1. what are the learning goals and/or specific learning...

Business Administration Assessment Report 2012-2013

Prepared by

Dr. Donald L. Crooks Chair

Dr. Richard LaRocca Director of Assessment

1. What are the learning goals and/or specific learning outcomes for the

students in the department?

The Business Department’s goals are to provide the academic and practical

skills necessary to enhance business knowledge at all learning levels. The

department seeks to continue to improve upon the oral and written

presentation skills needed to further our students’ careers, as well as to

provide the tools necessary for critical thinking in teams and in individual

situations. We believe that it is imperative for our students to be able to

implement effective actions based upon the synthesis of the data presented to

them.

2. How are learning goals/outcomes made evident and discussed with

students?

a. At the department or academic program level?

b. At the course level?

The department voted to implement learning/assessment tools at the

course level several years ago to help students improve oral and written skills

with the addition of rubrics to any and all oral and written presentations. At

the course level, before each class, the students are given copies of the rubrics

explaining how they will be graded. An anonymous copy is submitted to the

Department’s Administrative Assistant, and the data is included in the

cumulative data files in order to provide quantitative assessment data for the

department. The graded oral and written rubrics are then given to the

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students to provide feedback in order to help them assess their oral and

written skills and help determine the areas needed for improvement. Copies of

rubrics may be found in the Appendix.

An exam, CompXm, was added to the senior RFT Capstone course and all MBA

programs as part of a virtual simulation pertaining to a corporation with 5

products and 5 competitors. The CompXm measures cumulative knowledge

gained over the 4 years of matriculation. This allows the department to gage

year-over-year changes for each program level at the time of completion of

the degree.

The Masters of Science in Accounting has its own individual assessment tools,

which are different from the MBA’s assessment tools. They include: (1) a

comprehensive accounting instrument, which is a cumulative accounting

exam. This exam has a satisfaction target score which has been set at 55; (2)

the use of an accounting research thesis rubric, which has a satisfaction target

score of 8 for all four areas; and (3) an exit survey having a satisfaction target

score of 2 for all five areas. Target scores have been met for the assessment

exam and for the research thesis rubrics. Target scores have not been reached

for 2 of the 5 areas specified on the exit survey. The two areas which were not

met were satisfaction with career services, and satisfaction with the program.

Dissatisfaction with career services stemmed from replacement of personnel

after the beginning of the academic year, but less so with the program

stemmed from manning the upper level courses with adjuncts and a visiting

line. A tenure tract position has not been filled since 2008 for the Accounting

program.

3. Provide data that documents assessment of department/major student

learning goals. If General Education goals have been assessed include

relevant data as well.

Results for rubric scores and CompXm for the past 4 years are shown below.

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Undergraduate Assessment Data

CompXm scores have a range of 100-1000

Undergraduate Writing Rubrics have a scale of 1-5

590 564

700 722

0

100

200

300

400

500

600

700

800

2010 2011 2012 2013

Undergraduate CompXM Scores

3.3

3.853.54 3.49

3.71

0

0.5

1

1.5

2

2.5

3

3.5

4

4.5

5

08-'09 09-'10 10-'11 11-'12 12-'13

Undergraduate Writing Assessment

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Undergraduate Oral Rubrics are scored on a scale of 1-10

Undergraduate exit survey has a scale of 1-5

8.168.76

8.38 8.459.21

0

1

2

3

4

5

6

7

8

9

10

08-'09 09-'10 10-'11 11-'12 12-'13

Undergraduate Oral

3.74

3.79

3.70

3.71

3.72

3.73

3.74

3.75

3.76

3.77

3.78

3.79

3.80

Category 1

Undergraduate Exit SurveyCategory 1 Measurement of Quality of Business

Foundation Courses

2012

2013

5

3.84

4.04

3.70

3.75

3.80

3.85

3.90

3.95

4.00

4.05

4.10

Category 2

2012

2013

Undergraduate Exit SurveyCategory 2 Measurement of Capstone, Practicum & Intership Quality

4.21

3.82

3.60

3.70

3.80

3.90

4.00

4.10

4.20

4.30

Category 3

2012

2013

Undergraduate Exit SurveyCategory 3 - Measurement of Faculty Advisement,

Knowledge & Accessibility

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Graduate Assessment Data

MBA CompXm Scores have a range of 100-1000

MBA Writing Rubrics have a scale of 1-10

507 506

593650

608

0

100

200

300

400

500

600

700

800

2009 2010 2011 2012 2013

MBA CompXM Scores

7.44

6.64

7.88 7.82

8.74

0

1

2

3

4

5

6

7

8

9

10

2009 2010 2011 2012 2013

MBA Writing Assessment

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MBA Oral Rubrics have a scale of 1-10

