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Internal Analysis Report

Brenau University

6/1/2014 - 5/31/2015Total Tests =66Outbound = 66

Academic Level: BachelorsDelivery Mode: Blended

Courses: BA499 Business Capstone (Undergraduates Only)BA499-01 Strategic Management & Policy ExamBA499-A2 Strategic Management & Policy ExamBA499-D1 Strategic Management & Policy ExamBA499-D2X Strategic Management & Policy ExamBA499-F2 Strategic Management & Policy ExamBA499-G2 Strategic Management & Policy ExamBA499-K2 Strategic Management & Policy Exam

Prepared By:Peregrine Academic Services, LLCP.O. Box 741Gillette WY 82717-0741(307) 685-1555Please direct questions to [email protected]

Table of Contents

Outbound Exam Results 4

Outbound Exam 6

Outbound Exam Summary 7

Accounting 9

Business Ethics 12

Business Finance 15

Business Integration and Strategic Management 18

Business Leadership 21

Economics 24

Economics: Macroeconomics 27

Economics: Microeconomics 30

Global Dimensions of Business 33

Information Management Systems 36

Legal Environment of Business 39

Management 42

Management: Human Resource Management 45

Management: Operations/Production Management 48

Management: Organizational Behavior 51

Marketing 54

Quantitative Research Techniques and Statistics 57

Report Introduction 60

Understanding and Using the Report 60

Tips, Techniques, and Suggestions for Applying the Results of this Report for AcademicProgram-level Analysis and Continuous Improvement 61

Interpreting and Using the Exam Scores 62

Glossary of Terms 63

Brenau University - Internal Analysis Report of 65

Internal Analysis Report, Version 2013-14 1.0 Peregrine Academic Services, LLC™ 12/7/2015 11:12:13 AM

Outbound Exam ResultsO u t b o u n d E x a m R e s u l t s



Total Score Comparison

Sample Size: Outbound = 66Mean Completion Time (mins): Outbound = 168.1



Outbound ExamO u t b o u n d E x a m



Outbound Exam SummaryO u t b o u n d E x a m S u m m a r y

Outbound

Results for This Report's DatasetAverages for the Selected

Aggregate PoolPercentile

Rankfor ThisReport'sDataset

Required Scores for Identified Percentiles Based on theSelected Aggregate Pool

Num QuestionsOffered

FrequencyCorrect


FrequencyCorrect

80th 85th 90th 95th

Accounting 660 55.00% 272497 51.41% 68 57.47% 58.56% 60.00% 62.34%

Business Ethics 660 54.85% 311856 53.51% 56 60.32% 61.40% 62.92% 65.07%

Business Finance 660 54.39% 271156 44.74% 90 50.79% 52.11% 53.84% 56.52%

Business Integration and StrategicManagement

660 61.06% 265727 54.09% 81 60.69% 62.30% 64.04% 65.90%

Business Leadership 660 59.55% 223665 50.66% 87 57.01% 58.33% 60.16% 62.62%

Economics 660 53.79% 266210 48.72% 76 54.33% 55.48% 56.89% 59.02%

Economics: Macroeconomics 330 51.52% 128817 47.13% 71 53.40% 55.00% 56.67% 59.09%

Economics: Microeconomics 330 56.06% 137898 50.17% 77 56.67% 58.12% 59.49% 61.33%

Global Dimensions of Business 660 49.70% 184661 45.95% 69 52.43% 53.67% 55.38% 58.19%

Information Management Systems 660 66.36% 226257 59.04% 80 66.15% 67.62% 69.25% 71.78%

Legal Environment of Business 660 60.61% 217890 55.77% 71 63.06% 64.34% 66.15% 68.47%

Management 660 62.12% 249278 56.87% 75 63.16% 64.33% 66.00% 67.91%

Management: Human ResourceManagement

222 63.96% 89999 58.88% 73 66.00% 67.33% 69.02% 71.43%

Management: Operations/ProductionManagement

223 56.50% 72291 53.03% 64 61.36% 63.16% 65.18% 68.94%

Management: Organizational Behavior 215 66.05% 87024 57.85% 80 66.67% 67.92% 69.81% 72.44%

Marketing 660 53.64% 314801 45.77% 89 50.89% 52.20% 53.44% 55.67%

Quantitative Research Techniques andStatistics

660 55.76% 219743 46.29% 84 54.77% 56.49% 59.00% 61.88%

Summary 7920 57.23% 3049588 51.34% Avg: 76



Outbound Exam Total Result

Sample Size: 66Mean Completion Time for this Topic (mins): Outbound = 168.07Mean Score: 57.23%, Max Score: 83.33%, Min Score: 25.83%Standard Deviation: 12.57* Results are sorted by number of minutes taken to complete the exam.



Accounting Score Comparison


A c c o u n t i n g

Accounting Assessment Summary

Assessment Summary Statistics

Accounting OutboundSample Size 66Mean Score 55.00%Standard Deviation 18.75Min Score 10%Max Score 90%Median Score 60%Mode 60%



Outbound Exam Accounting Result

Sample Size: 66Mean Completion Time for this Topic (mins): Outbound = 13.72Mean Score: 55.00%, Max Score: 90.00%, Min Score: 10.00%Standard Deviation: 18.75* Results are sorted by number of minutes taken to complete the topic.



Accounting Subject Score Comparison Outbound Exam

Frequency of Questions Offered on Outbound Exams

Accounting

Results for This Report's DatasetAverages for the Selected Aggregate

PoolPercentile


Required Scores for Identified Percentiles Based on the SelectedAggregate Pool


FrequencyCorrect


FrequencyCorrect

80th 85th 90th 95th

Accounting DataAnalysis

179 62.57% 81781 51.92% *90 59.09% 60.82% 62.64% 64.75%

Balance Sheet Analysis 53 47.17% 23955 51.49% *36 61.33% 63.16% 65.29% 69.03%

Compliance inAccounting

21 61.90% 12061 50.82% *81 61.11% 64.49% 66.67% 70.27%

Dividends, Stocks, andBonds

20 60.00% 7179 58.07% *55 66.67% 67.74% 70.93% 74.19%

Financial StatementAnalysis

15 13.33% 7236 42.21% *1 50.00% 51.61% 54.55% 59.88%

Interest, Income, andDebt

18 38.89% 7089 48.03% *26 58.43% 61.29% 63.64% 68.81%

Journal Entries 315 51.11% 117063 50.92% 48 57.10% 58.45% 60.15% 62.47%

Management ofAccounting

39 79.49% 14533 61.34% *95 70.27% 72.17% 74.29% 78.38%

Topic Summary 660 55% 272497 51.41% 68 57.47% 58.56% 60.00% 62.34%* Please note that either the aggregate pool sample and/or school sample for this data set is relatively low for the Percentile Rank calculation.



