningOutcomesforBachelor’s-LevelBusinessProgramstowhichthisOutcomeislinked:1,2,3

6. Studentswillbeabletocollectandusequalitativeandquantitativedatainmakingcriticaldecisionstoimproveorganizationalperformance.Broad-BasedStudentLearningGoalsAssociatedwiththisOutcome:2,4,5


KeyLearningOutcomesforBachelor’s-LevelBusinessProgramstowhichthisOutcomeislinked:1,7

7. Studentswillhavetheabilitytoevaluatebusinessobjectivesthroughthedevelopmentofrelevantanalysesasabasisforstrategicdevelopment.

Broad-BasedStudentLearningGoalsAssociatedwiththisOutcome:2,4,5KeyLearningOutcomesforBachelor’s-LevelBusinessProgramstowhichthisOutcomeislinked:1,7

AssessmentInstrumentsforIntendedStudentLearningOutcomes—

DirectMeasuresofStudentLearning:PerformanceObjectives(Targets/Criteria)forDirectMeasures:

1. PeregrineAcademicServicesCommonProfessionalCoreComprehensiveExam

Themeanscoreofgraduatingstudentswillbewithin5%ofstudentsnationallyofthetraditional/campus-baseddeliverypeergrouponeachsubsetofexaminationquestionsrelatedtoeachoftheISLOsassessedbythismeasure.

CoreISLOsAssessedbythisMeasure:3,5,6

2. ComprehensiveCapstoneClassCaseStudy Ontheratingscaleinthecasestudyevaluationrubric(with“accomplished”beingthehighestrating),atleast80%ofallgraduatingstudentswillachieveaperformanceratingof“competent”or“accomplished”oneachevaluationcriterionassociatedwiththeprogramISLOsassessedbythismeasure.

CoreISLOsAssessedbythisMeasure:1,3,6,7

3.GLO-BUSBusinessStrategySimulationCoreISLOsAssessedbythisMeasure:1,2,4,5,6,7

Themeanpercentilerankingofgraduatingstudentswillbeatthe50thpercentilelevelorbetterwhencomparednationallytoallsimulationplayersovertheprevious12monthperiodineachofthe9area’sassessed.


IndirectMeasuresofStudentLearning:PerformanceObjectives(Targets/Criteria)forIndirectMeasures:

1. SeniorExitQuestionnaire Ontheexitsurveyinstrument,atleast80%ofallgraduateswillindicatethatthey“agree”or“stronglyagree”thattheyachievedeachofthecoreISLOs. Outcomesarelistedonthequestionnaireandstudentsareaskedto

ratethedegreetowhichtheyachievedtheoutcomes.CoreISLOsAssessedbythisMeasure:1,2,3,4,5,6,7


StudentLearningAssessmentfortheBachelorofScience(BS)inBusiness

IntendedStudentLearningOutcomesfortheBachelorofScience(BS)inBusiness:

GeneralProgramIntendedStudentLearningOutcomes(GeneralProgramISLOs)

1. Studentswillbeabletoassesscomplexproblemsandproduceclear,concisewrittenassessmentandoralpresentationindiversebusinessvenues.

Broad-BasedStudentLearningGoalsAssociatedwiththisOutcome:2,3,4KeyLearningOutcomesforBachelor’s-LevelBusinessProgramstowhichthisOutcomeislinked:

2. Studentswillbeabletocompetentlyusecurrenttechnologyinbusinessenvironments.

Broad-BasedStudentLearningGoalsAssociatedwiththisOutcome:3,4KeyLearningOutcomesforBachelor’s-LevelBusinessProgramstowhichthisOutcomeislinked:

3. StudentswillbeabletorecognizeandapplyChristian,legal,andethicalprinciplesinbusinesssettings.


4. Studentswillbeabletofunctioneffectivelyinorganizationalteams.

Broad-BasedStudentLearningGoalsAssociatedwiththisOutcome:4,5KeyLearningOutcomesforBachelor’s-LevelBusinessProgramstowhichthisOutcomeislinked:

5. DevelopanawarenessofandsensitivitytocultureanddiversitywithinanorganizationandthecapacitytoworkoptimallyinGlobalenvironments.


