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School of Management 2016-2017 Annual Assurance of Learning Report

1. Preamble Name of the Program(s): Bachelor of Science in Business Administration (BSBA) Master of Business Administration (MBA) Master of Science in Human Resources Management/Labor Relations (MS HR/LR) Executive Masters of Business Administration (EMBA) Year: 2016-2017 Date: October 19, 2017 Participants: Diamando Afxentiou, Umapathy Ananthanarayanan, Joshua Beinstock, Deborah Cohn, Steve Haines, Fred Harris, Steve Hartman, Xueting Jiang, Bisrat Kinfemichael, Colleen Kirk, Maya Kroumova, Purushottam Meena, Rakesh Mittal, Jim Murdy, Birasnav Muthuraj, Bill Ninehan, Radek Nowak, Abram Poczter, Joanne Scillitoe, Shaya Sheikh, Veneta Sotiropoulos, Raj Tibrewala, Nitzan Weiss, Joo-Kwang Yun Introduction For the purpose of assurance of learning and continuous, incremental improvement of curricula, the School of Management (SOM) Assurance of Learning Committee holds an annual assessment retreat. During this retreat, course leaders and instructors identify incremental changes to courses that lead to continuous improvement of learning outcomes, including modification of course-level learning goals, review of course-embedded measures of programmatic and contextualized learning goals, provide evidence of learning goal attainment, address accrediting body concerns, including the Association to Advance Collegiate Schools of Business (AACSB), and provide a forum in which the faculty openly discuss teaching methods leading to improved student learning. SOM Assessment Process Improvements for 2016-2017: At the May 12, 2017, Assessment Retreat, the SOM faculty and leadership refined its evidencing of student learning outcomes, per a recommendation from the AACSB, by agreeing to collect course portfolios, which include, among other things, samples of student work, for one third of courses delivered at NY area campuses. Courses will be selected based on:

1. Inclusion of a targeted programmatic learning objective being measured in the course; and 2. If the one-third target is not met from 1. above, instructors of a random sample of courses will be

asked to collect course portfolios. All instructors will continue to submit scores for their courses.

2. BSBA Program Review: During the retreat, SOM faculty and administration reviewed BSBA program courses to:

1. Discuss the Master Syllabi. The discussion led to course revisions, including modifications to course level learning goals and assurance of learning validations for each undergraduate course, and the addition of a new section to the master syllabus structure titled “Section 9b. Graded (Not Scored) Assurance of Learning Validations”;

2. Assist each course leader on a one-to-one basis to ensure that, for each course, the course-level learning goals, assurance of learning validations and scores implemented within GVS in Fall 2017 are consistent with those described in the revised syllabi;

3. Determine if any programmatic learning objectives failed to attain a minimal level of acceptable performance (a score of three (3) on a scale of one (1) to five (5)), and if there are any, identify one or more as a target of the School’s continuous improvement efforts, including course-level interventions in support of the selected programmatic learning objective; and

4. Reduce the number of scores in each course, in alignment with the AACSB recommendation to streamline the SOM programmatic assessment process.

BSBA Program Review Outcomes: In the seventh year of assessing the BSBA program, faculty submitted scores to determine the level of student attainment of programmatic learning goals (PLGs). These goals are categorized as general goals, or goals that contribute to the skills relevant to all NYIT undergraduate students, and management specific goals, or those targeting skills relevant to SOM BSBA students. Furthermore, each goal is supported by a minimum of two (2) measurable learning objectives. Appendix 1 provides a mapping matrix of the BSBA PLGs by course. During the academic year (AY) 16-17, scores were based on the following five point scale:

5 = Exceptional; 3 = Meets Expectation; and 1 = Poor.

A score of 4 is awarded for students who exceed expectations but are not exceptional. Similarly, a score of 2 is given for students who do not exceed expectations, but are not performing poorly. Scores submitted during AY 16-17 were used during the retreat to determine which programmatic learning goal and objective will be identified for improvement for AY 2017-2018. During AY 2016-2017, faculty entered data for 118 sections that measured general learning goals with an average of 3.4 across 7,785 scores. Data measuring management-

specific learning goal attainment was logged for 121 sections. Across the 11,060 management specific scores, the mean level of attainment was also 3.48 (see Appendix 3). The faculty discussed the score data provided in Appendix 3 during the retreat, and the Assessment Committee is pleased to report that all BSBA PLGs met or exceeded the minimum target of 3.0. This marks the first year that student attainment of these PLGs has achieved this goal since the SOM began its assessment process in 2011. In addition to the results above, the faculty completed a review of the BSBA core courses, informed by the Association to Advance Collegiate Schools of Business (AACSB) Peer Review Team (PRT) recommendation to “adopt a more focused approach to assessment by targeting the assessment of student performance on learning goals and objectives that continue to require attention, using sampling approaches that will be less demanding of faculty and administration, and rotating the collection of data,” as reported in the 2015-2016 Assurance of Learning Report. In that spirit, the SOM faculty agreed to redesign each course to include one (1) assessment instrument that would measure approximately three (3) BSBA learning objectives (see Appendix 1 for a list of learning objectives) in order to right-size the number of scores administered by the faculty. In addition, the faculty also agreed to limit the scope of learning objectives requiring intervention to those on which students to not attain a minimum score of three (3) on the five (5) point scale presented above. The results of the review included revision to eighteen (18) master syllabi, including ten (10) in the BSBA core and eight (8) in the majors (see Table 1). The discussions on course modification led to the deletion of twelve (12) assurance of learning validations; moving thirteen (13) assurance of learning validations to the newly-created Section 9b., titled Graded (Not Scored) Assurance of Learning Validations; the deletion of eighty-seven (87) scores linked to general or major-specific learning goals; addition of seven (7) scores linked to general or major-specific learning goals; deletion of three (3) invariant learning goals (ILGs); and the addition of one (1) ILG. Additional detail concerning these outcomes are found in Appendix 3. While not all courses achieved the reduced number of assurance of learning validations or scores, these changes represent a significant step in aligning with the recommendations of the AACSB.

TABLE 1: BSBA COURSE REVI SI ON SUMMARY

Discipline BSBA

Number of Core Courses

Revised

Number of Courses Revised

Number of Courses with No Change

Scores Eliminated

Scores Added

ACCT 0/2 0 16 0 0

BUSI 2/4 4 7 2 0

ECON 2/2 2 2 9 2

FINC 0/1 0 10 0 0

HRMT 0 3 0 0

LLAW 1/1 1 2 3 0

MGMT 1/1 3 7 27 0

MIST 1/1 1 2 3 3

MRKT 1/1 5 6 22 0

QANT 3/3 3 1 21 2

SBES 0 8 0 0

TOTALS 11/16 19 64 87 7

As a continuous improvement activity for AY 2017-2018, the faculty will complete the review of the BSBA program option courses, including revisions to these courses with a goal of reducing the number of assurance of learning validations being scores, as well as the number of scores in each.

3. MBA Program Review: Similar to the goals of the BSBA program review, faculty and administration reviewed the MBA program courses to:

1. Discuss the Master Syllabi and suggest revisions to the contents, including course-level learning goals and the assurance of learning validations for each undergraduate course;

2. Assist each course leader on a one-on-one basis to ensure that, for each course, the course-level learning goals, assurance of learning validations, and scores to be implemented within GVS in Fall 2012 are consistent with those described in the revised syllabi;

3. Consolidate the impact of changes in each course on the overall program goals, major-specific goals, and linkage of the goals to core and major specific courses;

4. Reduce the number of assurance of learning validations and scores in each course, as recommended by the AACSB; and

5. Complete a review of the MBA program that began in Fall of 2015. MBA Program Review Outcomes: The faculty reviewed the revised curriculum for the MBA program during this retreat. In the non-waiveable MBA core, one (1) course, MGMT 510 (Business Policy), was removed, and one (1) course, BUSI 510 (Business Research), was added. In non-waiveable core, the following courses were combined into three-three credit courses based on various stakeholder group input:

ECON 610 – Macro Environment of Business ECON 601 – Economics for Managerial Decision Making ECON 620 – Microeconomic Industry Analysis

FINC 610 - Financial Policy & Value Creation FINC 601 – Financial Management FINC 620 - Executing & Reporting Financial

Market Transactions

QANT 610 - Operations Management QANT 630 – Operations and Supply Chain Management QANT 620 - Multi-Criteria Decision Making

Additionally, one (1) course, SBES 601 (Ethics and Social Responsibility), was removed, and one (1) course, MRKT 620 (Marketing Strategy and Branding), is a new course that includes MRKT 610 (Branding) was expanded from 1.5 credits to three (3) credits. Finally, BUSI 650 (Business Analytics) will become one of two MBA capstone courses, with MGMT 650 (Strategic Leadership) remaining as the other capstone course.

During AY 16-17, faculty submitted scores to determine the level of student attainment of MBA programmatic learning goals (PLGs). Similar to the BSBA program, MBA PLGs included general goals, or goals that contribute to the skills relevant to all NYIT graduate students, and management specific goals applicable to SOM MBA students. Each goal is supported by a minimum of two (2) measurable learning objectives. Appendix 4 provides a mapping matrix of the MBA PLGs by course for AY 17-18, and Appendix 5 reflects the proposed PLG matrix for the revised MBA program which will be implemented in AY 18-19. The scores mentioned above were based on the following five point scale:

5 = Exceptional; 3 = Meets Expectation; and 1 = Poor.