Business Ethics Score Comparison


B u s i n e s s E t h i c s

Business Ethics Assessment Summary


Business Ethics OutboundSample Size 66Mean Score 54.85%Standard Deviation 21.86Min Score 10%Max Score 100%Median Score 60%Mode 60%



Outbound Exam Business Ethics Result




Business Ethics Subject Score Comparison Outbound Exam


Business Ethics

Results for This Report's DatasetAverages for the Selected Aggregate

PoolPercentile


Required Scores for Identified Percentiles Based on the SelectedAggregate Pool


FrequencyCorrect


FrequencyCorrect

80th 85th 90th 95th

Conflict of Interest 38 76.32% 13842 66.21% *81 76.13% 77.14% 80.00% 83.38%

Corporate Ethics andClimate

147 57.14% 72119 52.42% *69 60.34% 61.85% 63.93% 66.67%

Discrimination 55 63.64% 34276 49.58% *89 58.46% 60.47% 62.44% 66.67%

Ethical Climate 105 49.52% 50714 51.60% *43 60.42% 62.22% 64.15% 67.35%

Ethical Decision-Making

158 45.57% 49920 48.56% *34 59.45% 63.33% 70.00% 76.67%

Ethical Issues 68 55.88% 40130 63.58% *26 74.24% 76.09% 78.05% 81.40%

Ethical Standards 89 58.43% 47751 51.30% *74 60.00% 61.82% 64.89% 67.86%

Topic Summary 660 54.85% 311856 53.51% 56 60.32% 61.40% 62.92% 65.07%* Please note that either the aggregate pool sample and/or school sample for this data set is relatively low for the Percentile Rank calculation.



Business Finance Score Comparison


B u s i n e s s F i n a n c e

Business Finance Assessment Summary


Business Finance OutboundSample Size 66Mean Score 54.39%Standard Deviation 19.62Min Score 20%Max Score 100%Median Score 50%Mode 50%



Outbound Exam Business Finance Result




Business Finance Subject Score Comparison Outbound Exam


Business Finance






FrequencyCorrect


FrequencyCorrect

80th 85th 90th 95th

Asset Valuation and Inventory 79 59.49% 33877 48.33% *86 56.77% 58.70% 61.36% 65.12%

Balance Sheets and FinancialStatements

95 58.95% 44431 47.18% *88 55.77% 57.89% 60.00% 63.27%

Business Analysis Ratios andCalculations

168 56.55% 76141 47.10% *86 54.24% 55.87% 57.93% 61.24%

Interest and Dividends 75 56.00% 22224 43.77% *90 51.50% 53.17% 55.97% 59.38%

Profit, Loss, Cash Flow, andMargins

71 60.56% 31970 42.50% *96 50.00% 52.33% 55.21% 59.07%

Stocks and Bonds 101 44.55% 36773 45.92% *47 54.00% 56.51% 58.97% 62.90%

Tax Rates, Taxes, and Tax Codes 71 43.66% 23343 33.34% *86 40.93% 43.28% 45.45% 48.94%




Business Integration and Strategic Management Score Comparison


B u s i n e s s I n t e g r a t i o n a n d S t r a t e g i c M a n a g e m e n t

Business Integration and Strategic Management Assessment Summary


Business Integration and Strategic Management OutboundSample Size 66Mean Score 61.06%Standard Deviation 20.91Min Score 10%Max Score 100%Median Score 60%Mode 50%



Outbound Exam Business Integration and Strategic Management Result




Business Integration and Strategic Management Subject Score Comparison Outbound Exam


Business Integration and StrategicManagement

Results for This Report'sDataset

Averages for the SelectedAggregate Pool

PercentileRank

for ThisReport'sDataset



FrequencyCorrect


FrequencyCorrect

80th 85th 90th 95th

Business-Level Strategy 84 70.24% 32073 55.24% *91 65.02% 67.34% 70.21% 72.92%

Competition 53 66.04% 24578 49.68% *92 59.52% 61.54% 64.44% 68.21%

Corporate Mission, Vision, and Values 53 56.60% 14302 54.81% *57 63.30% 64.84% 66.67% 70.59%

Corporate Strategies 206 62.62% 79559 57.88% *69 65.70% 67.47% 69.39% 72.73%

Corporate Structure and Governance 50 74.00% 19649 56.67% *93 65.85% 68.30% 69.86% 72.96%

Diversification 106 51.89% 44876 51.99% *50 59.62% 61.16% 63.42% 66.67%

Stakeholders and Shareholders 45 42.22% 21932 50.09% *25 58.57% 60.52% 63.16% 66.67%

Strategic Planning and Decision-Making

63 61.90% 25408 58.21% *64 66.67% 68.20% 70.22% 73.81%




Business Leadership Score Comparison


B u s i n e s s L e a d e r s h i p

Business Leadership Assessment Summary


Business Leadership OutboundSample Size 66Mean Score 59.55%Standard Deviation 18.10Min Score 0%Max Score 90%Median Score 60%Mode 70%



Outbound Exam Business Leadership Result




Business Leadership Subject Score Comparison Outbound Exam


Business Leadership






FrequencyCorrect


FrequencyCorrect

80th 85th 90th 95th

Assessing LeadershipStyles

62 45.16% 17921 49.62% *37 60.00% 62.19% 65.00% 69.44%

Building and Leading Teams 46 60.87% 15615 50.62% *84 58.85% 60.53% 62.53% 65.75%