6. Studentswillbeabletocollectandusequalitativeandquantitativedatainmakingcriticaldecisionstoimproveorganizationalperformance.Broad-BasedStudentLearningGoalsAssociatedwiththisOutcome:2,4,5


KeyLearningOutcomesforBachelor’s-LevelBusinessProgramstowhichthisOutcomeislinked:

7. Studentswillhavetheabilitytoevaluatebusinessobjectivesthroughthedevelopmentofrelevantanalysesasabasisforstrategicdevelopment.Broad-BasedStudentLearningGoalsAssociatedwiththisOutcome:2,4,5KeyLearningOutcomesforBachelor’s-LevelBusinessProgramstowhichthisOutcomeislinked:


DirectMeasuresofStudentLearning:PerformanceObjectives(Targets/Criteria)forDirectMeasures:

1. PeregrineAcademicServicesCommonProfessionalCoreComprehensiveExam

Themeanscoreofgraduatingstudentswillbewithin5%ofstudentsnationallyofthetraditional/campus-baseddeliverypeergrouponeachsubsetofexaminationquestionsrelatedtoeachoftheISLOsassessedbythismeasure.

GeneralProgramISLOsAssessedbythisMeasure:3,5,6

2. ComprehensiveCapstoneClassCaseStudy Ontheratingscaleinthecasestudyevaluationrubric(with“accomplished”beingthehighestrating),atleast80%ofallgraduatingstudentswillachieveaperformanceratingof“competent”or“accomplished”oneachevaluationcriterionassociatedwiththeprogramISLOsassessedbythismeasure.

GeneralProgramISLOsAssessedbythisMeasure:1,3,6,7

3. GLO-BUSBusinessStrategySimulationGeneralProgramISLOsAssessedbythisMeasure:1,2,4,5,6,7

Themeanpercentilerankingofgraduatingstudentswillbeatthe50thpercentilelevelorbetterwhencomparednationallytoallsimulationplayersovertheprevious12monthperiodineachofthe9area’sassessed.


IndirectMeasuresofStudentLearning:PerformanceObjectives(Targets/Criteria)forIndirectMeasures:

1. SeniorExitQuestionnaireOutcomesarelistedonthequestionnaireandstudentsareaskedtoratethedegreetowhichtheythinktheyachievedtheoutcomes.

Ontheexitsurveyinstrument,atleast80%ofallgraduateswillindicatethatthey“agree”or“stronglyagree”thattheyachievedeachofthecoreISLOs. GeneralProgramISLOsAssessedbythisMeasure:1,2,3,4,5,6,7


MASTER’S-LEVELPROGRAMS

StudentLearningAssessmentforMastersofBusinessAdministrationAtofMay30,2016,wedonothaveanyMaster’s-levelprograms


DOCTORAL-LEVELPROGRAMS

StudentLearningAssessmentforDoctoral-levelprograms Atthecurrenttime,wedonothaveanyDoctoral-levelprograms.


SectionIII:OperationalAssessment

IntendedOperationalOutcomesfortheDepartmentofBusinessAdministration:

1. Undergraduatestudentswillbesuccessfulinfindinggainfulemploymentinappropriateentry-levelpositionsorwillbeacceptedintograduateschool.

Broad-BasedOperationalGoalsAssociatedwiththisOutcome:1

2. Facultymemberswillbehighly-qualifiedintheirteachingfields.

Broad-BasedOperationalGoalsAssociatedwiththisOutcome:2

3. TheBusinessDepartmentandSouthwesternAdventistUniversitywillbesuccessfulatprovidinghighqualitylearningandtechnologicalresources.

Broad-BasedOperationalGoalsAssociatedwiththisOutcome3

AssessmentMeasures/MethodsforIntendedOperationalOutcomes:PerformanceObjectives(Targets/Criteria)forOperationalAssessment

Measures/Methods:

1. Trackingemploymentorfurthereducationofundergraduates 80%ofgraduateswillbehired,oracceptedintoanadvancededucationprogramwithinsixmonthsoftheirgraduationIntendedOperationalOutcomesAssessedbythisMeasure:1

2. FacultyCredentialFiles FacultywillmeetcredentialingguidelinessetforthbyIACBEIntendedOperationalOutcomesAssessedbythisMeasure:3

3. PeregrineStudentExitSurvey;UndergradFocusGroups;MBAFocusgroups

Inthefocusgroupsessions,atleast80%ofgraduatingstudentswillindicatethattheyaresatisfiedwiththeschool’slearningandtechnologicalresources.Or,ontheexitsurveyinstrument,atleast80%ofallgraduateswillindicatethatthey“agree”or“stronglyagree”withthequestion“IwassatisfiedwithSouthwestern’slearningandtechnologicalresources.”

IntendedOperationalOutcomesAssessedbythisMeasure:4

Outcomes Assessment Plan 11

SectionIV:LinkageofOutcomesAssessmentwithStrategicPlanningandBudgeting

A. Provideanarrativethatdescribesthewaysinwhichtheresultsfromimplementingyouroutcomes

assessmentplan(i.e.,changesandimprovementsneeded)arelinkedtothestrategicplanningprocessesoftheacademicbusinessunitandtheinstitution.

