General Business graduates will be capable communicators and competent business decision makers.
Objective
Writing Competency
Students will be able to compose effective business messages using accepted standards of English grammar and punctuation, sentence structure and paragraph design.
Indicator
Written Communication
General Business degree candidates will respond in writing to a series of business scenarios during the required GBA 389 coursework. The composite performance of the students, as measured by a faculty developed rubric, will indicate the communication competency level.
Criterion
Writing Assessment
At least 80% of sampled students must meet expectations on the business communication rubrics. The rubrics that will be used to evaluate students in GBA 389 were developed by the business communications faculty. Each faculty member applies the rubrics when evaluating students in a GBA 389 course. The rubric is broken into seven performance elements. The student is evaluated based on their performance and will either meet, exceed or fall below the expectations set by the rubric.
Finding
Communication: Written Assessment
Approximately 92% of sampled students met expectations on the business communication writing rubrics. The sampled students exceeded the expectations set forth by the business communication faculty. The business communication faculty created projects that are directly related to the students future or current career, and thus motivated the students to master the concepts in each assignment. The faculty attribute the success of the students to the students interest in the projects. An example of a required project is a current resume and cover letter to a potential employer.
Indicator
Written Report
Students will research a business topic and will write a well-developed, well-organized, and appropriately documented report. Reports will be pulled from the required GBA 389 course and evaluated based on a faculty derived rubric.
Criterion
Report Rubric
At least 80% of sampled students must meet expectations on the report evaluation rubrics. The rubrics that will be used to evaluate students in GBA 389 have been developed by the business communications faculty. Each faculty member will apply the rubrics when evaluating reports from a GBA 389 course.
Finding
Communication: Written Report Assessment
Approximately 87% of sampled students met expectations on the report evaluation rubrics. The sampled students exceeded the expectations set forth by the business communication faculty. The faculty attribute the success of the students to the students interest in the projects that they are required to complete. The business communication faculty created projects that are directly related to the students future or current career, therefore they have a vested interest in ensuring that they master the concepts in each assignment.
Action
Evaluation Of GBA 389 Written Rubrics
The faculty will improve the process to ensure their expectations meet or exceed those of peer institutions who are also accredited by AACSB, International (the most prestigious accreditation for colleges of business) by evaluating the written rubrics against those used in other AACSB-accredited universities. The comparison will also contribute to greater consistency in standard criterion and value measurement.
Objective
Speaking Competency
Students will be able to speak effectively before a group by connecting with the audience and organizing and presenting the topic accordingly.
Indicator
Oral Presentation
General Business degree candidates will make several oral presentations in the required communication course. Samples of presentations will be videotaped and evaluated. The composite performance of the students, as measured by a faculty developed rubric, will indicate the oral communication competency level.
Criterion
Oral Rubric
At least 80% of sampled students must meet expectations on the oral presentation rubrics. The rubrics that will be used to evaluate students in GBA 389 have been developed by the business communications faculty. Each faculty member will apply the rubrics when evaluating students in a GBA 389 course.
Finding
Communication: Oral Assessment
Approximately 94% of sampled students met expectations on the oral presentation rubrics. The sampled students exceeded the expectations set forth by the business communication faculty. The performance level far exceeded the criteria, possibly because students selected topics of interest.
Action
Evaluation Of GBA 389 Oral Rubric
The faculty will improve the process to ensure their expectations meet or exceed those of peer institutions who are also accredited by AACSB, International (the most prestigious accreditation for colleges of business) by evaluating the written rubrics against those used in other AACSB-accredited universities. The comparison will also contribute to greater consistency in standard criterion and value measurement. The exceptionally high mastery rate has motivated a desire to understand why.
Objective
Decision-Making Competency
The student will use analytical and problem solving skills to make business decisions.
Indicator
Business Decision Making
General Business degree candidates will take the Texas Assessment of Critical Thinking Skills test in the required BAN232 class and again in the required MGT475 class.
Criterion
Analytical Evaluation
The mean score on the TACTS critical thinking instrument for students in the senior level class will be statistically higher than the mean score for the student in the sophomore level class.
Finding
Business Decision Making
The TACTS instrument was administered to 6 classes of BAN232 and MGT475 (3 of each) in the fall semester of 2008. The BAN232 classes included sections of Dr. Miller's and Dr. Berg's classes and the MGT475 classes were Dr. Zelbst's sections. The results were consistent with previous years where the upperclassmen scored higher on the average than the underclassmen. However, since the year to year results have not changed significantly, a committee of professors will be formed to address the topics covered in the instrument and changes will be made in the presentation and/or time spent on each topic in the hopes of improving the correct responses on the items of interest.
Action
Business Decision Making Improvements
A committee of professors will be formed to address the topics covered in the instrument and changes will be made in the presentation and/or time spent on each topic in the hopes of improving the correct responses on the items of interest.
