General Business graduates will be capable communicators and competent business decision makers.

Students will be able to compose effective business messages using accepted standards of English grammar and punctuation, sentence structure and paragraph design.

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.

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.

The Business Communications faculty met and determined the essential learning objectives for the General Business 389 writing enhanced course.  Business Communication faculty determined that the following key objectives for the General Business 389W course should be assessed:  1) Develop a foundation and principles for successful communication; 2) Adapt language and style in various letter- and report-writing situations; 3) Construct clear sentences and paragraphs using accepted standards of English grammar and punctuation, with emphasis on variations in sentence structure and effective paragraph design; and 4) Develop and employ effective writing strategies that maintain goodwill and are tactful, courteous, and positive. 

Results compiled during the assessment process include a sampling of three sections of the GBA 389W course during Fall 2009.  The assessment instrument/rubric measured three performance elements:  1) document format; 2) content; and 3) grammar, mechanics and paragraph development.  The results were broken down by major and the data compiled in a detailed spreadsheet (attached).  The results illustrate that that majority (60%) of accounting majors exceeded expectations on document format.  Over half (55%) of accounting majors met expectations on content.  Over half (55%) scored below expectations on grammar/mechanics and paragraph development. 

Economics majors met expectations (100%) in document format.  However, economics majors scored below expectations in the areas of content and grammar/mechanics and paragraph development.

Half (50%) of Human Resource Management majors exceeded expectations on document format, while half met expectations on document format.  In the areas of content and grammar/mechanics and paragraph development half (50%) met expectations and the remainder fell below expectations on content. 

One third of International Business majors exceeded expectations on document format.  Fifty percent met expectations on document format and seventeen percent fell below expectations in this category.  Seventeen percent of majors scored above expectations on content; eighty-three percent met expectations.  The majority of students (67%) met expectations on grammar/mechanics and paragraph development; the remaining thirty-three percent fell below expectations in this category.

Twenty-five percent of Finance majors exceeded expectations in the area of format; seventy-five percent met expectations in this category.  Eight percent of students exceeded expectations on content; fifty-nine percent met expectations and thirty-three percent were below expectations on content.  Fifty-nine percent met expectations on grammar, mechanics and paragraph development; the remaining forty-one percent scored below expectations in this category.

Banking and Finance majors (100%) exceeded expectations in document format.  One hundred percent met expectations on content.  One hundred percent scored below expectations on grammar, mechanics and paragraph development. 

Fifty percent of Management majors exceeded expectations on document format; fifty percent met expectations in the same category.  Fifty percent of management majors exceeded expectations on document content; the remaining fifty percent scored below expectations in the same category.  One hundred percent of majors met expectations in grammar, mechanics and paragraph development.

Sixty-four percent of marketing majors exceeded expectations in document format; eighteen percent met expectations and eighteen percent scored below expectations in the same category.  Eighteen percent exceeded expectations in document content; fifty-five percent met expectations and twenty-nine percent scored below expectations in the same category.  Nine percent of marketing majors exceeded expectations in grammar, mechanics and paragraph development; thirty-six percent met expectations and fifty-five percent scored below expectations in grammar, mechanics and paragraph development.

The majority (50%) of Management Information Systems (MIS) majors exceeded expectations in document format; the remaining fifty percent met expectations in this category.  One hundred percent of students met expectations on content.  Half of MIS majors met expectations in grammar, mechanics and paragraph development; the remainder (50%) scored below expectations in the same category. 

Thirty-three percent of General Business Administration (GBA) majors exceeded expectations in document format; sixty percent met expectations and seven percent scored below expectations in the same category.  Thirty-three percent exceeded expectations in content; thirty-seven percent met expectations and thirty percent scored below expectations in the same category.  Ten percent of GBA majors exceeded expectations in grammar, mechanics and paragraph development; forty percent met expectations and fifty percent scored below expectations in the same category.

The findings illustrate a general lack of basic writing skills in the areas of grammar, mechanics and paragraph development.  The objectives of this course build upon fundamental writing skills, which should be a prerequisite for the GBA 389W course.  However, as the result of the students’ lack of basic writing skills, a significant portion of the course must be devoted to basic writing instruction in the areas of grammar, mechanics and paragraph development.  If students entered the course with the required prerequisite knowledge then the course could better address various business communication issues. 

