A variety of measurement tools are used to measure assurance of learning (AOL) for the program (BSBA) and major levels, as well as upon exit from the School. In addition, we use various external measures to determine student satisfaction and employer perception of our students. Specifically, the School of Business approaches the assurance of learning by applying the following measurement strategies.
- Goals One Through Six: Learning Goals 1-6 pertain to themes that are common to all students who are pursuing a Bachelor of Science in Business Administration, regardless of their major. We measure a student’s performance across these six Program Goals, using a number of learning outcomes measured in lower division courses. Each department that teaches a course within the BSBA lower division core is responsible for these measurement techniques and reporting their associated learning outcomes. Major level performance measurement is operationalized through learning outcomes used in a variety of relevant upper division major courses (300 and 400 level courses in each major). Each department is responsible for these measurement techniques and reporting on the learning outcomes for their majors. These measures relate to the major level learning outcomes specified by each department, not necessarily the six BSBA Program Goals.
- EXIT AOL: Two tools are used for exit measurement, specifically the Educational Benchmarking Inc.(EBI) Exit Survey and the Capstone Simulation (CAPSIM), which is a business simulation used within MGT480. These measurements do not tie directly back to the six BSBA Program Goals and are not meant to be value-added measures, but rather to provide clear/appropriate mechanisms whereby the School can benchmark itself against other business schools and itself.
- EXTERNAL MEASUREMENTS: The external measurements utilize two tools, specifically an Alumni Survey and an Employer Survey.
The AOL process contains four steps:
- Collecting Data
- Analyzing Data
- Identifying Potential Changes
- Implementing Improvements.
This cyclic process “closes the loop” and ensures continuous improvement for our BSBA and Majors.
Common Business Core, Major, and general competency results are captured on a uniform reporting form. The Outcome Report uses a three-point scale with the number of students at each level of the scale reported on the form. In addition to numerical results, the faculty responsible for each measurement is asked to give their interpretation of the results. The measurement tool, scoring rubric, and criteria for success are the responsibility of the department where the learning outcomes occur and are, therefore, appropriately measured.
Each semester, the Accreditation/AOL Coordinator will forward Outcome Report forms to the department responsible for reporting the specific performance objective and learning outcomes.
The data reported on the Outcome Report Form for will be used to create Learning Outcome Reports, showing a comparison to previous semester results and distributed to the entire school. In addition to performance-based reporting for the internal measurements, external measurements will be used to round out the information being evaluated to enhance the performance of our students. These data will be analyzed by the Business School Commission, Faculty Assembly, and each Department. Each of these levels will review the Performance Objective Reports, Exit AOL and External Survey results as an agenda item at a regularly scheduled meeting at least once each semester.
Identifying Potential Changes
The analysis of all available data and potential curricular and pedagogical changes will be identified along with potential changes to the actual AOL system. Key to that analysis is the input of the Business Advisory and Advancement Committee, Student Advisory Council, alumni, and employers. All these stakeholders can provide perspectives essential to improving the School of Business and its curriculum. The culmination of the analysis process will be an annual retreat where faculty and other stakeholders gather to discuss potential changes. All parties may at that time identify potential changes and make recommendations to the affected departments and the School of Business Faculty Assembly for consideration and final approval.
Curricular and pedagogical improvements will be based on evidence gathered through the AOL process. These improvements can occur at two levels:
- within the department by making internal changes to courses, etc., or
- through the University curriculum process. Internal course changes (e.g., new textbooks) should be handled within the department and documented to the Assessment and AOL Coordinators, once completed, using the form below.
Changes that are handled through the University curriculum process start with the department that controls the course. All changes must attach the AOL Tracking Form to document how the AOL process influenced the change. Once the change is approved by the University Senate and the CCSU President, the form is forwarded to the Assessment and AOL Coordinators.
Closing the Loop
Each semester, data are collected for learning outcomes at the common business core, major, and general competency levels. Additionally, we also conduct exit and external stakeholder surveys. The data are analyzed, and appropriate changes to curriculum and pedagogy are made. As part of this analysis, changes to the AOL process are identified, and improvements to those processes are implemented. All learning outcomes are measured at least once every three years. Each time a learning outcome is measured, the impact of a previous change is evident. In this way, the loop is closed. Since all goals are measured every three years, a system of continuous improvement and closing of the loop remain in place.
Performance Objective Outcome Reports, as well as exit and external measures, are reviewed at the annual School of Business curriculum retreat. The goals of the retreat, open to all stakeholders, is to review the results of measurement activities and recommend appropriate changes.
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