AnewStrategicPlanwasinitiatedbyournewpresidentwhobeganoncampusJuly1,2014.Thatplanwascompletedduringthe2014-1015schoolyearandwaspresentedtotheboardoftrusteesinthefallof2015andwasapproved.Alsoduringthe2014-2015schoolyear,theacademicdepartmentswereaskedtodeveloptheirownfive-yearstrategicplanthattiesintothenewstrategicplan.TherearethreemajorinitiativesoftheUniversitystrategicplan.TheBusinessDepartmenthasdevelopedtheirstrategicplanaroundthosethreeUniversitymajorinitiatives.ThestrategicplanthathasbeendevelopingintheBusinessDepartmentcanbefoundinthedocumentcalled“5YrStrategicPlan2014-2015”andwillbesuppliedonrequest(itisonrecordaspartofthe205-2016self-study).InkeepingwiththeUniversitiesoverallstrategy,theBusinessDepartmenthasdeterminedstrategicgoals,supportingrecommendationsandactionitemstoalignwiththemajorinitiativesthattheuniversityhasestablished.Includedarespecificreccommendationssuchasrecommendation1.1.1–Continuetobuildastrongbusinessprogramthroughchangesbasedonassessment.WefeelthatthisstrategicplanisalignedwiththeUniversitiesstrategicplan.EachofthepiecesintheBusinessDepartmentsstrategicplananswerssomepieceintheoverallstrategicplan,showinghowtheyareconsonantwitheachother.Thisisaworking-planandwillbeadjusted/extendedeachyearinourendofyearassessment/planningmeeting.Foreachactioniteminthestrategicplan,ayearthattheactionitemisscheduledforcompletionwasassignedalongwitharesponsibleparty.Thatschedulecanbeseeninthedocument“StrategicPlan–Dates”(alsosuppliedonrequestandispartofthe2015-2016self-study).Attheendofspringsemestereachyearanalldaymeetingisheld(conferencestyle)withvariousdifferentsessions.AllfulltimeBusinessDepartmentfacultyarerequiredtoattendandparttimefacultyarestronglyencouragedtoattendifpossible.Inonesessionassessmentresultsarereviewedanddiscussed,thenactionplansaredevelopedforanyareasthatwethinkaredeficientbasedontheassessmentdiscussions.Previousactionplansarereviewedtodeterminetheirstatus.Inanothersessionwereviewcurriculum,discussinganychangesthatneedtobemadetospecificcurriculumsalreadyinplaceorifweneedtoaddorremoveprograms.Again,actionplansaredeveloped,basedonourconversations.Inanothersessionwereviewresourcesincludingcurrentfacultyneeds,budgetitems,etc.,andmakeplansforsubmittingfuturebudgetrequeststoaccommodateneeds.InthelastsessionwereviewourBusinessdepartmentstrategytodocumentwhatwascompleted,whatwasnotcompletedandwhy,and


whatneedstobeaddedtothestrategy(includingchangesandimprovementsneededfromassessmentifapplicable)tomakesureweconstantlyhaveanactive5yearstrategicplanforourdepartment.Ateachofthesesessionactionplansaredeveloped.TheseactionplansarethenputintoWeaveOnline,theUniversitiesassessment&planningmanagementsystem

(B. Ifpossible,theacademicbusinessunit’soutcomesassessmentprocessshouldalsobeconnectedto

theinstitutionalbudgetingprocess.Ifapplicable,provideanarrativethatdescribesthisconnection.)

a) TheBusinessdepartmentcompletestheirunitassessmentsinWEAVE(onlineassessmentandplanningmanagementsoftware)andcompletesanActionPlanwithbudgetrequestsforitemsneededaboveandbeyondtheirallottedbudgetbyJune30.

b) WhentheVicePresidentforAcademicAdministrationhasbeennotifiedbytheDirectorofInstitutionalResearchthatalltheassessmentsintheirjurisdictionwerecomplete,theywillcallameetingofallthedepartmentchairsandhavereportsfromeachacademicassessmentunitbyJuly30.Atthattime,budgetrequestswillalsobecalledforbythevicepresident.

c) ThedepartmentchairwillsubmitacompletedAcademicBudgetRequestFormalongwithaprint-outofthebudgetrequestastiedtotheunitassessmentshowingtheconnectionbetweenassessmentandequipmentneededtohelpimprovestudentlearning.

d) Therequestsfromallvicepresidents:vicepresidentforacademicadministration,vicepresidentforfinancialadministration,vicepresidentforenrollment,vicepresidentforstudentservices,vicepresidentforspiritualdevelopment,andvicepresidentforadvancementwillbediscussedinthepresident’scouncilofwhosemembershiptheycomposebyAugust30.

e) Theuniversityofficers:president,vicepresidentforacademicadministration,andthevicepresidentforfinancialadministrationwillthenusethisinformationintheformationoftheannualbudgettobepresentedtotheboardoftrusteesinSeptember.


