introduction of aacsb accreditation ieet vs. aacsb aacsb accreditation provides many benefits to the...
TRANSCRIPT
College of
Business AACSB Accreditation September 4, 2013
College of Finance
●
Introduction of AACSB Accreditation Introduction of AACSB Accreditation
19 Accreditation Units of COB/COF 19 Accreditation Units of COB/COF
Introduction of AACSB 21 Standards Introduction of AACSB 21 Standards
Student-related Standards Student-related Standards
Important Notification for Students during the AACSB On-Site Visit Important Notification for Students during the AACSB On-Site Visit
Content
Introduction of AACSB Accreditation
AACSB Accreditation in the world
AACSB Accreditation in the world
IEET vs. AACSBIEET vs. AACSB
In 1916, AACSB (The Association to Advance Collegiate Schools of Business) was established as a membership organization for business schools — a place where business schools could network and discuss issues that effected the business education industry and their institutions.
AACSB accreditation provides many benefits to the faculty and staff at its accredited schools by attracting higher quality students, providing greater research opportunities, and allowing for global recognition.
The Number of Accredited university in the world
618
The countries of the accredited universities
45
The Number of Accredited university in USA
422
The Number of Accredited university in Taiwan
8
IEETAACS
B
Internationalization
Language ChineseEnglis
h
Accredited unitsdepartme
ntcolleg
e
AACSB Accredited Universities of China/H.K.
China ( 9 universities )Hong Kong ( 7 universities )
清華大學 (2007)
中歐國際工商學院 (2008)
復旦大學 (2010)
西安交通大學 (2011)
上海交通大學 (2011)
北京大學 (2012)
南京大學 (2013)
人民大學 (2013)
中山大學 (2013)
香港中文大學 (1999)
香港科技大學 (2000)
香港城市大學 (2005)
香港理工大學 (2010)
香港浸會大學 (2010)
香港大學 (2010)
嶺南大學 (2010)
AACSB Membership (Universities in Taiwan)
16 Public Universities 15 Private Universities
中山大學、政治大學、交通大學臺灣大學、成功大學、中央大學中正大學、中興大學、臺北大學清華大學臺灣科技大學、雲林科技大學臺北科技大學、勤益科技大學 高雄第一科技大學屏東科技大學
輔仁大學、元智大學逢甲大學、中華大學亞洲大學、長庚大學中原大學、義守大學淡江大學、東吳大學銘傳大學、東海大學文化大學、南台科技大學南榮技術學院
Including 8 AACSB-Accredited Universities
19 AACSB Accreditation Units of FCU
COF- 會計系- 企管系- 合經系- 經濟系- 財法所- 科管所- 國貿系- 行銷系- 財稅系- 統計系
- 商博- IMBA- BIBA- 商學進修班
- 財金系- 風保系- 金融碩專- 金融博
- EMBA
COB
School of Managemen
t
Membership申請入會
STAGE APre-Accreditation
前導認證階段1~5 年
STAGE BInitial
Accreditation 正式認證階段
1~2 年
STAGE CMaintenance
維持認證5~6 年
STAGE D
The Process of AACSB Accreditation
本校進度1.Submit Self-Evaluation Report (2013.07)
2.FCU On-site Visit (2013.11.16-20)
3.Earn Accredited (2013.12)
AACSB 21 Standards
Standard 1 : MISSION STATEMENT
Standard 2 :INTELLECTUAL CONTRIBUTIONS
Standard 3 : STUDENT MISSION
Standard 4 :CONTINUOUS IMPROVEMENT OBJECTIVES
Standard 5 : FINANCIAL STRATEGIES
Standard 6: STUDENT ADMISSION
Standard 7: STUDENT RETENTION
Standard 8: STAFF SUFFICIENCY-STUDENT SUPPORT
Standard 9:FACULTY SUFFICIENCY
Standard 10: FACULTY QUALIFICATIONS
Standard 11: FACULTY MANAGEMENT AND SUPPORT
Standard 12:AGGREGATE FACULTY AND STAFF EDUCATIONAL RESPONSIBILITY
Standard 13: INDIVIDUAL FACULTY EDUCATIONAL RESPONSIBILITY
Standard 14: STUDENT EDUCATIONAL RESPONSIBILITY
Standard 15: MANAGEMENT OF CURRICULA
Standard 16: UNDERGRADUATE LEARNING GOALS
Standard 17:UNDERGRADUATE EDUCATIONAL LEVEL
Standard 18:MASTER’S LEVEL GENERAL MANAGEMENT LEARNING GOALS
Standard 19:SPECIALIZED MASTER’S DEGREE LEARNING GOALS
Standard 20: MASTER’S EDUCATIONAL LEVEL
Standard 21: DOCTORAL LEARNING GOALS
Part II: Participants Standards
Part III: Assurance of Learning Standards
Part I: Strategic Management Standards
The mission of the College of Business (COB) and the College of Finance (COF) at Feng Chia University (FCU) is to enhance teaching and learning efficiency and improve the faculty’s intellectual contributions. The COB and COF aim to cultivate business management professionals for the needs of enterprise development in the Greater China Region.
Both Colleges are committed to:
1.Enhancing the faculty professional knowledge and teaching skills, as well as student learning outcome.
2.Encouraging faculty’s involvement in academic research and services in relation to promoting the overall competitiveness of the institute, enterprises and nation.
3.Cultivating student’s humanistic values, professional business knowledge, as well as social responsibility, and nurturing students to become business management professionals that meet the staffing needs of corporations in the Greater China Region.
Standard 1 : Mission
Standard 1 : Mission The development and review/revision of mission statement should include the
role played by various stakeholders (faculty, staff, student, alumni)
Department Chairs Meetings
Department chairs of the COB and COF assembled for the mission revision. After much deliberation, a revised mission statement was drafted for the stakeholders to discuss.
Consultation Meeting: Faculty
Faculty members of the COB and COF were convened to discuss the revised mission statement.
Consultation Meeting: Administrative Staff
Administrative staff members of the COB and COF were convened to discuss the revised mission statement.
Consultation Meeting: Student
Student members of the COB and COF were convened to discuss the revised mission statement.
Consultation Meeting: Alumni
Alumni members of the COB and COF were convened to discuss the revised mission statement.
Department Chairs Meetings
Department chairs of the COB and COF assembled again to make a second revision of the mission statement to include the opinions of all stakeholders.
College Affairs Meeting
The second revised mission statement was placed on the agenda of the College Affairs Meeting for approval. The meeting was attended by all department chairs as well as faculty representatives.
