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 assessed the following key objectives for the General Business 389W course:  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. 

Previous assessment findings indicated 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, students often lack these basic writing skills.  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 which indicated some deficiencies in basic writing skills across all majors, GBA 389W instructors have included in the course curriculum a pre- and post-semester basic grammar assessment test.  In addition, students were required to take on-line writing skills assessment which addressed the areas of grammar, mechanics and paragraph development.  Based on individual scores students were then required to participate in area-specific training and review.  Students were also encouraged to visit the on-campus Writing Center for further reinforcement of these principles. 

Results compiled during the AY 2010-2011 assessment process include a sampling of nine sections of the GBA 389W course during Spring 2011.  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 was compiled in a detailed spreadsheet (see attached SP11 Writing Competency Assessment Findings by Major). 

The results by major were also combined to indicate overall results for all business majors in 2010-2011.  We then compared assessment results for all majors from previous years (AY 2008-2009 and AY 2009-2010) to determine trends in improvement or  in a lack of improvement in skills competency (see attached 2009-2011 Comparison-Writing Competency).

The AY 2010-2011 results illustrate that most (65%) of accounting majors met expectations (35%) on document format showing improvement over the previous year.  All accounting majors either exceeded expectations (50%) on content or met expectations (50%) on content showing significant improvement over the previous year.  All accounting majors either exceeded expectations (25%) on grammar/mechanics and paragraph development or met expectations (50%) on grammar/mechanics and paragraph development showing a significant improvement from previous assessment years. 

Economics majors exceeded expectations (83%) in document format with the remaining 13% of students scoring below expectations in format showing significant improvement over the previous assessment year.  Economics majors either met (33%) or exceeded expectations (67%) in the areas of content, and met (50%) or exceeded expectations (50%) in  grammar/mechanics and paragraph development again showing improvement over the previous assessment years in both performance categories.

All (100%) of Human Resource Management majors showed improvement and exceeded expectations on document format, while  more than half (57%) met or exceeded expectations (29%) on content showing slight improvement over the previous year.  In grammar/mechanics and paragraph development, more than half (86%) met expectations and the remainder fell below expectations on content.  Even so, students showed improvement from the previous year. 

Nearly two-thirds of International Business majors exceeded expectations on document format.  Thirty-one percent met expectations on document format.  Although seven percent fell below expectations in this category, students showed improvement in this category over previous years.  Thirty-eight percent of majors scored above expectations on content; 38 percent met expectations showing no improvement over previous years.  The majority of students (53%) met or exceeded expectations on grammar/mechanics and paragraph development; the remaining forty-six percent fell below expectations in this category, which indicates little improvement in this category.

Sixty percent of Finance majors exceeded expectations in the area of format; thirty percent met expectations in this category indicating improvement.  Ten percent of students exceeded expectations on content; seventy percent met expectations and twenty percent were below expectations on content, down from previous years.  Fifty percent either exceeded or met expectations on grammar, mechanics and paragraph development; the remaining fifty percent scored below expectations in this category, down from previous years.

Over half of Banking and Finance majors (58%) exceeded expectations or met expectations (42%) in document format indicating improvement over previous years.  Sixteen percent exceeded expectations, seventy-five percent met expectations, and eight percent were below expectations on content, showing improvement in that category.  Thirty-three percent scored above expectations, half met expectations, and seventeen percent scored below expectations in grammar, mechanics and paragraph development showing improvement.

Thirty-three percent of Management majors exceeded expectations on document format; sixty percent met expectations in the same category showing significant improvement.  Thirteen percent of management majors exceeded expectations on document content; the remaining eighty-seven percent met expectations in the same category showing significant improvement.  Twenty-seven percent of majors exceeded expectations, forty-seven percent met expectations, and twenty-seven percent were below expectations in grammar, mechanics and paragraph development showing significant improvement. 

Fifty-six percent of Marketing majors exceeded expectations in document format; thirty-nine percent met expectations and five percent scored below expectations in the same category showing significant improvement.  Seventeen percent exceeded expectations in document content; seventy-two percent met expectations and eleven percent scored below expectations in the same category showing some improvement.  Eleven percent of marketing majors exceeded expectations in grammar, mechanics and paragraph development; sixty-one percent met expectations and twenty-eight percent scored below expectations in grammar, mechanics and paragraph development showing significant improvement.

Half of (50%) of Management Information Systems (MIS) majors exceeded expectations in document format; the remaining fifty percent met expectations in this category--roughly unchanged from previous assessment years.  Thirteen percent of students exceeded expectations and the majority of students (62%) met expectations with twenty-five percent scoring below expectations on content which was slightly down from previous years.  Thirteen percent of MIS majors scored above expectations in grammar, mechanics and paragraph development; the remainder (87%) met expectations in the same category showing significant improvement from previous assessment years. 