MS in Accounting

8.83

7.89 8.228.59 8.91

0

1

2

3

4

5

6

7

8

9

10

08-'09 09-'10 10-'11 11-'12 12-'13

MBA Oral Assessment

56.13

54.76

61.18

56.63

57.44

08-'09 average score

09-’10 average score




Comprehensive Accounting Instrument

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9.15

8.63

10

8.38

37.71

8.55

8.61

10

8.35

35.53

8.45

8.5

10

8.48

34.27

8.5

8.6

10

8.7

35.8

8.98

9.06

9

8.07

35.74

0 10 20 30 40

Area1

Area2

Area3

Area4

Score

Accounting Research Thesis

’12-’13

’11-’12

’10-’11

’09-’10

’08-’09

1.96

1.87

1.79

1.76

1.9

2.33

2.7

2.32

2.21

2.5

2.4

2.4

2.09

2

2.19

2.3

2.7

2.22

1.95

1.94

2.5

2.3

2.13

2.05

2.25

08-’09

’09-’10

’10-’11

’11-’12

’12-’13

Average Satisfaction Score

Qn11 Recommend Program?Qn10 Value of DegreeQn9 Fulfill ExpectationsQn8 Career ServicesQn7 Teaching in Required Subjects

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4. Describe curricular and /or pedagogical changes made during the year

based on assessment results from the current or previous years.

Based upon the collected data of the rubric results, the department sought out

to continue to improve upon the oral and written presentation skills needed to

further our students’ careers. Areas needing improvement are addressed and

stressed during the introduction of the next class/course and are encouraged

to be pursued throughout the semester. Lean Six/Sigma has been added to

the EMBA while similar protocols and processes have been incorporated in the

senior Undergraduate RFT and the AccMBA Strategic Leadership Capstone.

5. Describe curricular and/or pedagogical changes desired or being planned,

if needed or as indicated by assessment results from prior years.

a. Post scores from each area of the oral and written rubric assessments for

each professor to view. Discuss at department meeting each semester and

via email to adjuncts where the strengths and weaknesses lay and

encourage faculty to focus on the areas that need attention.

b. Establish better communication protocols between students and professors

so as to reduce turnaround times of all correspondence and create a better

communicative environment.

c. Increase rigor of each program based upon the assessment data feedback

and adapt each program to the changing business environment so as to

ensure that our graduating students have the necessary skills needed to

pursue further academic and professional careers.

d. Address and define plagiarism at the beginning of each course

e. Establish protocols to assure no classes are taken without the required

prerequisites needed.

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APPENDIX

Table of Contents

Business Administration Oral Presentation Assessment Rubric………………………………………………11

Business Administration Department Rubric- Informal/Formal Writing Scoring Sheet……….......13

MBA Programs Business Administration – Informal/Formal Writing Scoring Sheet………………….25

MBA Programs Business Administration Department Rubrics– Informal/Formal Writing Scoring

Sheet…………………………………………………………………………………….........................................16

Business Administration Rubric – Informal/Formal Writing: Professor/Student Explanation

Guide……………………………………………………………………………………………………………………………18

MBA Programs Business Administration Oral Presentation Assessment Rubric……………………….19

Business Administration Undergraduate Survey……………………………………………….........................21

MBA Programs Business Administration Graduate Survey………………………………….......................23

11

Business Administration Oral Presentation Assessment Rubric

13

Business Administration Department Rubric

Informal/Formal Writing Scoring Sheet

15

Wagner College MBA Programs

Business Administration – Informal/Formal Writing Scoring

Sheet

16


Business Administration Department Rubrics

Informal/Formal Writing Scoring Sheet

18

Business Administration Rubric

Informal/Formal Writing: Professor/Student Explanation Guide

19


Business Administration Oral Presentation Assessment Rubric

21

WAGNER COLLEGE

Department of Business Administration

Undergraduate Survey

This survey is intended to assess your level of satisfaction with the instruction you received in required

courses for your major in Business Administration. Please indicate your agreement with the following

statements using the following scale:

5 Strongly Agree 4 Agree 3 Neutral 2 Disagree

1 Strongly Disagree

1 The material covered in AC 101 and AC 102 provided a

good foundation in Accounting for a business major.

5 4 3 2 1

2 The material covered in FI 201 provided a good

foundation in Finance for a business major.

5 4 3 2 1

3 The material covered in MK 201 provided a good

foundation in Marketing for a business major.

5 4 3 2 1

4 The material covered in MG 201 provided a good

foundation in Management for a business major.

5 4 3 2 1

5 The material covered in BU 201 provided a good

foundation in Business Law for a business major.

5 4 3 2 1

6 The material covered in EC101 and EC 102 provided a

good foundation in Economics for a business major.

5 4 3 2 1

7 The material covered in MA 108 provided a good

foundation in Statistics for a business major.