As with the BSBA program, a score of 4 is awarded for students who exceed expectations but are not exceptional. Similarly, a score of 2 is given for students who do not exceed expectations, but are not performing poorly. Faculty used scores submitted during AY 16-17 to determine which programmatic learning goal and objective will be identified for improvement during academic year (AY) 2017-2018. During AY 2016-2017, faculty entered data for fifty-three (53) sections that measured general learning goals with an average of 3.47 across 1,862 scores. Data measuring management-specific learning goal attainment was logged for eighty-three (83) sections. Across the 4,117 management specific scores, the mean level of attainment was also 3.41 (see Appendix 7 for a summary of MBA PLG scores). All Learning Goal rubrics prescribe the following scale for the measurement of student performance: 5 = Excellent; 3 = Average; and 1 = Poor. A score of 4 is awarded for students who exceed expectations but are not exceptional. Similarly, a score of 2 is given for students who do not meet expectations, but are not failing. The School of Management target achievement for Programmatic Learning Goals is 3.0. MBA Programmatic Learning Goal rubrics are provided in Appendix 6. In support of the master syllabus review mentioned above, twelve (13) master syllabi were revised (see Table 2). The discussions on course modification led to the deletion of five (5) ILGs, the addition of three (3) ILGs, the modification of five (5) ILGs, removal of seven (7) assurance of learning validations; revision of thirteen (13) assurance of learning validation; the elimination of seventy-four (74) scores and the addition of nine (9) scores linked to general or major specific learning goals. Additional detail concerning these outcomes is found in Appendix 3.

TABLE 2: MBA COURSE REVI SI ON SUMMARY

Discipline MBA

Number of Core Courses

Revised

Number of Courses Revised

Number of Courses with No Change

Scores Eliminated

Scores Added

ACCT 1/1 1 7 2 1

BUSI 0/1 0 5 0 0

ECON 2/2 3 1 5 0

FINC 2/2 2 7 23 0

MGMT 3/3 3 6 15 3

MIST 1/1 1 5 3 1

MRKT 1/1 2 6 13 3

QANT 2/2 2 6 13 1

SBES 0 1 0 0

TOTALS 12/13 13 44 74 9

Finally, the Assessment Committee reported that the faculty’s effort to improve student attainment of MBA-2G, the PLG selected for improvement during AY16-17, resulted in improved student outcomes. Baseline scores on MBA-2G averaged 2.89 during AY 15-16 (the second year in which the score was selected for improvement). With the implementation of the interventions designed to assist student attainment of this objective during AY16-17, the average score increased to 3.31 by the end of year (see Appendix 7 for a table of MBA PLG scores). With this improvement, the Assessment Committee is pleased to report that student attainment across all MBA PLGs exceeded the minimum expectation of 3.0. This marks the first time in the six (6) year history of MBA PLG assessment that this has happened, and congratulates all of our faculty and students on this achievement.

4. MS in HRLR Program Review: In keeping with the assessment approach for the school’s programs, faculty and administration reviewed the MS program courses during the Summer of 2017 to:

1. Identify one programmatic learning goal as a target of the school’s improvement efforts for AY 17-18 for any goal that does not meet expectations by way of a score below three (3);

2. Discuss the Master Syllabi and consider additional course revisions, including modifications to course level learning goals, assurance of learning validations, and scores associated with each assurance of learning validation that are linked to the targeted program-level learning goal, with a particular focus to address the AACSB PRT recommendation to reduce the number of scores being recorded;

3. Specify the course-level interventions in support of the selected programmatic learning objective identified in 1, above; and

4. Assist each course leader on a one-to-one basis to ensure that, for each course, the course-level learning goals, assurance of learning validations and scores implemented within the GVS in Fall 2017 are consistent with those described in the revised syllabi.

MS Program Review Outcomes: Summer 2017 marked the fifth year of assessing the MS program. As with the BSBA and MBA programs, learning goals fall in two broad categories: general goals that contribute to the skills relevant to all NYIT graduate students, and management specific goals that target skills relevant to SOM MS students. Appendix 8 provides a mapping matrix of the MS PLGs by course. All Learning Goal rubrics prescribe the following scale for the measurement of student performance: 5 = Excellent; 3 = Average; and 1 = Poor. A score of 4 is awarded for students who exceed expectations but are not exceptional. Similarly, a score of 2 is given for students who do not meet expectations, but are not failing. The School of Management target achievement for PLGs is 3.0. MS programmatic learning goal rubrics are provided in Appendix 9. During the summer, faculty reviewed scores submitted during AY 16-17 to determine which programmatic learning goal would be targeted for improvement during AY17-18 by discussing the score data provided in Appendix 10. The Assessment Committee is pleased to report that, for second year in a row, all MS programmatic learning goals meet the minimum expectation by way of a score of three (3) or higher. Based on the 158 scores used for general goals and the 355 scores assessed against management-specific goals, in a total of twelve (12) sections, the composite goal attainment reached 3.58 during AY 16-17. In an effort to address the AACSB recommendation to lower the number of scores being used to assess the MS program, the faculty made revisions to ten (10) master syllabi. Seven (7) of the courses are required core courses and three (3) are elective courses. These changes include eliminating two (2) ILGs, modifying two (2) ILGS, eliminating fourteen (14) assurance of learning validations, adding two (2) assurance of learning

validations, modifying six (6) assurance of learning validations, eliminating fifteen (15) scores, and adding twelve (12) scores.

5. EMBA Program Review: In keeping with the assessment approach for the school’s programs, faculty and administration reviewed the EMBA program courses during the Summer of 2016 to:

1. Identify one programmatic learning goal as a target of the school’s improvement efforts for AY 17-18, if the minimum required score of 3.0 was not achieved for each PLG;

2. Discuss the Master Syllabi and consider additional course revisions, including modifications to course level learning goals, assurance of learning validations, and scores associated with each assurance of learning validation that are linked to the targeted program-level learning goal;

3. Specify the course-level interventions in support of the selected programmatic learning objective identified in 1, above; and

4. Assist each course leader on a one-to-one basis to ensure that, for each course, the course-level learning goals, assurance of learning validations and scores implemented within the GVS in Fall 2014 are consistent with those described in the revised syllabi.

EMBA Program Review Outcomes: Summer 2017 marked the fourth year of assessing the EMBA program. The EMBA program is assessed against two program-specific learning goals. Appendix 11 provides a mapping matrix of the EMBA programmatic learning goals by course. All PLG rubrics prescribe the following scale for the measurement of student performance: 5 = Excellent; 3 = Average; and 1 = Poor. A score of 4 is awarded for students who exceed expectations but are not exceptional. Similarly, a score of 2 is given for students who do not meet expectations, but are not failing. The School of Management target achievement for Programmatic Learning Goals is 3.0. EMBA programmatic learning goal rubrics are provided in Appendix 12. During the summer, faculty reviewed scores submitted during the 2016-2017 academic year (AY) to determine which EMBA programmatic learning goal would be targeted for improvement during AY17-18. For AY 2016-2017, faculty entered data for three (3) sections that measured EMBA learning goals, with 582 scores captured with a composite attainment of 3.71 (see Appendix 13).

The Assessment Committee is pleased to share that the minimum score of 3 was attained by EMBA students across all PLGs. This marks the first time since the EMBA assessment process reached this level of accomplishment. The committee notes with appreciation the good work of the faculty and students in attaining this outcome.

4. Concluding Statement Our sincerest thanks to the SOM faculty and staff for their continued support of and commitment to improving our curricula and student learning, to the Office of Planning and Assessment for their guidance and patience as the SOM assessment processes continue to unfold, and to the SOM Dean for his leadership of this process and our school. Respectfully Submitted: SOM Assurance of Learning Committee Jim Murdy, Chair; Diamando Afxentiou, Director of Student Affairs; and Raj Tibrewala, Executive Director of Assessment Analytics

Appendix 1: BSBA UNDERGRADUATE PROGRAMMATIC LEARNING GOAL MAPPING MATRIX 2017-2018

Undergraduate Program Mission Statement: The mission of the School of Management undergraduate BSBA

program is to ensure workforce readiness by means of providing contemporary and competitive academic curricula,

supplemented by co-curricular activities that contribute to student success.

ECO

N2

02

ECO

N2

04

QA

NT2

01

AC

CT1

01

AC

CT1

10

LLA

W1

10

MG

MT1

02

MR

KT1

02

FIN

C2

01

MIS

T31

5Q

AN

T30

0B

USI

40

5Q

AN

T40

5B

USI

43

5Te

chn

olo

gyIn

tern

atio

n

BSBA Undergraduate Programmatic Learning Goals

Upon graduation from the SOM undergraduate BSBA program, the graduating student will be able to:

GEN PLG#1 …. Communicate clearly and concisely

LO#1: utilize effective written communication (substance and style) to demonstrate knowledge.

LO#2: utilize oral communication to effectively demonstrate knowledge.

LO#3: work effectively in teams.

GEN PLG#2…… Compare, contrast, and apply basic ethical concepts

LO#1: establish and support an ethical position on an emerging or contemporary business matter

LO#2: explore, compare, or contrast global value judgments and perspectives.

GEN PLG#3…… Illustrate cultural awareness and analyze the impact of globalization on business

LO#1: conduct a multinational or international study on a contemporary business issue

LO#2: demonstrate the impact of globalization in a business discipline

MGT PLG #1 ….. Demonstrate competency and make decision in each of the functional business disciplines

LO#1: demonstrate comprehension and scope of knowledge across each functional area.

LO#2: solve business problems in a functional area.

MGT PLG #2 ….. Use technology as a decision support tool in business and in the major

LO#1: access an information system to collect data and then conduct an analysis.

LO#2: use technology to model and solve an operational problem.

LO#3: utilize field specific software.

LO#4: prepare reports and presentations using MS-Office products.

MGT PLG#3 ….. Conduct and utilize research to support business innovation

LO#1: conduct business research.

LO#2: innovate or survey recent innovations.

MGT PLG#4…. Integrate functional disciplines together to affect sound policy making and business planning

LO#1: contribute an analysis in support of, or develop, a business plan.LO#2: solve business problems that integrate multiple functional areas together.

