Office of the
Associate Dean for Master’s Programs
July 1, 2005
Annual Student Learning Outcomes Assessment Report for MBA Program
Academic Year: 2004-2005
Initiated in fall semester of 2004, the MBA program of the Robinson College of Business is assessed according to the Assessment Plan approved by the MBA Steering Committee in fall of 2004. The Assessment Plan is attached to this report.
During fall 2004 and spring 2005, student learning data were collected from sections of MBA 8010-8020 Strategic Business Communications I and II (55 students), and from MBA 8820 Global Competitive Strategy (183 students), the program’s capstone course. These courses were selected because of their critical positions in the MBA curriculum. As detailed in the Assessment Plan, these data were developed from embedded questions or solicited responses within final course projects. Scores are calculated on a 5 point scale with 5 equal to “excellent” and 1 equal to “failed.”
Program Objective
I
To develop creative
decision-making skills that incorporate global, ethical and culturally diverse
dimensions.
Assessment Method: Performance on assignments in the global competitive strategy capstone course.
Expected Outcome I.1
The student should be able to present a reasoned analysis and justify recommendations that integrate functional, global, ethical and culturally diverse dimensions in the business decision process.
Expected Outcome I.1.a: reasoned analysis integrating functional dimensions into the business decision process.
Average Score: 3.3
Analysis and Recommendations: Students are capable of meeting this expectation. Motivation is critical. Tendency to report facts rather than present reasoned analysis. Content change not recommended at this time however student awareness of skill development benefits from project should be increased and instructors should emphasize that repeating facts is not an acceptable contribution to management decision making and not a substitute for reasoned analysis.
Expected Outcome I.1.b: reasoned analysis integrating global dimensions into the business decision process.
Average Score: 2.7
Analysis and Recommendations: Some students failed to integrate global dimensions into the analysis but when done, the quality of the analysis tended to be good. The number of students failing to integrate global dimensions should diminish significantly as more and more students take MBA 8000 “Managing in the Global Economy” which became a requirement after many of these students entered the program. Projects should be in industries with clear global dimensions; monitor the change in performance as students having taken MBA 8000 come through MBA 8820.
Expected Outcome I.1.c: reasoned analysis integrating ethical dimensions into the business decision process.
Average Score: 2.6
Analysis and Recommendations: The relatively poor performance of students in this outcome should be corrected as a result of two new curriculum additions, MBA 8000 which has modules on corporate social responsibility and MBA 8810, Corporate Governance and Performance Analysis. Need to carefully monitor the change in performance as students having taken MBA 8000 and MBA 8810 are assessed on this dimension.
Expected Outcome I.2
The student should be able to develop and defend a business/corporate strategy in a global and culturally diverse environment.
Average Score: 3.3
Analysis and Recommendations: Students seem to be aware of cultural diversity issues and that shows up even in domestically–oriented projects. Once applied globally, students seem to have difficulty understanding the social and cultural roots of diversity and variation that are encountered and become more subject to errors. Recommendation is to build on international strategy discussions to incorporate more cultural dimensions.
Program Objective II
To
develop skills to assess/diagnose organizational performance.
Assessment Method: Performance on assignments in the global competitive strategy capstone course.
Expected Outcome II.1
The student should be able to identify and focus on critical success factors for a business unit.
Average Score: 4.1
Analysis and Recommendations: Strong area of student performance. Weakness is in financial analysis. Need to emphasize financial integration and the use of financial tools; note financial elements on decision making in courses other than finance as students progress through the program.
Expected Outcome II.2
The student should be able to analyze an organization’s performance by assessing its resources, capabilities, and competitive environment.
Expected Outcome II.2.a: analyze organization’s performance by assessing its resources and capabilities.
Average Score: 3.3
Analysis and Recommendations: This area needs attention. Introduction of a resource-based view in MBA 8000 may be helpful. Need to monitor as new students progress into MBA 8820. Need to link resource-based view more strongly in coursework throughout program. Emphasize performance linkage with resources and capabilities.