Control and Types ofLeader Power

119 70.59% 26339 56.57% *90 65.38% 66.97% 69.35% 72.30%

Employee Development 58 58.62% 16764 52.15% *73 60.47% 62.50% 65.12% 68.09%

Employee Motivation andRewards

192 52.60% 73658 47.99% *71 55.42% 56.86% 58.97% 62.00%

Leader Expectations 22 72.73% 8737 52.42% *95 61.76% 64.60% 66.67% 69.70%

Leader Traits and Attributes 81 60.49% 31575 54.16% *74 62.22% 63.64% 66.67% 70.72%

Models of Leadership 80 66.25% 29470 51.49% *92 60.00% 62.56% 64.93% 68.16%




Economics Score Comparison


E c o n o m i c s

Economics Assessment Summary


Economics OutboundSample Size 66Mean Score 53.79%Standard Deviation 19.04Min Score 10%Max Score 100%Median Score 55%Mode 60%



Outbound Exam Economics Result




Economics Subject Score Comparison Outbound Exam


Economics



PercentileRank




FrequencyCorrect


FrequencyCorrect

80th 85th 90th 95th

Consumer Spending and ConsumerPrice Index

34 47.06% 9095 42.12% *70 50.00% 51.67% 54.55% 58.33%

Economics Trends and Forecasting 70 45.71% 29857 46.03% *49 54.01% 55.56% 57.78% 60.41%

Employment and Labor Supply 37 51.35% 15377 48.34% *61 57.14% 58.82% 61.11% 65.70%

Gross Domestic Product: Calculation,Use, Analysis

89 62.92% 29995 47.02% *94 55.56% 57.14% 58.97% 62.22%

Inflation and Recession 49 51.02% 15285 50.43% *48 58.33% 60.00% 62.16% 65.79%

Interest Rates, Investment, and FiscalPolicy

28 50.00% 19027 47.35% *61 55.56% 57.14% 59.46% 62.99%

International Trade 23 34.78% 7604 49.25% *15 58.06% 60.27% 62.50% 66.67%

Microeconomic Trends and Analysis 149 54.36% 57384 52.69% *58 59.95% 61.90% 63.56% 66.67%

Price, Cost, and Profit 86 59.30% 36269 49.12% *86 56.82% 58.33% 60.00% 63.16%

Spending and Saving 28 64.29% 15370 57.44% *74 64.86% 66.67% 69.49% 73.62%

Supply and Demand 67 52.24% 26854 43.15% *84 50.00% 52.65% 54.76% 57.89%




Economics: Macroeconomics Score Comparison


E c o n o m i c s : M a c r o e c o n o m i c s

Economics: Macroeconomics Assessment Summary


Economics: Macroeconomics OutboundSample Size 66Mean Score 51.52%Standard Deviation 24.82Min Score 0%Max Score 100%Median Score 60%Mode 60%



Outbound Exam Economics: Macroeconomics Result




Economics: Macroeconomics Subject Score Comparison Outbound Exam


Economics: Macroeconomics



PercentileRank




FrequencyCorrect


FrequencyCorrect

80th 85th 90th 95th

Consumer Spending and ConsumerPrice Index

34 47.06% 9095 42.12% *70 50.00% 51.67% 54.55% 58.33%

Economics Trends and Forecasting 70 45.71% 29857 46.03% *49 54.01% 55.56% 57.78% 60.41%

Employment and Labor Supply 37 51.35% 15377 48.34% *61 57.14% 58.82% 61.11% 65.70%

Gross Domestic Product: Calculation,Use, Analysis

89 62.92% 29995 47.02% *94 55.56% 57.14% 58.97% 62.22%

Inflation and Recession 49 51.02% 15285 50.43% *48 58.33% 60.00% 62.16% 65.79%

Interest Rates, Investment, and FiscalPolicy

28 50.00% 19027 47.35% *61 55.56% 57.14% 59.46% 62.99%

International Trade 23 34.78% 7604 49.25% *15 58.06% 60.27% 62.50% 66.67%




Economics: Microeconomics Score Comparison


E c o n o m i c s : M i c r o e c o n o m i c s

Economics: Microeconomics Assessment Summary


Economics: Microeconomics OutboundSample Size 66Mean Score 56.06%Standard Deviation 24.61Min Score 0%Max Score 100%Median Score 60%Mode 60%



Outbound Exam Economics: Microeconomics Result




Economics: Microeconomics Subject Score Comparison Outbound Exam


Economics:Microeconomics






FrequencyCorrect


FrequencyCorrect

80th 85th 90th 95th

Microeconomic Trends andAnalysis

149 54.36% 57384 52.69% *58 59.95% 61.90% 63.56% 66.67%

Price, Cost, and Profit 86 59.30% 36269 49.12% *86 56.82% 58.33% 60.00% 63.16%

Spending and Saving 28 64.29% 15370 57.44% *74 64.86% 66.67% 69.49% 73.62%

Supply and Demand 67 52.24% 26854 43.15% *84 50.00% 52.65% 54.76% 57.89%




Global Dimensions of Business Score Comparison


G l o b a l D i m e n s i o n s o f B u s i n e s s

Global Dimensions of Business Assessment Summary


Global Dimensions of Business OutboundSample Size 66Mean Score 49.70%Standard Deviation 17.63Min Score 10%Max Score 90%Median Score 50%Mode 40%



Outbound Exam Global Dimensions of Business Result




Global Dimensions of Business Subject Score Comparison Outbound Exam


Global Dimensions ofBusiness






FrequencyCorrect


FrequencyCorrect

80th 85th 90th 95th

Foreign Direct Investment andTrade

134 53.73% 47297 52.77% *55 60.46% 62.01% 64.00% 67.34%

International CorporateStrategies

165 43.03% 54932 43.06% *50 50.00% 52.17% 54.14% 57.48%

International Governance andRegulation

136 56.62% 31663 47.78% *79 57.76% 59.54% 62.86% 65.69%

International Patents andProtections

123 54.47% 27256 46.54% *79 55.32% 57.51% 60.09% 63.49%

Multinational Culture 102 40.20% 20575 37.95% *62 45.83% 47.04% 50.00% 52.08%




Information Management Systems Score Comparison


I n f o r m a t i o n M a n a g e m e n t S y s t e m s

Information Management Systems Assessment Summary


Information Management Systems OutboundSample Size 66Mean Score 66.36%Standard Deviation 21.39Min Score 10%Max Score 100%Median Score 70%Mode 50%