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Bu

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Pro

gram

Up

per

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& R

ES

Stan

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on

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stin

g

MG

RL

AC

CT

BU

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Bu

sin

ess

Pro

gram

Low

er

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OR

P F

IN

ECO

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ECO

N I

MG

T SC

IST

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eral

Edu

cati

on

MG

MT

MK

T

Gen

eral

AC

CT

1ST

AT

INFO

SYS

OP

MG

MT

Man

agem

ent

Spec

ific

Standard Deviation Standard Error Median Number Of Scores

Used

0.99 0.02 4 1907

1 0.03 4 1305

0.97 0.02 3 1919

1 0.03 3 825

0.99 0.04 3 545

1.2 0.05 3 593

1 0.04 4 691

1.02 0.01 3 7,785

1.05 0.03 3 913

1.05 0.03 3 913

1.06 0.02 3 2182

1.01 0.04 4 790

0.85 0.06 4 192

1.02 0.02 3 1950

1.01 0.03 4 1279

1.01 0.03 4 1279

1.15 0.07 4 285

1.02 0.02 3 2079

1.2 0.16 4 55

1.04 0.03 4 1335

1.04 0.01 3 11,060

1.26 0.07 4 296

1.23 0.02 4 2,542

1.06 0.01 3 21,683

APPENDIX 2: BSBA Goal Report for AY 2016-2017

Goal Mean Number Of Course

Sections Used

General

G103 3.53 107

G201 3.23 56

G101 3.54 99

G102 3.58 75

G302 3.7 34

Composite General

G202 3.36 32

G301 3.08 30

M402 3.39 53

M402 3.39 53

Goal Attainment 3.48 118

Management

M203 3.82 15

M204 3.43 86

M201 3.39 98

M202 3.56 33

M302 3.96 8

M401 3.46 88

M301 3.58 58

M301 3.58 58

Composite Management


M101 3.69 5

M102 3.49 75

Instructor Specific


Major Specific

Composite



Parameters Selected:

Academic Year 2016 - 2017

Reporting Term 2017VX 2017VR 2017SP

Assurances of Learning Validation = 120

Number of Students = 1922 Total Number of Scores Assigned = 17379

SectionLocationCode ALL

CourseID All Courses for the Chosen Parameters.

SectionID All Sections for the Chosen Course(s).

CourseLevelCode All Levels for the Chosen Course(s).

School Management

Department -- ALL

MBA_BSBA BSBA

User: ADMIN\\jmurdy

Run at: 11/2/2017 4:23:52 PM

NEW YORK INSTITUTE OF TECHNOLOGY Data Source: DWDB1-I1\\INSTANCE1/ODS_GVS

Data as of 03/08/2016

Page 1

Course ID Core class indicator

Scores

added

Scores

eliminated Revision AY 16-17

ACCT 101 BSBA Core 0 0

ACCT 102 ACCT option 0 0

ACCT 110 BSBA Core 0 0

ACCT 302 Pub.ACCT (II) 0 0


ACCT 315 Mgr. ACCT (I)/FINC option 0 0



ACCT 340 Elective 0 0

ACCT 406 Mgr. ACCT (I) 0 0



ACCT 435 Mgr. ACCT (I) 0 0

ACCTE 390 Elective 0 0



BUSI 100 BSBA Core 0 0

BUSI 290 Elective 0 0

BUSI 405 BSBA Core

0 2

Secton 5: A1 - Eliminated 1 score (M3O2); Moved A1 to 9b. and

eliminated 1 score (G1O1). Section 8: Eliminated 1 reference

resource and added a new reference resource. Section 9:

BUSI 435 BSBA Core 0

BUSI 495 BSBA Core 0 0

BUSIE 401 Elective 0 0




ECON 202 BSBA Core

0 2

Section 5: Added 2 ILGs; Eliminated A1 and one score (M2O1);

Eliminated A2 and one score (G2O2); Revised A3 for clarity.

Section 7: Updated required resource. Section 9: Updated to

reflect changes in Section 5 and added section 9b. Section 17:

Updated to reflect changes to Section 7.

ECON 204 BSBA Core

1 3

Section 5: Eliminated A1 and one score (M1O2); Eliminated A2

and one score (G3O1); A3 becomes A1 and eliminated one score

(M4O1) and added one score (G1O1). Section 7: Updated to

reflect new required resource edition. Section 9: Updated to

reflect changes in Section 5 and added 9b. Section 17: Updated to

reflect change in Section 7.

ECON 201 Elective

1 4

Section 5: Revised A1 to include 2 options for the Homework

Portfolio; Revised A1.c to A2 and added 1 score (M4O1);

Eliminated A2 and four scores (G1O3, M2O2, M4O1, M2O1).

Section 7: Updated to reflect new text. Section 8: Eliminated on

reference resource. Section 9: Updated to reflect changes in

Section 5. Section 17: Updated to reflect changes in Section 7.

ECON 320 IB option 0 0

ECON 345 Non-SOM minor 0 0

FINC 201 BSBA Core 0 0

FINC 301 IB option/FINC option 0 0

FINC 320 FINC option 0 0

FINC 325 FINC option/Pub. ACCT (II) option 0 0

FINC 340 Elective 0 0



FINCE 390 Elective 0 0



HRMT 315 HRMT option/MGMT option 0 0

HRMT 430 HRMT option 0 0

HRMT 435 HRMT option 0 0

HRMTE 390 Elective 0 0


BSB

A C

OU

RSE

SAPPENDIX 3: DETAIL OF COURSE MODIFICATION BY DEGREE PROGRAM 2017-2018


LLAW 110 BSBA Core

0 3

Section 5: Eliminated 2 scores in A2 (M3O1, M4O1); Eliminated 1

score in A3 (G1O1)

LLAW 210 Pub.ACCT (II) 0 0

LLAW 310 HRMT option 0 0

MGMT 102 BSBA Core

0 4

Section 5: Eliminated A1 and 3 scores (G1O1, M2O4, and M1O2);

A2 became A1; moved A3 to 9b and eliminated 1 score (G1O3).

Section 7: Added new required resource, eliminated the old

required resource. Section 9: Updated to reflect changes in

Section 5. Section 17: Updated to reflect changes in Section 7.

MGMT 311 MGMT option 0 0

MGMT 335 HRMT option/IB option/MGMT option

0 13

Section 5: Added 2 ILGs and eliminated 3 ILGs; Moved A1 to 9b

and eliminated 7 scores (G1O1, M3O1, G3O2, HRMT-LO3, MGMT-

LO1, G3O2); Revised and moved A2 to 9b and eliminated 3 scores

(MGMT-LO3, MGMT-LO5, HRMT-LO1); A3 became A1; Moved A4

to 9b and eliminated 3 scores (MGMT-LO3, MGMT-LO2, INTL-

LO3). Section 7: Updated the required resource to most current

version. Section 8: Eliminated 1 reference resource and added to

new reference resources. Section 9: Updated to reflect changes

in Section 5. Section 17: Updated to reflect changes in Section 7.

MGMT 340 Elective 0 0

MGMT 370 HRMT option/MGMT option

0 10

Section 5: Eliminated A1 and one score (M1O1); Moved A2 to 9b

and eliminated 3 scores (MGMT-LO2, HRMT-LO2, G1O2); Moved

A4 to 9b and eliminated 5 scores (MGMT-LO1, HRMT-LO3, MGMT-

LO5, HRMT-LO1, HRMT-LO4); Eliminated A5 and 1 score (G1O3).

Section 9: Updated to reflect changes in Section 5.

MGMT 425 MGMT option 0 0

MGMT 440 IB option 0 0

MGMTE 390 Elective 0 0



MIST 315 BSBA Core

3 3

Section 5: Added one score to A1 (M2O2); Moved A2 to 9b.1 and

eliminated 3 scores (M2O2, M2O4, M4O1); Added 2 scores to A3

(now A2, M2O4, M4O1). Section 7: Updated required resource to

current edition. Section 8: Updated 3 reference resources to

current editions. Section 9: Updated to reflect changes in Section

5 and Section 9b. Section 18: Revised to reflect changes in

Section 7.

MIST 320 Elective 0 0

MIST 345 IB option 0 0

MRKT 102 BSBA Core

0 5

Section 5: Upadated A1 to reflect clarified scoring criteria and

eliminated 4 scores (M2O1, G1O1, M2O4, G1O3, ); Moved A2 to

9b. And eliminated one score (M1O2). Section 7: Updated to

reflect current edition of required resource. Section 9: Updated to

reflect changes in Section 5.

MRKT 301 MRKT option

0 6

Section 5: Eliminated 4 scores (M2O1, MRKT-LO3, M2O4, G2O2);

Eliminated A1.b and moved reflection paper to 9b.1; Eliminated

A2 and 1 score (G3O1); Moved A3 to 9b.2 and elimnated 1 score

(G1O2). Section 9: Updated to reflect changes in Section 5)

MRKT 320 MRKT option/SBES option

0 3

Section 1: Recommend changes to Prerequisite from MRKT 200 to

MRKT 102. Section 5: Eliminated 2 scores (M4O1 and MRKT-LO1)

from A1; A2 is moved to 9b.1 and eliminated 1 score (G3O1).


MRKT 330 MRKT option 0 5

MRKT 340 Elective 0 0

MRKT 345 Elective

0 3

Section 5: Eliminated A3 and 1 score (MRKT-LO5). Section 9:

adjusted (points and time on task) to reflect changes in Section 5.

MRKT 401 MRKT option 0 0

MRKT 405 IB option/MRKT option 0 0

BSB

A C

OU

RSE

S


0 0

Section 1: Recommended change to prerequisites - remove all and

add MRKT 102 + Junior Status; remove all co-requisites. Section

5: Modified A1 to give faculty and students the option to engage

in a consulting project in lieu of simulation.

MRKTE 390 Elective

MRKTE 480 Elective

MRKTE 495 Elective

QANT 201 BSBA Core

0 5

Section 5: Eliminated A1 and 1 score (M4O2); Eliminated A2 and 3

scores (M2O1, M2O2 and M4O1); Revised A3 (now A1) and kept

all scores; Eliminated A4 and 1 score (M1O2); Revised

Contextualized Learning goal and B1. Section 7: Replaced

required resource with new text. Section 8: Moved old required

resource to reference resource, eliminated existing reference

resource. Section 9: Revised to reflect changes in Section 5 and

Section 9b. Section 17: Revised to reflect change in Section 7.

