nyit annual program assessment report, june 2018

NYIT Annual Program Assessment Report, June 2018

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This report provides evidence that students are achieving end-of-program learning goals and that graduates are attaining achievement

outcomes established by the program.

Name of the program: _Master of Business Administration (MBA)_

Year (e.g., AY17-18) of assessment report: AY17-18

Date Submitted: June 30, 2018

Contact: Jim Murdy

The Statement of Program Learning Goals and Curricular Matrix are available and updated at:

http://www.nyit.edu/planning/academic_assessment_plans_reports.

I. Annual Program Learning Assessment:

INTRODUCTION:

The School of Management (SOM) holds an Annual Assessment Retreat, during which the SOM faculty and administration

reviewed MBA program courses to:

1. Identify one programmatic learning objective as a target of the school’s improvement efforts for AY 18-19; 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 objective;

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

http://www.nyit.edu/planning/academic_assessment_plans_reports


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4. Discuss course-specific improvements based on the joint SOM Executive Council/Business Advisory Board External Assessment retreat for purpose of consideration of additional interventions recommended by industry;

5. Assist each course leader on a one-to-one basis to ensure that, for each course, the course-level learning objectives, assurance of learning validations and scores implemented within the GVS in Fall 2018 are consistent with those described in the revised syllabi; and

6. Close the loop on the continuous improvement activities identified during the 2017 retreat.

2018 marks the seventh (7th) year of assessing the MBA program, which includes both general goals (that contribute to the skills

relevant to all NYIT graduate students) and management specific goals (targeting skills relevant to SOM MBA students). Each goal is

supported by a minimum of two (2) measurable learning objectives. Appendix 1 provides a mapping matrix of the MBA programmatic

learning goals 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 exceed 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 2.

1. CLOSING THE LOOP: Many programs proposed improvement actions based their AY 16-17 assessment reports. Please provide an update

on the proposed improvement actions reported in last year’s assessment report. Where the actions implemented? Are they likely to be

effective?

In AY15-16, the faculty of the School of Management (SOM) agreed to undertake a program revision. This revision reflects the SOM’s

periodic program process, and aligns with the AACSB recommendation to streamline the school’s assessment process. As reported in


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the 2017 Assurance of Learning Report, the faculty successfully completed the program revision during AY 16-17, and the program

passed through the SOM and Academic Senate Curriculum Committees during AY 17-18. The revised MBA will be implemented in the

Fall of 2018.

The faculty discussed the sixty-four (64) MBA courses, leading to the modification of six (6) assurance of learning validations; the

moving of two (2) assurance of learning validations to Section 9b. (Graded (Not Scored) Assurance of Learning Validations); the

deletion of thirty-four (34) scores linked to general, management-specific or major-specific learning goals; and the addition of six

(6) scores linked to general, management-specific or major-specific learning goals. These results are summarized in Table 1,

below, and additional detail concerning these outcomes is found in Appendix 3. It is important to note that the few modifications

reflect: (1) the teaching out of eight (8) of the thirteen (13) old MBA core courses; and (2) that the five (5) new MBA core courses

have not yet been taught.

TABLE 1: MBA COURSE REVI SI ON SUMMARY

Discipline

BSBA

Number of Core Courses Revised/Number of Core

Courses in Discipline

Number of Courses Revised

Number of Courses with No Change

ACCT 0/1 0 8

BUSI 0/2 0 5

ECON 0/3 0 5

FINC 0/3 0 10


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MGMT 1/3 1 8

MIST 1/1 1 5

MRKT 1/2 5 5

QANT 1/2 4 5

SBES 0/1 0 2

TOTALS 4/18 11 53

2. GOALS: List program learning goals that have been assessed in AY 17-18.

The school employs a comprehensive scoring system that includes multiple scores for each program-level learning goal. Scores are

collected across all levels of the curriculum and across a diverse set of courses. These direct evidences are not only significant in

terms of scale and scope but provide one basis, that taken together with additional indirect assessments and standalone testing

results, result in continuous improvement to the teaching and learning within the curriculum and the overall learning environment

within the School of Management.