The approved mission statement was posted on the websites of the COB and COF.
Feedback from the AACSB mentor and annual reports
Standard 1 : Mission
商學院使命Mission
學習目標Learning Goals
中長程發展策略Development Plans
The Mission of COB/COF vs. Learning Goal and Development Plans
FCU
COB/COF
A comprehensive university equally
emphasizing excellence of teaching and
research.
A well-known university with
teaching excellence and research
breakthroughs in the Asia Pacific.
Cultivate students’ humanistic values and
professional knowledge to become modernized
democratic citizens.
Teaching excellence, research
breakthroughs, alumni support and a favorite
hiring source of companies
Enhancing teaching and learning efficiency ● ● ● ●
Improving faculty intellectual contribution ● ●
Encouraging faculty involvement in academic research and services.
● ● ●
Cultivating student’s humanistic values, professional business knowledge, and social responsibility.
● ●
Nurturing students to become business management professionals that meet the staffing needs of corporations in the Greater China Region.
● ●
Standard 1 : MissionThe Mission Relations between FCU and COB/COF
Standard 4 -5 : Continuous Improvement Objectives and Financial Strategies
To meet the above mission, the COB/COF designated a “MAGIC” strategy in accordance with enhancing teaching and learning efficiency, and a “4I” strategy for teachers to develop intellectual contributions, as shown in Figure (next page).
Each plan includes quantitative and qualitative indicators.
After the plan is implemented, it is followed by an improvement recommendation and self-review.
The COB and COF allocate, use and develop resources in accordance with the actions in the “MAGIC” and “4I” strategy.
Faculty-related: Standard 2, 9-13, 15-21
1.Standard 2: 教師智慧貢獻須符合 mission Intellectual Contributions
2.Standard 9-10: 教師質量須符合標準 Faculty Sufficiency/Qualifications
3.Standard 11: 教師管理與支援 Faculty Management and Support
4.Standard 12: 整體與個別教師之教育責任 Aggregate/Individual Faculty and Staff Educational
Responsibility
5.Standard 15-21: 學生學習評量 Assurance of Learning
Student-related: Standard 3, 6-8, 14, 15-21
1.Standard 3: 招生須符合 mission Student Mission
2.Standard 6: 學生入學方式 Student Admission
3.Standard 7-8: 學生學習輔導 Student Retention/Staff Sufficiency – Student Support
4.Standard 14: 學生之教育責任 Student Educational Responsibility
5.Standard 15-21: 學生學習評量 Assurance of Learning
Standard 3 : Student MissionThe COB/COF target Taiwan as the major source of students and consider foreign
countries as the auxiliary source of students. Further, the COB/COF have been actively recruiting students from China, Hong Kong, and Macau in recent years, which also
demonstrates consistency with the stated school mission of focusing on Greater China.
Degree Programs
FCU COB COFNumber of
students Percentage Number of students Percentage Number of
students Percentage
Undergraduate 17,184 83.47% 4,970 88.88% 1,243 89.42%Master 3,007 14.60% 526 9.40% 129 9.28%Doctoral 397 1.93% 96 1.72% 18 1.30%Total 20,588 100.00% 5,592 100.00% 1,390 100.00%
Academic Year 2008 2009 2010 2011 2012
Number of students from China in COB/COF 0 0 0 9 44Number of students from Hong Kong and
Macau in COB / COF 12 23 29 39 61
International Students in COB 101 152 212 261 344
International Students in COF 11 15 17 26 43
Student Number in 2012 academic year
Students from China, HK, Macau and International Students (2008-2012 year)
Standard 6 : Student Admission 1. Undergraduate Students The admission policy of the COB/COF undergraduate program relies mainly on
“individual application” (the rate has increased to 70% in 2013), while “assigned subject exam” subsidiary, to recruit excellent students who satisfy the mission/learning goal. Those who meet the requirement of grades could obtain entrance scholarships.
2. Master Students The admission policy of COB/COF master’s program relies mainly on excellent
students who have research potential and future development. Each master’s program would require students to submit research proposal in the written documents of qualifying examination (QE), and observe their communication skill during the interview.
3. Ph.D. Students The admission policy of COB/COF Ph.D. program relies mainly on excellent
students who have research potential and future development. Each Ph.D. program would require students to submit thesis and research proposal in the written documents of application, and observe their communication skill during oral test.
Standard 7 : Student Retention
Undergraduate Master Ph.D.Enhanced academic assistance ◎ ◎
Post-midterm academic assistance ◎
Faculty office hours ◎ ◎ ◎Faculty weekly teaching and service hours
◎ ◎ ◎
Support of instruction for core courses ( 核心精熟課程 )
◎
Student Intervention The Process of Academic Warning System
The Process for Promoting Core Course
The students who do not perform well in learning (for example, failed half of their courses or have to re-take required courses)
Academic warning system ●At the beginning of each semester (e.g. five weeks after the beginning of semester) ●Midterm warning (at the beginning of midterm examination)
Counseling service of class advisor Refer to the related institution and keep tracking
Pass
Counseling Center
Enhanced academic assistance
Suspended
Temporary withdrawal from school
Drop Course
Standard 8 : Staff Sufficiency – Student Support
1.Academic assistance and advising (TA)
2.Career Advising
(Alumni Liaison and Job Placement Office) (1) Promoting the concepts of career development (2) Promotion of professional internship (3) Campus recruitment (4) Building up an employment platform (5) Alumni program and services
Standard 8 : Staff Sufficiency – Student Support
3. Consultation in the Counseling Center ( 諮商中心 ) (1) Mental health counseling (2) Individual interviews
4.Guidance of college life ( 生活輔導 )
(Student Affairs Office)
(1) The student-teacher discussion seminar is held every year by the three levels of University, College and Department
(2) Off-Campus Housing Guidance and Monitoring
Standard 14: Student Educational Responsibility
1. The motto of FCU is: “Loyalty, Honesty, Diligence and Sincerity.”
2. FCU educates students to possess soft learning skills in the six aspects of communication skills, team work skills, problem-solving skills, innovation skills, self-management skills and lifelong learning skills.
3. Service Learning.
4. System of Rewards and Punishment in FCU.
Standard 14: Student Educational Responsibility
Students achieve learning goals by taking courses and attending activities provided by department/program.
1. Courses provided by departments fulfilling learning goals.
2. Activities provided by departments fulfilling leaning goals, such as speeches, contests, competitions, business internships, business visitations, field trips, summer/winter camps, career development advising by alumni, etc.