QANT 300 BSBA Core

2 9

Section 5: Moved A1 to 9b.1 and eliminated 5 scores (G1O1,

G1O2, G1O3, M2O2, M2O4); Revised A2 to eliminate assignment

a. and moved A2.b to A1. and revised A2.b as a team project and

eliminated 3 scores (M2O4, M4O1, G3O1) and added 1 score

(M3O2) with an intervention for it; Moved A3 to 9b.2 and

eliminated 1 score (M1O2); Revised CLG and B1 and added 1

score (G3O1). Section 9: Revised to include changes from Section

5 and Section 9b. Section 17: Revised to reflect change in

approach to teaching content

QANT 405 BSBA Core

0 7

Section 5: Moved A1 to 9b.1 and eliminated 4 scores (G1O1,

G1O3, M2O2, M2O4); A2 becomes A1; Moved A3 to 9b.2 and

eliminated 3 scores (M2O2, M2O3, M4O1). Section 7: Updated

required resource to current edition. Section 9: Revised to reflect

changes in Section 5 and Section 9b. Section 18: Revised to

reflect changes in Section 7 and intervention for G3O2.

QANT 410 MGMT option

SBES 310 SBES option





SBESE 390 Elective

SBESE 480 Elective

SBESE 495 Elective

ACCT 501 MBA Waiveable Core/MS Waiveable Core

ACCT 510 MBA Waiveable Core

ACCT 610 MBA Non-Waiveable Core 1 2 Moved 5.A2 to 9b., eliminating 2 scores (MBA-International &

MBA-ACCT). Added MBA-2G to 5.A2

ACCT 713 ACCT option/FINC option/CFA option

ACCT 720 BS/MBA in ACCT

ACCT 721 FINC option/CFA option



BUSI 610 MBA Non-Waiveable Core

BUSIE 650 MBA Non-Waiveable Core

BUSIE 700 Elective

BUSIE 701 Elective

BUSIE 702 Elective

ECON 501 MBA Waiveable Core/MS Waiveable Core Section 5: Updated ILGs to reflect changes in ECON 202.

ECON 510 MBA Waiveable Core/MS Waiveable Core

ECON 610 MBA Non-Waiveable Core

ECON 620 MBA Non-Waiveable Core

FINC 501 MBA Waiveable Core

MB

A C

OU

RSE

SB

SBA

CO

UR

SES

0 5 Consolidated 5.A1 from ECON610 and ECON620, eliminating MBA-

1M and MBA-2M (two scores eliminated); Eliminated MBA-2G

(ECON620), MBA-3M (ECON610), and MBA-FINC (ECON620).

FINC 610 MBA Non-Waiveable Core

FINC 620 MBA Non-Waiveable Core

FINC 705 FINC option






MGMT 501 MBA Waiveable Core/MS Waiveable Core

MGMT 510 MBA Waiveable Core

MGMT 620 MBA Non-Waiveable Core

2 6

Section 4: Eliminated sub-bullet (C). Section 5: Revised description

of A1 for clarity; revised score 3 description for clarity and

eliminated MBA-International, replacing it with MBA-MGMT, and

eliminated MBA-MGMT in score 4, replacing it with MBA-3G;

moved A2 to Section 9b. and eliminated 4 scores (MBA-1G, MBA-

2M, MBA-ECON and MBA-3G); and eliminated B2. Section 9:

Revised to include changes to 9a. based on Section 5 changes and

to include 9b.1 & 2. Section 17: revised to reflect chages in

Sections 5 and 9.

MGMT 630 MBA Non-Waiveable Core

1 9

Section 5A: Eliminated ILG 2; Eliminated A1 and 3 scores (MBA-

FINC, MBA-1M, MBA-MGMT); Added resources to the description

of A2 which becomes A1, removed 1 score (MBA-Business

Environment) and added 1 score (MBA-2M); Moved A3 to 9b. and

eliminated 5 scores (MBA-3M, MBA-2M, MBA-2G, MBA-Political

Science, MBA-3M); Modified B to reflect changes to 5A. Section 7:

Updated resources. Section 8: Updated resources. Section 9: a.

updated to reflect changes to Sections 5 and 9. Section 17:

Updated to reflect 15 week delivery.

MGMT 650 MBA Non-Waiveable Core Section 4: Expanded description of course overview. Section 5:

Modified ILG 5 for conciseness and clarity; modified description of

A1 to clarify team size and due date; modified description of score

3 to include international component; combined A2, A3 and A4

into one assignment, with students having the option of

completing one of these papers; modified Contextualized

requirement to match changes in Invariant section. Section 7:

Eliminated existing resource and added 3 new resources. Section

9a.: updated to reflect changes in Sections 5 and 9b; added

assingment 9b.1. Section 17: Modified to reflect 8 week delivery

and new resources in Section 7.

MGMT 735 Elective

MGMT 740 Elective

MGMT 780 DSCI option

MGMT 785 DSCI option

MIST 501 MBA Waiveable Core

MIST 610 MBA Non-Waiveable Core

1 3

Section 5: Moved A3. to 9b.; removed 3 scores (MBA-MGMT,

MBA-3M, MBA-2M); added 1 score (MBA-Ethics). Section 7:

Updated edition (now 4th) for required text. Section 8: Removed

Enterprise Resource Planning: The Dynamics of Operations

Management; Added Modern EPR.

MIST 723 Elective

MIST 731 Elective

MIST 732 Elective

MB

A C

OU

RSE

S

1 23

Consolidated 5.A1-3 from FINC610 and 5.A1-4 from FINC620,

eliminating MBA-1G, MBA-2M (two scores eliminated), MBA-

MGMT, MBA-1M, MBA-3G, MBA-ECON, MBA-FINC from FINC610

and MBA-2M, MBA-1M (three scores eliminated), MBA-ACCT,

MBA-1G (two scores eliminated),MBA-MGMT (two scores

eliminated), MBA-PSYCH, MBA-INTL (two scores eliminated), MBA-

ETHICS (two scores eliminated), MBA-FINC (two scores

eliminated); ADDED MBA-3M

MIST 765 Elective

MRKT 501 MBA Waiveable Core

MRKT 610 MBA Non-Waiveable Core

2 6

Section 5: Moved a1. to 9b.2; Eliminated 6 scores (MBA-3G (2),

MBA-Soc Psych; MBA-2M (2), and MBA-1G); Added 2 scores

(MBA-Ethics and MBA-2G).


MRKT 745 Elective




1 7

Section 5: Eliminated 3 ILGs and replaced with 3 new ILGs; A1 -

Eliminated 7 scores (MRKT-LO1B, MRKT-LO2A, MRKT-LO2B, MRKT-

LO3A, MRKT-LO3B, MRKT-LO3C) and added one score (MBA-

Ethics). Section 7: Added new required resource and moved

existing required resource to Section 8. Section 8: Updated to

reflect changes in Section 7; added list of business reference

resources. Section 9: Updated to reflect changes to A1 and 9b.



QANT 501 MBA Waiveable Core/MS Waiveable Core

QANT 510 MBA Waiveable Core

QANT 520 MBA Waiveable Core

QANT 610 MBA Non-Waiveable Core

QANT 620 MBA Non-Waiveable Core

QANT 750 DSCI option



SBES 601 MBA Non-Waiveable Core

SBES 710 Elective

HRMT 703 MS Non-Waiveable Core

0 2

Section 5: ILG 4 edited to include suggested technologies; A1

revised to provide clarity of assignment, and scores HRM M1A

and HRM M1C moved from A2 and A3 to A1. Eliminated A3 and

two scores (HRM G3A and HRM G3B). Moved A2 and A4 to 9b.1

and 2. Section 9: Updated 9a. to reflect changes to Section 5 and

9b.


0 0

Section 5: A1 and A2 are combined and revised to reflect research

focus of the assignment. Section 8: Updated to include additional

resources. Section 9. Updated to reflect changes to section 5.


0 3

Section 5: Eliminated ILG 4; Modified A1 by expanding description

and adding 1 score (HRM M3C); Moved A2 and A3 to 9b., and

eliminated A4 and 3 scores (HRM M3A, HRM G1A, HRM G1B).

Section 7: Replaced required text with a new text. Section 9:

Revised to reflect changes in Section 5. Section 17: Revised to

reflect new required resource in Section 7.


0 0

Added new text (Director, 2012). Added one graded (not scored)

assignment. Adjusted points and time on task in Section 9.


1 2

Section 5: Rewrote A1; removed A2, A3. Added 1 score to A1

(HRM G3B); Eliminated two scores (HRM G3A, HRM G3B). Section

7: Updated requried texts to current editions. Section 8: Added 1

reference resource and eliminated 1 reference resource. Modified

Section 9a. to reflect changes to Section 5.A and section 9b.

Updated Section 17 to reflect updated texts.


0 1

Section 5: Revised A1 to include A2 and A3, eliminating on

duplicate score (HRM G3A). Section 7: Added one additional

require resource. Section 8: Eliminate two reference resource,

added one reference resource.


MS

IN H

R/L

R C

OU

RSE

SM

BA

CO

UR

SES

1 13

Section 5: Removed six assignments, added one. Removed MBA-

3G, MBA-1M (2), MBA-2M, MBA-3M (3), MBA-MGMT, MBA-

ECON, MBA-INTL, MBA-FINC, MBA-MRKT. Added MBA-1G

HRMT 802 Elective

5 5

Removed 5.A1, 5.A2, 5.A3, 5.A4. Added 5.A1. Added HRM M2A,

HRM M2B, HRM M2C, HRM M3A, HRM M3B. Eliminated one

score. Added 3 non-scored assignments.

