prof. ian wise associate director of...

Business Administration Assessment Report 2015-16

Prepared by

Dr. Donald L. Crooks Chair

Dr. Richard LaRocca Co-Director of Assessment

Dr. Joseph Ferrantelli Co- Director of Assessment

Prof. Ian Wise Associate Director of Assessment

1. What are the learning goals and/or specific learning outcomes for the students in the

department?

The Business Department’s goals are to provide the academic and practical skills necessary

to enhance business knowledge at all learning levels. The department seeks to continue to

develop student learning to enhance business concepts and theories which are necessary for

graduates to succeed. The department looks to prepare students to be effectual

communicators of real-world business constructs and ideas via oral and written

presentations and the subsequent critical feedback provided from instructors. The

department also looks to provide students with the ability to develop critical thinking,

quantitative, and decision making skills which are necessary for today’s business

environment. We believe that it is imperative for our students to be able to implement

effective actions based upon the synthesis of the data presented to them.

2. How are learning goals/outcomes made evident and discussed with students?

a. At the department or academic program level?

b. At the course level?

The department voted to implement learning/assessment tools at the course level several

years ago to help students improve oral and written skills with the addition of rubrics to any

and all oral and written presentations. At the course level, before each class, the students

are given copies of the rubrics explaining how they will be graded. An anonymous copy is

submitted to the Department’s Administrative Assistant, and the data is included in the

cumulative data files in order to provide quantitative assessment data for the department.

The graded oral and written rubrics are then given to the students to provide feedback in

order to help them assess their oral and written skills and help determine the areas needed

for improvement. Copies of rubrics may be found in the Appendix.

2

An exam, CompXm, was added to the senior RFT Capstone course and all MBA programs as

part of a virtual simulation pertaining to a corporation with 5 products and 5 competitors.

The CompXm measures cumulative knowledge gained over the 4 years of matriculation for

undergraduates and varies for MBA students depending on the program they are enrolled

in. This allows the department to gauge year-over-year changes for each academic program

level at the time of completion of the degree. CompXm has the ability to assess and quantify

students’ critical thinking skills. This has allowed the department to assess year-over-year

critical thinking scores and to provide insight into the strengths and weaknesses of these

skills being developed by our students.

An undergraduate Management Lab (MG 201L) was added to MG 201 in the fall of 2014.

Every student in the business department is required to take this lab which will provide

students with the ability to enhance practical application of management practices by

managing a business enterprise via an on-line simulation. This lab should help prepare the

students for the CompXM simulation which they will be taking in their Senior LC. The

department is hoping to see at least a 10% increase in the senior CompXM scores for the

graduating class of 2107 and beyond as a result of the implementation of the MG 201 Lab

simulation. The current CompXM scores for 15-16 reflect only a few students that have taken

the lab and then the senior CompXM.

The Masters of Science in Accounting has its own individual assessment tools, which are

different from the MBA’s assessment tools. They include a comprehensive accounting

instrument, which is a cumulative accounting exam. This exam has a satisfaction target score

which has been set by Dr. Margaret H. Horan at 55.

The department believes that a critically constructive input engine has been put into action

via our stakeholder groups. We have made several changes to our overall curriculum in the

past 3 years based upon this advisement and encouragement of our various groups.

a. SAC (Student Advisory Group) comprised of undergraduate students from all grade

levels. This committee meets twice each semester and results are shared with the

department in our regular meetings and many initiatives have been reviewed, vetted, and

enacted with a turnaround time of one semester. Several student suggestions were

accepted by the department for incorporation into our undergraduate program.

3

Suggestions brought before the department that have been implemented this past year

include decoupling of the two Senior LC classes. This has allow students more flexibility

with internships and should help give students dedicated time for the Capstone course.

b. PAC (Professional Advisory Group)--this group is entirely populated by our Adjunct

faculty. By being connected to the professional world on a daily basis, the PAC has provided

critical insight for the direction of our program. Adjunct faculty are encouraged to attend

every department meeting.

c. GSAC (Graduate Student Advisory Committee) Formed in 2014, this group meets once

each year in person and virtually multiple times per year. This committee will eventually

play a critical role in shaping our graduate programs going forward.