3. Student projects and other materials satisfying learning goals (1) publication/rewards of master’s and doctoral academic papers, (2) FCU students’ excellent reports reserved in the FCU main library (3) winners of academic competitions and exhibitions (4) professional certificates, etc.
The process of AoL
Step 1 : Establishing Program/Department Learning Goals and Objectives
Step 2: Aligning Curriculum with Program Learning Goals
Step 3: Constructing Assessment Methods and Rubrics
Step 4: Collecting Data
Step 5: Analyzing Learning Outcomes
Step 6: Taking Action to Improve the Curriculum (closing the loop)
a. The planned improvements provided by course lecturer / Fundamental Course Committee
b. Opinions by Department Curriculum Committee (core course)
c. Evaluation by College Assurance of Learning Committee
Standard 16-21 Assurance of Learning
Standard 16-21 Assurance of Learning
Learning Goal A: Students possess basic knowledge and understanding in relation to business and management. 學生具備商管基礎專業知識
Learning Objectives: Students will demonstrate an understanding of principles and theories in relation
to basic knowledge of business and management. Students will demonstrate an understanding of topics/issues and implications in
relation to basic knowledge of business and management.
Learning Goal B: Students are able to be effective communicators. 學生具備溝通技巧 Learning Objectives: Students will demonstrate appropriate written communication skill in relation to
business and management. Students will demonstrate appropriate oral presentation skill in relation to
business and management.Learning Goal C: Students are able to demonstrate awareness of ethical concepts and
attitudes in the business environment. 學生具備專業倫理觀念與態度Learning Objectives:
Students will be acquainted with the importance of ethical aspects in the business environment.
Students will demonstrate responsible and ethical working attitudes in business practice.
Learning Goal D: Students possess problem solving skills, supported by appropriate analytical techniques. 學生具備分析與解決問題之能力
Learning Objectives: Students will apply business concepts/disciplines and demonstrate analytical
techniques Students will generate solutions and demonstrate problem-solving skills
Undergraduate Degree Program - Learning Goals/Objectives (COB/COF)
Learning goal AStudents possess basic knowledge and understanding in relation to business and
management
學生具備商管基礎專業知識Learning Objectives:
Students will demonstrate an understanding of principles and theories in relation to basic knowledge of business and management.
Students will demonstrate an understanding of topics/issues and implications in relation to basic knowledge of business and management.
Level Criteria
Excellent Good Fair Below Standard
4 3 2 1
Professional terminologies of business and management
Student completely identifies and understands all of the professional terminologies of business and management.
Student identifies and understands most of the professional terminologies of business and management.
Student identifies and understands some of the professional terminologies of business and management.
Student understands professional terminologies of business and management limitedly, and cannot identify.
Principles/theories of business and management
Student demonstrates thoughtful comprehension of principles/theories of business and management.
Student demonstrates adequate comprehension of principles/theories of business and management.
Student demonstrates partial comprehension of principles/theories of business and management.
Student demonstrates surface comprehension of principles/theories of business and management.
Topics/issues of business and management
Student demonstrates thoughtful comprehension of topics/issues of business and management.
Student demonstrates adequate comprehension of topics/issues of business and management.
Student demonstrates partial comprehension of topics/issues of business and management.
Student demonstrates surface comprehension of topics/issues of business and management.
Implications for professional knowledge of business and management
Student is able to insightfully discuss in detail relevant implications of professional knowledge of business and management.
Student is able to discuss relevant implications of professional knowledge of business and management.
Student is able to present relevant implications for professional knowledge of business and management..
Student is unable to present relevant implications for professional knowledge of business and management.
Learning goal BStudents are able to be effective communicators.
學生具備溝通技巧 ( 書面溝通 ) Learning Objectives:
Students will demonstrate appropriate written communication skill in relation to business and management.
Students will demonstrate appropriate oral presentation skill in relation to business and management.
Level Criteria
Excellent Good Fair Below Standard4 3 2 1
Context of and Purpose for Writing
Students demonstrate a thorough understanding of context, audience, and purpose that is responsive to the assigned task(s) and focuses all elements of the work.
Students demonstrate adequate consideration of context, audience, and purpose and a clear focus on the assigned task(s).
Students demonstrate awareness of context, audience, purpose, and to the assigned tasks(s).
Students demonstrate minimal attention to context, audience, purpose, and to the assigned tasks(s).
Content Development Students use appropriate, relevant, and compelling content to illustrate mastery of the subject, conveying the writer's understanding, and shaping the whole work.
Students use appropriate, relevant, and compelling content to explore ideas within the context of the discipline and shape the whole work.
Students use appropriate and relevant content to develop and explore ideas through most of the work.
Students u ses appropriate and relevant content to develop simple ideas in some parts of the work.
Genre and Disciplinary Conventions
Students demonstrate detailed attention to and successful execution of a wide range of conventions particular to a specific discipline and/or writing task (s) including organization, content, presentation, formatting, and stylistic choices
Students demonstrate consistent use of important conventions particular to a specific discipline and/or writing task(s), including organization, content, presentation, and stylistic choices
Students follow expectations appropriate to a specific discipline and/or writing task(s) for basic organization, content, and presentation
Students attempt to use a consistent system for basic organization and presentation.
Sources and Evidence
Students demonstrate skillful use of high-quality, credible, relevant sources to develop ideas that are appropriate for the discipline and genre of the writing
Students demonstrate consistent use of credible, relevant sources to support ideas that are situated within the discipline and genre of the writing.
Students demonstrate an attempt to use credible and/or relevant sources to support ideas that are appropriate for the discipline and genre of the writing.
Students demonstrate an attempt to use sources to support ideas in the writing.
Control of Syntax and Mechanics
Students use graceful language that skillfully communicates meaning to readers with clarity and fluency, and is virtually error-free.
Students use straightforward language that generally conveys meaning to readers. The language in the portfolio has few errors.
Students use language that generally conveys meaning to readers with clarity, although writing may include some errors.
Students use language that sometimes impedes meaning because of errors in usage.
Learning goal BStudents are able to be effective communicators.
學生具備溝通技巧 ( 口語溝通 )Learning Objectives:
Students will demonstrate appropriate written communication skill in relation to business and management.
Students will demonstrate appropriate oral presentation skill in relation to business and management.
Level Criteria
Excellent Good Fair Below Standard4 3 2 1
Organization
Students have organizational pattern (specific introduction and conclusion, sequenced material within the body, and transitions) is clearly and consistently observable and is skillful and makes the content of the presentation cohesive.
