Assessment of the Department and its Programs

A. Departmental Major Assessment Plan

 

1. Departmental Mission and Vision Statements: The Department worked through sub-committee and then through departmental meetings to develop the following mission and vision statements.

Mission:

The Department of Managerial Studies strongly supports the missions of the University and the College of Business. The Department considers its constituencies to include diverse students at the undergraduate and graduate levels and the professional business community.

The Department responds to a competitive global environment with a learning-centered focus that is rigorous, intense, dynamic, and fun.

The Department is committed to attracting, selecting, retaining, and preparing its faculty to achieve its stated goals with excellence, integrity, and professionalism.

The faculty in the Department of Managerial Studies refines its cutting-edge curriculum and its educational processes so that its programs are vital and valid for all of its constituencies.

Vision:

The Department of Managerial Studies will be the leading provider of cutting-edge, high quality education in all managerial-related areas.

2. Learning Objectives for Majors

The Department faculty worked with the newly-formed College of Business Advisory Council to develop a list of competencies for Business students. Many of these competencies (happily) correspond to those General Education competencies addressed by the St. Ambrose educational experience. The following additional and specific outcomes for each of our majors reinforce the competencies our students will develop throughout their careers at St. Ambrose University.

Learning Objectives for Management Majors

The Management faculty began the study of necessary Management student competencies by considering

1. recommended college graduate competencies from an employers’ survey conducted by the National Association of Colleges and Employers in 1999

2. managerial competencies identified in the organizational literature

3. earlier suggestions from the COB Advisory Council

4. discussions with students about needs

A list of competencies was generated from these sources, and a Management faculty member led a discussion at an Advisory Council meeting. Many of the suggestions from the group are part of the student competencies identified and developed as part of SAU’s General Education program. The list of learning objectives listed below augment and strengthen those competencies, and add a few that the Advisory Council considered essential to preparing our students for managerial and professional roles.

Learning outcomes:

Majors in Management at St. Ambrose University will be able to:

1. Communicate clearly in writing in ways appropriate to the audience and application. ( WI- MGMT 310 Principles of Management, MGMT 316 Entrepreneurship, WI-MGMT 325 Leadership in Organizations, WI-MGMT 349 Strategic Management and Policy)

2. Communicate clearly in business presentations, employing appropriate visual aids (MGMT 101 Foundations of Business, BUS 337 Gender and Organizations, WI-MGMT 349 Strategic Management and Policy)

3. Independently seek out and evaluate information from a variety of sources, including the internet.(WI-MGMT 310 Principles of Management, MGMT 316 Entrepreneurship,, WI MGMT 349)

4. Think strategically and plan effectively (WI-MGMT 310 Principles of Management, MGMT 316 Entrepreneurship, WI MGMT 325 Leadership in Organizations, WI-MGMT 349 Strategic Management and Policy)

5. Demonstrate leadership and take initiative in appropriate ways.(WI-MGMT 325 Leadership in Organizations, MGMT 332 Organizational Theory and Behavior, MGMT 338 Diversity in the Workplace)

6. Demonstrate good interpersonal skills including conflict management skills.(MGMT 101 Foundations of Business, MGMT 332 Organizational Theory and Behavior, WI-MGMT 325 Leadership in Organizations, MGMT 338 Diversity in the Workplace)

7. Collaborate with others to achieve a group goal. (MGMT 101 Foundations of Business, MGMT 332 Organizational Theory and Behavior, WI- MGMT 349 Strategic Management and Policy

8. Employ a variety of analytical tools to solve problems (WI-MGMT 310 Principles of Management, MGMT 320 Human Resource Management, MGMT 332 Organizational Theory and Behavior, WI-MGMT 349 Strategic Management and Policy)

9. Understand and employ career development strategies (MGMT 101 Foundations of Business, MGMT 310 Principles of Management, MGMT 320 Human Resource Management, MGMT 337 Gender in Organizations)

10. Describe and practice socially-responsible organizational behavior, including

legally-sound and ethically-correct human resources practices (WI-MGMT 325 Leadership in Organizations, MGMT 320 Human Resources Management, MGMT 337 Gender and Organizations, MGMT 338 Diversity in the Workplace)

Multiple methods for assessing student learning of objectives will be used and are documented below. Undergraduate Marketing Students meet the objectives by completing the requirements of each course listed for the marketing major.