HRMT 803 Elective

0 3

Section 5.A: modified ILG 1 and ILG 2. Modified ALV 1 description;

removed A2. Eliminated 3 scores (HRM M2B, HRM M2C, HRM

G1B). Section 7: Eliminated 2 required resources and added 3

required resources. Modified Section 9a. to reflect changes to

Section 5.a and Section 9b. Updated Section 17 to reflect updated

texts.

HRMT 807 Elective

0 2

Section 5: Eliminated ILG 4; Moved A2 to Section 9b. and

eliminated two scores (HRM G3A and HRM G3B). Section 9:

Modified to reflect changes in Section 5. Section 17: Modified to

reflect changes in Section 5.

HRMT 812 Elective

HRMT 817 Elective

HRMT 822 Elective

HRMT 842 Elective


HRMT 874 Elective

HRMT 875 Elective

HRMT 882 Elective



5 6

Removed 5.A1, 5.A2, 5.A3. Added 5.A1. Added HRM M1A, HRM

M1B, HRM M1C, HRM G2B, HRM G2C (carried over from removed

assignments). Eliminated one score (HRM 1C). Added 3 non-

scored assignments

MS

IN H

R/L

R C

OU

RSE

S

COURSE COURSE LEADER AC

CT

BU

SIN

ESS

ENV

IRO

NM

ENT

ECO

NET

HIC

SFI

NC

INTE

RN

ATI

ON

AL

MG

MT/

OR

GA

NIZ

ATI

ON

AL

BEH

AV

IOR

MIS

TM

RK

TQ

AN

T, P

OM

, or

STA

TC

OM

MU

NIC

ATI

ON

PO

LITI

CA

L SC

IEN

CE

SOC

IAL

SCIE

NC

ES

1G

2G

3G

1M

2M

3M

Use

of

Tech

no

logy

(a)

Use

of

the

We

b (

b)

Team

wo

rk/C

olla

bo

rati

ve W

ork

(In

terd

ep L

earn

ing

(c)

Serv

ice

Lea

rnin

g o

r C

om

mu

nit

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men

t (d

)

Solv

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Pro

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ms

(e)

Cas

e-B

ased

Lea

rnin

g (f

)

In-C

lass

Inte

ract

ive

Dis

cuss

ion

(g)

Ref

lect

ion

Act

ivit

ies

(h)

Co

urs

e P

roje

cts

(i)

Ineg

rati

ng

Inte

rnat

ion

al/G

lob

al P

ersp

ecti

ves

(j)

Ineg

rati

ng

Pri

nci

ple

s o

f Et

hic

s/So

cial

Re

spo

nsi

bili

ty (

k)

Tim

e M

anag

emen

t (l

)

Tim

ely

Fee

db

ack

(m)

Facu

lty-

Stu

den

t In

tera

ctio

n (

n)

Rel

evan

t C

on

ten

t to

Stu

den

t Fu

ture

Car

eer/

Go

als

(o)

Act

ive

Stu

den

t En

gage

men

t in

to t

he

Lear

nin

g P

roce

ss (

p)

Cri

tica

l An

alys

is o

f Th

eir

Wo

rk (

q)

Ind

epen

den

t Le

arn

ing

(r)

Inn

ova

tive

an

d c

reat

ive

Thin

kin

g (s

)

Freq

uen

t Fe

ed

bac

k (t

)

SBES 601 Bill Lawrence

MGMT 620 Sinan Caykoyu

ECON 610 Frank Lorne

MRKT 610 Abram Poczter

ECON 620 Paul Kutasovic

FINC 610 Steve Shapiro

MIST 610 Ben Khoo

QANT 610 Rajen Tibrewala

ACCT 610 Petra Dilling

FINC 620 Nitzan Weiss

MGMT 630 Steve Hartman

QANT 620 Jess Boronico

MGMT 650 Irwin Gray

Appendix 4: MBA Programmatic Learning Goal and Integrative Elements Mapping Matrix 17-18

INTEGRATIVE ELEMENTS Teaching and Learning Strategies

MBA

LEARNING

GOALS

COURSE COURSE LEADER AC

CT

BU

SIN

ESS

ENV

IRO

NM

ENT

ECO

NET

HIC

SFI

NC

INTE

RN

ATI

ON

AL

MG

MT/

OR

GA

NIZ

ATI

ON

AL

BEH

AV

IOR

MIS

TM

RK

TQ

AN

T, P

OM

, or

STA

TC

OM

MU

NIC

ATI

ON

PO

LITI

CA

L SC

IEN

CE

SOC

IAL

SCIE

NC

ES

1G

2G

3G

1M

2M

3M

Use

of

Tech

no

logy

(a)

Use

of

the

We

b (

b)

Team

wo

rk/C

olla

bo

rati

ve W

ork

(In

terd

ep L

earn

ing

(c)

Serv

ice

Lea

rnin

g o

r C

om

mu

nit

y En

gage

men

t (d

)

Solv

ing

Pro

ble

ms

(e)

Cas

e-B

ased

Lea

rnin

g (f

)

In-C

lass

Inte

ract

ive

Dis

cuss

ion

(g)

Ref

lect

ion

Act

ivit

ies

(h)

Co

urs

e P

roje

cts

(i)

Ineg

rati

ng

Inte

rnat

ion

al/G

lob

al P

ersp

ecti

ves

(j)

Ineg

rati

ng

Pri

nci

ple

s o

f Et

hic

s/So

cial

Re

spo

nsi

bili

ty (

k)

Tim

e M

anag

emen

t (l

)

Tim

ely

Fee

db

ack

(m)

Facu

lty-

Stu

den

t In

tera

ctio

n (

n)

Rel

evan

t C

on

ten

t to

Stu

den

t Fu

ture

Car

eer/

Go

als

(o)

Act

ive

Stu

den

t En

gage

men

t in

to t

he

Lear

nin

g P

roce

ss (

p)

Cri

tica

l An

alys

is o

f Th

eir

Wo

rk (

q)

Ind

epen

den

t Le

arn

ing

(r)

Inn

ova

tive

an

d c

reat

ive

Thin

kin

g (s

)

Freq

uen

t Fe

ed

bac

k (t

)

ACCT 610 Petra Dilling

ECON 601 Diamando Afxentiou

FINC601 Nitzan Weiss

MGMT 620 Sinan Caykoylu

MGMT 630 Steve Hartman

MIST 610 Ben Khoo

MRKT 620 Abram Poczter

QANT 630 Purushottam Meena

BUSI 650 Purushottam Meena

MGMT 650 Amr Swid

SBES 710 Joanne Scillitoe

MGMT 740 Kevin O'Sullivan

MIST 723 Jihong Zheng

MRKT 745 Deborah Cohn

MGMT 735 Scott Liu

FINC 736 Nitzan Weiss

FINC 760 Raja Nag

REQ

UIR

ED M

BA

CO

RE

CAPSTONE

CHOICE

APPENDIX 5: Proposed MBA Programmatic Learning Goal and Integrative Elements Mapping Matrix 18-19

INTEGRATIVE ELEMENTS Teaching and Learning Strategies

MBA

LEARNING

GOALS

APPENDIX 6: MBA PROGRAM RUBRICS

1G: Work Collaboratively in Groups

Dimension 5 (Superior) 3 (Benchmark/Expectation) 1 (Minimal)

Contributes to Team Helps the team move forward by articulating the merits of alternative ideas or proposals.

Offers alternative solutions or courses of action that build on the ideas of others. Offers new suggestions to advance the work of the group.

Shares ideas but does not advance the work of the group.

Individual Contributions To the team

Completes all assigned tasks by deadline; work accomplished is thorough, comprehensive, and advances the project. Proactively helps other team members complete their assigned tasks to a similar level of excellence.

Completes all assigned tasks by deadline; work accomplished is thorough, comprehensive, and advances the project. Completes all assigned tasks by deadline; work accomplished advances the project.

Completes all assigned tasks by deadline.

Fosters Constructive Team Climate

Supports a constructive team climate by doing all of the following: • Treats team members respectfully by being polite and constructive in communication. • Uses positive vocal or written tone, facial expressions, and/or body language to convey a positive attitude about the team and its work. • Motivates teammates by expressing confidence about the importance of the task and the team's ability to accomplish it. • Provides assistance and/or encouragement to team members.

Supports a constructive team climate by doing any two of the following: • Treats team members respectfully by being polite and constructive in communication. • Uses positive vocal or written tone, facial expressions, and/or body language to convey a positive attitude about the team and its work. • Motivates teammates by expressing confidence about the importance of the task and the team's ability to accomplish it. • Provides assistance and/or encouragement to team members.

Does not demonstrate the following: • Treats team members respectfully by being polite and constructive in communication. • Uses positive vocal or written tone, facial expressions, and/or body language to convey a positive attitude about the team and its work. • Motivates teammates by expressing confidence about the importance of the task and the team's ability to accomplish it. • Provides assistance and/or encouragement to team members.

Responds to Conflict Addresses destructive conflict directly and constructively, helping to manage/resolve it in a way that strengthens overall team cohesiveness and future effectiveness.

Identifies and acknowledges conflict and stays engaged with it. Redirecting focus toward common ground, toward task at hand (away from conflict).

Passively accepts alternate viewpoints/ideas/opinions

2G: Recognize socio-economic issues, and establish and defend a position supported by ethical reasoning


Recognition of Social Issues Student states and discusses in detail/analyzes the cultural and social issues that affect the strategies and the operations of a business organization. The discussion has depth and clarity.

Student states and discusses the cultural and social issues that affect the strategies and the operations of a business organization. The discussion contains clear arguments with limited depth.

Student states the cultural and social issues that affect the strategies and the operations of a business organization.

Evaluate economic impact Student states and discusses in detail/analyzes the economic theories and the applications of these theories that lead to the strategies and the operations in a diverse cultural environment. The discussion has depth and clarity.

Student states and discusses in the economic theories and the applications of these theories that lead to the strategies and the operations in a diverse cultural environment. The discussion contains clear arguments with limited depth.