Students have organizational pattern (specific introduction and conclusion, sequenced material within the body, and transitions) is clearly and consistently observable within the presentation.
Students have organizational pattern (specific introduction and conclusion, sequenced material within the body, and transitions) is intermittently observable within the presentation.
Students have organizational pattern (specific introduction and conclusion, sequenced material within the body, and transitions) is not observable within the presentation.
Language Students have language choices are imaginative, memorable, and compelling, and enhance the effectiveness of the presentation. Language in presentation is appropriate to audience.
Students have language choices are thoughtful and generally support the effectiveness of the presentation. Language in presentation is appropriate to audience.
Students have language choices are mundane and commonplace and partially support the effectiveness of the presentation. Language in presentation is appropriate to audience.
Students have language choices are mundane and commonplace and partially support the effectiveness of the presentation. Language in presentation is appropriate to audience.
Delivery Students have delivery techniques make the presentation compelling, and speaker appears polished and confident.
Students have delivery techniques make the presentation interesting, and speaker appears comfortable.
Students have delivery techniques make the presentation understandable, and speaker appears tentative.
Students have delivery techniques detract from the understandability of the presentation, and speaker appears uncomfortable.
Supporting Material
Students have a variety of types of supporting materials to make appropriate reference to information or analysis that significantly supports the presentation or establishes the presenter's credibility/authority on the topic.
Students have supporting materials to make appropriate reference to information or analysis that generally supports the presentation or establishes the presenter's credibility/authority on the topic.
Students have supporting materials to make appropriate reference to information or analysis that generally supports the presentation or establishes the presenter's credibility/authority on the topic.
Students have insufficient supporting materials make reference to information or analysis that minimally supports the presentation or establishes the presenter's credibility/authority on the topic.
Central Message
Students have central message which is compelling (precisely stated, appropriately repeated, memorable, and strongly supported.)
Students have central message which is clear and consistent with the supporting material.
Students have central message which is basically understandable but is not often repeated and is not memorable.
Students have central message which can be deduced, but which is not explicitly stated in the presentation.
Learning goal CStudents are able to demonstrate awareness of ethical concepts and attitudes in the business environment
學生具備專業倫理觀念與態度Learning Objectives:
Students will be acquainted with the importance of ethical aspects in the business environment.
Students will demonstrate responsible and ethical working attitudes in business practice.
Level Criteria
Excellent Good Fair Below Standard
4 3 2 1Recognize an issue in business has ethical implications
Student recognizes, analyzes ethical dilemmas and analysis has greater depth and clarity.
Student recognizes, analyzes ethical dilemmas and has detailed analysis.
Student elaborates on the ethical implications of the issue and has pertinent analysis.
Student elaborates on the ethical implications of the issue but fails to grasp complexity or interrelationships.
Explain the importance of ethics and social responsibility
Student integrates concepts or cases from business or non- business disciplines to explain the importance of ethics.
Student uses concepts or cases to explain the importance of ethics in detail.
Student uses concepts or cases to explain the importance of ethics.
Student uses societal moral standards to explain the importance of ethics.
Awareness the impact of unethical behavior
Student describes the impact of unethical behavior in an organization and illustration has greater depth and clarity. .
Student describes the impact of unethical behavior in an organization in detail.
Student describes the impact of unethical behavior in an organization.
Student describes the impact of unethical behavior in an organization but vague or incomplete.
Awareness of working in an ethical manner
Student is aware that student has a responsibility to work in an ethical and professional manner and demonstrates ethical and professional business work in their responses to the case studies. The illustration has greater depth and clarity.
Student is aware that student has a responsibility to work in an ethical and professional manner and demonstrates ethical and professional business work in their responses to the case studies with detailed analysis.
Student is aware that student has a responsibility to work in an ethical and professional manner and demonstrates ethical and professional business work in their responses to the case studies
Students is aware that student has a responsibility to work in an ethical and professional manner but fails to demonstrate ethical and professional business work in their responses to the case studies .
Learning goal DStudents possess problem solving skills, supported by appropriate analytical
techniques學生具備分析與解決問題之能力
Learning Objectives: Student will apply business concepts/disciplines and demonstrate
analytical techniques. Students will generate solutions and demonstrate problem-solving skills.
Level Criteria
Excellent Good Fair Below Standard
4 3 2 1Existing Knowledge, Research, and/or Views
Student is able to synthesize in-depth information from relevant sources representing various points of view/approaches.
Student is able to present in-depth information from relevant sources representing various points of view/approaches.
Student is able to present information from relevant sources representing limited points of view/approaches.
Student is able to present information from irrelevant sources representing limited points of view/approaches.
Analysis Student is able to organize and synthesize evidence to reveal insightful patterns, differences, or similarities related to focus.
Student is able to organize evidence to reveal important patterns, differences, or similarities related to focus.
Student is able to organize evidence, but the organization is not effective in revealing important patterns, differences, or similarities related to focus.
Student is able to list evidence, but it is not organized and/or is unrelated to focus.
Propose Solutions/Hypotheses
Student is able to propose one or more solutions/hypotheses that indicates 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.
Student is able to propose one or more solutions/hypotheses that indicates 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.
Student is able to propose one solution/hypothesis that is “off the shelf” rather than individually designed to address the specific contextual factors of the problem.
Student proposes a solution/hypothesis that is difficult to evaluate because it is vague or only indirectly addresses the problem statement.
Implement Solution
Student implements the solution in a manner that addresses thoroughly and deeply multiple contextual factors of the problem.
Student implements the solution in a manner that addresses multiple contextual factors of the problem in a surface manner.
Student implements the solution in a manner that addresses the problem statement but ignores relevant contextual factors.
Student implements the solution in a manner that does not directly address the problem statement.
Standard 16-21 Assurance of Learning
Learning Goal A: Students possess advanced program-specific knowledge and understanding in relation to business and management. 學生具備商管進階專業知識
Learning Objectives: Students will demonstrate an advanced knowledge in business and
management. Students will demonstrate an understanding of implication and application of
advanced business and management knowledge.Learning Goal B: Students are able to be effective communicators. 學生具備溝通技巧 Learning Objectives: Students will demonstrate business management written communication skills. Students will demonstrate business management oral presentation skills.Learning Goal C: Students are able to demonstrate awareness of business ethics
and social responsibility. 學生具備企業倫理與社會責任理解能力Learning Objectives:
Students will be acquainted with the importance of ethics and social responsibility.