Outbound Exam Information Management Systems Result




Information Management Systems Subject Score Comparison Outbound Exam


Information ManagementSystems



PercentileRank




FrequencyCorrect


FrequencyCorrect

80th 85th 90th 95th

Artificial Intelligence 59 64.41% 10681 63.53% *47 72.97% 75.66% 78.26% 82.25%

Data and Information 56 69.64% 17855 56.24% *87 65.50% 67.52% 70.65% 74.42%

Executive and Decision-SupportSystems

86 65.12% 45123 58.29% *74 67.35% 68.83% 71.43% 75.00%

Expert Systems 62 51.61% 14613 47.84% *61 57.82% 61.16% 63.33% 67.74%

Information Management Processesand Procedures

160 68.13% 65961 62.09% *73 70.25% 71.83% 74.07% 77.19%

Internal and External Networks 54 70.37% 13101 63.33% *64 78.91% 80.65% 84.02% 90.18%

Simulation Analysis 66 74.24% 15917 57.85% *90 68.61% 71.11% 73.81% 76.19%

Software and Hardware 61 72.13% 26379 61.47% *84 70.27% 72.21% 75.00% 77.78%

Telecommunications 56 58.93% 13698 51.07% *73 61.28% 63.41% 65.89% 71.07%




Legal Environment of Business Score Comparison


L e g a l E n v i r o n m e n t o f B u s i n e s s

Legal Environment of Business Assessment Summary


Legal Environment of Business OutboundSample Size 66Mean Score 60.61%Standard Deviation 20.30Min Score 10%Max Score 100%Median Score 60%Mode 60%



Outbound Exam Legal Environment of Business Result




Legal Environment of Business Subject Score Comparison Outbound Exam


Legal Environment ofBusiness



PercentileRank




FrequencyCorrect


FrequencyCorrect

80th 85th 90th 95th

Antitrust 49 53.06% 20440 54.83% *44 63.64% 65.12% 68.42% 72.44%

Civil and Criminal Processes 88 56.82% 28458 57.52% *47 66.67% 68.42% 70.82% 73.68%

Consumer Protection 77 70.13% 29969 57.85% *87 66.67% 69.44% 71.43% 74.36%

Equal EmploymentOpportunity

42 54.76% 0 - *1 0.00% 0.00% 0.00% 0.00%

Financial Regulation 32 81.25% 12871 64.16% *90 75.68% 77.78% 79.90% 82.43%

Government Regulation ofBusinesses

139 60.43% 47740 53.66% *75 62.21% 63.82% 67.14% 70.77%

Legal Agreements andDocuments

123 56.91% 30315 51.83% *63 63.41% 65.71% 68.18% 70.73%

Liability 55 56.36% 12695 56.98% *49 68.01% 69.70% 71.43% 75.66%

Types of BusinessOrganizations

55 65.45% 21743 57.11% *79 65.71% 67.57% 70.00% 73.54%




Management Score Comparison


M a n a g e m e n t

Management Assessment Summary


Management OutboundSample Size 66Mean Score 62.12%Standard Deviation 20.27Min Score 10%Max Score 100%Median Score 60%Mode 60%



Outbound Exam Management Result




Management Subject Score Comparison Outbound Exam


Management



PercentileRank




FrequencyCorrect


FrequencyCorrect

80th 85th 90th 95th

Continuous Improvement 59 66.10% 15564 50.03% *93 58.09% 60.00% 64.39% 67.74%

Corporate Culture and Climate 78 58.97% 26761 52.97% *72 61.11% 63.41% 65.91% 69.23%

Cost Control 56 57.14% 13255 52.97% *63 63.33% 65.54% 67.78% 73.19%

Data Analysis Tools 49 61.22% 16961 52.83% *75 62.50% 64.65% 68.18% 73.29%

HR Manager Roles andResponsibilities

51 64.71% 15514 55.65% *80 64.21% 65.97% 68.39% 71.05%

HR Planning 79 58.23% 49889 60.66% *40 68.18% 69.77% 71.74% 75.00%

Individual and GroupDynamics

67 67.16% 29631 62.77% *66 71.43% 73.87% 76.32% 79.04%

Organizational Charts andStructure

41 78.05% 18870 60.98% *95 69.65% 71.43% 73.73% 77.44%

Organizational Mission,Vision, and Values

29 65.52% 10516 54.17% *82 63.64% 66.67% 69.62% 74.82%

Quality Management 59 42.37% 25639 52.71% *19 61.92% 64.58% 67.57% 70.27%

Recruiting and Retention ofEmployees

44 70.45% 13177 55.93% *92 63.51% 65.72% 67.80% 71.43%

Staffing Decisions 48 66.67% 10553 61.54% *70 69.44% 71.43% 73.68% 76.32%




Management: Human Resource Management Score Comparison


M a n a g e m e n t : H u m a n R e s o u r c e M a n a g e m e n t

Management: Human Resource Management Assessment Summary


Management: Human Resource Management OutboundSample Size 66Mean Score 63.96%Standard Deviation 27.69Min Score 0%Max Score 100%Median Score 67%Mode 67%



Outbound Exam Management: Human Resource Management Result




Management: Human Resource Management Subject Score Comparison Outbound Exam


Management: Human ResourceManagement



PercentileRank




FrequencyCorrect


FrequencyCorrect

80th 85th 90th 95th

HR Manager Roles andResponsibilities

51 64.71% 15514 55.65% *80 64.21% 65.97% 68.39% 71.05%

HR Planning 79 58.23% 49889 60.66% *40 68.18% 69.77% 71.74% 75.00%

Recruiting and Retention ofEmployees

44 70.45% 13177 55.93% *92 63.51% 65.72% 67.80% 71.43%

Staffing Decisions 48 66.67% 10553 61.54% *70 69.44% 71.43% 73.68% 76.32%




Management: Operations/Production Management Score Comparison


M a n a g e m e n t : O p e r a t i o n s / P r o d u c t i o n M a n a g e m e n t