Provide data that documents assessment of department/major student learning goals. If

General Education goals have been assessed include relevant data as well.

Results for rubric scores and CompXm for the past 5+ years are shown below. We gather

data on 10 learning outcomes across the undergraduate and MBA programs using multiple

sources of data (i.e., rubric-based scores on student work, student surveys, and

standardized tests). First, the undergraduates’ scores on the standardized test, The

CompXm (cumulative knowledge) have shown an upward trend since 2011, with 2015-16

scores averaging 738 of 1,000. These results indicate that faculty have made steady

improvements in their courses and pedagogy during the past few years to better prepare

students for the Capstone course and simulation.

Second, the undergraduate Written Communication scores (measured via rubric) also have

shown an upward trend since 2011, with 2015-16 scores averaging 4.14 of 5, again showing

steady improvements in courses since the 2011-12 academic year.

Third, the undergraduate Oral Communication scores (measured via rubric) have fluctuated

over the 2009-2015 period, but have shown a slight upward trend since 2013-14, with the

2015-16 scores averaging 9.09 of 10.

Fourth, the Undergraduate Exit Survey (Quality of Business Foundation Courses) scores

have been fairly steady from 2012 to 2016, with the 2015-16 average score being 4.01 of 5.

4

These results indicate students are satisfied with the quality of their courses and the faculty

continue to improve on the delivery of the content to better educate our business

students.

Fifth, the undergraduate student survey of Measurement of Capstone, Practicum &

Internship Quality showed an from 3.80 in 2014-15 to 4.13 in 2015-16. This might be an

indication of having more consistent full-time faculty coupled along with the introduction

of the Management Lab in MG 201.

Sixth, the undergraduate student survey of Measurement of Faculty Advisement,

Knowledge has shown small but steady increases since 2013, with the 2015-16 average

being 4.3. These results indicate the faculty members are continuously improving their

knowledge and pedagogy for the classroom as well as for advising of students.

For the MBA students, we administer four assessments, including two standardized tests

and two rubric-based assessments. First, the CompXm (cumulative knowledge) scores for

traditional MBA students have shown a steady increase since 2009, with the 2015-16

average score being 799 of 1,000. These results indicate faculty have made steady

improvements in their courses during that time and continue to hold our MBA students to

a higher standard.

Second, MBA Written Communication scores (measured via rubric) have remained steady

since 2011, with 2015-16 scores averaging 8.89 of 10. These results indicate a continuing

emphasis on students’ writing ability and the demands placed upon them by faculty.

Third, the MBA Oral Communication scores (measured via rubric) have shown an increase

in the last two years, with the 2015-16 scores averaging 9.27 of 10. Oral presentations

across the curriculum have helped better prepare the students and have allowed them to

better hone their oral skills in front of the classroom.

Last, the scores on the Comprehensive Accounting Instrument have remained fairly steady

since 2012, with the 2015-16 average score being 0.52. These results indicate a continuing

emphasis on students’ acquisition of important accounting concepts.

5

Overall, across the undergraduate and MBA programs, for most indicators, we have seen

steady upward trends over the long term. For a few indicators, we have seen slight short-

term declines, and we will need to determine whether these small declines are significant

or whether they are due to small sample sizes.