Student states and discusses the economic principles that lead to the strategies and the operations in a diverse cultural environment.

Ethical Issue Recognition Student can recognize ethical issues when presented in a complex, multilayered (gray) context AND can recognize cross-relationships among the issues.

Student can either (a) recognize ethical issues when issues arepresented in a complex, multilayered (gray) context ORcan grasp cross-relationships among the issues, or (b) can recognize basic and obvious ethical issues and grasp (incompletely) the complexities or interrelationships among the issues.

Student can recognize basic and obvious ethical issues but fails to grasp complexity or interrelationships.

Application of Ethical Perspectives/Concepts

Student states a position and can state the objections to, assumptions and implications of and can reasonably defend against the objections to, assumptions and implications of different ethical perspectives/concepts, and the student's defense is adequate and effective.Student can independently apply ethical perspectives/concepts to an ethical question, accurately, and is able to consider full implications of the application.

Student states a position and can state the objections to, assumptions and implications of, and respond to the objections to, assumptions and implications of different ethical perspectives/concepts, but the student's response is inadequate.Student can apply ethical perspectives/concepts to an ethical question, accurately, but does not consider the specific implications of the application.

Student states a position but cannot state the objections to and assumptions and limitations of the different perspectives/concepts.Student can apply ethical perspectives/concepts to an ethical question with support but is unable to apply ethical perspectives/concepts.

3G: Lead effectively, particularly in an uncertain global environment


Situational Analysis and Problem Statement Identifies and describes a reasonably complete set of problems present in the leadership situation, utilizing appropriate concepts and theory to define and explain the situation. Articulates a degree of interrelatedness and complexity in describing elements of the problem. Carries out problem analysis before recommending solutions.

Identifies and describes several salient problems in the situation presented. Analyzes the problems in depth, and articulate their interrelatedness and complexity. Problem statements are presented adequately in a clear, concise fashion.

Identifies and describes a few salient problems in the situation presented, but misses some critical points. Lacks analysis of the problems in depth, or articulate their interrelatedness and complexity. Problem statements are sufficiently presented in a clear, concise fashion.

Communication / Interaction Style Proposes communication/ interaction behaviors appropriate to the situation. Describes which communication style (e.g., coaching or counseling) or interaction process (e.g., task or relationship) is appropriate and explains why. Addresses communication needs such as active listening, supportive feedback and assertive communication.

Acknowledges importance of communication and provides specific guidance. Lists communication/ interaction options with differentiating situational requirements. Mentions several additional communication processes (e.g., active listening, feedback assertive communication).

Acknowledges importance of communication but provides limited specific guidance. Lists communication/ interaction options without differentiating situational requirements. Mentions one or two additional communication processes (e.g., active listening, feedback assertive communication).

Motivation / Goal Setting Process Effectively analyzes situational demands to recommend appropriate response for creating a motivating environment, incorporating the need for goals, feedback, rewards, and equity. Recommends workable goals for self and team using “SMART” format, prioritizing goals according to organizational demands and importance. Incorporates mechanisms for participation and input from the team.

Acknowledges the need to address motivation issues. Mentions goal setting and/or rewards. Addresses specificity or complexity in dealing with situational demands. Creates goals which are reasonably complete in addressing requirements of SMART goals. Suggests soliciting and using team input when creating goals and plans.

Acknowledges the need to address motivation issues. Mentions goal setting and/or rewards but lacks specificity or complexity in dealing with situational demands. Creates goals, but goals may be incomplete.Suggests soliciting and using team input when creating goals and plans.

Leadership Power and Team Empowerment Acknowledges centrality of problem solving in a leader’s role, and suggests problem solving approaches which would empower team members to effectively solve problems and implement solutions. Describes a complete rational decision making process, referring to important group processes that must be navigated when making team decisions. Suggests ways to facilitate creativity in team problem solving using brainstorming, nominal group techniques, lateral thinking, etc.

Describes importance of problem solving, and recommends rational problem solving, and describes the process or the obstacles that must be confronted. Does adequately address team decision making processes. Addresses importance of supporting creativity and provides specific guidance.

Describes importance of problem solving, and may recommend rational problem solving, but barely describes the process or the obstacles that must be confronted. May adequately address team decision making processes. Mentions importance of supporting creativity, but may lack in the way of specific guidance.

Conflict Resolution Accurately analyzes situational sources of conflict and advises on appropriate responses for generating positive outcomes from conflict. Describes and applies a collaborative (win/win) conflict resolution process when appropriate, referring to other conflict modes (e.g., avoiding, accommodating, compromising) as called for by the circumstances. Encourages conflict as a source of positive outcomes.

Describes a comprehensiveapproach to conflict resolution with analyzing situational factors and acknowledging other modes of conflict resolution. Refers to situational sources of conflict or to the possible benefits of conflict. Discusses conflict in positive terms, thus preferring not to avoid conflict.

Describes a generic approach to conflict resolution (e.g., collaboration) with barely analyzing situational factors or acknowledging other modes of conflict resolution. Minimally refers to situational sources of conflict or to the possible benefits of conflict. Discusses conflict in positive terms.

1M: Utilize technology support systems to strengthen organizational decision processes


Access the Needed Information Accesses technology information using effective, well-designed search strategies and most appropriate information sources.

Accesses technology information using variety of search strategies and some relevant information sources. Demonstrates ability to refine search.

Accesses technology information randomly, retrieves information that lacks relevance and quality.

Use Information Effectively to Accomplish a Specific Purpose

Communicates, organizes and synthesizes information from sources to fully achieve a specific purpose, with clarity and depth.

Communicates, organizes and synthesizes information from sources. Intended purpose is achieved.

Communicates information from sources. The information is fragmented and/or used inappropriately (misquoted, taken out of context, or incorrectly paraphrased, etc.), so the intended purpose is not achieved.

Design Process and Technology Choice All elements of the methodology or theoretical framework are skillfully developed within the technology chosen. Technology choice is among the best known. Appropriate methodology or theoretical frameworks may be synthesized from across disciplines or from relevant sub-disciplines.

Critical elements of the methodology or theoretical framework are developed, however, more subtle elements are ignored or unaccounted for, or some are missing, incorrectly developed, or unfocused. Technology choice is satisfactory.

Inquiry design demonstrates a misunderstanding of the methodology or theoretical framework or technology choice is not suitable.

Implement Technology Implements technology in a manner that addresses thoroughly and deeply multiple contextual factors of the problem.

Implements technology in a manner that addresses the problem statement but ignores relevant contextual factors.

Implements technology in a manner that does not directly address the problem statement.

Analysis Utilizes technology to determine correct problem solutions and reveal insightful patterns, differences, or similarities related to focus.

Utilizes technology to determine a reasonable solution, but may be questions in organization or effective in revealing of important patterns, differences, or similarities.

Utilizes technology to generate a problem solution, and lists evidence, but is not

organized and/or is unrelated to focus.

Evaluate Outcomes Reviews results relative to the problem defined with thorough, specific considerations of need for further work.

Reviews results relative to the problem defined with some consideration of need for further work.

Reviews results superficially in terms of the problem defined with no consideration of need for further work.

2M: Conduct industry, company specific, or environmental business analysis using appropriate data and informational resources to bridge the gap between abstract theory and practice


Determine the Extent of Information Needed Effectively defines the scope of the research question or thesis. Effectively determines key concepts. Types of information (sources) selected directly relate to concepts or answer research question.

Defines the scope of the research question or thesis incompletely (parts are missing, remains too broad or too narrow, etc.). Can determine key concepts. Types of information (sources) selected partially relate to concepts or answer research question.

Has difficulty defining the scope of the research question or thesis. Has difficulty determining key concepts. Types of information (sources) selected do not relate to concepts or answer research question.

Access and Use Information Appropriately Students use correctly all of the following information use procedures: use of citations and references; choice of paraphrasing, summary, or quoting; using information in ways that are true to original context; distinguishing between common knowledge and ideas requiring attribution) and demonstrate a full understanding of the ethical and legal restrictions on the use of published, confidential, and/or proprietary information.

Students use correctly two of the following information use procedures: use of citations and references; choice of paraphrasing, summary, or quoting; using information in ways that are true to original context; distinguishing between common knowledge and ideas requiring attribution) and demonstrates a full understanding of the ethical and legal restrictions on the use of published, confidential, and/or proprietary information.

Students use correctly none of the following information use procedures: use of citations and references; choice of paraphrasing, summary, or quoting; using information in ways that are true to original context; distinguishing between common knowledge and ideas requiring attribution) and demonstrates a full understanding of the ethical and legal restrictions on the use of published, confidential, and/or proprietary information.

Evaluate Information and its Sources Critically Thoroughly (systematically and methodically) analyzes own and others' assumptions and carefully evaluates the relevance of contexts when presenting a position.

Identifies own and others' assumptions and several relevant contexts when presenting a position.Questions some assumptions. Identifies several relevant contexts when presenting a position. May be more aware of others' assumptions than one's own (or vice versa.

Shows an emerging awareness of present assumptions (sometimes labels assertions as assumptions). Begins to identify some contexts when presenting a position.

Application / Analysis

Uses the analysis of data as the basis for deep and thoughtful judgments, drawing insightful, carefully qualified conclusions from this work.

Uses the quantitative analysis of data as the basis for workmanlike (without inspiration or nuance, ordinary) judgments, drawing plausible conclusions from this work.

Uses the quantitative analysis of data as the basis for tentative, basic judgments, although is hesitant or uncertain about drawing conclusions from this work.

Propose a solution Proposes one or more solutions/hypotheses that indicate a deep comprehension of the problem. Solution/hypotheses are sensitive to contextual factors as well as all of the following: ethical, logical, and cultural dimensions of the problem.

Proposes one or more solutions/hypotheses that indicate comprehension of the problem. Solutions/hypotheses are sensitive to contextual factors as well as the one of the following: ethical, logical, or cultural dimensions of the problem.