Fifty-two percent of General Business Administration (GBA) majors exceeded expectations in document format; forty-one percent met expectations and seven percent scored below expectations in the same category showing some improvement over previous years.  Twenty-four percent exceeded expectations in content; seventy-two percent met expectations and four percent scored below expectations in the same category--an improvement over previous years.  Eleven percent of GBA majors exceeded expectations in grammar, mechanics and paragraph development; forty-eight percent met expectations and forty-one percent scored below expectations in the same category showing some improvement over previous years.

Statistical analysis of the data included (attached) using regression and chi square tests.  The results indicated no significant differences in performance by major, primarily because some of our sample sizes were too small (see attached paper by Sigmar & Hynes).  However, we continue to import data each year into a database which we hope will eventually provide additional insight on the writing performance of students by major. The total percentages from AY2009-2011 for business majors, however, generally indicate continuous improvement across all business majors in the areas of format, content, and writing skills.

Part of the variation in overall performance can be accounted for by our increased emphasis on grammar and mechanics this year. As a result of the assessment process, GBA 389W instructors included in the course curriculum a pre- and post-semester basic grammar assessment test.  In addition, students were required to take an on-line writing skills assessment which addressed the areas of grammar, mechanics and paragraph development.  Based on individual scores, students were then required to participate in area-specific training and review.  Students were also encouraged to visit the on-campus Writing Center for further reinforcement of these principles.  Instructors also added new drills, exercises, and assignments designed to help students learn and apply the basic rules as needed.

Additionally, part of the variation in overall performance may be explained by weaknesses in our research design. Two of the three business communication instructors who assessed their students in AY 2009-2010 did not teach GBA 389W in AY 2010-2011. Further, the instructor whose students made up 67% of the 2011 sample did not participate in assessment in 2010. Thus, the evaluators were inconsistent across the two years.  Going forward, an attempt will be made to include the same instructors in the assessment process and to standardize the assessment tools, the evaluation standards, and the class materials in the areas of grammar, mechanics and paragraph development.

In addition to continuing our emphasis on basic writing skills training, the business communication faculty will develop and/or make available a series of online training modules that address specific areas in which students are having difficulty.

An attempt will be made to include the same instructors in the assessment process and to standardize the assessment tools, the evaluation standards, and the class materials in the areas of grammar, mechanics and paragraph development.

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 assessed the following key objectives for the General Business 389W course:  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. 

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

Results compiled during the assessment process include a sampling of three sections of the GBA 389W course during Spring 2011.  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 (see attached SP11 Oral Competency Results by Major). 

The results indicate that that a majority (81%) of accounting majors met expectations on presentation content; the majority of accounting majors also met expectations (76%) or exceeded expectations (19%) on delivery.  Accounting majors exceeded expectations (71%) or met expectations (29%) in slide design.  These findings represent a significant improvement over previous years in all categories.

Economics majors met (67%) or exceeded expectations (33%) in slide design.  They met expectations (50%) or exceeded expectations in presentation content.  Economics majors met (67%) or exceeded expectations (33%) in the area of delivery.
These findings represent a significant improvement over previous years in all categories.


Fifty-six percent of Human Resource Management majors exceeded expectations on content; forty-four percent met expectations on content.  The majority (100%) exceeded expectations in slide design.  None of the students surveyed fell into the below expectations category for delivery in oral presentations.  These findings represent consistency in performance over previous years in all categories.


The majority (75%) of International Business majors met or exceeded (17%) expectations on content.  The majority of students (91%) exceeded and met expectations on slide design.  Thirty-three percent of students exceeded expectations in delivery; fifty-eight percent met expectations in this category.  Eight percent of the students surveyed fell into the below expectations category for delivery in oral presentations. These findings indicate decline in skills competency over previous years among INB majors in all categories.


Ninety percent of Finance majors met expectations in the area of slide design.  The majority (75%) of finance students met expectations in content; eight percent exceeded expectations.  Seventeen percent of surveyed students were below expectations in content.  Sixty-seven percent of students met expectations in the area of delivery; twenty-five percent exceeded expectations   the remaining eight percent were below expectations in that category. These findings represent a little improvement over previous years in all categories.


Banking and Finance majors met (60%) or exceeded (40%) expectations in the categories of content; one hundred percent exceeded expectations in  slide design.  Forty percent of Banking and Finance majors exceeded expectations in delivery; forty percent met expectations in that same category. Twenty percent of the students surveyed fell into the below expectations category for delivery in oral presentations. These findings represent a decline in improvement in delivery over previous years.