As a result of the assessment process, GBA 389W instructors have included in the course curriculum a pre - and post - semester basic grammar assessment test.  In addition, students are required to take on-line writing skills assessment which addresses the areas of grammar, mechanics and paragraph development.  Based on individual scores students are then required to participate in area specific training and review.  Students are also encouraged to visit the on-campus Writing Center for further reinforcement of these principles. 

The Business Communications section establised a Business Writing Award.  This award/scholarship was announced at the beginning of spring 2010 semester in all GBA 389 sections.  The purpose was to encourage and motivate all GBA 389 students to put forth their best effort when completing their assigned Research Report. 

This Annual Business Writing Award was a $500 scholarship and recognition during the College of Business annual awards event.  The award was eligible to students in all GBA 389 sections.  To ensure fairness, an impartial business communications instructor from another university was selected to judge the finalists.  Attached is her judging rubric. 

Students will be able to speak effectively before a group by connecting with the audience and organizing and presenting the topic accordingly.

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.

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.

The Business Communications faculty met and determined the essential learning objectives for the General Business 389 writing enhanced course.  Business Communication faculty determined that the following key objectives for the General Business 389W course should be assessed:  1) Develop a foundation and principles for successful communication; 2) Adapt language and style in oral presentations; 3) Learn research terminology and methodology and how to prepare well-structured objective reports; 4) Develop interpersonal skills in teamwork, group dynamics, and leadership skills; and 5) Develop an awareness and understanding of international and cross-cultural communication issues and how they impact communication

Results compiled during the assessment process include a sampling of three sections of the GBA 389W course during Fall 2009.  The assessment instrument/rubric measured three performance elements:  1) Oral presentation content; 2) PowerPoint slide design; and 3) delivery.  The results were broken down by major and the data compiled in a detailed spreadsheet (attached). 

The results indicate that that a majority (65%) of accounting majors met expectations on presentation content; a majority (62%) of accounting majors also met expectations on delivery.  While accounting majors exceeded expectations (34%) or met expectations (41%) in slide design, twenty-four percent were below expectations in this category.

Economics majors exceeded expectations (100%) in slide design.  They met expectations (100%) in presentation content.  However, economics majors scored below expectations (100%) in the area of delivery.

One hundred percent of Human Resource Management majors met expectations on content.  The majority (66%) exceeded expectations in slide design and delivery.  None of the students surveyed fell into the below expectations category for oral presentations.

The majority (83%) of International Business majors met expectations on content; sixteen percent exceeded expectations in this category.  The majority of students (66%) exceeded expectations on slide design; the remainder met expectations in this category.  Fifty percent of students exceeded expectations in delivery; the remainder met expectations in this category.  None of the students surveyed fell into the below expectations category for oral presentations.

One hundred percent of Finance majors met expectations in the area of slide design.  The majority (54%) of finance students met expectations in content; eighteen percent exceeded expectations.  Twenty-seven percent of surveyed students were below expectations in content.  Eighty-one percent of students met expectations in the area of delivery; the remaining eighteen percent were below expectations in that category.

Banking and Finance majors (100%) met expectations in the categories of content and slide design.  Fifty percent of Banking and Finance majors exceeded expectations in delivery; fifty percent met expectations in that same category. None of the students surveyed fell into the below expectations category for oral presentations.

Seventy-five percent of Management students surveyed met expectations in the areas of content, slide design and delivery.  Twenty-five percent of students exceeded expectations in slide design and delivery.  Twenty-five percent of surveyed students fell below expectations in content.

The majority of Marketing majors met expectations in content (53%) with fifteen percent exceeding expectations.  Thirty percent, however, fell below expectations in the content category.   Sixty-one percent of students met expectations in the area of slide design; thirty-eight percent exceeded expectations.  Forty-six percent met expectations in delivery; thirty-eight percent exceeded expectations, while fifteen percent fell below expectations.

The majority (100%) of Management Information Systems (MIS) majors met expectations in the categories of slide design and delivery.  Fifty percent exceeded expectations in content; fifty met expectations in content.  None of the students surveyed fell into the below expectations category for oral presentations.