Proposes a solution/hypothesis that is difficult to evaluate because it is vague or only indirectly addresses the problem statement.

Evaluate Potential Solutions Evaluation of solutions is deep and elegant (for example, contains thorough and insightful explanation) and includes, deeply and thoroughly, all of the following: considers history of problem, reviews logic/reasoning, examines feasibility of solution, and weighs impacts of solution.

Evaluation of solutions is adequate(for example, contains thorough explanation) and considers history of problem, reviews logic/reasoning, examines feasibility of solution, and weighs impacts of solution.

Evaluation of solutions is superficial (for example, contains cursory, surface level explanation) and includes the following: considers history of problem, reviews logic/reasoning, examines feasibility of solution, and weighs impacts of solution.

3M: Identify and analyze country/region-specific contemporary business issues; establish and effectively communicate and support recommendations.


Awareness of culture

Student is highly knowledgeable about specific cultural beliefs, values, and sensibilities that might affect the way that he / she and others think or behave

Student possesses some knowledge of specific beliefs, values, and sensibilities that contribute to the way that he / she and others behave.

Student is largely ignorant of specific value systems that contribute to the way that he / she and others behave, OR he/she possesses negative, stereotyped beliefs about different cultural groups.

Problem Definition

Student demonstrates the ability to construct a clear and insightful problem statement with evidence of all relevant contextual factors.

Student demonstrates the ability to construct a problem statement with evidence of most relevant contextual factors, and problem statement is adequately detailed.

Student demonstrates a limited ability in identifying a problem statement or related contextual factors.

Understanding of the impact of global economy on political decision-making

Student possesses knowledge of economic considerations that drive specific national policies and decisions. He/she can critically evaluate the gains and losses that result from these policies.

Student is aware of some of the economic considerations that drive political decisions. However, this knowledge is somewhat limited or tends to cast issues in black and white terms.

Student is unaware of the impact of economic considerations on political decision-making. He/she may be largely unaware of political events and international economic conditions.

Understanding the impact of decisions made by national, international organizations on

societies, environment, economies

Student has an excellent understanding of the way specific decisions made by national/international organizations impact his/her day-to-day world. He/she is able to evaluate these issues critically and thoroughly.

Student understands how some specific decisions made by national/international organization impact many facets of his/her day-to-day world; however, knowledge is limited or tends to cast issues in black and white.

Student has no knowledge of the impacts of decisions made by national/international organizations. He/she has little knowledge of these organizations or their functions.

Comparative Analysis of Factors in Domestic and Global Business Environments of

Organization

Detailed comparative analysis of factors in domestic and global business environments

Some comparative analysis of factors in domestic and global business environments

No comparative analysis of factors in domestic and global business environments; Incorrect analysis of factors in domestic or global business environment

Application of Analysis to Management Situation

Clear application of analysis to specific management situation; Valid conclusions and good recommendations given

Some application of analysis to specific management situation; Weak conclusions or recommendations made

No application of analysis to specific management situation; Incorrect conclusions or recommendations made


Used

1.16 0.05 3 647

1.06 0.04 4 795

0.97 0.05 3 420

1.1 0.03 3 1,862

1.04 0.02 4 1913

1.03 0.03 4 1062

1.15 0.04 3 975

4,117

0.46 0.02 3 360

1.07 0.02 4 3,883

1.08 0.01 4 14,710

APPENDIX 7: MBA Goal Report for 2016-2017


Sections Used

General

MBA2G 3.31 18

Composite General

MBA3G 3.3 33

MBA1G 3.7 37

MBA2M 3.73 59

MBA1M 3.58 42


Management

MBA3M 3.16 44



Invariant

Major Specific




Composite


School Management

Department -- ALL







MBA_BSBA MBA



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EMBA PLG LINKAGES 5 3 1

S1O1 External Analysis

7 or more external factors are well

described with related examples, and

are priortized relevant to the firm.

5-6 external factors are described

with a reasonable set of examples, all

related to organizational events and

performance.

There is a limited discusison of

external factors (0, 1, or 2), or factors

are poorly described or have no or

few examples.

S1O2 Internal Analysis

6+ internal factors are well descibed,

are prioritized, and show systematic

connections.

2-5 internal factors are reasonable

described, with examples reflecting

key processes.

There is a limited discusison of

internal factors (0 or 1), or factors

are poorly described, or have no or

few examples.

S1O3 Strategic Alternatives

More than one scenario considered,

are well described, clearly related to

organization and link to a

comprehensive internal/external

analyses.

Single or few alternatives are

provided, are reasonable described,

and relate to the organization.

No alternative is provided

S1O4 Implementation

An analysis of stakeholders, culture

and stages of transition, with

corresponding recommendation are

provided.

Listed suggestions and explained

rationale for implementation and

transition are presented.

There is a limited consideration of

implementation.

S1O5 Evaluation & Measurement

Key areas clearly measurable, key

personnel considered, and all

measurements are evaluated and

critiqued.

Clearly measurable criteria are

employed with meaningful outputs.

Poorly measured criteria or no

performance evaluation criteria are

utilized.

Strategic Planning Rubric

EMBA2

Appendix 12: EMBA Rubrics

Course Course Leader HR

M G

1

HR

M G

2

HR

M G

3

HR

M M

1

HR

M M

2

HR

M M

3

GLO

BA

LIZA

TIO

N

Use

of

Tech

no

logy

(a)

Use

of

the

Web

(b

)

Team

wo

rk/C

olla

bo

rati

ve W

ork

(In

terd

ep L

earn

ing

(c)

Serv

ice

Lear

nin

g o

r C

om

mu

nit

y En

gage

men

t (d

)

Solv

ing

Pro

ble

ms

(e)

Cas

e-B

ased

Lea

rnin

g (f

)

In-C

lass

Inte

ract

ive

Dis

cuss

ion

(g)

Ref

lect

ion

Act

ivit

ies

(h)

Co

urs

e P

roje

cts

(i)

Ineg

rati

ng

Inte

rnat

ion

al/G

lob

al P

ersp

ecti

ves

(j)

Ineg

rati

ng

Pri

nci

ple

s o

f Et

hic

s/So

cial

Res

po

nsi

bili

ty (

k)

Tim

e M

anag

emen

t (l

)

Tim

ely

Feed

bac

k (m

)

Facu

lty-

Stu

den

t In

tera

ctio

n (

n)

Rel

evan

t C

on

ten

t to

Stu

den

t Fu

ture

Car

eer/

Go

als

(o)

Act

ive

Stu

den

t En

gage

men

t in

to t

he

Lear

nin

g P

roce

ss (

p)

Cri

tica

l An

alys

is o

f Th

eir

Wo

rk (

q)

Ind

epen

den

t Le

arn

ing

(r)

Inn

ova

tive

an

d c

reat

ive

Thin

kin

g (s

)

Freq

uen

t Fe

edb

ack

(t)

HRMT 703 Richard Dibble A

HRMT 708 Leon Applewhaite

HRMT 714 Maya Kroumova BC

HRMT 722 William Ninehan AB

HRMT 733 Leon Applewhaite

HRMT 737 Maya Kroumova AB

HRMT 744 Maya Kroumova

HRMT 887 Maya Kroumova BC

HRMT 802 BC

HRMT 803 Rakesh Mittal AB

HRMT 807

HRMT 812

HRMT 817

HRMT 822

HRMT 842

HRMT 875

HRMT 874

HRMT 882 BC B C

MS LEARNING GOALS Teaching and Learning Strategies

APPENDIX 8: MS IN HR/LR PROGRAM LEARNING GOALS AND INTEGRATIVE ELEMENTS 17-18

APPENDIX 9: MS HRM/LR Program Rubric General Learning Goals: Upon the successful completion of the MS HR/LR program, a student will be able to:

HRM G1 Design and/or implement organization development and/or change initiatives in collaboration with relevant stakeholders;

HRM G2 Demonstrate professionalism and/or apply ethical standards; and

HRM G3 Utilize technology applications and/or research to make data-driven decisions.

Analysis Rubric General Program Learning Goal 1 (HRM G1) Design and/or implement organization development and/or change initiatives in collaboration with relevant stakeholders

Core Type Performance Area

5 Exceeds Standards 3 Meets Standards 1 Fails to Meet Standards

G1 A

Design org. development/ change initiatives

Designs org. development /change initiatives fully meeting all of these 3 criteria :

Fully applies relevant theories and frameworks

Customizes initiatives to fit the needs of the organization/the context of the case

Substantiates proposed courses of action with thorough research / analysis

Designs org. development /change initiatives meeting 2 of these 3 criteria:




Designs inadequate org. development /change meeting 1 or less of these criteria:




G1 B Take into account relevant

stakeholders

Designs org. development /change initiatives fully meeting all of these 3 criteria :

Correctly identifies all relevant stakeholders

Correctly analyzes the interests/positions of relevant stakeholders

Proposed plans/solutions take into account the interests of all relevant stakeholders

Designs org. development /change initiatives meeting 2 of these 3 criteria :




Designs org. development /change initiatives meeting 1 or less of these 3 criteria :




Analysis Rubric General Program Learning Goal 2 (HRM G2) Demonstrate professionalism and/or apply ethical standards

Core Type

Performance Area 5 Exceeds Standards 3 Meets Standards 1 Fails to Meet Standards

HRM G2 A

Apply ethical or professional

standards

Assignments fully meet all of the following criteria, when applicable:

Applies ethical/professional standards when solving HRM/LR problems.

Develops ethical HRM/LR practices and procedures.