SectionV:Appendices

Business Administration CPC-Based COMP Exam Summary:

Undergraduate Level TheexitQuestionnaireandthecomprensiveexamareprovidedbyPeregrineAcademicServices,heavilypromotedthroughIACBE.Belowisabriefsummaryoftheirexam.Amoredetailed,16pagedocument,outlineoftheexamcanbeprovidedifneeded. Peregrine Academic Services provides a range of online comprehensive exams for performing direct assessment in a range of academic disciplines. This document focuses on the Business Administration Common Professional Component (CPC) based comprehensive exam for associate and bachelors level students. The exam is designed for use by US-based schools and programs. The undergraduate test bank of questions is used for both associate and bachelors levels because: a) The questions are associated with foundational knowledge levels. b) Using the same test bank for both associate and bachelors level testing is an accreditation/articulation requirement for undergraduate transfer students completing a degree program at the associate level and continuing forward with a bachelors program. c) For an Associate Degree CPC-based COMP Exam, the institution’s staff select which CPC Topics best align with learning outcomes and the program curriculum (usually 4-6). The exams contains 10 questions for each CPC topic and each exam is unique as questions are selected at random from the test bank of over 200-400 questions per topic. The Topics and Sub-Topics are: Accounting Business Ethics Business Finance Business Integration and Strategic Management Business Leadership Economics Macroeconomics Microeconomics Global Dimensions of Business Information Management Systems Legal Environment of Business Management Human Resource Management Operations Management Organizational Behavior Marketing Quantitative Techniques/Statistics


SouthwesternAdventistUniversity

DepartmentofBusinessAdministration

ComprehensiveCase-Study

EvaluationRubric

Student:______________________________________________________________________Evaluator:_____________________________________________________________________Date:_________________________________________________________________________

EachoftheCaseStudyComponentAreasidentifiedanddefinedbelowwillbeassessedusingtheevaluationrubricbasedontheperformanceratingsforeachevaluationdimension.Studentsareexpectedtodemonstrateappropriatelearningoutcomesandcompetencies:TheHookorCaseIntroduction:Thissectionwillprovideabasicintroductionofthemaincharacterandproblem.Thepurposeofthissectionistocausethereadertowanttoreadfurtherwhilesettingupthebackgroundforthefollowinganalysis.IndustryAnalyses:Thissectionshouldidentifytheappropriateindustrythatprovidescontexttothecaseandprovideevidenceofdetailedresearch,includingqualitativeandquantitativedata,asitrelatestothedevelopmentofthecasestudy.CompanyHistoryandAnalyses:Thissectionshouldprovideanorganizationalhistoryincludinganassessmentofkeybusinessobjectivesandarelevantanalysisofthestrategicpositionofthecompanywithintheaforementionedindustry.TheEntrepreneur,BusinessOwnerorKeyStakeholder:Thissectionshouldincludeadescriptionofthekeyprotagonistthatisasvividanddetailedaspossibleandprovidescontextforananalysisofdecisionmakingthatleadstotheprobleminquestion.ProblemStatement:Thissectionshouldprovideaclearandconciseassessmentofthecomplexproblemfacedbythecompanyorstakeholder.Commentary:Thissectionshouldpresentananalysisofthecentralissuesandproblemsinthecase.Appropriatetheoriesshouldbeidentifiedandconceptsorlearningthatmightexplainthedecisionmakingprocessandresultingproblem.Alternatives:Thissectionshouldincludeadescriptionofthedecisionmadeandaproposalofatleastonealternativesolutiontotheproblemalongwithananalysisofbothdecisionalternatives.FinalRecommendation:Onefinalrecommendationmadebythestudentbasedontheiranalysisthatwillresultinimprovedorganizationalperformance.ChristianBusinessEthicsPerspective:ThissectionshouldpresentastatementofthestudentspersonalChristianbusinessethicsperspectiveandidentificationofwaysinwhichChristianbusinessethicscouldbeappliedwithinthecontextofthecasestudy.MethodologyandFormat:Thissectionshouldprovideanoteregardingmethodologythatisappropriateandconsistentwithworkprovided.TheAPAformatguidelinesshouldbefollowedandproperlyusedthroughoutthecase.Includinganabstract,appropriatecitationsandcoverpage.OralPresentation:(SeparateRubricAttached)Thepresentationshouldidentifyanddescribeeachofthecorecomponentsofthecaseinaclearandconcisemanner.Thedefenseshouldbepersuasivewithquestionshandledcompetentlyandappropriately.