5 4 3 2 1

8 BU401 Business Policy and Strategy served as a good

capstone course, demonstrating the integration of all of

the business disciplines.

5 4 3 2 1

9 The 100-hour practicum required in BU 400 was an

integral part of my experience as a business major.

5 4 3 2 1

10 The senior thesis requirement in BU 400 was an integral

part of my experience as a business major.

5 4 3 2 1

11 The career development activities in BU 400 helped me

transition from college to career/graduate studies.

5 4 3 2 1

12 I am satisfied with the advisement I received from my

faculty advisor.

5 4 3 2 1

13 The Business Department faculty possesses a high level

of knowledge in their respective disciplines.

5 4 3 2 1

14 The Business Department faculty were accessible to

students and responsive to their needs.

5 4 3 2 1

15 Answer only if you took BU 211: The material covered 5 4 3 2 1

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in BU 211 provided a good foundation in international

business for a business major.

16 Answer only if you took BU397/497: My Internship

experience enhanced my business skills/knowledge.

5 4 3 2 1

17. What are the major strengths of the Business Administration Department (i.e., what do we do well)?

18. What would you like to see changed/improved; what are we missing?

19. Additional Comments:

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Wagner College Traditional MBA

Graduates’ Survey

QUALITY OF THE TRADITIONAL MBA PROGRAM

Rate each of the following components of your program, based on your entire educational experience

as an MBA student:

Please use the following to rank each component:

a. Poor b. Fair c. Good d. Excellent e. Outstanding

1. Faculty Knowledge

2. Faculty responsiveness to students

3. Talent level of the students in the TMBA Program

4. Cooperative atmosphere among students in my cohort

5. How helpful was the Program Director’s involvement in the Program to improving your MBA

experience?

a. Not helpful

b. Somewhat not helpful

c. Somewhat helpful

d. Helpful

e. Very helpful

6. Class schedule

a. Not convenient

b. Somewhat not convenient

c. Somewhat convenient

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d. Convenient

e. Very convenient

Please use the following to rank the facilities in questions 7-12:

a. Poor b. Fair c. Good d. Excellent e. Outstanding

7. Class rooms

8. Library

9. Computer labs

10. Sports complex

11. Dining hall/catering

ADMISSIONS PROCESS

12. Information provided on the website/information kits

a. Completely irrelevant

b. Lacking

c. Somewhat lacking

d. Complete

e. Very thorough

13. Access and responsiveness of staff

a. Poor

b. Fair

c. Good

d. Excellent

e. Outstanding

14. Overall ease of the application process

a. Poor

b. Fair

c. Good

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d. Excellent

e. Outstanding

CURRICULUM

In your opinion, how important was each of the following courses to providing you with relevant

business education?

Please use the following to rank each course:

a. Not important

b. Somewhat not important

c. Somewhat important

d. Important

e. Very important

15. Statistics for Managers

16. Financial and Managerial Accounting

17. Managerial Communication

18. Law and the Manager

19. Economics for Managers

20. Strategic Management

21. Strategic Leadership

22. Managing Organizational Change

23. Business and Economics Forecasting

In your opinion, how well was each of the following courses instructed?

Please use the following to rank each course:

a. Not well at all

b. Somewhat not well

c. Somewhat well

d. Well

e. Very well

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24. Statistics for Managers

25. Financial and Managerial Accounting

26. Managerial Communication

27. Law and the Manager

28. Economics for Managers

29. Strategic Management

30. Strategic Leadership

31. Managing Organizational Change

32. Business and Economics Forecasting

How satisfied are you with the knowledge, skills, and/or abilities you developed in each of the

following?

Please use the following to answer questions 40-42:

a. Not satisfied

b. Somewhat not satisfied

c. Somewhat satisfied

d. Satisfied

e. Very satisfied

33. Computer skills – Excel/PowerPoint/Word

34. Communication skills - Oral communication

35. Communication skills - Written communication

CONCENTRATION

How satisfied were you with…

Please use the following to rank each criterion:

a. Not satisfied

b. Somewhat not satisfied

c. Somewhat satisfied

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d. Satisfied

e. Very satisfied

36. Number of courses offered within your concentration

37. Professors that taught within your concentration

38. Overall satisfaction

EXPECTATIONS FROM THE MBA DEGREE

I believe that my MBA degree would provide me with…

39. The opportunity to get a better job in the future a. Yes b. No

40. Credentials I need to increase career options a. Yes b. No

41. The chance to make more money a. Yes b. No

42. When you compare the total monetary cost of your graduate business program to the quality of

education you received, how would you rate the overall value of your MBA degree?

a. Poor

b. Fair

c. Good

d. Excellent

e. Outstanding

43. Would you recommend Wagner to someone who has decided to pursue a Traditional MBA

degree?

a. Yes

b. No

Thank you for completing the survey!

Good luck!

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