Undergraduate Assessment Data

CompXm scores have a range of 100-1000

590564

700722

681

744 738

0

100

200

300

400

500

600

700

800

900

1000

09-'10 10-'11 11-'12 12-'13 13-'14 14-'15 15-'16

UG CompXM Scores

6

Undergraduate Writing Rubrics have a scale of 1-5

Undergraduate Oral Rubrics have a scale of 1-10

3.3

3.853.54 3.49

3.71 3.734.09 4.14

0

0.5

1

1.5

2

2.5

3

3.5

4

4.5

08-'09 09-'10 10-'11 11-'12 12-'13 13-'14 14-'15 15-'16

Undergraduate Written

Total Score

8.16

8.76

8.388.45

9.21

8.57

9.07 9.09

7.6

7.8

8

8.2

8.4

8.6

8.8

9

9.2

9.4

08-'09 09-'10 10-'11 11-'12 12-'13 13-'14 14-'15 15-'16

Undergraduate Oral

Total Score

7

Undergraduate Exit Survey has a scale of 1-5

3.74

3.79

3.88

3.81

4.01

3.55

3.60

3.65

3.70

3.75

3.80

3.85

3.90

3.95

4.00

4.05

Category 1

Category 1 Measurement of Quality of Business Foundation Courses

2012

2013

2014

2015

2016

3.84

4.04 4.06

3.80

4.13

3.60

3.70

3.80

3.90

4.00

4.10

4.20

Category 2

2012

2013

2014

2015

2016

Category 2 Measurement of Capstone, Practicum & Intership Quality

8

Graduate Assessment Data

MBA CompXm Scores have a range of 100-1000

4.21

3.82

3.89

4.03 4.03

3.60

3.70

3.80

3.90

4.00

4.10

4.20

4.30

Category 3

2012

2013

2014

2015

2016

Category 3 - Measurement of Faculty Advisement, Knowledge

490

593

650

542

780 785 799

0

100

200

300

400

500

600

700

800

900

1000

09-'10 10-'11 11-'12 12-'13 13-'14 14-'15 15-'16

TMBA - Comp-XM2009 - 2016

9

MBA Writing Rubrics have a scale of 1-10

MBA Oral Rubrics have a scale of 1-10

7.44

6.64

7.88 7.82

8.74 8.51 8.60 8.89

0

1

2

3

4

5

6

7

8

9

10

08-'09 09-'10 10-'11 11-'12 12-'13 13-'14 14-'15 15-'16

Graduate Written

8.83

7.89

8.22

8.59

8.91

8.738.65

9.27

7

7.5

8

8.5

9

9.5

08-'09 09-'10 10-'11 11-'12 12-'13 13-'14 14-'15 15-'16

Graduate Oral

10

MS in Accounting

3. Describe curricular and /or pedagogical changes made during the year based on

assessment results from the current or previous years.

Based upon the feedback from students, employers, and the student advisory council, the

department determined that in order to help further our students’ careers, implementation

of Excel into every business class was essential. The department voted to make it mandatory

for all professors to incorporate at least one Excel assignment per class. This is meant to help

expand our students’ knowledge base in Excel and to promote better analytical skills needed

in today’s business environment.

To further enhance our students’ analytical skills, CS 260 (TC) Excel for the Business

Professional was created and has become a core requirement for all business administration

students. It has now become a requirement that students take CS 260 in their first semester

of declaring.

The Management Lab has been in place for four semesters now, and the data should provide

the department with a foundational benchmark to assess changes in critical business skills

currently being measures in the CompXm scores in the undergraduate senior year. Better

56.1354.73

61.18

56.6357.44

55.75 55.42

52

46

48

50

52

54

56

58

60

62

08-'09 09-'10 10-'11 11-'12 12-'13 13-'14 14-'15 15-'16

Comprehensive Accounting Instrument

11

assessment of the outcomes will most likely be seen in the coming year since all current

seniors will have taken the MG 201 Lab.

Given that the corporate world has implemented Microsoft Office exams for perspective

employees, the department has been proactive in establishing proficiency in our students

for Word, Excel and PowerPoint. A department-wide consensus and effort has been made to

ensure that all students (on the graduate and undergraduate levels) have the ability to

demonstrate proficiency in business software such as Excel, Word and PowerPoint to solve

business problems. In CS 260, the final exam is the Microsoft Office Specialist Certification

test. This has allowed students to not only have the proficiency needed, but the official

certification from Microsoft as well. The department has seen this as a critical necessity for

our graduating students who are entering the workforce. An effort has also been made to

promote the use of these programs throughout the business department course offerings.