CaseStudyGradingRubric

Evaluation

Dimensions

Basic Competent Accomplished Score

CaseStudyComponentAreas–GradingCriteria

TheHook

CaseIntroduction

Missing. Providesabasicintroductiontothecase

Makesthereaderwanttoreadfurther.

Points 0 1-2 3 IndustryAnalysis Talksaboutthe

industryinvaguetermsorismissing.

Talksabouttheindustryinbasictermsprovidingsomecontext.

Identifiesappropriateindustry,providesdetailedresearchandprovidedfullcontext.

Points 1-2 3-4 5-6 CompanyHistory

andAnalysis

Providesverylittlebackgroundinformationaboutthecompany.

Provideslimitedinformationaboutthecompanyhistoryand/orfactsaboutcurrentoperations.

Providesafullhistoryofthecompany,aswellascompleteinformationaboutcurrentoperations.

Points 1 2 3-4 TheEntrepreneur,

BusinessOwneror

KeyStakeholder

Thereadercanformonlyaverylimitedmentalpictureofthecharacterorthecharacter’sbehavior.

Thereaderhasageneralideaofwhotheentrepreneurisandhowtheentrepreneurbehaves.

Thereaderisabletopicturetheentrepreneurandcananticipatetheentrepreneur’sfutureactions.

Points 1-2 3-5 6-10 TheProblem

Statement

Thekeysituationinthecaseisunclear.

Thekeysituationinthecaseisclear,butassessmentdoesnotprovidenecessarydetail

Thekeysituationinthecaseisfullyassessedandcomplete.

Points 1-6 7-10 11 Commentary Nodevelopmentor

identificationoftheoriesthatexplainthedecisionsleadingtotheproblem.

Anattemptismadetoprovidetheoriesthatexplainthebehavior,butthetheoriesarenotspecific.

Theoriesthatexplaintheentrepreneur’sbehaviorareidentifiedandappliedcorrectly.

Points 1-6 7-10 11 Alternatives Outcomesnot

discussed,consequencesnotidentifiedandinsufficientdataanalysis

Decisionsareidentified,alternativesareprovided,consequencesarepoorlyidentified,weaktheoryapplication.

Properidentificationofdecision,alternativeisfullydeveloped,consequencesclearlyspelledout,dataanalysisiscomprehensive,andtheoryisappliedcorrectly.


Points 0-5 6-10 11-15 Final

Recommendation

Thefinalrecommendationismissing.

Thefinalrecommendationismissingitsrationaleordoesnotmakesenseinthesituation.

Thefinalrecommendationandtherationalemakesense.

Points 0 1-4 5-6 ChristianBusiness

EthicsPerspective

Statementismissingordoesnotincludeaclearlinktothecasestudy

Statementincludesabasicdefinition,limitedpersonalworldviewandsomecorrelationtothecase

Statementincludesaclearlydefinedperspectiveandincludesproperapplicationwithinthecontextofthecasestudy

Points 1-7 8-10 11-15 Methodologyand

Appropriateuseof

APA

Thediscussionofmethodologyissuperficial.APAformatnotfollowed.

Thediscussionofmethodologyisbasic.APAformatisinconsistent.

Acompletediscussionofmethodologyexists,APAformatisusedappropriatelyincludinganabstractandpropercitations.

Points 0-1 2-3 4-5 FinalWord Noreflectionorno

learningidentified.Somelearninghasbeenidentified.

Learninghasbeenidentifiedandspecificexamplesprovided.

Points 0-1 2-4 5-6 WritingQuality Manycareless

grammarandspellingerrorsexistthatcouldhavebeencaughtbyspell-checkorgrammar-check(orcarefulproofreading).

Thecasedoesnotappeartohavebeeneditedbeyondspell-checkandgrammar-checkforstyleorexpression.

Thereareveryfewgrammarandspellingerrors,thewritingisclear,andtheanalysisiseasytoreadandengaging.

Points 0-2 3-5 6-8 TotalPoints

0-33

34-69

70-100

Comments:


OverallPerformanceRatingonCaseStudyCaseStudyComponentAreas ScoreTheHookorCaseIntroduction IndustryAnalyses CompanyHistoryandAnalyses TheEntrepreneur,BusinessOwnerorKeyStakeholder ProblemStatement Commentary Alternatives FinalRecommendation ChristianBusinessEthicsPerspective MethodologyandFormat

TotalScore OralPresentation

TotalScore AverageWritten&OralScore

CaseStudyProgram-LevelAssessmentRubric

ThedepartmentofBusinessAdministrationhasidentifiedthefollowingintendedstudentlearningoutcomes(ISLOs)thatitexpectsstudenttohaveachieved,throughthecomprehensivecapstoneclasscasestudy,upongraduationfromtheBBAprogram.