Management: Operations/Production Management Assessment Summary


Management: Operations/Production Management OutboundSample Size 66Mean Score 56.50%Standard Deviation 32.53Min Score 0%Max Score 100%Median Score 67%Mode 100%



Outbound Exam Management: Operations/Production Management Result




Management: Operations/Production Management Subject Score Comparison OutboundExam


Management:Operations/Production

Management



PercentileRank




FrequencyCorrect


FrequencyCorrect

80th 85th 90th 95th

Continuous Improvement 59 66.10% 15564 50.03% *93 58.09% 60.00% 64.39% 67.74%

Cost Control 56 57.14% 13255 52.97% *63 63.33% 65.54% 67.78% 73.19%

Data Analysis Tools 49 61.22% 16961 52.83% *75 62.50% 64.65% 68.18% 73.29%

Quality Management 59 42.37% 25639 52.71% *19 61.92% 64.58% 67.57% 70.27%




Management: Organizational Behavior Score Comparison


M a n a g e m e n t : O r g a n i z a t i o n a l B e h a v i o r

Management: Organizational Behavior Assessment Summary


Management: Organizational Behavior OutboundSample Size 66Mean Score 66.05%Standard Deviation 30.38Min Score 0%Max Score 100%Median Score 67%Mode 100%



Outbound Exam Management: Organizational Behavior Result




Management: Organizational Behavior Subject Score Comparison Outbound Exam


Management:Organizational Behavior



PercentileRank




FrequencyCorrect


FrequencyCorrect

80th 85th 90th 95th

Corporate Culture and Climate 78 58.97% 26761 52.97% *72 61.11% 63.41% 65.91% 69.23%

Individual and GroupDynamics

67 67.16% 29631 62.77% *66 71.43% 73.87% 76.32% 79.04%

Organizational Charts andStructure

41 78.05% 18870 60.98% *95 69.65% 71.43% 73.73% 77.44%

Organizational Mission,Vision, and Values

29 65.52% 10516 54.17% *82 63.64% 66.67% 69.62% 74.82%




Marketing Score Comparison

Sample Size: Outbound = 66Mean Completion Time (mins): Outbound = 16

M a r k e t i n g

Marketing Assessment Summary


Marketing OutboundSample Size 66Mean Score 53.64%Standard Deviation 21.95Min Score 10%Max Score 100%Median Score 50%Mode 50%



Outbound Exam Marketing Result




Marketing Subject Score Comparison Outbound Exam


Marketing



PercentileRank




FrequencyCorrect


FrequencyCorrect

80th 85th 90th 95th

Marketing Research, Planning,and Strategy

115 50.43% 71223 43.26% *79 50.00% 51.79% 54.10% 57.58%

People 100 54.00% 37896 49.31% *69 57.53% 58.82% 61.54% 64.29%

Place 109 51.38% 38370 40.64% *88 48.08% 50.00% 52.25% 55.37%

Price 132 61.36% 85194 46.53% *96 53.98% 55.42% 57.56% 60.00%

Product 106 48.11% 46652 50.71% *39 58.70% 60.78% 63.04% 65.96%

Promotion 98 55.10% 32801 44.20% *85 52.83% 54.59% 56.67% 60.74%




Quantitative Research Techniques and Statistics Score Comparison

Sample Size: Outbound = 66Mean Completion Time (mins): Outbound = 13

Q u a n t i t a t i v e R e s e a r c h T e c h n i q u e s a n d S t a t i s t i c s

Quantitative Research Techniques and Statistics Assessment Summary


Quantitative Research Techniques and Statistics OutboundSample Size 66Mean Score 55.76%Standard Deviation 24.56Min Score 10%Max Score 100%Median Score 55%Mode 80%



Outbound Exam Quantitative Research Techniques and Statistics Result




Quantitative Research Techniques and Statistics Subject Score Comparison Outbound Exam


Quantitative ResearchTechniques and Statistics



PercentileRank




FrequencyCorrect


FrequencyCorrect

80th 85th 90th 95th

Descriptive Statistics 133 57.89% 43248 42.35% *92 51.61% 53.66% 57.50% 61.34%

Hypothesis Testing 94 51.06% 28975 50.39% *48 60.00% 61.54% 63.41% 66.67%

Inferential Statistics 69 50.72% 20283 56.45% *31 65.96% 68.42% 71.83% 76.35%

Population Sampling 144 60.42% 63802 45.25% *91 54.39% 57.10% 60.24% 64.17%

Probability 68 52.94% 33077 46.91% *69 57.45% 59.46% 61.90% 66.07%

Significance Levels 72 55.56% 12695 46.38% *78 56.67% 57.86% 60.89% 65.84%

Type I and Type II Errors 80 56.25% 16309 47.51% *75 60.59% 62.37% 64.10% 68.09%




R e p o r t I n t r o d u c t i o n

Understanding and Using the ReportU n d e r s t a n d i n g a n d U s i n g t h e R e p o r t

The purpose of the following analyses is to assist administrators, academic program managers, assessment coordinators, coursemanagers, and other academic officials with program-level direct assessment of the College/University programs. These data shouldbe used to assess the strengths and opportunities for improvement associated with the academic programs based upon the knowledgelevels of the students regarding the foundational learning outcomes of the curriculum.

An Inbound Exam/Outbound Exam exam construct provides data for both internal and external benchmarking. The inbound examevaluates the student's knowledge level towards the beginning of the student's program of study. The outbound exam assesses thestudent's knowledge level at the end of the student's program of study. The difference in results between the inbound and outboundexams is the direct measure of learning most often used for internal benchmarking. Additional subject-level analysis compared tospecific aggregate pools allows for both internal and external benchmarking.