Students will demonstrate the abilities to propose, defend and implement a resolution for ethical dilemmas.
Learning Goal D: Students possess the abilities to solve problems by using information technology.
Learning Objectives: 學生具備使用資訊科技以解決問題之能力 Students will demonstrate effective use of information technology and software. Students will generate solutions and demonstrate problem-solving skills.Learning Goal E: Students possess the abilities of leadership. 學生具備領導能力
Learning Objectives: Students will develop effective leadership skills.
Master’s Level General Management Learning Goals/Objectives -IMBA and Master Level Degree of Business Administration (IMBA及企管碩士
班 )
Learning Goal A: Students possess advanced program-specific knowledge and understanding in relation to business and management. 學生具備商管進階專業知識
Learning Objectives: Students will demonstrate an advanced knowledge in business and
management. Students will demonstrate an understanding of implication and application of
advanced business and management knowledge.Learning Goal B: Students are able to be effective communicators. 學生具備溝通技巧 Learning Objectives: Students will demonstrate business management written communication skills. Students will demonstrate business management oral presentation skills.
Learning Goal C: Students are able to demonstrate awareness of business ethics and social responsibility. 學生具備企業倫理與社會責任理解能力
Learning Objectives: Students will be acquainted with the importance of ethics and social
responsibility. Students will demonstrate the abilities to propose, defend and implement a
resolution for ethical dilemmas.Learning Goal D: Students possess the abilities to solve problems by using
information technology. 學生具備使用資訊科技以解決問題之能力Learning Objectives:
Students will demonstrate effective use of information technology and software. Students will generate solutions and demonstrate problem-solving skills.
Standard 16-21 Assurance of Learning
Specialized Master’s Degree Learning Goals/Objectives (COB/COF)專業碩士班
Learning goal AStudents possess advanced programme-specific knowledge and understanding in
relation to business and management
學生具備商管進階專業知識Learning Objectives:
Students will demonstrate an understanding of advanced knowledge in relation to business and management.
Students will demonstrate an understanding of implication and application in relation to advanced business and management knowledge.
Level Criteria
Excellent Good Fair Below Standard
4 3 2 1
Advanced professional terminologies of business and management
Student completely dentifies and understands all of the advanced professional terminologies of business and management.
Student dentifies and understands most of the advanced professional terminologies of business and management.
Student dentifies and understands some of the advanced professional terminologies of business and management.
Student understands advanced professional terminologies of business and management limitedly, and cannot identify.
Advanced theories of business and management
Student demonstrates thoughtful comprehension of advanced theories of business and management.
Student demonstrates adequate comprehension of advanced theories of business and management.
Student demonstrates partial comprehension of advanced theories of business and management.
Student demonstrates surface comprehension of advanced theories of business and management.
Implications for advanced professional knowledge of business and management
Student is able to insightfully discuss in detail relevant implications of professional advanced knowledge of business and management.
Student is able to discuss relevant implications of advanced professional knowledge of business and management.
Student is able to present relevant implications for advanced professional knowledge of business and management..
Student is able to present implications for advanced professional knowledge of business and management, but they are possibly irrelevant.
Synthesis/Application for advanced professional knowledge of business and management
Student is able to synthesize, analysize and apply advanced professional business and management knowledge in depth and clarity.
Student is able to synthesize advanced professional business and management knowledge, as well as analysize and apply appropriately.
Student partially synthesizes advanced professional business and management knowledge, as well as analysize and apply limitedly.
Student is unable to synthesize, analysize and apply advanced professional business and management knowledge.
Learning goal BStudents are able to be effective communicators.
學生具備溝通技巧 ( 書面溝通 ) Learning Objectives:
Students will demonstrate appropriate written communication skill in relation to business and management.
Students will demonstrate appropriate oral presentation skill in relation to business and management.
Level Criteria
Excellent Good Fair Below Standard4 3 2 1
Context of and Purpose for Writing
Students demonstrate a thorough understanding of context, audience, and purpose that is responsive to the assigned task(s) and focuses all elements of the work.
Students demonstrate adequate consideration of context, audience, and purpose and a clear focus on the assigned task(s).
Students demonstrate awareness of context, audience, purpose, and to the assigned tasks(s).
Students demonstrate minimal attention to context, audience, purpose, and to the assigned tasks(s).
Content Development Students use appropriate, relevant, and compelling content to illustrate mastery of the subject, conveying the writer's understanding, and shaping the whole work.
Students use appropriate, relevant, and compelling content to explore ideas within the context of the discipline and shape the whole work.
Students use appropriate and relevant content to develop and explore ideas through most of the work.
Students u ses appropriate and relevant content to develop simple ideas in some parts of the work.
Genre and Disciplinary Conventions
Students demonstrate detailed attention to and successful execution of a wide range of conventions particular to a specific discipline and/or writing task (s) including organization, content, presentation, formatting, and stylistic choices
Students demonstrate consistent use of important conventions particular to a specific discipline and/or writing task(s), including organization, content, presentation, and stylistic choices
Students follow expectations appropriate to a specific discipline and/or writing task(s) for basic organization, content, and presentation
Students attempt to use a consistent system for basic organization and presentation.
Sources and Evidence Students demonstrate skillful use of high-quality, credible, relevant sources to develop ideas that are appropriate for the discipline and genre of the writing
Students demonstrate consistent use of credible, relevant sources to support ideas that are situated within the discipline and genre of the writing.
Students demonstrate an attempt to use credible and/or relevant sources to support ideas that are appropriate for the discipline and genre of the writing.
Students demonstrate an attempt to use sources to support ideas in the writing.
Control of Syntax and Mechanics
Students use graceful language that skillfully communicates meaning to readers with clarity and fluency, and is virtually error-free.
Students use straightforward language that generally conveys meaning to readers. The language in the portfolio has few errors.
Students use language that generally conveys meaning to readers with clarity, although writing may include some errors.
Students use language that sometimes impedes meaning because of errors in usage.
Learning goal BStudents are able to be effective communicators.
學生具備溝通技巧 ( 口語溝通 )Learning Objectives:
Students will demonstrate appropriate written communication skill in relation to business and management.
Students will demonstrate appropriate oral presentation skill in relation to business and management.
Level Criteria
Excellent Good Fair Below Standard4 3 2 1
Organization
Students have organizational pattern (specific introduction and conclusion, sequenced material within the body, and transitions) is clearly and consistently observable and is skillful and makes the content of the presentation cohesive.
Students have organizational pattern (specific introduction and conclusion, sequenced material within the body, and transitions) is clearly and consistently observable within the presentation.