Sixty-eight percent of General Business Administration (GBA) majors met expectations in the area of slide design; twenty-two percent exceeded expectations and eight percent fell below expectations in the same category.  The majority (57%) of GBA students met expectations in delivery.  Twenty percent of surveyed students exceeded expectations and twenty-two percent fell below expectations in this category.  In the area of content, seventeen percent of students exceeded expectations, forty-five percent met expectations and thirty-seven percent fell below expectations.

The findings illustrate that surveyed students performed consistently, as the majority met or exceeded expectations in the area of PowerPoint slide design and delivery.  However, the area of presentation content is an area of weakness for the majority of students.  The GBA faculty believes, as stated previously, that students are generally unskilled at developing original thought and in critical thinking skills. 

As a result of the assessment process, GBA 389W instructors have included in the course curriculum a pre - and post - semester basic grammar assessment test.  In addition, students are required to take on-line writing skills assessment which addresses the areas of grammar, mechanics and paragraph development.  Based on individual scores students are then required to participate in area specific training and review.  Students are also encouraged to visit the on-campus Writing Center for further reinforcement of these principles.

As a result of the assessment process, GBA 389W instructors have included in the course curriculum a pre and post semester basic grammar assessment test.  In addition, students are required to take on-line writing skills assessment which addresses the areas of grammar, mechanics and paragraph development.  Based on individual scores students are then required to participate in area specific training and review.  Students are also encouraged to visit the on-campus Writing Center for further reinforcement of these principles.

The student will use analytical and problem solving skills to make business decisions.

General Business degree candidates will take the Texas Assessment of Critical Skills (TACTS) test in the required BAN 232 class and again in the required MGT 475 class.

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.

The TACTS instrument was administered to 6 classes of BAN232 and MGT475 (3 of each) in the fall semester of 2009. 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.

Based on the assessment data collected, 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.

The goal of the General Business program is to provide students with a broad base of knowledge in business. 281, 362, 389

Students who complete the BBA in General Business will demonstrate knowledge of the core concepts and principles of the legal environment of business.

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.

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

The GBA faculty has broken the course into four (4) core units.  The GBA faculty determined that they would select three to four embedded questions per unit.  The embedded assessment questions for this academic year were newly drafted by the GBA faculty members.  After the faculty analyzed the questions that students answered incorrectly there were a couple of questions that appear to have been poorly drafted or misinterpreted by students.  These poorly drafted questions will be rewritten for next fall's assessment cycle. 

The students’ assessment data was collected by GBA majors, Non-GBA Business Majors and Non-Business Majors.  GBA majors underperformed, only achieving an average correct of fifty-five percent (55%), this is substantially lower than the seventy-five (75%) goal.  Non-GBA, Business Majors performed slightly better with an average correct at fifty-eight percent (58%).  Non-Business majors performed the best with an average correct of sixty percent (60%).  It is believed that the main reason that Non-Business Majors outperform Business Majors is due to the fact that GBA 362 faculty strongly encourages them to study a significant amount to overcome the learning gap that they face in the course.  In addition, there continued to be a common learning gap in the area of common law contracts. The faculty believes 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 has made adjustments to the emphasis of instruction with respect to this unit. However, this additional attention did not result in greater comprehension of the material by the students.  Therefore, in the next assessment cycle the faculty will divide the common law contracts area into two units.  The belief is that by further breaking down the material into manageable segments that students' retention and understanding of the material will increase.

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 pre and post exam questions in each of the course's five core units examination. The pre and post exam 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.

The class average on individual post exam questions will be 75% correct. Embedded questions will be included on each unit examination.

The students in the GBA Legal Environment courses took a pre-test at the beginning of the semester and achieved an average of 49.28% correct for all units tested.  After the faculty analyzed the differences between GBA and Non-GBA majors, it was evident that the Non-GBA majors performed slightly higher with 53.05% correct on the pre-exam questions.  GBA majors scored 43.8% correct on the pre-exam questions.  The faculty believe that there is a significant difference between the GBA and Non GBA majors.  In the next assessment cycle, further analysis will be done to dissect the difference between the various Non GBA majors to determine if the breakdown between Non Majors makes a significant difference. 

The course is divided into five core units and assessment is made using post exam questions in each of the course's five units.  There were several significant increases in the students learning outcomes.  First, in the Origins of Law core section, students made significant gains in the area of Constitutional Law.  The GBA majors increased their performance in this section by over fifty percent.  Non GBA Majors did not see as significant of an increase in their performance. 