Assessment Methods:

1. Examinations. At least two examinations will be given. These exams evaluate the student’s knowledge of the topical marketing material covered in the course.

Courses: MKTG 309, MKTG 311, MKTG 328, and MKTG 347.

2. Written/Oral Assignments. At least one assignment is given that requires students to apply the current concepts being covered in the course to real-world issues and/or businesses. Students are given feedback on the appropriateness and quality of their concept applications.

Courses: MKTG 309,m MKTG 311, MKTG 328, and MKTG 347.

3. Class Discussions. Formal and/or informal discussions occur in class that reinforce the topics presented and allow for clarification and expansion in the depth of understanding of these topics.

Courses: MKTG 309, MKTG 311, MKTG 328, and MKTG 347.

4. Case Studies. Students are given cases involving real marketing situations that occurred in the past. They are required to identify the marketing issues and problems of the case. They are also required to apply course concepts to make recommendations on how to solve these problems and issues. Feedback is given by the instructor on the appropriateness of the concept applications.

Courses: MKTG 347.

 

Assessment Methods:

1. Written Assignments. At least one assignment is required in which the student must submit a written communication. Written communications are not only graded on content. They are also graded on the clear, concise presentation of ideas and on the ability to develop and support these ideas. The communications may be graded by the instructor, by fellow classmates, and/or by the student submitting the report.

Courses: MKTG 309, MKTG 311, MKTG 328, and MKTG 347.

2. Case Studies. Students are given cases involving real marketing situations that occurred in the past. These case studies sometimes require the submission of a formal written report on the findings. These communications may be graded by the instructor, by fellow classmates, and/or by the student submitting the report.

Courses: MKTG 347.

 

Assessment Methods:

1. Oral Assignments. At least one assignment is required in which the student must make an oral presentation. Using appropriate multimedia for oral presentations is strongly encouraged. Oral presentations are not only graded on content, but they are also graded on the clear, concise presentation of ideas and on the ability to address and involve the audience. The presentations may be graded by the instructor, by fellow classmates, and/or by the student submitting the report.

Courses: MKTG 309, MKTG 311, MKTG 328, and MKTG 347.

2. Class Discussions. Formal and/or informal discussions occur in class that allow the student opportunity to express and support his/her ideas and views. Both the instructor and other students can give feedback on the clarity of ideas expressed and the strength of how they were supported.

Courses: MKTG 309, MKTG 311, MKTG 328, and MKTG 347.

3. Case Studies. Students are given cases involving real marketing situations that occurred in the past. These case studies sometimes require the presentation of a formal oral report on the findings. These communications may be graded by the instructor, by fellow classmates, and/or by the student submitting the report.

Courses: MKTG 347.

 

Assessment Methods:

1. Oral Assignments. At least one assignment is required in which the student must make an oral presentation. Other students are frequently asked, anonymously or not, to critique at least one of the oral presentations given by classmates.

Courses: MKTG 309, MKTG 311, MKTG 328, and MKTG 347.

2. Written Assignments. At least one assignment is required in which the student must state and defend their agreement and disagreement with current business practices of an organization and to identify problem issues. They are also to make recommendations to further investigate and solve the identified problems.

Courses: MKTG 309, MKTG 311, MKTG 328, and MKTG 347.

3. Written/Oral Assignments. At least one assignment is required in which the student is strongly encouraged to conduct a personal interview with a community businessperson. The purpose of this interview is to gain data from this person regarding their business or organization. This information is then incorporated in the student’s written and/or oral report.