Thefollowingevaluationrubricwillbeusedtoassesstheextenttowhichthestudentachievedthefollowingoutcomesbasedonstudentperformanceontheresearch,developmentandpresentationofanoriginalcasestudy.Scoreswillbespecifiedbasedontheperformanceratingsintheprogram-levelassessmentrubric.

CommunicationSkills:Studentwillbeabletoassesscomplexproblemsandproduceclear,concisewrittenassessmentandoralpresentationindiversebusinessvenues.

Christian,LegalandEthicalprinciples:StudentswillbeabletorecognizeandapplyChristian,legalandethicalprinciplesinbusinesssettings.

QualitativeandQuantitativeData:Studentswillbeabletocollectandusequalitativeandquantitativedatainmakingcriticaldecisionstoimproveorganizationalperformance.

StrategicAnalysis:Studentswillhavetheabilitytoevaluatebusinessobjectivesthroughthedevelopmentofrelevantanalysesasabasisforstrategicdevelopment.


Case-StudyProgram-LevelAssessmentRubricEvaluation

Dimensions

PerformanceRating Score

BasicCompetentAccomplished

12 34 56

ProgrammaticEvaluation–Program-LevelAssessmentCriteria(ISLOs)

Communication

SkillsCasestudyfailstocorrectlyidentifyandassesscomplexproblems.Writtencontentdoesnotprovideclear,concisecommunicationofthebusinessissue.Casestudyfailstomeetwritingguidelinesandexhibitsmultipleerrorsinspellingandgrammar.Oralpresentationdemonstratesonlyrudimentaryorsuperficialknowledgeofthecase-studyproblem.PresentationcannotbeunderstoodandprovideslittlesequencingofinformationinaccordancewithCasestudyguidelines.Studentwasunabletodefendtheirposition.

Casestudycorrectlyidentifiescomplexproblemsandshowsasatisfactorylevelofassessmentofappropriatebusinessissuesindiversesettings.Thecasestudymeetsexpectationsandfollowstheappropriateoutline.Properwritingguidelinesarefollowedwithonlyminorgrammaticalandspellingerrors.Oralpresentationisclear,makeslogicalsenseandfollowsanappropriateorder.Presenteriscomfortableandabletoadequatelyanswerquestions.Oralcommunicationskillsaresatisfactory.

Casestudyaccuratelyidentifiescomplexproblemsanddemonstratesanin-depthassessmentofbusinessissuesindiversesettings.Writtenexecutionofthecasestudyiseffectiveandexceedsexpectationswithlittletonogrammaticalorspellingerrors.Oralpresentationfollowsalogicalsequenceandprovidesclearlycommunicatedassessmentoftheproblem.Professionaldeliveryofpresentationandconfident,conciseabilitytodefendtheirposition.

Comments:

Christian,Legal

andEthical

principles

CasestudydisplaysalimitedabilitytorecognizeandapplyChristian,legalandethicalprinciplesinthebusinesssettingchosenforanalysis.ShowslittleornoabilitytoconnectChristian,legalandethicalprinciplestotheproblemstatementandproposedoutcome.InabilitytodistinguishbetweenChristian,legalandethicalprinciples.

CasestudydisplaysabasicabilitytorecognizeandapplyChristian,legalandethicalprinciplesinthebusinesssettingchosenforanalysis.Showsasatisfactoryabilitytoconnecttheseprinciplestotheproblemstatementandproposedoutcome.AdequatelydistinguishesbetweenChristian,legalandethicalprinciples.

CasestudydisplaysacompleteunderstandingandabilitytoproperlyapplyChristian,legalandethicalprinciplesinthechosenbusinesssetting.Aneffectiveabilitytoconnecttheseprinciplestothebusinessproblemandintendedoutcomesisdemonstrated.ProperlydistinguishesbetweenChristian,legalandethicalprinciples.

Comments:


Case-StudyProgram-LevelAssessmentRubricEvaluation

Dimensions

PerformanceRating Score

BasicCompetentAccomplished

12 34 56

ProgrammaticEvaluation–Program-LevelAssessmentCriteria(ISLOs)

Qualitativeand

Quantitative

Data

Casestudydisplaysinadequatecollectionofqualitativeandquantitativedatatosupporttheanalysisofthebusinessproblem.Properanalysisofthedatacollectedisincorrectorincompleteinthecomponentareas.Casestudyinaccuratelyand/orinappropriatelyappliesdata,presentssolutionsoralternativesthatareinconsistentorinaccurateinavagueorrudimentarymanner.