4. Describe curricular and/or pedagogical changes desired or being planned, if needed or

as indicated by assessment results from prior years.

a. The department has currently added an undergraduate internship survey for assessment

purposes. These surveys have been completed by the person who supervised the student

during the internship. By “closing the loop” between our students and prospective

employers, we can now receive direct feedback from internship supervisors about our

students in the workforce. The survey will provide us with a clearer understanding of how

prepared the Business Department’s current students are within the workforce. We will

obtain information about their skill levels, success, strengths, and weaknesses in order to

better structure the curriculum and pedagogy necessary to give our department’s

graduates the ability to thrive and compete. A graduate MBA survey is currently being

constructed to help measure the same aspects for our graduate programs.

b. The department will continue to discuss at department meetings each semester and via

email to adjuncts what oral and written strengths and weaknesses have been revealed

from the rubric scores and encourage faculty to focus on the areas that need attention.

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c. We will establish better communication protocols between students and professors to

reduce turnaround times of all correspondence and create a better communicative

environment.

d. We will increase the academic rigor of each program based upon the assessment data

feedback and adapt each program to the changing business environment to ensure that

our graduating students have the necessary skills needed to pursue further academic and

professional careers.

e. We will address and define plagiarism at the beginning of each course and identify to

students the resources available at the library.

f. We will establish protocols necessary to assure no classes are taken without the required

prerequisites.

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APPENDIX

Table of Contents

Business Administration Oral Presentation Assessment Rubric………………………………………………14

Business Administration Department Rubric- Informal/Formal Writing Scoring Sheet……….......15

MBA Programs Business Administration – Informal/Formal Writing Scoring Sheet…………………18

MBA Programs Business Administration Department Rubrics– Informal/Formal Writing Scoring

Sheet…………………………………………………………………………………….........................................19

Business Administration Rubric – Informal/Formal Writing: Professor/Student Explanation

Guide……………………………………………………………………………………………………………………………21

MBA Programs Business Administration Oral Presentation Assessment Rubric……………………….22

Business Administration Undergraduate Survey……………………………………………….........................24

MBA Programs Business Administration Graduate Survey………………………………….......................26

Undergraduate internship Survey…………………………………………………………………………………………….31

14

Wagner College

Business Administration Department

Business Administration Oral Presentation Assessment Rubric

Student name: ____________________________________________________________

Course: _____________________________________Semester: ____________________

Title of Presentation: _______________________________________________________

Please rank the following on a scale of 1-10, being the lowest and 10 the highest.

Knowledge of subject:

Correct usage of Grammar & Language: ______

Avoidance of Repetitive "hums", "okays", etc.: ______

Voice/Diction -speed: ______

Voice/Diction -loudness: ______

Personalization/Engagement of Presentation: ______

Eye Contact: ______

Posture/Stance: ______

Appropriateness of Attire: ______

Appropriateness of Visuals: ______

Interaction among Presenters (if applicable): ______

Fielding of Questions: ______

Overall Student Presentation Grade: ______

Commenrs:________________________________________________________________

__________________________________________________________________________

Name of faculty member:_____________________________________________________

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Commented [1]: Replace with readable, editable version. I think Dan made one.

17

Business Administration Department Rubric

Informal/Formal Writing Scoring Sheet

Semester/Year __________________________________

Course ________________________________________

Student Name___________________________________

Professor Name _________________________________

1st 2nd 3rd 4th 5th

Pape

r

Pape

r

Pape

r

Pape

r

Pape

r

Organization

• Gripping, non-clichéd general

"hook"

• Single focus

• Artful introduction

• Strong conclusion·

• Clear, logical, fluid, and subtle

transitions, paragraph to

paragraph,

sentence to sentence

Development

• Wide variety of support

• Many excellent details

Styl

e

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• Engrossing sentences

• Precise effective word choice

Mechanics

• Error-free paper

Format (for research paper assignments

only)

• References to outside sources are

cited and documented

appropriately

19


20


21


22


23


24

Wagner College

Student name: ____________________________________________________________

Course: _____________________________________Semester: ____________________

Title of Presentation: _______________________________________________________

Please rank the following on a scale of 1-10, being the lowest and 10 the highest.