Outbound exam results are relative. Outbound exam relevancy is understood best in terms of the change in knowledge level from thetime a student enters the program compared to when they graduate from the program.

If identified, cohort level analyses provide program administrators with comparative information based upon the student cohort groupsthat the school has identified. Side-by-side comparisons are shown to supplement program-level analysis.

External comparisons of outbound scores with the various aggregate pools should only be used as a relative index of how the assessedprogram compares with other programs. There is a high degree of variability between business schools with respect to specificcurriculums and areas of emphasis or concentrations. Comparisons include other schools with relatively similar student populations andeducational delivery means, not necessarily based on the exact curriculum of the business program (which would be nearly impossibleand most likely unrealistic). Multiple pools can be selected for these comparisons.

There are two types of data analyses included within the report: Means of Scores Analysis and Analysis of Percent Correct:

a. Means of Scores Analysis. This is a simple mean whereby we take the scores, total, and divide by the number of scores. Thesample then is either the schools’ number of exams included in the report or the total number of completed exams in the aggregatepools.

b. Analysis of Percent Correct. This is a total figure used whereby we take the total number of questions answered correctly (eitherat the Subject, Sub-topic, or Topic levels) and divided by the total number of questions offered, expressed as a percentage. A set ofexam results is treated as one set of data/sample. These results are then compared to the aggregate pool results, which are similarlycalculated.

For percentile ranking calculations and for the percentile benchmarks shown for the selected aggregate pool, results are subject tosample size limitations. In general, percentile ranking and percentile benchmarks should be used with caution relative to makingprogrammatic changes based on the results if the sample of Questions Offered for the aggregate pool is less than 300 for a specificsubject.

Average Total Score Percentile. Because not all exams include the same set of topics, a percentile value based on the Exam Totalscores cannot be calculated with statistical precision. Most client schools customize the exams using topic selection and many includean internally developed topic. Therefore, the Average Total Score Percentile values are calculated as a simple mean of the topicpercentile values. The Average Total Score Percentile values are shown only to provide a relative comparison of the Total Score.



Tips, Techniques, and Suggestions for Applying the Results of this Report for AcademicProgram-level Analysis and Continuous Improvement

T i p s , T e c h n i q u e s , a n d S u g g e s t i o n s f o r A p p l y i n g t h e R e s u l t s o f t h i s R e p o r t f o r A c a d e m i c P r o g r a m - l e v e l A n a l y s i s a n d C o n t i n u o u s I m p r o v e m e n t

The following tips, techniques, and suggestions for understanding and applying the results presented in this report for academicprogram-level analysis and continuous improvement are based on our years of experience in working with our client institutions, meetingwith academic officials to review the results, and lessons learned from the accreditation institutions.

Reviewing the Results

Topic and sub-topic level scores tend to be more significant in terms of analysis value than the total score. Although most examsinclude all available topics, not all exams will include all available topics. Therefore, the total score comparisons are shown forrelative benchmarking whereas the topic and sub-topic level score comparisons will tend to be more meaningful in terms ofunderstanding relevancy of the scores.If there are topics included on the exam that do not appear to be directly related to your curriculum and/or learning outcomes,consider removing these topics from future testing. It is generally best not to test on topics that are not included in the program’scurriculum.We have a separate document available that includes the aggregate pool summary data that is used for comparison analysispurposes. If you would like to use these data for your own analysis, we can send this file to you.Consider the sample size for the exam period before making changes in the program based on the exam results. Lower samplesizes tend to have higher standard deviations. In general, it is best to have a sample of at least 100 exams before the results canbe used for program changes. Since report period is a variable, we can go back and include past exam results for futurereporting in order to get the sample size high enough for meaningful analysis.

Learning Outcome Analysis

To evaluate the institution’s learning outcomes, consider the table shown for each topic the frequency of questions missed (andcorrect). These data are most useful when considering learning outcome.Not every subject included on the exam will directly correspond to a program’s learning outcome because this is a standardizedtest meant to apply to the widest diversity of programs. Therefore, the score for the topic or subtopic must be taking in thecontext of the subject-level analysis. For example, a relatively low topic/sub-topic score may be acceptable provided that thesubject-level scores are high for those subjects that are directly related to learning outcomes. Conversely, a high topic/sub-topicscore may be unacceptable if the questions missed on the exam were high for key learning outcomes.

Continuous Improvement

It is important not to make too many changes in a program at the same time based on one or two exam periods. Instead, it itgenerally better to make small incremental changes to the program based on these results and then monitor the results to assessthe consequences of the change effort.Specific ideas for continuous improvement include:

Updating course content to include more case study type instruction that combines CPC topics in the same analysis.Including a review of key topics towards the end of the program (e. g. in the CAPSTONE course) that includes anapplication exercise that requires a review and understanding of all the CPC topics included within the program.



Interpreting and Using the Exam ScoresI n t e r p r e t i n g a n d U s i n g t h e E x a m S c o r e s

Inbound exam results are obtained from incoming students who have not yet completed their advance program of study. Cumulativeinbound exam results are only used relative to the cumulative outbound results to directly measure academic learning. Individual studentresults from inbound exams (provided in a separate file) can be used to help guide, advise, and place a student within a program ofstudy; however, individual results should generally not be used for academic grading purposes other than perhaps extra credit (or someother incentive) to complete the exam.

Outbound exam results are a direct measure of academic learning since the students taking the outbound exams have completed ornearly completed the degree program.

Outbound exam results, both cumulatively and individually, DO NOT correspond directly to a traditional academic grading scale. Thisis a nationally normed exam with an average degree of difficulty of approximately 55%-60%. The exam is relative to only to theinbound results as well as the external aggregate comparisons.

There is a distinct difference between evaluating results versus grading individual exams. Individual student grading of Outbound Examsshould be conducted using the table shown below on a relative grading scale (school officials determine the exact letter/point grades).Evaluation of the results for internal and external benchmarking should be conducted based comparisons to aggregate pools andbetween the inbound and outbound exam results.