In AY 17-18, SOM faculty assessed all general and management-specific learning goals for the MBA program using the scoring

system described above. Details on the rubric used are provided in bullet 3 below. For AY 17-18, faculty entered data for twelve

(12) sections that measured general learning goals with an average of 3.85 across 267 scores. Data measuring management-

specific learning goal attainment was logged for thirty (30) sections. Across the 707 management specific scores, the mean level

of attainment was 3.85 (see Appendix 4).

3. METHOD: Describe the method of assessment and attach measurement instruments (e.g., rubric, exam items, scoring guide for a

particular task, supervisor evaluation form, and standardized assessment tool).


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As mentioned in the introduction, 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 exceed 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 2.

4. ANALYSIS: Report assessment results per learning criteria (e.g., per row of rubric, subset of test items, components of a learning task).

Appendix 4 provides a summary of student attainment of both general and management specific MBA programmatic learning

goals. Of note is the level of student attainment across all learning goals. Specifically, students met or exceeded the target score

of three (3) for all programmatic learning goals. This marks only the second time in the seven (7) years of assessing the MBA

program that this has happened, and the faculty and students are to be commended on this accomplishment.

5. INTERPRETATION: Provide an interpretation of student strengths and weaknesses for a given program learning outcome.

See 4 above, and 6, below.

6. IMPROVEMENTS – If any weakness has been identified, provide a plan for improvement, including timeline, and personal responsibility

for completion.

Although student attainment of all programmatic learning goals exceeded expectation, the faculty choose to focus on an MBA


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general learning objective as the target for the SOM continuous improvement during AY 18-19. Specifically, the faculty discussed

the score data provided in Appendix 3, and chose general learning goal 2 (Recognize socio-economic issues, and establish and

defend a position supported by ethical reasoning) or MBA-2G, for improvement during the 18-19 academic year. The rationale for

selecting MBA-2G included:

1. The lower level of student attainment of general learning goals relative to management specific learning goal attainment; 2. The faculty’s perception that emerging socio-economic issues, as well as ethical reasoning, are vital to student academic

and professional success; and 3. The low average score of MBA-2G relative to other goals in AY 17-18.

After identifying MBA-2G as the continuous improvement target, course of BUSI 650, MGMT 650, MRKT 620 and QANT 630

agreed to monitor student attainment of this goal by way of formative assessment of the assurance of learning validation

components relating to this goal.

Results of these interventions to support student attainment of MBA-2G will be tracked during AY18-19, and outcomes will be

shared with the faculty during the 2019 Annual Assessment Retreat and in the 2019 Annual Assessment Report.

II. Brief Description of Faculty Engagement in the Current Annual Assessment Report:


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2018 Annual Assessment Retreat participants included Diamando Afxentiou, Joshua Beinstock, Deborah Cohn, James Dunne, Alan

Fairbairn, Fred Harris, Steve Hartman, Xueting Jiang, Ping Ke, Bisrat Kinfemichael, Colleen Kirk, Robert Koenig, Maya Kroumova, Paul

Kutasovic, Purushottham Meena, Rakesh Mittal, Jim Murdy, Birasnav Muthuraj, Bill Ninehan, Cristina Seaman, Shaya Sheikh, Jang

Won Suh, Veneta Sotiropoulos, Amr Swid, Raj Tibrewala, and Joo-Kwang Yun.

During AY 17-18, faculty reviewed student work and scored assignments linked to MBA learning objectives using rubrics for each

objective. These scores are then entered into the SOM Goal Validation System (GVS), a program developed and maintained by the

SOM Director of Assessment Analytics (Dr. Raj Tibrewala). The faculty then participate in the annual assessment retreat, including an

examination of student attainment of all programmatic learning objectives, identification of an objective for improvement, and

integration of course-appropriate interventions that seek to improve student attainment of this learning objective. Faculty also

discuss all assessment instruments, update the required and reference resources, suggested grading guidelines, and the weekly topics

for each course.