Knowledge of subject:

Correct usage of Grammar & Language: ______

Avoidance of Repetitive "hums", "okays", etc.: ______

Voice/Diction -speed: ______

Voice/Diction -loudness: ______

Personalization/Engagement of Presentation: ______

Eye Contact: ______

Posture/Stance: ______

Appropriateness of Attire: ______

Appropriateness of Visuals: ______

Interaction among Presenters (if applicable): ______

Fielding of Questions: ______

Overall Student Presentation Grade: ______

Commenrs:________________________________________________________________

__________________________________________________________________________

Name of faculty member:_____________________________________________________

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WAGNER COLLEGE

Department of Business Administration Undergraduate Survey

This survey is intended to assess your level of satisfaction with the instruction you received in required courses for your major in Business Administration. Please indicate your agreement with the following statements using the following scale:

5 Strongly Agree 4 Agree 3 Neutral 2 Disagree 1 Strongly Disagree

1 The material covered in AC 101 and AC 102 provided a

good foundation in Accounting for a business major.

5 4 3 2 1

2 The material covered in FI 201 provided a good

foundation in Finance for a business major.

5 4 3 2 1

3 The material covered in MK 201 provided a good

foundation in Marketing for a business major.

5 4 3 2 1

4 The material covered in MG 201 provided a good

foundation in Management for a business major.

5 4 3 2 1

5 The material covered in BU 201 provided a good

foundation in Business Law for a business major.

5 4 3 2 1

6 The material covered in EC101 and EC 102 provided a

good foundation in Economics for a business major.

5 4 3 2 1

7 The material covered in MA 108 provided a good

foundation in Statistics for a business major.

5 4 3 2 1

8 BU401 Business Policy and Strategy served as a good

capstone course, demonstrating the integration of all of

the business disciplines.

5 4 3 2 1

9 The 100-hour practicum required in BU 400 was an

integral part of my experience as a business major.

5 4 3 2 1

10 The senior thesis requirement in BU 400 was an integral

part of my experience as a business major.

5 4 3 2 1

11 The career development activities in BU 400 helped me

transition from college to career/graduate studies.

5 4 3 2 1

12 I am satisfied with the advisement I received from my

faculty advisor.

5 4 3 2 1

13 The Business Department faculty possesses a high level

of knowledge in their respective disciplines.

5 4 3 2 1

14 The Business Department faculty were accessible to

students and responsive to their needs.

5 4 3 2 1

27

15 Answer only if you took BU 211: The material covered

in BU 211 provided a good foundation in international

business for a business major.

5 4 3 2 1

16 Answer only if you took BU397/497: My Internship

experience enhanced my business skills/knowledge.

5 4 3 2 1

17. What are the major strengths of the Business Administration Department (i.e., what do we do well)?

18. What would you like to see changed/improved; what are we missing?

19. Additional Comments:

28

Wagner College Traditional MBA Graduates’

Survey

QUALITY OF THE TRADITIONAL MBA PROGRAM

Rate each of the following components of your program, based on your entire educational experience as an MBA

student:

Please use the following to rank each component:

a. Poor b. Fair c. Good d. Excellent e. Outstanding

1. Faculty Knowledge

2. Faculty responsiveness to students

3. Talent level of the students in the TMBA Program

4. Cooperative atmosphere among students in my cohort

5. How helpful was the Program Director’s involvement in the Program to improving your MBA experience?

a. Not helpful

b. Somewhat not helpful

c. Somewhat helpful

d. Helpful

e. Very helpful

6. Class schedule

a. Not convenient

b. Somewhat not convenient

c. Somewhat convenient

29

d. Convenient

e. Very convenient

Please use the following to rank the facilities in questions 7-12:

a. Poor b. Fair c. Good d. Excellent e. Outstanding

7. Class rooms

8. Library

9. Computer labs

10. Sports complex

11. Dining hall/catering

ADMISSIONS PROCESS

12. Information provided on the website/information kits

a. Completely irrelevant

b. Lacking

c. Somewhat lacking

d. Complete

e. Very thorough

13. Access and responsiveness of staff

a. Poor

b. Fair

c. Good

d. Excellent

e. Outstanding

14. Overall ease of the application process

a. Poor

b. Fair

c. Good

d. Excellent

30

e. Outstanding

CURRICULUM

In your opinion, how important was each of the following courses to providing you with relevant business education?