Casestudydisplaysasatisfactorycollectionofqualitativeandquantitativedatatosupporttheanalysisofthebusinessproblem.Basicanalysisofthedatacollectedisexhibitedinthecomponentareas.Casestudymeetsexpectationsinregardstotheapplicationofdatainpresentationofsolutionsandcriticaldecisionsmeanttoimproveorganizationalperformance.

Casestudyprovidesacompletecollectionofrelevantqualitativeandquantitativedatatosupporttheanalysisofthebusinessproblem.Effectiveanalysisofthedatacollectedisexhibitedinthecomponentareas.Properapplicationofdataexceedsexpectationsandisusedtopresentsolutions,alternativesandcriticaldecisionstoimproveorganizationalperformance.

Comments:

Strategic

AnalysisBusinessobjectivesarenotevaluatedandthedevelopmentofrelevantanalysesisinadequate.Thereislittle,ifany,recognitionofappropriatelinksbetweenstrategicdecisionsandbusinessobjectives.Solutionsandalternativesarevague,simplisticandfallshortofmeetingthedesiredstrategicgoals.

Evaluationofbusinessobjectivesmeetsexpectationsandthedevelopmentofrelevantanalysesissatisfactory.Therearesomelinksbetweenstrategicdecisionsandbusinessobjectives.Solutionsandalternativesareclearandmeetbasicexpectationsofdesiredstrategicdevelopment.

Evaluationofbusinessobjectivesexceedsexpectationsandthedevelopmentofrelevantanalysesiswelldeveloped.Stronglinksaremadebetweenstrategicdecisionsandbusinessobjectivesprovidingappropriatesolutionsandalternativesthatoptimizestrategicdevelopment.

Comments:

SummaryPerformanceRatingsonProgram-LevelISLOsAssessmentCriteria/IntendedStudentLearningOutcome Score

CommunicationSkills Christian,LegalandEthicalPrinciples QualitativeandQuantitativeData StrategicAnalysis

AverageScore:


HowTheBusinessStrategyGameWorks—AQuickOverview

(FromtheBusinessStrategyGamewebsite:https://www.bsg-online.com/tour/instructors.html)

InTheBusinessStrategyGame,1to5classmembersareassignedtooperateanathleticfootwearcompanythatproducesandmarketsbothbrandedandprivate-labelfootwearandcompeteshead-to-headagainstfootwearcompaniesrunbyothermembersoftheclass.Asmanyas12companiescancompeteinasingleindustrygrouping(classsizesabove50aretypicallydividedintotwoormoreindustrygroups).Thecompaniescompeteinaglobalmarketarena,sellinginfourgeographicregions—Europe-Africa,NorthAmerica,Asia-Pacific,andLatinAmerica.

Theco-managersofeachcompanyareresponsibleforassessingmarketconditions,determininghowtorespondtotheactionsofcompetitors,forgingalong-termdirectionandstrategyfortheircompany,forecastingupcomingsalesvolumes,andmakingdecisionsrelatingto:

• Productionoperations(upto10decisionsforeachplant,withamaximumof4plants)• Upgradingplantsandexpanding/reducingplantcapacity(upto6decisionsperplant)• Workercompensationandtraining(3decisionsperplant)• Shippingandinventorymanagement(upto8decisionseachplant/geographicregion)• Pricingandmarketing(upto10decisionsineachof4geographicregions)• Bidstosigncelebritiestoendorsetheirbrandoffootwear(2decisionentriesperbid)• Corporatesocialresponsibilityandcitizenship(upto6decisionentries)• Financingofcompanyoperations(upto8decisionentries)

Eachtimeco-managersmakeadecisionentry,anassortmentofon-screencalculationsinstantlyshowstheprojectedeffectsonunitsales,revenues,marketshares,totalprofit,earningspershare,ROE,unitcosts,andotherpertinentoperatingoutcomes,enablingco-managerstoevaluatetherelativemeritsofonedecisionentryversusanother.Companymanagerscanexperimentwithmanydifferentdecisioncombinationsininarrivingatadecisioncombinationandsetofactionsthatseemlikelytoyieldgoodcompanyperformance.Inaddition,thereare2-4minutevideotutorialsforeachdecisionscreenandcomprehensivehelpsectionsthatexplaincause-effectrelationships,providetipsandsuggestions,explainhowthenumbersinthecompanyandindustryreportsarecalculated,andotherwiseinformcompanyco-managershowthingswork.