For additional detail concerning faculty involvement in the assessment process, please see Section I, above.

III. Annual Program Achievement Goals:

Please provide examples of readily available data on program student achievement (e.g., first-year retention rates, six-year graduation rates,

average time to degree completion, certification exam pass rate, student satisfaction survey results, employer satisfaction results, % pursuing an

advanced degree, % of job placement, etc.)

Note. Please contact Director of Planning and Assessment, Kathleen Gill ([email protected]) for assessment support.


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Last updated 4/24/18

APPENDIX 2: 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

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.

circumstances. Encourages conflict as a source of positive outcomes.

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

Course ID Core class indicator

Scores

added

Scores

eliminated Revision AY 17-18

ACCT 501 MBA Waiveable Core/MS Waiveable Core no change

ACCT 510 MBA Waiveable Core no change

ACCT 610 MBA Non-Waiveable Core No Changes

ACCT 713 ACCT option/FINC option/CFA option no changes

ACCT 720 BS/MBA in ACCT no changes

ACCT 721 FINC option/CFA option no changes



BUSI 610 MBA Non-Waiveable Core No change

BUSIE 650 MBA Non-Waiveable Core No change

BUSIE 700 Elective No change



ECON 501 MBA Waiveable Core/MS Waiveable Core No change

ECON 510 MBA Waiveable Core/MS Waiveable Core No change

ECON 601 MBA Non-Waiveable Core No change



FINC 501 MBA Waiveable Core No change

FINC 601 MBA Non-Waiveable Core No change



FINC 705 FINC option No change






MGMT 501 MBA Waiveable Core/MS Waiveable Core No change

MGMT 510 MBA Waiveable Core No change

MGMT 620 MBA Non-Waiveable Core No change

MGMT 630 MBA Non-Waiveable Core No change

MGMT 650 MBA Non-Waiveable Core 2 0 SECTION 5: Revised A2, adding MBA 3M.

MGMT 735 Elective No change

MGMT 740 Elective No change

MGMT 780 DSCI option No change

MGMT 785 DSCI option No change

MIST 501 MBA Waiveable Core No change

MIST 610 MBA Non-Waiveable Core

0 4

SECTION 5: Moved A2 to section 9b., deleting MBA-2M, MBA-

1M, MBA-MIST. SECTION 7: Replaced existing text with a new

text. SECTION 8: New resource added. SECTION 9: Updated to

reflect changes in section 5 and section 9b.

MIST 723 Elective No Change

MIST 731 Elective No Change

MIST 732 Elective No change

MIST 765 Elective No change

MRKT 501 MBA Waiveable Core no changes

MRKT 610 MBA Non-Waiveable Core

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SECTION 5: Moved A1 to section 9b., deleting MBA 3G, MBA

SOC PSYCH, MBA 3M, MBA2M; Revised A2, adding MBA Ethics

and deleting MBA 2M. SECTION 7: Revised to include new text,

deleting the required article. SECTION 8: Added 24 new

reference resources, deleting all old reference resources.

SECTION 9: Updated to include changes in section 5 and section

MRKT 620 MBA Non-Waiveable Core no changes

MRKT 710 MRKT option

0 6

SECTION 5: Revised A1, deleting MRKT LO1B, MRKT LO1C, MRKT

LO1D, MRKT LO2A, MRKT LO2B, MRKT LO2C. SECTION 7:

Updated text to 9th edition. SECTION 8: Updated reference

resource to 4th edition. SECTION 9: Updated to reflect addition

of section 9b. SECTION 17: Updated to reflect new text edition.