Courses: MKTG 309 and MKTG 328.

4. Class Discussions. Formal and/or informal discussions occur in class that allow the student opportunity to express and support his/her ideas and views. Feedback from other students on the clarity of ideas expressed, and the strength of how they were supported, is encouraged.

Courses: MKTG 309, MKTG 311, MKTG 328, and MKTG 347.

5. Case Studies. Students are given cases involving real marketing situations that occurred in the past. They are required to identify the marketing issues and problems of the case and to apply course concepts to recommend possible solutions. Formal and informal feedback is given by the instructor regarding the comprehension of the case and the appropriateness of the proposed solutions. This feedback can also come from fellow classmates, allowing the opportunity for them to critique the analysis.

Courses: MKTG 347.

 

Assessment Methods:

1. Course Material. At least one class meeting is devoted entirely to the discussion of topical issues of ethics in marketing.

Courses: MKTG 309 and MKTG 328.

2. Class Discussions. Formal and/or informal discussions can occur in class involving ethical issues germane to the day-to-day material covered.

Courses: MKTG 309, MKTG 311, MKTG 328, and MKTG 347.

3. Examinations. At least one examination will cover materials that involve topical issues of ethics in marketing.

Courses: MKTG 309, MKTG 311, MKTG 328, and MKTG 347.

 

Assessment Methods:

1. Written/Oral Assignments. At least one assignment is required in which the student must state and defend their agreement and disagreement with current business practices of an organization and to identify problem issues. They are also to make recommendations to further investigate and solve the identified problems.

Courses: MKTG 309, MKTG 311, MKTG 328, and MKTG 347.

2. Class Discussions. Formal and/or informal discussions can occur in class regarding the business situations that are less than optimal. Discussion can involve both the clear definition of what the problem is as well as how one might go about improving the situation.

Courses: MKTG 309, MKTG 311, MKTG 328, and MKTG 347.

3. Case Studies. Students are given cases involving real marketing situations that occurred in the past. They are required to identify the marketing issues and problems of the case. They are also required to apply course concepts to recommend possible solutions. Formal and informal feedback is given by the instructor regarding the comprehension of the case and the appropriateness of the proposed solutions.

Courses: MKTG 347.

 

Assessment Methods:

1. Written/Oral Assignments. At least one assignment is given that requires students to work in groups. This group work may be done within or outside of the class. The instructor often observes and monitors group dynamics and may direct group discussion. Any formal group work involves the evaluation of the instructor and/or group members on their ability to work together constructively.

Courses: MKTG 309, MKTG 311, MKTG 328, and MKTG 347.

2. Case Studies. Students are given cases involving real marketing situations that occurred in the past. Most of these case studies are done within a group setting.

Courses: MKTG 347.

 

 

Assessment Methods:

1. Written/Oral Assignments. At least one assignment is given that requires students to use word-processing software for the written presentation of the work. The student is also strongly encouraged to use presentation software for the oral presentation of the work.

Courses: MKTG 309, MKTG 311, MKTG 328, and MKTG 347.

2. Written/Oral Assignments. At least one assignment is required in which the student is strongly encouraged to use information gathered from the internet and various business websites. The purpose of this internet search for information is to gain data regarding various businesses and industries. This information is then incorporated in the student’s written and/or oral report.

Courses: MKTG 309, MKTG 311, and MKTG 328.

3. Case Studies. Students are given cases involving real marketing situations that occurred in the past. These cases can require a formal written document that is produced using word-processing software. These cases can also require an oral presentation, where students are strongly encouraged to use presentation software.

Courses: MKTG 347.

 

Assessment Methods:

1. Written/Oral Assignments. At least one assignment is recommended in which the student is encouraged to use graphs and charts to summarize various information. The purpose of this is to familiarize the student with these skills and with these technology tools. The results are then incorporated in the student’s written and/or oral report.

Courses: MKTG 309.