Students have organizational pattern (specific introduction and conclusion, sequenced material within the body, and transitions) is intermittently observable within the presentation.
Students have organizational pattern (specific introduction and conclusion, sequenced material within the body, and transitions) is not observable within the presentation.
Language Students have language choices are imaginative, memorable, and compelling, and enhance the effectiveness of the presentation. Language in presentation is appropriate to audience.
Students have language choices are thoughtful and generally support the effectiveness of the presentation. Language in presentation is appropriate to audience.
Students have language choices are mundane and commonplace and partially support the effectiveness of the presentation. Language in presentation is appropriate to audience.
Students have language choices are mundane and commonplace and partially support the effectiveness of the presentation. Language in presentation is appropriate to audience.
Delivery Students have delivery techniques make the presentation compelling, and speaker appears polished and confident.
Students have delivery techniques make the presentation interesting, and speaker appears comfortable.
Students have delivery techniques make the presentation understandable, and speaker appears tentative.
Students have delivery techniques detract from the understandability of the presentation, and speaker appears uncomfortable.
Supporting Material
Students have a variety of types of supporting materials to make appropriate reference to information or analysis that significantly supports the presentation or establishes the presenter's credibility/authority on the topic.
Students have supporting materials to make appropriate reference to information or analysis that generally supports the presentation or establishes the presenter's credibility/authority on the topic.
Students have supporting materials to make appropriate reference to information or analysis that generally supports the presentation or establishes the presenter's credibility/authority on the topic.
Students have insufficient supporting materials make reference to information or analysis that minimally supports the presentation or establishes the presenter's credibility/authority on the topic.
Central Message
Students have central message which is compelling (precisely stated, appropriately repeated, memorable, and strongly supported.)
Students have central message which is clear and consistent with the supporting material.
Students have central message which is basically understandable but is not often repeated and is not memorable.
Students have central message which can be deduced, but which is not explicitly stated in the presentation.
Learning goal CStudents are able to demonstrate awareness of business ethics and social
responsibility學生具備企業倫理與社會責任理解能力
Learning Objectives: Students will be acquainted with the importance of ethics and social
responsibility. Students will demonstrate the abilities to propose, defend and implement
a resolution for ethical dilemmas.
Level Criteria
Excellent Good Fair Below Standard
4 3 2 1
Recognize an issue in business has ethical implications
Student recognizes, analyzes ethical dilemmas and analysis has greater depth and clarity.
Student recognizes, analyzes ethical dilemmas and has detailed analysis.
Student elaborates on the ethical implications of the issue and has pertinent analysis.
Student elaborates on the ethical implications of the issue but fails to grasp complexity or interrelationships.
Propose, defend and implement a resolution for ethical dilemmas
Student proposes pertinent reasons to select a resolution for practical business situations for ethical dilemmas and analysis has greater depth and clarity.
Student proposes pertinent reasons to select a resolution for practical business situations.
Student gives pertinent facts to ascertain what must be decided.
Student ascertains what must be decided
Describe the method of creating an ethical environment
Student provides a pertinent workable plan to create an ethical environment.
Student provides a workable plan to create an ethical environment.
Student demonstrates awareness of how to create an ethical environment
Student explicitly recognizes the importance of creating an ethical environment.
Explain the importance of ethics and social responsibility
Student integrates concepts or cases from business or non- business disciplines to explain the importance of ethics and social responsibility.
Student uses concepts or cases to explain the importance of ethics and social responsibility in detail.
Student uses concepts or cases to explain the importance of ethics and social responsibility.
Student uses societal moral standards to explain the importance of ethics and social responsibility.
Learning goal DStudents possess the abilities to solve problems by using information technology
學生具備使用資訊科技以解決問題之能力Learning Objectives:
Students will demonstrate using information technology and software. Students will generate solutions and demonstrate problem-solving skills
Level Criteria
Excellent Good Fair Below Standard
4 3 2 1
Access the Needed Information by using Information Technology
Student accesses information using effective, well-designed search strategies and most appropriate sources, and seeks information beyond school with knowledge and skill.
Student accesses information using a variety of search strategies and some relevant information sources, and seeks information from libraries, electronic data bases, and other resources.
Student accesses information using simple search strategies, retrieves information from limited and similar sources, and seeks information with some assistance.
Student accesses information randomly, retrieves information that lacks relevance and quality, consistently requires help in finding information.
Use of Software Tools/Application
Student has excellent skills at using word processor, presentation software, statistical package, spreadsheet system and course management system (e.g. iLearn).
Student is able to use advanced functions of word processor, presentation software, statistical package, spreadsheet system and course management system (e.g. iLearn) easily.
Student is able to use word processor, presentation software, statistical package, spreadsheet system and course management system (e.g. iLearn) easily.
Student is able to use word processor, presentation software, statistical package, spreadsheet system and course management system (e.g. iLearn) with some interpretation.
Propose Solutions/Hypotheses
Student is able to propose one or more solutions/hypotheses that indicates 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.
Student is able to propose one or more solutions/hypotheses that indicates 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.
Student is able to propose one solution/hypothesis that is “off the shelf” rather than individually designed to address the specific contextual factors of the problem.
Student proposes a solution/hypothesis that is difficult to evaluate because it is vague or only indirectly addresses the problem statement.
Implement Solution Student is able to implement the solution in a manner that addresses thoroughly and deeply multiple contextual factors of the problem.
Student is able to implement the solution in a manner that addresses multiple contextual factors of the problem in a surface manner.
Student is able to implement the solution in a manner that addresses the problem statement but ignores relevant contextual factors.
Student implements the solution in a manner that does not directly address the problem statement.