Management students met (36%) or exceeded (57%) expectations in the area of content.  Seventy-one percent of students exceeded expectations in slide design; fourteen percent met expectations. Students met (71%) or exceeded (14%) expectations in delivery.  Although these findings are within goals, these findings indicate some decline in improvement among Management majors in the areas of slide design and delivery over previous years.

The majority of Marketing majors met expectations in content (67%) with twenty-two percent exceeding expectations.  Eleven percent fell below expectations in the content category.   Thirty-three percent of students met expectations in the area of slide design; sixty-seven percent exceeded expectations.  Sixty-one percent met expectations in delivery; thirty-nine percent exceeded expectations. These findings represent a significant improvement over previous years in slide design and delivery.


The majority (75%) of Management Information Systems (MIS) majors met expectations in the categories of content and delivery.  Thirty-eight percent exceeded expectations in content; fifty met expectations in content.  Twelve percent of the students surveyed fell into the below expectations category for content and slide design in oral presentations, indicating some decline in performance in these categories over previous years.

Seventy-four percent of General Business Administration (GBA) majors met expectations in the area of content; eight percent exceeded expectations and eighteen percent fell below expectations in the same category.  The majority (54%) of GBA students met expectations in slide design.  Forty-two percent of surveyed students exceeded expectations and four percent fell below expectations in this category.  In the area of delivery, seventy-eight percent of students met expectations, fourteen percent exceeded expectations and eight percent fell below expectations. These findings indicate consistency in performance among GBA majors in all areas.

Overall, all majors performed well consistently (met or exceeded expectations) from AY 2010 to 2011 in all performance categories and showed significant improvement in comparison to the AY 2009 findings. However, content continues to be 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. 

Instructors will develop/make available online tutorials that will assist students in the learning and development of oral communication skills.

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 business law and of legal environments.

Assessment will be made using embedded questions on each unit 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 embedded questions for each unit. The embedded assessment questions for this academic year were drafted last year by the GBA faculty members and were rewritten to adjust for possible misinterpretation by students.

The students’ assessment data was collected by GBA majors and Non-GBA Majors in two separate sections. GBA majors improved from the previous assessment cycle.  In the first section GBA majors outperformed non-GBA majors achieving an average correct of seventy-six percent (76%) compared to seventy-four (74%) percent by non-GBA majors.  In the second section GBA majors scored seventy-nine percent (79%) compared to the non-GBA majors' score of eighty percent (80%).  Each of these scores is right at or exceeds the goals of seventy-five percent (75%) correct.  In the previous cycle a decision was made to divide the common law contracts area into two units. The belief was that by further breaking down the material into manageable segments that students' retention and understanding of the material would  increase.  This decision appears to have yielded positive results as students in all majors improved dramatically in this area of the course.

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 courses five core unit 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 assessment and analysis is done using a pre and post tests to determine whether the students have made advances in the core learning objectives.  The course is divided into five core units and the pre and post tests cover questions from each of the courses core units.  The questions were developed by all the faculty that teach this course.

The students of GBA 281 Legal Environment courses took a pre-test at the beginning of the semester and achieved an average 61% correct for all five units tested.  On the post test there were signifigant gains in the students learning outcomes.  In the Origins of Law unit, GBA Majors scored 92.2%, Non-GBA Business Majors scored 82% and Non-Business Majors scored 88.6%.  The faculty believe that this increase is based in part on the increased time in this area of the curriculum.  

The second, area of significant increase in performance was in the Business entities section.  In past semesters this was an area of difficulty for students.  Instructors reorganized the core material in this unit.  This change increased student preformance in this unit.  All majors scored a 56.9% on the pre test.  GBA majors improved on the post test with a score of 84.8%.  Non Business majors had an even greater increase and scored 86.7%.  The greatest improvement in this section was made by the Non-GBA Business majors with a score of 89.1%.
  

To aid in the continued improvement of both GBA and non-GBA students in the common law contracts course,   the Business Law faculty will work to develop online study aids to assist students in key areas of the course.

To aid in the continued improvement of both GBA and non-GBA students in the legal environment course, the Business Law faculty will work to leverage existing online materials to assist students in key areas of the course.

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 utilize 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 that 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 at least one course 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. 

The General Business faculty strives to continuously improve their teaching effectiveness.  To this end the faculty will raise standards for the 2011-2012 academic year, requiring that all faculty maintain a 50% average for all courses taught.

In addition, all faculty and particularly those with weaker teaching effectiveness, will be advised of the college's teaching improvement workshops.