MB

A C

OU

RSE

SAPPENDIX 3: DETAIL OF COURSE MODIFICATION BY DEGREE PROGRAM


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SECTION 5: Revised A1, deleting MRKT LO1A, MRKT LO1D, MRKT

LO2A, MRKT LO2B, MRKT LO2C, MRKT LO3A, MRKT LO3B, MRKT

LO3C. SECTION 7: Updated text to 11th edition. SECTION 8:

Deleted first reference resource. SECTION 9: Updated to reflect

addition of section 9b.

MRKT 745 Elective

2 5

SECTION 5: Revised A1, adding MRKT LO1D, MRKT LO2A, and

deleting MBA 2M, MBA MRKT, MBA MIST, MBA 3M, MBA 1G.

SECTION 7: Updated text to 6th edition. SECTION 8: Added 5

reference resources, and updated last reference resource to

2017 edition. SECTION 9: Updated to include section 9b.

MRKT 750 MRKT option no changes



1 6

SECTION 5: Revised A1, deleting MRKT LO1B, MRKT LO2A, MRKT

LO2B, MRKT LO3A, MRKT LO3B, MRKT LO3C. SECTION 7: Added

new text, deleted old. SECTION 8: Added 33 new reference

resources, deleted all old reference resources. SECTION 9:

Updated to reflect addition of section 9b and new weights for

ALVs. SECTION 17: Updated to reflect new text.


QANT 501 MBA Waiveable Core/MS Waiveable Core 0 0 SECTION 8: Added one new reference resource.

QANT 510 MBA Waiveable Core

0 0

SECTION 7: Updated text to 12th edition. SECTION 17: Revised

to reflect changes in updated text.

QANT 520 MBA Waiveable Core

0 0

SECTION 7: Updated text to 6th edition. SECTION 17: Revised to

reflect changes in updated text.

QANT 610 MBA Non-Waiveable Core No Changes

QANT 620 MBA Non-Waiveable Core 0 0 SECTION 9: Revised to include two assignments in section 9b.

QANT 630 MBA Non-Waiveable Core No change

QANT 750 DSCI option No change



SBES 601 MBA Non-Waiveable Core No change

SBES 710 Elective No change

MB

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OU

RSE

S

Standard Deviation Standard Error Median Number Of Scores

Used

1.02 0.08 4 171

0.67 0.09 4 51

0.62 0.09 3 45

0.94 0.06 4 267

0.87 0.06 3 194

0.85 0.06 4 211

0.66 0.07 5 86

1.11 0.08 4 216

707

0 0 3 72

1.07 0.13 3 66

0.62 0.04 4 219

1.03 0.02 4 2,164

APPENDIX 4 - MBA Goal Report 2017-2018

Goal Mean

General

MBA2G 3.42

Composite General

MBA3G 3.82

MBA1G 4.29

MBA2M 3.58

MBA1M 3.94

Goal Attainment 3.85

Management

M101 4.67

MBA3M 3.76

Composite Management


Invariant

Goal Attainment 3

Contextual


Major Specific

Composite



Parameters Selected:Academic Year 2017 - 2018

Reporting Term 2018SP 2018AR 2018AC

Assurances of Learning Validation = 28

Number of Students = 424 Total Number of Scores Assigned = 2015

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 MBA

User: ADMIN\\jmurdy

Run at: 5/9/2018 4:57:45 PM

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

Data as of 03/08/2016

Page 1

APPENDIX 4 - MBA Goal Report 2017-2018

Number Of Course

Sections Used

4

6

3

10

10

12

10

9

30

1

5

32

4

Parameters Selected:2017 - 2018

2018SP 2018AR 2018AC

Total Number of Scores Assigned = 2015

ALL

All Courses for the Chosen Parameters.

All Sections for the Chosen Course(s).

All Levels for the Chosen Course(s).

Management

-- ALL

MBA

User: ADMIN\\jmurdy

Run at: 5/9/2018 4:57:45 PM

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

Data as of 03/08/2016

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nyit annual program assessment report, june 2018

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