 

 

Learning outcomes for International Business:

An International Business major will be able to:

Research and use current data about countries and regions to analyze problems.

( INTL 371 International Business Environment, INTL 372 Managing Across Cultures, INTL 322 International Marketing)

Describe fundamental principles and theories of international trade.

(INTL 371 International Business Environment, INTL 322 International Marketing, INTL 221 Survey of International Business)

Describe the impact of national and regional variables on basic business functions.

(INTL 322 International Marketing, INTL 372 Managing Across Cultures)

Analyze a problem for an internationalized firm and recommend appropriate responses.

(INTL 371 International Business Environment, INTL 322 International Marketing, INTL 221 Survey of International Business)

Demonstrate appropriate cross-cultural interpersonal skills.

( INTL 370 International Field Experience, INTL 372 Managing Across Cultures)

Apply knowledge of business practices in a foreign country to conduct business effectively.

(INTL 371 International Business Environment, INTL 322 International Marketing, INTL 372 Managing Across Cultures, INTL 221 Survey of International Business)

Interact respectfully with those whose cultural or religious views differ from his or her own.

(INTL 372 Managing Across Cultures, INTL 370 International Field Experience)

IV. A. 3. Methods of Assessment

Assessment of learning outcomes within the Department will be accomplished at four levels of evaluation using Kirkpatrick’s model: reaction, learning, performance, and organizational outcomes.

1. Evaluation of learning will occur and will be documented by scoring one assignment in representative courses within the major each year for achievement of each learning objective, and keeping on file an example of:

a. successful objective achievement

b. marginal objective achievement

c. unsuccessful objective achievement

Faculty for each major will decide which course and which assignment best measures each learning outcome. Faculty will confer once each year to evaluate results. Example assignments, projects or critiques will be filed with the Department chair.

Rationale: Evaluation of course learning will be ongoing and directed to desired outcomes. Students will receive feedback specifically relating to each learning objective at least once a year. Faculty can distribute the task of evaluating learning among the group as they see fit.

2. Reaction and performance levels of evaluation will occur using a consumer panel, a standard marketing research method. Each year, faculty for each of the three majors in the department will invite three to five students entering the major to participate in the Managerial Studies Advisory Panel. Students will be selected to represent a cross-section of the student population. They will be asked to commit to being interviewed once a year throughout their two years of Business coursework, and for three years after graduation. In exchange, the Department will publicize their service to the department.

· During their school years, focus groups will be used to assess their reactions to the programs, using a moderator’s guide developed by faculty.

· After graduation, a yearly telephone survey will be conducted. The alumni will be interviewed about reactions to their education, as well as current job, etc. (performance level evaluation).

· Faculty will consider the responses and will share the information with stakeholders.

Rationale: Using the consumer panel will solve problems of student disregard for surveys, poor alumni response to surveys, and skewed response (disgruntled only.)

Adding students each year will allow us to assess attitudes and performance by cohort as well as over time. We will be regularly receiving feedback about our programs from students and will be accountable for conducting evaluations.

Evaluation of organizational outcomes will be done by tracking the departmental programs through better statistics. At present, we do not know how many majors we have, where our majors are getting jobs, or how many are going on to graduate school. We have not done a good job of regularly communicating to or inviting input from our majors. We are taking steps to resolve these problems. It is hoped that by the time of our next departmental review, the information gleaned from the Advisory Panel and our own improved database will allow us to track the impact of our curricular change and new initiatives on individual student performance, departmental and College growth and improvement, and SAU well-being.

IV A 4. DOCUMENTATION OF STUDENT LEARNING IN THE MAJOR

Copies of student written assignment, team projects, and oral critiques assessed by faculty for each learning objective will be stored in the office of the department chair.

Transcripts, notes, and summaries of Advisory Panel interviews will also be stored.