Learning goal EStudents possess the abilities of leadership
學生具備領導能力Learning Objectives:
Students will develop effective leadership skills
Level Criteria
Excellent Good Fair Below Standard
4 3 2 1
Students demonstrate an understanding of leadership and leadership behavior
Student demonstrate an understanding of leadership and leadership behavior, and can clearly explain the relationship between the two
Student demonstrate an understanding of leadership and leadership behavior
Student demonstrate a partial understanding of leadership and leadership behavior
Student cannot demonstrate an understanding of leadership and leadership behavior
Students demonstrate an understanding of a leader’s source of authority
Student can recognize, point out and make suggestions regarding a leader’s source of authority
Student can recognize and point out a leader’s source of authority
Student can partially recognize and point out a leader’s source of authority, but cannot offer a clear description
Student cannot recognize and point out a leader’s source of authority
Students can point out effective leadership styles for different case scenarios
Student can describe the relationship between effective leadership and different case scenarios, and can point out which leadership style is most effective to a particular scenario
Student can describe the relationship between effective leadership and different case scenarios
Student can partially describe the relationship between effective leadership and different case scenarios
Student cannot describe the relationship between effective leadership and different case scenarios
Learning Goal A: Students possess professional knowledge in business management at a
high- level. 學生具備商管領域高階專業知識Learning Objectives:
Students will demonstrate a high-level knowledge in business and management. Students will demonstrate an understanding of implication and application of
high-level business and management knowledge.Learning Goal B: Students possess the research and analysis ability in business
management. 學生具備商管領域研究與分析的能力 Learning Objectives: Students will demonstrate using information technology and software. Students will generate solutions and demonstrate problem-solving skills.Learning Goal C: Students possess domain knowledge in planning and decision-
making skills. 學生具備應用專業知識規劃與決策的能力
Learning Objectives: Students will apply professional knowledge in decision making process. Students will develop effective leadership skills.Learning Goal D: Students possess communication ability in professional field. 學生具備參與專業領域交流活動的能力
Learning Objectives: Students will demonstrate business management written communication skills. Students will demonstrate business and management oral presentation skills.
Standard 16-21 Assurance of Learning
Doctoral Degree Learning Goals/Objectives (Ph.D. in Business and Ph.D. in Finance) 商學博士班 /金融博士班
Learning goal AStudents possess professional knowledge in business management at a high-level
學生具備商管領域高階專業知識
Learning Objectives: Students will demonstrate an understanding of advanced knowledge in
relation to business and management. Students will demonstrate an understanding of implication and application
in relation to advanced business and management knowledge.
Level Criteria
Excellent Good Fair Below Standard
4 3 2 1
Advanced theories of business and management
Student demonstrates thoughtful comprehension of advanced theories of business and management.
Student demonstrates adequate comprehension of advanced theories of business and management.
Student demonstrates partial comprehension of advanced theories of business and management.
Student demonstrates surface comprehension of advanced theories of business and management.
Implications for advanced professional knowledge of business and management
Student is able to insightfully discuss in detail relevant implications of professional advanced knowledge of business and management.
Student is able to discuss relevant implications of advanced professional knowledge of business and management.
Student is able to present relevant implications for advanced professional knowledge of business and management..
Student is able to present implications for advanced professional knowledge of business and management, but they are possibly irrelevant.
Synthesis/Application for advanced professional knowledge of business and management
Student is able to synthesize, analysize and apply advanced professional business and management knowledge in depth and clarity.
Student is able to synthesize advanced professional business and management knowledge, as well as analysize and apply appropriately.
Student partially synthesizes advanced professional business and management knowledge, as well as analysize and apply limitedly.
Student is unable to synthesize, analysize and apply advanced professional business and management knowledge.
Learning goal BStudents possess the research and analysis ability in business management
學生具備商管領域研究與分析的能力Learning Objectives:
Students will demonstrate using information technology and software. Students will generate solutions and demonstrate problem-solving skills.
Level Criteria
Excellent Good Fair Below Standard
4 3 2 1
Access the Needed Information by using Information Technology
Student accesses information using effective, well-designed search strategies and most appropriate sources, and seeks information beyond school with knowledge and skill.
Student accesses information using a variety of search strategies and some relevant information sources, and seeks information from libraries, electronic data bases, and other resources.
Student accesses information using simple search strategies, retrieves information from limited and similar sources, and seeks information with some assistance.
Student accesses information randomly, retrieves information that lacks relevance and quality, consistently requires help in finding information.
Existing Knowledge, Research, and/or Views
Student is able to synthesize in-depth information from relevant sources representing various points of view/approaches.
Student is able to present in-depth information from relevant sources representing various points of view/approaches.
Student is able to present information from relevant sources representing limited points of view/approaches.
Student is able to present information from irrelevant sources representing limited points of view/approaches.
Analysis Student is able to organize and synthesize evidence to reveal insightful patterns, differences, or similarities related to focus.
Student is able to organize evidence to reveal important patterns, differences, or similarities related to focus.
Student is able to organize evidence, but the organization is not effective in revealing important patterns, differences, or similarities related to focus.
Student is able to list evidence, but it is not organized and/or is unrelated to focus.
Learning goal CStudents possess domain knowledge in planning and decision-making skills
學生具備應用專業知識規劃與決策的能力Learning Objectives:
Students will apply professional knowledge in decision making process. Students will develop effective leadership skills.
Level Criteria
Excellent Good Fair Below Standard4 3 2 1
Identifying problems students have great ability to identify problems clearly
students have good ability to identify problems properly
students have fair ability to identify problems partially
students have difficulty in identifying problems
Problem evaluation ability
students are able to employ the obtained knowledge to evaluate and solve the problem thoroughly
students are able to use the gained knowledge to weigh the problem and provide appropriate solutions
students are able to apply the very limited knowledge in evaluating problems and problem solving ideas
students are only able to provide rough solutions
Problem-solving ability students are good at applying learned knowledge in processing and solving problems
students are capable of applying acquired knowledge in problem solving process
students can only use the limited ability to solve the problem
students can not target at the problem and provide possible solutions
Applying professional knowledge in decision making process
students can apply professional knowledge with various angles and consider different dimensions in decision making process
students can use professional knowledge in decision making process appropriately
students can only use the limited ability to solve the problem
students can not target at the problem and provide possible solutions
Learning goal DStudents possess communication ability in professional field
學生具備參與專業領域交流活動的能力Learning Objectives:
Students will demonstrate appropriate written communication skill in relation to business and management.
Students will demonstrate appropriate oral presentation skill in relation to business and management.
Level Criteria
Excellent Good Fair Below Standard4 3 2 1
Purpose of writing
As a writer student can clearly express the main idea to the reader
As a writer student can properly convey the main point of the writing
As a writer student can roughly deliver the message to the reader
As a writer student can not engage the reader in the writing content
Writing structure
For student, the writing has organized structure with excellent logic to convince the reader
For student, the writing has complete structure with good logic to convey the message to the reader
For student, the writing has basic structure to express writers’ thoughts to the reader
For student, the writing can only deliver very little message to the reader
Writing criterion
Students have 100% proper format and punctuation
Students have 75% proper format and punctuation
Students have 50% proper format and punctuation
Students have 25% proper format and punctuation
Presentation style
Students have excellent opening, sequencing, pacing and closure
Students have clear opening, sequencing, pacing and closure
Students have fair opening, sequencing, pacing and closure
Students have poor opening, sequencing, pacing and closure
Presentation skill
Students make the whole presentation is right on target. Impress the audience.