NOTE: There is no such level as a “passing” or “acceptable” score based on the results of this nationally normed exam nor doaccreditation organizations expect to see a passing or acceptable level. Rather, school officials determine what is passing/acceptablebased on associated benchmarks.

To encourage students to do their best with the outbound exams, an incentive is usually needed. Exam incentives include a direct grade,grading for extra credit if the result is above a certain threshold, or credit for a future assignment/activity within a course. Some clientschools also use top scores to determine prizes or gifts. Typically, simply grading the exam based on the following relative grading scaleis the best approach to properly incentivize the exam.

Another useful way of evaluating scores of outbound exams is to review the mean completion times. Typically, for example, a 100-question exam should take the student about 60-90 minutes to complete. If exam completion times are below 30-45 minutes academicofficials may consider further efforts to incentivize the exam in order to get the students to take the exam seriously and thus, improveresults. Mean completion times are shown in many of the graphs and tables. Reports can be re-run to screen out exam results wherethe completion time is below a desired threshold.

The following table shows an approximate relationship between the CPC-Based COMP exam results and relative student performancebased upon competency level. Note: This table should only be used for relative grading purposes of individual studentexams. This table should not be used to evaluate exam results for program-level assessment, rather the evaluation ofexam results should be based on scores and comparisons of scores with the benchmarks.

CPC-Based COMPExam Score

Relative Interpretation ofStudent Competency

80-100% Very High70-79% High60-69% Above Average40-59% Average30-39% Below Average20-29% Low0-19% Very Low

If specific academic credit (grade and points) are to beawarded to students based on their exam results, the table tothe left could be used to assign letter grades, extra credit,and/or course points, assuming that the exam is included withina course.

Abandoned exams are not included in the data set for thisreport.



Glossary of TermsG l o s s a r y o f T e r m s

Abandoned Exam. An exam that had the 48 hour time limit elapse. These exams are auto-completed, giving the student a score of "0" foreach unanswered question. These exams are only included in the school's raw data, not in the reporting or analysis.

Academic Level. The academic degree level of the program: associate, bachelors, masters, and doctoral.

Aggregate Pools.The aggregate pool is the data set used for external benchmarking and comparisons and is based on the results fromaccredited institutions. The various aggregate pools are defined as follows:

Pools Based on Program Delivery Modality

1. Traditional. The majority of the program is delivered at a campus location at an established college or university. The majority of thestudents are recent high school graduates, typically 18-22 years old. Courses are taught on a semester or quarter basis, typicallyMonday through Friday.

2. Online. The majority of the program is delivered online to students and there is little, if any, requirement for the students to go to acampus location any time during their college or university experience. The majority of the students are considered non-traditional,meaning they tend to be older, may have some college credit prior to starting their program, and are often working adults completingtheir degree program.

3. Blended. The program is delivered to students using a combination of online and campus-based instruction and/or the program isdelivered in an accelerated format. The course term is typically 4 to 8 weeks. Campus-based instruction tends to be either at night oron weekends with generally longer sessions. The student population tends to be non-traditional, meaning they tend to be older, mayhave some college credit prior to starting their program, and are often working adults completing their degree program.

Pools Based on Location

1. Outside-US. Includes colleges and universities outside of the United States. Program delivery is usually campus-based; however, theaggregate pool includes some blended programs and online programs.

2. Regional/Country. Includes colleges and universities outside of the United States from specific regions (e.g. Latin America, Europe,Asia, etc.) or from specific countries (e.g. Mongolia). Program delivery is primarily campus-based; however, the pools may includesome blended and online course delivery.

3. US. Includes all US-based schools and programs.

Pools Based on Institute Characteristics

1. Large Private. This aggregate pool includes large, privately owned universities within the United States.2. HBCU. Includes colleges and university that are designated as Historically Black Colleges and Universities.3. Private. US schools that are privately owned.4. Public. US schools that are publically owned.5. Faith-based. US schools that have a specific religious affiliation or association.

Masters-level Pools Based on Degree Type

1. Masters-MBA. Includes programs that are designed as Masters of Business Administration.2. Masters-MS. Includes programs that are designed as Masters of Science.3. Masters-MA. Includes programs that are designed as Masters of Arts.

Pools Based on Dual-Accreditation Affiliation

1. IACBE. Includes business schools and programs affiliated with the International Assembly for Collegiate Business Education. Whereavailable, this pool is further divided by IACBE Region.

2. ACBSP. Includes business schools and programs affiliated with the Accreditation Council of Business Schools and Programs. Whereavailable, this pool is further divided by ACBSP Region.

3. AACSB. Includes business schools and programs accredited with the Association to Advance Collegiate Schools of Business.

Assessment Period. The date range for the report, which includes all the exams administered within these dates. For synchronous schools,the assessment period is generally based upon the semester or quarter. For asynchronous schools, the assessment period is generally annual,semi-annual, or quarterly. School officials determine the assessment period.

Coefficient of Determination (R2) denoted R2 and pronounced R squared, is a statistical measure of how well the regression lineapproximates the real data points. An R2 of 1 indicates that the regression line perfectly fits the data.

Cohort. A group of students based upon a demographic factor such as degree program, course delivery modality, campus location,program start date, etc. We provide cohort-level analysis based upon cohort categories identified at the start of the exam cycle.

Common Professional Component (CPC). As defined by the program accreditation bodies.

CPC-Based Comprehensive (COMP) Exam. An exam that includes all of the CPC topics to be assessed for a specified program. Eachtopic has 10 questions included within exam, randomly selected from a validated test bank that includes 300-500 exam questions. Inboundand outbound exams are generated from the same test bank of questions.



External Benchmarking. Analyses performed by comparing the cumulative results from a school with a demographically similar aggregatedata set.

Frequency of Questions Correct. For outbound exams, the frequency of questions correct is calculated for each subject within a CPCtopic. The formula is: Number of Questions Correct / Number of Questions Offered) * 100. In order to provide a relative index forunderstand these data, an average of questions correct is shown for the aggregate pool selected for the Analysis Report. To see thecomparisons for other pools, the Analysis Report can be re-run with a different pool selected.