Understands the difference between ethical and legal compliance as applied to HRM/LR

Assignments fully meet any two of the following criteria:




Assignments do not meet any of the following criteria:




HRM G2 B

Analyze problems using ethical or professional standards

Assignments fully meet all of the following criteria, when applicable:

Correctly identifies the ethical issues present in an HRM/LR problem or practice

Uses ethical theories/frameworks in the analysis of an HRM/LR problem or practice

Draws on best practices / professional standards in analyzing an HRM/LR problem or practice

Assignments fully meet two of the following criteria:



Draws on best practices / professional standards in analyzing an HRM/LR problem

Assignments do not meet any of the following criteria:



Draws on best practices / professional standards in analyzing an HRM/LR problem

or practice or practice

HRM G2 C Demonstrate professionalism

Written work exceeds the expectations for clarity and presentation an average employer would have

Oral presentations are delivered in a professional manner, exceeding the expectations an average employer would have

Teamwork is carried out in a professional way - students demonstrate high levels of involvement, responsibility and accountability

Written work meets the expectations for clarity and presentation an average employer would have

Oral presentations are delivered in a professional manner, meeting the expectations an employer would have

Teamwork is carried out in a professional way - students demonstrate involvement, responsibility and accountability

Written work does not meet the expectations for clarity and presentation an average employer would have

Oral presentations are not delivered in a professional manner, meeting the expectations an employer would have

Teamwork is not carried out in a professional way - students do not demonstrate involvement, responsibility and accountability

Analysis Rubric General Program Learning Goal 3 (HRM G3)

Utilize technology applications and/or research to make data-driven decisions Core Type Performance

Area 5 Exceeds Standards 3 Meets Standards 1 Fails to Meet Standards

HRM G3 A

Utilize technology and

research techniques

Demonstrates theoretical understanding of basic research techniques.

Demonstrates appropriate use of technology.

Demonstrates ability to work independent of instructions on assignments involving research techniques and application of technology.

Demonstrates theoretical understanding of basic research techniques.

Demonstrates appropriate use of technology.

Demonstrates ability to follow instructions in the application of research techniques and application of technology

Does not demonstrate comprehension of basic research techniques

Does not demonstrate appropriate use of technology.

Does not demonstrate the ability to apply research techniques and technology

HRM G3 B Evaluate data to make data-driven decisions

Comprehends data analysis results.

Interprets results correctly.

Recommends correct managerial decisions based on the data interpretation.

Understands data analysis results.

Correctly interprets results.

Based on the results, makes incorrect recommendations for managerial decisions.

Does not show basic understanding of data analysis results.

Does not interpret results correctly.

Makes incorrect recommendations for managerial decisions.

MS HRM/LR Program:

Specific Learning Goals: Upon the successful completion of the MS HR/LR program, a student will be able to:

HRM M1 Develop, manage, and evaluate HR practices that produce the workforce needed by an organization to achieve its strategic and operational goals in a dynamic global economy;

HRM M2 Build productive relationships between employees and employers in both the union and non-union workplaces; devise

practices that recognize the needs of a diverse workforce; and HRM M3 Apply behavioral science theories, legal doctrines, and economic concepts; critically analyze and synthesize findings relevant to

human resources management and labor relations.

Analysis Rubric Program-Specific Learning Goal 1 (HRM M1) Develop, manage, and evaluate HR practices that produce the workforce needed by an organization to achieve its strategic and

operational goals in a dynamic global economy Core Type Performance


HRM M1 A

Develop or Manage HRM

Practices

Develops HRM practices that fulfill all of the following requirements completely:

HRM practices are grounded in organizational requirements based on the internal and external environment

HMR practices are linked with the business strategy of the organization

HRM practices are mutually supportive

Develops HRM practices that fulfill any two of the following requirements:




Develops HRM practices that do not fulfill any of the following requirements:




HRM M1 B

Analyze the Environment of HRM Practices

Provides analysis that fulfills all of the following requirements completely:

External organizational environment outlining major environmental factors

Organizational business need

An analysis grounded in research.

Provides analysis that fulfills any two of the following requirements:


Organizational business needs


Provides analysis that lacks all of the following requirements:


Organizational business needs


HRM M1 C Evaluate HRM Practices

Evaluates HRM practices that fulfill all of the following requirements completely:

Identify/create benchmarks for evaluated HRM practices

Assess alignment of HRM practices with the organizational strategy

Assess the fit between HRM practices and the external organizational environment.

Evaluates HRM practices that fulfill any two of the following requirements:




Does evaluation of HRM practices that lack all of the following requirements:




Analysis Rubric Program-Specific Learning Goal 2 (HRM M2) Build productive relationships between employees and employers in both the union and non-union workplaces; devise

practices that recognize the needs of a diverse workforce Core Type Performance


HRM M2 A

Analyze employment relationship /

workforce needs

The analysis fulfills all of the following requirements completely:

Describes and explains the relationship between employers and employees

Correctly identifies workforce needs

Discusses alternate explanations and reasons for employer and employee relations and workforce needs

The analysis fulfills any 2 of the following requirements completely:




The analysis does not fulfill any of the following requirements:




HRM M2 B

Evaluate workplace practices

Identifies, describes and discusses all of the following completely:

workplace practices

internal and external fit of workplace practices

fit between workplace practices and workforce needs

alternate explanations, issues, and solutions

Identifies, describes and discusses any 2 of the following:

workplace practices




Does not identify, describe or discuss any of the following: workplace practices




HRM M2 C Develop workplace practices

Develops workplace practices that meet all of the following criteria completely:

build a productive employment relationship

have internal and external fit

meet workforce needs

Develops workplace practices that meet any 2 of the following criteria:




Develops workplace practices that do not meet any of the following criteria:




Analysis Rubric Program-Specific Learning Goal 3 (HRM M3) Apply behavioral science theories, legal doctrines, and economic concepts; critically analyze and synthesize findings relevant to

human resources management and labor relations Core Type Performance


HRM M3 A

Analyze using theory

Provides analysis of HR/LR problems that meets all of the following comprehensively:

uses all relevant theories /doctrines /concepts/terminology

correctly applies theories to the problem(s)

clearly expresses ideas, structures the analysis well

Provides analysis of HR/LR problems that meets 2 of the following:




Provides analysis of HR/LR problems that does not meet any of the following:




HRM M3 B

Evaluate using theory

Provides an evaluation of HR/LR policies and procedures that meets all of the following comprehensively:

discusses compatibility with relevant theories/doctrines/concepts

suggests ways to improve policies/procedures based on relevant theories/doctrines/concepts

evaluation/suggestions are clearly articulated

Provides an evaluation of HR/LR policies and procedures that meets any two of the following:

discusses compatibility with relevant theories / doctrines /concepts

suggests ways to improve policies/procedures based on relevant theories/doctrines/concept


Provides an evaluation of HR/LR policies and procedures that does not meet any of the following:

discusses compatibility with relevant theories / doctrines /concepts

suggests ways to improve policies/procedures based on relevant theories/doctrines/concepts


HRM M3 C Synthesize HR/LR

knowledge

Provides synthesis of HR/LR findings / literature that meets all of the following comprehensively:

correctly identifies and summarizes relevant articles/sources

uses databases such as Proquest, Lexis/Nexis, First Search, etc.

provides a coherent overview of the state of knowledge on a particular subject; identifies gaps in knowledge

Provides synthesis of HR/LR findings / literature that meets any two of the following:




Provides synthesis of HR/LR findings / literature that does not meet any of the following:





Used

0.43 0.1 4 18

0.24 0.06 4 18

0.37 0.06 4 36

0.97 0.07 4 170

0.32 0.08 5 18

0.93 0.09 4 102

0.5 0.12 5 18

0 0 4 18

0.75 0.11 4 50

0.73 0.1 3 51

0.86 0.1 4 69

0.81 0.12 4 50

0.9 0.04 4 546

0.88 0.04 4 582

APPENDIX 13: EMBA Goal Report 16-17


Sections Used

General

MBA3G 3.78 1

MBA1G 4.06 1

Composite General


Management

MBA2M 3.52 3

MBA3M 4.89 1

MBAACCTM 3.64 2

MBACOMMUNICATIO

NM

4.61 1

MBAECONM 4 1

MBAETHICSM 3.74 2

MBAFINCM 3.43 2

MBAINTERNATIONAL

M

3.83 3

MBAQANTM 3.54 2



Composite







School Management

Department -- ALL



MBA_BSBA EMBA



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Used

1.01 0.22 3 22

0.91 0.19 3 22

0.94 0.12 4 59

0.97 0.13 4 55

0.77 0.1 3 57

0.84 0.1 3 67

0.87 0.13 3 48

0.67 0.15 4 20

0.75 0.17 4 20

0.6 0.13 4 20

0.83 0.13 3 41

1 0.16 3 41

0.92 0.14 3 41

0.9 0.04 4 513

0.9 0.04 4 513

APPENDIX 10: MS HR/LR Goal Report AY 2016-2017


Sections Used

Major Specific

HRMT HRMG1A 3.5 2

HRMT HRMG1B 3.45 2

HRMT HRMG3A 3.98 5

HRMT HRMG3B 3.95 5

HRMT HRMM1A 3.28 5

HRMT HRMM1B 3.48 6

HRMT HRMM1C 3.46 4

HRMT HRMM2A 3.65 3

HRMT HRMM2B 3.6 3

HRMT HRMM2C 3.6 3

HRMT HRMM3A 3.37 4

HRMT HRMM3B 3.41 4

HRMT HRMM3C 3.63 4

Composite Major Specific


Composite




Parameters Selected:Academic Year 2016 - 2017


School Management

Department -- ALL

MBA_BSBA MSHR





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COURSE I1O1 I1O2 I1O3 N1O2 N1O4 S1O1 S1O2 S1O3 S1O4 S1O5 N1O1 N1O3 N1O4

BUSI 740BUSI 750

EMBA1: 1. Enhance the capabilities

of an organization to successfully

innovate in a culturally diverse

global operating environment.

EMBA2: 2. Assess and synthesize the relevant elements

of the market environment, and develop and evaluate

strategies, policies, and programs for achieving

corporate goals and objectives.

APPENDIX 11: EMBA Programmatic Learning Goal Mapping Matrix 16-18Upon the successful completion of the EMBA program, the student will be able to:

school of management 2016-2017 annual assurance of ... · qant 610 - operations management qant 630...

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