Goal
Capable Business Decision Makers
The goal of the General Business program is to provide students with a broad base of knowledge in business. 281, 362, 389
Objective
General Business Core Concepts And Principles
Students who complete the BBA in General Business will demonstrate knowledge of the core concepts and principles of the legal environment of business.
Indicator
General Business Assessment: Embedded Questions GBA 362
Assessment will be made using embedded questions on each units examination. The embedded questions will gauge the students performance on concepts, principles and functions of business law. The embedded questions were created by the business law faculty and include questions from each of the four core areas in the course.
Criterion
General Business: Improvement On Embedded Exam Scores GBA 362
The class average on individual embedded questions will be 75% correct. The business law course is divided into four core units. Each business law faculty member will include imbedded questions on each unit's examination. GBA 362
Finding
General Business: Improvement Embedded Question Scores GBA 362
Students that took examinations with embedded questions achieved an average of 77% correct. After the faculty analyzed the questions that students answered incorrectly there was a common learning gap in the area of common law contracts. The faculty believe that the common law contract unit is particularly challenging to students since this is the first exposure that many of them have to the terms and concepts used in contracts. The faculty will make adjustments to the emphasis of instruction with respect to this unit. Faculty members believe that will additional attention will result in greater comprehension of the material by the students.
Indicator
General Business Assessment: Embedded Questions GBA 281
The GBA 281 course focuses on the legal environment in business, particularly how the law effects business development and creation. This course is divided into five core units. Assessment will be made using embedded questions in each of the course's five core units examination. The embedded questions will gauge the students performance on concepts, principles and functions of legal environments. The embedded questions include questions developed by the legal environment faculty.
Criterion
General Business: Improvement On Embedded Questions Exam Scores GBA 281
The class average on individual embedded questions will be 75% correct. Embedded questions will be included on each unit examination.
Finding
General Business: Improvement On Embedded Questions Exam Scores GBA 281
Students that took examinations containing embedded questions achieved an average of all units tested of 76% correct. After the faculty analyzed the questions that students answered incorrectly there was a common learning gap in the area of business organizations. The faculty believe that the business organization unit is particularly challenging to students since there are many different types of business organizations and the law impacts the risk of each differently. The faculty will make adjustments to the emphasis of instruction with respect to this unit. Faculty members believe that will additional attention will result in greater comprehension of the material by the students.
Action
General Business: Improvement On Embedded Question Exam Scores GBA 281
While the goal was met, an evaluation of the embedded test scores was conducted by the legal environment faculty members in an effort to improve. A learning gap in the business organization unit was identified. This unit is particularly challenging to students because there are numerous business organization types and the risks associated with each are very different. In addition, this is the first exposure that most students have to business organizations legal vocabulary and risks. Faculty members recommended an adjustments to the focus of the course curriculum will be made. It is expected that an increase focus in this area will yield improvements on students comprehension in this unit.
Action
General Business: Improvement On Embedded Question Exam Scores GBA 362
The goal set by the business law faculty was achieved. However, in an effort to improve the course the business law faculty conducted an evaluation of the embedded test scores. A learning gap in the common law contracts unit was identified. This unit is particularly challenging to students because this is often the first exposure that most students have to contract law vocabulary and concepts. Faculty members recommended an adjustments to the focus of the course curriculum will be made. It is expected that an increase focus in this area will yield improvements on students comprehension in this unit.
Goal
General Business Student Satisfaction
General Business students will be satisfied with the instruction that they receive.
Objective
General Business Effective Instruction
General Business students will be satisfied with the level of instruction that they receive.
Indicator
General Business Instruction Assessment - IDEA Form
The department, college, and university utilizes the IDEA System as part of its evaluation of classroom performance. The IDEA System, developed by the IDEA Center at Kansas State University, is a nationally normed, validated and reliable measure of classroom performance based on up to 12 learning objectives. The IDEA scores can be compared to institutional norms or discipline norms across all institutions who use the IDEA system. The normed T-score provides data on the overall effectiveness of classroom performance.
Criterion
General Business Comparison
General Business faculty will have an IDEA score average of 50 (the national norm) in at least one course.
Finding
General Business Comparison
100% of the faculty achieved a score of 50 or better as measured by the IDEA form in at least one course.
Action
General Business Student Satisfaction Improvements
The Department of General Business will increase the expectations of this measure to meeting or exceeding the national norm in at least 50% of classes taught. To help the faculty achieve this higher standard, the Department of General Business and Finance will have at least two faculty training sessions per year that address instructor effectiveness and classroom management. Furthermore, faculty will be encouraged to participate in teaching effectiveness programs offered by the university's newly created Professional and Academic Center for Excellence (PACE).