Inbound Exam. A student exam administered early in the student's program, usually during their first or second core course, that measuresthe student's knowledge level at the beginning of their academic program.

Internal Benchmarking. Analyses performed by comparing the inbound and outbound exam scores and/or by the analyses of thefrequency of questions correct for each subject within a CPC topic.

Mean Completion Time. The average time, in minutes, to complete the exam. Mean completion time is also shown for each CPC topic.Mean completion times are usual when evaluating student effort, particularly with outbound exam results. If the outbound exams have arelatively low mean completion time, this may be an indication that the students are not putting forth their best effort. Additional incentivesmay be necessary to encourage better student performance (extra credit, points, letter grades, credit for future assignments, etc.).

Outbound Exam. A student exam administered at the end of the student's academic program, usually within their last course, that measuresthe student's knowledge level at the end of their academic program.

Percentage Change. The percentage change between two scores. For inbound/outbound testing, the percentage change is calculated usingthe following formula: (Outbound Score / Inbound Score) - 1.

Percentage Difference. The percentage difference between a school's outbound student results and the aggregate, calculated using thefollowing formula: Aggregate Score – School Score.

Percentile.Percentiles are shown within the subject level analysis based upon the frequency of questions answered correctly. The measureis used to establish relevancy of the school’s score with the selected aggregate pool used for the Analysis Report. The percentilebenchmarks indicate to what level an average score is needed in order to be at the 80th, 85th, 90th, or 95th percentile, which schoolofficials can subsequently use for academic benchmarking and for setting performance targets.

1. A percentile rank is the percentage of scores that fall at or below a given score and is based on the following formula:((NumValuesLessThanScore + (0.5 * NumValuesEqualScore)) / TotalNumValues) * 100. When shown, the percentile rank of theschool’s exam sample of the subject/subtopic/topic score to the aggregate pool is based on using exam results within the aggregatepool grouped by school and calculated using samples of 30 exams. The percentile rank is not a ranking based on the number ofindividual schools included within the aggregate pool, rather it is a percentile ranking compared to the exam results included within theaggregate pool.

2. The percentile benchmark values are calculated using the Empirical Distribution Function with Interpolation based upon the ExcelFunction of PERCENTILE.INC (array,k) with the following formula: (n-1)p=i+f where i is the integer part of (n-1)p, f is the fractionalpart of (n-1)p, n is the number of observation, and p is the percentile value divided by 100. The percentile benchmark then is therequired score of questions correct to be at a specific percentile value (80th, 85th, 90th, or 95th) and is based on interpolation.

Percent Change Comparison. The percent difference between the school's percent change between inbound and outbound exam resultsand the aggregate pool's percent change between inbound and outbound exam results. The percent change comparison represents a relativelearning difference between the specific school and demographically similar schools.

Scatter Plot. A visual representation of the exam results for all students. The purpose of the scatter plot is to provide you with a visualreference for the ranges in results.

Subjects. For each CPC topic, questions are grouped using 4-8 subject areas. CPC subjects generally correspond to the school's learningoutcomes associated with each CPC topic. In using these data, consider the Subject is the Learning Outcome without the verb.

Subtopic. For the CPCs of Economics and Management, there are identified subtopics. For the CPC topic of Economics, the subtopics areMacroeconomics and Microeconomics. For the CPC topic of Management, the subtopics are Operations/Production Management, HumanResource Management, and Organizational Behavior. NOTE: When analyzing and evaluating the sub-topic scores, the cumulative totals ofthe subtopic scores (percentages) will not equal the topic score. The subtopic scores are based on the number of questions answeredcorrectly for that specific subtopic. For example, getting 2 out 3 questions correct for the subtopic of Human Resource Management is ascore of 66.66%, 3 out of 4 correct on Organization Behavior is 75% and 1 out of 3 on Operations/Production Management is 33.33%.The total Management topic score, however, is 2+3+1 = 6 out of 10, or 60%.

Summary Statistics. Includes the mean completion time, sample size, average score, standard deviation, and the min/max/median/modescores.

Total Exam Score Significance. If a student simply randomly selected responses to questions, the statistical mean of the total score ofsuch a randomly responded to exam would be approximately 30% (+/- 2.5% depending upon the number of questions on the exam).Therefore, exam scores above 30% could be considered significant in terms of measuring actual knowledge levels.

Understanding and Using the Report

The formulas used for percentile calculations are shown within the glossary of terms. Two statistical artifacts could appear on your reports



where the percentile rank seems “off” when compared to the calculated values for the percentile benchmarks.

1. Statistical Artifact #1: Due to the use of different formulas used to calculate the school’s percentile rank and the required scores forspecific benchmarks, the school’s rank is less than or higher than the required score for a percentile benchmark, usually by a factor of1 percentile value. When calculating the percentile rank, we use the school’s score and simply calculate the percent of scores that areat or below that score. When we calculate the percentile benchmark, we use an interpolation function to determine the required scorefor a specific percentile. Therefore, we use two different formulas for the percentile values: the first concerns the score and how manyat/equal to the given score and the second an interpolation to calculate the desired score. Both use the same distribution list of scores,arranged in sequence from low to high. When we developed the distribution tables, we used 5 decimal points. When we calculatedthe benchmarks, we also calculated to 5 decimal points. We show, however, two decimal points in the table.

2. Statistical Artifact #2: Due to sample size limitations and rounding, the school’s rank is less than the required score for a higherpercentile benchmark. The lower the number of exams in the pool, the more these situations will occur. For example: the school scoreis 56.52% and the 85th percentile is 56.52. In this case, both calculations are correct; the issue concerns sample size. With only 586questions offered in the pool, we have a distribution sample of 15 values. When we do the rank calculation (the 81st), it comes out“low” due to the sample size and the values within the distribution. When we do the calculations of the benchmarks (interpolation), theactual 85th benchmark to 5 decimal places is 56.52377, but rounds to 56.52 in the table. The school’s score of 56.52 and the fullnumber is 56.52173 (52/92 correct). The school’s value is below the benchmark of 56.52% for the 85th Percentile, but due torounding, it looks like the school’s score should be at the 85th percentile.