IV. A 5. USE OF ASSESSMENT INFORMATION TO IMPROVE EDUCATION

The Chair of the Department will work with faculty in each program to see that:

a. course sections are selected to assess each objective in the major annually

b. an appropriate assessment is done and representative evidence is collected annually.

c. students are selected and invited to join the Managerial Studies Advisory Panel annually.

d. Questions for panel members are developed or revised annually.

e. Interviewers of panel members are selected annually.

f. Results of both the learning assessment and the panel interviews are reviewed annually.

The Chair of the Department will be responsible for:

· Storing the learning assessments and interview data

· Scheduling the assessments, panel interviews, and faculty review of assessment data annually.

· Summarizing each year’s results in a report

· Providing a summary to all majors in the programs, and to all Advisory Panel members.

IV. A. 6 EVALUATION OF THE PLAN

WHEN AND HOW IS THE PLAN REVIEWED?

The faculty will meet as a department every other year to review the plan and consider modifications.

B. ASSESSMENT OF TEACHING AND LEARNING IN THE MAJOR

Most of the information that led to course changes in our majors was received through informal interactions with students, with advisors outside the department, and with local business contacts who employ our graduates and with our College of Business Advisory Council, composed of business leaders from a variety of for-profit and not-for-profit organizations. In the case of the International Business major, a meeting was held for majors, and follow-up calls made to those who did not attend. We also spoke with students who had switched out of the major, and students who were interested in the major. We met as a department regularly to discuss our concerns and the philosophy that should underlie our programs.

The following are particular concerns that grew out of a year’s worth of self-study:

1. Since the dissolution of EcBa we have done little assessment. Two years ago the department voted to discontinue the senior surveys that were conducted in Capstone seminar each year. The surveys for the previous two years had not been analyzed at that time, and the department felt that the students did not take the assessment seriously, thus not yielding meaningful results. The assessment plan included here is the result of many discussions in departmental meetings and in the four subcommittees that drafted the mission and vision statement, and identified learning objectives and changes for our three majors.

2. We have done a poor job of tracking or contacting our majors except in the classroom. The lengthy Core and Foundation requirements of the 2001-2003 catalog mean that many Business majors do not declare majors until right before graduation. As a result, we have a huge group (124 of 208) listed as General Business, who do not have any departmental affiliation at present. Few graduate in General Business, but they are being prevented from good career planning by not declaring or being active participants in a department.

3. We have a curriculum that seals us off from students outside the College. Many of the recommended curricular changes come from conversations with students and colleagues who see opportunities for collaboration. The partnership between Marketing and Communication in the Public Relations and Marketing Communications major is an example of change that we would like to emulate in our other programs.

4. We are not being consistent across courses or in relating courses to each other. The review process has allowed us to discuss common outcomes and to agree to use our four point forms after the review process to attain consistency.

On a positive note, the review process has resulted in:

1. Useful experimentation. Discussion of the importance of teaching career planning led to a pilot program to introduce resume writing and interviewing skills into sections of MGMT 310. John Byrne has led the program and has collected data on the results in collaboration with the Career Development Center. We have revived MGMT 101 Foundations of Business, and have created a Learning Community for fall of 2003. Dave O’Connell has repositioned his MGMT 332 Organizational Theory class to incorporate more student self-assessment and team skill development. Craig Shoemaker and Karl Hickerson collaborated on guest speakers and special evening sessions for their sections of MKTG 348 Marketing Management. Patrick O Leary and Arun Pillutla collaborated on a new course idea that grew into INTL 372 International Business Environment.

2. A mission that revitalizes. The committee to develop the mission included an intriguing idea that led to lively departmental discussion: They said our classes should be "rigorous and fun." This concept is freeing faculty to consider new ways of presenting material, and it may eventually make us less stodgy.

A commitment to continue this process after the review. I was asked early in the process if we were really going to use what we developed or if this was going to be another file cabinet review. We committed as a group to using this material to continue our progress and to track our results. In particular, we want to use our 4 point forms to improve our consistency across courses, and to help our adjuncts.

Return to Departmental Assessment Plans