The second, area of significant increase in performance was Governmental Regulation.  GBA majors had a considerable increase in their performance from pre to post test by over forty percent.  The Non GBA majors increased their performance by over thirty percent. In this section there was only a ten percent performance gap between GBA and Non GBA majors.

The final area of substantial variance from pre to post test is in the area of Business Entities.  The GBA majors had an average increase in performance of thirty-eight percent.  Non GBA majors only had a twenty percent performance increase.  An essential point in this unit is that the faculty focused on this unit due to traditional poor performance in this unit.

Based on the assessment data from the prior year, the business law faculty determined that an increased focus in the curriculum was needed in this core area.  It is believed that an increase in focus will yield greater student understanding and comprehension in the corporations law section of the course.

Based on the previous year's assessment data, the business law faculty have increased focus in the core area of corporations law.  Based on this increased focus the business law faculty believes that an increase in knowledge comprehension will occur.  The embedded questions for corporations law exams were developed by the business law faculty.  The class average on individual corporations law embedded questions will be 75% correct.

Based on 2008-2009 assessment data the Business Law faculty decided to modify the focus of the Environmental Law course.  This shift in focus was due to the historically underperformance in the Business Organization core unit of the course. 

The students in the course took a pre test over the Business Organization unit and the GBA majors scored an average of 52.66% correct.  While Non GBA majors scored 54.51% correct.  After learning the course material, the students then took a post test and GBA majors scored 82.41% correct.  While Non GBA majors 79.11% correct.  After analysis, the faculty believes that the shift in curriculum focus made a considerable improvement to student comprehension and thus performance. 

Based on the previous year's assessment data, the business law faculty determined that a curriculum modification would yield greater student comprehension of common law contracts.  The business law faculty collaborated and increased the time and attention that this material will receive during the instruction of the course. 

Based on the previous year's assessment data, the business law faculty have increased focus in the core area of common law contracts.  Based on this increased focus the business law faculty believes that an increase in knowledge comprehension will occur.  The embedded questions for common law contracts exams was developed by the business law faculty.  The class average on individual common law contracts embedded questions will be 75% correct.

The GBA faculty has broken the course into four (4) core units.  The GBA faculty determined that they would select three to four embedded questions per unit.  The embedded assessment questions for this academic year were newly drafted by the GBA faculty members.  After the faculty analyzed the questions that students answered incorrectly there were a couple of questions that appear to have been poorly drafted or misinterpreted by students.  There continued to be a common learning gap in the area of common law contracts. The faculty believes 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 has made adjustments to the emphasis of instruction with respect to this unit. However, this additional attention did not result in greater comprehension of the material by the students.  Therefore, in the next assessment cycle the faculty will divide the common law contracts area into two units.  The belief is that by further breaking down the material into manageable segments that students' retention and understanding of the material will increase.

In an effort to improve student comprehension and understanding of the common law contracts unit, this unit will be subdivided into two units.  The faculty believes that by breaking down the material into smaller, perhaps more manageable sections that student performance will increase.

General Business students will be satisfied with the instruction that they receive.

General Business students will be satisfied with the level of instruction that they receive.

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.

General Business faculty will have an IDEA score average of 50 (the national norm) in all courses taught.

The IDEA form calculates a score based on many factors; teaching effectiveness, students willingness to learn, instructor's preparedness are just a few of the factors used.  The students’ evaluations are then compared with other faculty across the country in the same discipline.  Based on the student answers and the performance of other faculty across the nation a score is computed for each faculty member.  The fifty (50) percent mark is the benchmark used to indicate that a faculty member is a successful instructor.

Faculty members in the Business Communication and Law areas exceeded the established goal of achieving a fifty (50) percent or average score in at least one course.  Based on teaching load and the number of faculty in these two respective areas, the results were actually fifty percent higher than the goal.  The faculty achieved a fifty (50) percent or average score in at least 1.5 courses taught. 

Based on the findings, the department will be increasing the expectations for the 2010-2011 academic year.  The Department's goal for the next year will be for at least eighty (80) percent of the faculty to meet the fifty percent threshold in all of the classes taught.