Expected Outcome II.2.b: analyze organization’s performance by assessing its competitive environment.
Average Score: 4.4
Analysis and Recommendation: Students perform well in this area, but project emphasis tends to be SWOT at possible expense of resource-based view. Should emphasize “Beyond SWOT” material in text and integrate resource-based perspective in all classes.
Program Objective III
To
develop business leadership skills.
Assessment Method: Performance on assignments in the strategic communications courses.
Expected Outcome III
The students should be able to demonstrate leadership skills including: inspiring a shared vision, challenging conventional processes, motivating others.
Expected Outcome III.1.a: inspiring a shared vision.
Average Score: 3.6
Expected Outcome III.1.b: challenging conventional processes.
Average Score: 3.6
Expected Outcome III.1.c: motivating others.
Average Score: 3.4
Analysis and Recommendation: Overall performance of students in these areas could be better. The coupled 1.5 hour course format of the two strategic communications courses presented some teaching and learning challenges. Combining the two courses into a single 3 hour course should be more efficient and enhance learning. These expected outcomes will need careful monitoring as we move forward with revised format.
Program Objective IV
To
provide skills for individuals to be contributing members of an effective work
team.
Assessment Method: Evaluation by fellow students of contributions to group projects in the global competitive strategy capstone course.
Expected Outcome IV.1
The student should be able to contribute as a productive member of a management-level work team that is responsible for a specified task.
Average Score: 3.7
Analysis and Recommendations: This is generally a strength of the program. Should continue to emphasize throughout the program the value of team decision making and performance.
Expected Outcome IV.2
The student should be able to contribute functional expertise to a problem solving cooperative project.
Average Score: 3.3
Analysis and Recommendations: Groups are assigned based on student functional expertise to force contribution, but outcome is difficult to analyze. This evidence suggests that some aspects of cooperative teamwork are not functioning as well as desired. Should direct students’ attention to the way in which multifunctional teams are supposed to work and what makes them effective.
Assessment Plan
for MBA Program
|
Program Objectives |
Expected Outcomes |
Assessment Methods |
|
To
develop creative decision-making skills that incorporate global and ethical
dimensions. |
The
student should be able to present a reasoned analysis and justify
recommendations that integrate functional, global and ethical dimensions in
the business decision process. |
Performance
on assignments in the global competitive strategy capstone course. |
|
The
student should be able to develop and defend a business/corporate strategy in
a global environment. |
Performance
on assignments in the global competitive strategy capstone course. |
|
|
To
develop skills to assess/ diagnose organizational performance. |
The
student should be able to identify and focus on critical success factors for
a business unit. |
Performance
on assignments in the global competitive strategy capstone course. |
|
The
student should be able to analyze an organization’s performance by assessing
its resources, capabilities, and competitive environment. |
Performance
on assignments in the global competitive strategy capstone course. |
|
|
To
develop business leadership skills. |
The
students should be able to demonstrate leadership skills including: inspiring
a shared vision, challenging conventional processes, motivating others. |
Performance
on assignments in the strategic communications courses. |
|
To
provide skills for individuals to be contributing members of an effective
work team. |
The
student should be able to contribute as a productive member of a
management-level work team that is responsible for a specified task. |
Evaluation
by fellow students of contributions to group projects in the global
competitive strategy capstone course. |
|
The
student should be able to contribute functional expertise to a problem
solving cooperative project. |
Evaluation
by fellow students of contributions to group projects in the global
competitive strategy capstone course. |
Continuous Improvement: Data will be collected each semester and will be reviewed annually during the fall semester by the MBA Steering Committee and the Associate Dean for Master’s Programs to inform the processes of 1) verifying consistency with the program objectives, 2) identifying program strengths and weaknesses, and 3) proposing necessary modifications to program, courses, and/or assessment methods.