Eachcompanytypicallyseekstoenhanceitsperformanceandbuildcompetitiveadvantageviamoreattractivepricing,abiggerselectionoffootwearstylesandmodels,moreappealingfootwearstylingandquality,greateradvertising,biggermail-inrebates,contractingwithcelebritiestoendorseitsbrand,providingmoremerchandisingandpromotionalsupporttoretailers,shortershippinganddeliverytimes,andmoreaggressivepromotionofonlinepurchasesatitsWebsite.

Anyandalltypesofcompetitivestrategy—low-costleadership,differentiation,best-costprovider,focusedlow-cost,andfocuseddifferentiation—areviableoptions.Acompanycantrytogainanedgeoverrivalswithmoreadvertisingorawiderselectionofmodelsormoreappealingstyling/qualityorbiggerrebatesorsecuringmoreappealingcelebrityendorsements,andsoon.Itcanfocusononeortwogeographicregionsorstriveforgeographicbalance.Itcanpursueessentiallythesamestrategyworldwideorcraftslightlyorverydifferentstrategiesforeachofthefourgeographicregions.Itcanalteritsemphasisonsellingbrandedshoesthroughfootwearretailersoratthecompany’sWebsite.Itcanplacemoreorlessemphasisonwinningbidstoproduceprivate-labelfootwearforchainretailers.

Eachcompany’sperformanceisbasedonabalancedscorecardthatincludesbrandimage,earningspershare,returnonequityinvestment,stockpriceappreciation,andcreditrating.

Youhavetheoptiontoschedule1or2practicerounds(2isrecommended)andanywherefrom4to10regular(scored)decisionrounds(6to10roundsarebetterthan3-5rounds).Eachdecisionroundrepresentsayearof


companyoperationsandtakesroughlytwohoursforcompanyco-managerstocomplete.Decisionroundscanbescheduledweekly,bi-weekly,oratwhateverintervalsinstructorswish.Sampleschedulesforcoursesofvaryinglengthandnumbersofclassmeetingsareprovided.

Whentheinstructor-specifieddeadlineforadecisionroundarrives,theBSGserverautomaticallyaccessesthesaveddecisionentriesofeachcompany,determinesthecompetitivenessandbuyerappealofeachcompany’sproductofferingrelativetorivalcompanies,andthenallocatessalesandmarketsharestothecompetingcompanies,geographicregionbygeographicregion,basedon:

• howeachcompany’spricescompareagainstthepricesofrivalbrands,• howeachcompany’sfootwearstyling/qualitycomparesagainstthequalityofrivalbrands,• howeachcompany’sproductlinebreadthandselectioncomparestothoseofrivalcompanies,• howeachcompany’sadvertisingeffortcomparestorivals’advertising,andsoonforatotalof11competitive

factorsthatdetermineunitsalesandmarketshares.

There’snobuilt-inbiasfavoringanyonestrategyandno“secretsetofstrategicmoves”thataresuretoresultinacompanybecomingtheindustryleader.BSGisa“competition-based”strategysimulationexercisewheretheoutcomesarealwaysuniquetothecompetitiveinterplayamongthespecificdecisionsandstrategiesofeachgroupofcompetingcompanies.Whichstrategiesendupdeliveringthebestperformanceinanygivengroupof4to12companiesthatarecompetinghead-to-headalwaysdependsonthecompetitiveinterplayamongthespecificdecisionsandstrategiesofrivalcompanies—thereabsolutelyisno“magicbullet”strategyorprescribedsetofactionsthatwillguaranteegoodcompanyperformance

OneLearningAssuranceReportprovidesyouwithsolidempiricaldataregardingthebusinessskillsanddecision-makingcapabilitiesofthestudentsinyourclassrelativetostudentsatotherbusinessschoolsacrosstheworld.Thereportprovidesyouwithcredibleevidenceaboutthebusinessproficienciesofyourstudentsoneachof9measuresthatarepreciselydefinedatthebottomofthereport.Thethreemeasuresrelatingto"LeadershipSkills","Collaboration&Teamwork",and"AnalyticalSkills"arebasedoneachstudent'sindividualperformanceasviewedbytheircompanyco-managersandtheirperformanceonQuiz2;theother5measuresareallbasedondatarelatingtotheperformanceofthegroupofco-managerscomprisingeachcompanyinthesimulation.ThepercentilesshowninthereportarebasedonthetotalpopulationofstudentsworldwideplayingTheBusinessStrategyGameoverthepasttwelvemonths.Asamplereportcanbeseenonthenextpage.


SampleLearningAssuranceReport(LAR)

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