Students make the delivered message is clear and correct
Students make the delivered message is understandable
Students make the delivered message is vague
Standard 16-21 Assurance of Learning
Learning Goal A: Students possess professional knowledge in business management at a high-level. 學生具備高階商管專業知識
Learning Objectives: Students are able to demonstrate comprehension of advanced theory of
statistics, business and management. Students are able to analyze and apply advanced statistics, business and
management knowledge.Learning Goal B: Students possess the capability for quantitative research and
innovation.學生具備量化研究創新能力
Learning Objectives: Students are able to explain information presented in quantitative form. Students are able to describe assumptions and provide rationale for why each
assumption is appropriate.Learning Goal C: Students possess global academic vision. 學生具備國際學術視野
Learning Objectives: Students are able to participate in academic conferences and communicate with
participants. Students are able to grasp the international trend of thinking on some specific
issues.Learning Goal D: Students posses the ability to integrate research resources by
using information technology. 學生具備使用資訊科技以整合研究資源之能力Learning Objectives:
Students are able to communicate with other disciplines and organize research sources.
Students are able to use relevant software and demonstrate problem solving skills.
Doctoral Degree Learning Goals/Objectives (Ph.D. in Economics and Ph.D. in Statistics) 經濟博士班 /統計博士班
Learning goal AStudents possess professional knowledge in business management at a high-
level學生具備高階商管專業知識
Learning Objectives: Students are able to demonstrate comprehension of advanced theory of
statistics, business and management. Students are able to analyze and apply advanced statistics, business and
management knowledge.
Level Criteria
Excellent Good Fair Below Standard
4 3 2 1
Advanced theories of business and management
Student demonstrates thoughtful comprehension of advanced theories of business and management.
Student demonstrates adequate comprehension of advanced theories of business and management.
Student demonstrates partial comprehension of advanced theories of business and management.
Student demonstrates surface comprehension of advanced theories of business and management.
Analysis/Application for advanced professional knowledge of business and management
Student is able to analysize and apply advanced professional business and management knowledge in depth and clarity.
Student is able to analysize and apply advanced professional business and management knowledge appropriately.
Student is able to analysize and apply advanced professional business and management knowledge limitedly.
Student is unable to analysize and apply advanced professional business and management knowledge.
Learning goal BStudents posses the capability for quantitative research and innovation
學生具備量化研究創新能力Learning Objectives:
Students are able to explain information presented in quantitative form. Students are able to describe assumptions and provide rationale for why
each assumption is appropriate.
Level Criteria
Excellent Good Fair Below Standard
4 3 2 1
Interpretational Ability on Quantitative Data
Student provides accurate explanations of information presented in quantitative form and makes insightful inferences based on that information in a way that contributes to a further and deeper understanding.
Student provides accurate explanations of information presented in quantitative form
Student provides inaccurate explanations of information presented in quantitative form.
Student does not provide explanations of information presented in quantitative form.
Quantitative Assumptions, Calculation and Reasoning
Student explicitly describes assumptions and provides rationale for why each assumption is appropriate.Performs accurate calculations which are sufficiently comprehensive to solve the problem.
Student somewhat explicitly describes assumptions and provides rationale for why each assumption is appropriate.Performs mostly accurate calculations which are sufficiently comprehensive to solve the problem.
Student vaguely describe assumptions and provides rationale for why Performs inaccurate calculations and reasoning which are insufficiently comprehensive to solve the problem.
Student does not explicitly describe assumptions and provides rationale for why each assumption is appropriate.Does not perform calculations and reasoning.
Learning goal CStudents posses global academic vision
學生具備國際學術視野Learning Objectives:
Students are able to participate in academic conferences and communicate with participants.
Students are able to grasp the international trend of thinking on some specific issues.
Level Criteria
Excellent Good Fair Below Standard
4 3 2 1
The Ability to Capture the International trend of thinking on Specific Issues.
Student can fully capture the international trend of thinking on specific issues.
Student can well capture the international trend of thinking on specific issues.
Student can somewhat capture the international trend of thinking ona specific issues.
Student have difficulties in capturing the international trend of thinking on specific issues.
The Ability to Communicate in Academic Conferences.
Student has ever participated in academic conferences and presented papers many times.
Student has ever participated in an academic conference and presented a paper.
Student has ever participated in an academic conference and communicated with participants.
Student has not participated in any academic conference in any form.
Learning goal DStudents posses the ability to integrate research resources by using
information technology學生具備使用資訊科技以整合研究資源之能力
Learning Objectives: Students are able to communicate with other disciplines and organize
research sources. Students are able to use relevant software and demonstrate problem
solving skills.
Level Criteria
Excellent Good Fair Below Standard
4 3 2 1
Access the Needed Research Resources by using Information Technology
Student has accesses research sources using effective, well-designed search strategies and most appropriate information technology.
Student has Accesses research sources using variety of search strategies and some relevant information technology.
Student has Accesses research sources using simple search strategies, retrieves sources from limited information technology.
Student has Accesses research sources randomly, retrieves sources that lacks relevance and quality.
Use of Software Tools and Application
Student has excellent skills at using statistical package and some relevant softwares.
Student is able to use advanced functions of statistical package and some relevant softwares easily.
Student is able to use statistical package and some relevant softwares.
Student has difficulty to use statistical package and some relevant softwares.
Use Research Resources to Accomplish a Specific Research Purpose
Student communicates, organizes and synthesizes research sources to fully achieve a specific purpose, with clarity and depth.
Student communicates, organizes and synthesizes research. Intended purpose is achieved.
Student communicates and organizes research sources. The research sources are not yet synthesized, so the intended purpose is not fully achieved.
Student communicates and organizes research sources is fragmented and/or used inappropriately (misquoted, taken out of context, or incorrectly paraphrased, etc.), so the intended purpose is not achieved.
Important Notification for students during AACSB on-site visit
1.Familiar with the mission of COB/COF
2.Familiar with learning goals
3.Familiar with the specific learning goal/criteria of the course taken
4 Familiar with the assistance provided to students, including academic assistance and advising, career advising, consultation in the counseling center, guidance of college life from Student Affairs, etc.
5.Familiar with student activities held by school/program.
6.Familiar with the school motto and teachers’ code of conduct with high level of integrity.
7.Be courteous and with good behavior.