Please use the following to rank each course:

a. Not important

b. Somewhat not important

c. Somewhat important

d. Important

e. Very important

15. Statistics for Managers

16. Financial and Managerial Accounting

17. Managerial Communication

18. Law and the Manager

19. Economics for Managers

20. Strategic Management

21. Strategic Leadership

22. Managing Organizational Change

23. Business and Economics Forecasting

In your opinion, how well was each of the following courses instructed?

Please use the following to rank each course:

a. Not well at all

b. Somewhat not well

c. Somewhat well

d. Well

e. Very well

24. Statistics for Managers

25. Financial and Managerial Accounting

31

26. Managerial Communication

27. Law and the Manager

28. Economics for Managers

29. Strategic Management

30. Strategic Leadership

31. Managing Organizational Change

32. Business and Economics Forecasting

How satisfied are you with the knowledge, skills, and/or abilities you developed in each of the following?

Please use the following to answer questions 40-42:

a. Not satisfied

b. Somewhat not satisfied

c. Somewhat satisfied

d. Satisfied

e. Very satisfied

33. Computer skills – Excel/PowerPoint/Word

34. Communication skills - Oral communication

35. Communication skills - Written communication

CONCENTRATION

How satisfied were you with…

Please use the following to rank each criterion:

a. Not satisfied

b. Somewhat not satisfied

c. Somewhat satisfied

d. Satisfied

e. Very satisfied

36. Number of courses offered within your concentration

37. Professors that taught within your concentration

32

38. Overall satisfaction

EXPECTATIONS FROM THE MBA DEGREE

I believe that my MBA degree would provide me with…

39. The opportunity to get a better job in the future a. Yes b. No

40. Credentials I need to increase career options a. Yes b. No

41. The chance to make more money a. Yes b. No

42. When you compare the total monetary cost of your graduate business program to the quality of education you

received, how would you rate the overall value of your MBA degree?

a. Poor

b. Fair

c. Good

d. Excellent

e. Outstanding

43. Would you recommend Wagner to someone who has decided to pursue a Traditional MBA degree?

a. Yes

b. No

Thank you for completing the survey!

Good luck!

WAGNER COLLEGE

33

CONFIDENTIAL HOST ORGANIZATION--- SUPERVISOR'S

EVALUATION -FOR ACADEMIC CREDIT-

NAME__________________________________________________________SEMESTER______________________ ID #_________________________E-MAIL ADDRESS_________________________________________________________________ ACADEMIC DEPT._______________________________MAJOR/DEPARTMENT_______________________________ INTERNSHIP SITE________________________________________________________________________________ SITE ADDRESS__________________________________________________________________________________ SUPERVISOR'S NAME_____________________________________________TITLE____________________________

EXCELLENT GOOD AVERAGE POOR N/A

1. QUALITY OF WORK

2. QUANTITY OF WORK 3. DEPENDABILITY 4. MOTIVATION 5. ANALYTICAL/CRITICAL THINKING SKILLS 6. WRITING SKILLS 7. RESEARCH 8. ORGANIZATIONAL ABILITY 9. CREATIVITY 10

. ATTITUDE TOWARD WORK

11

. ATTITUDE TOWARD CO-WORKERS

12

. ATTITUDE TOWARD SUPERVISOR (S)

13

. OPENNESS TO CRITICISM/SUGGESTION

14

. ABILITY TO LEARN NEW TASKS

15

. MATURITY

16

. ABILITY TO WORK WITHOUT SUPERVISION

17. WHAT ARE THE INTERN'S GREATEST STRENGTHS?

______________________________________________________________________________ ______________________________________________________________________________

34

18. IN WHAT AREAS DO YOU SEE NEED FOR IMPROVEMENT?

______________________________________________________________________________

______________________________________________________________________________

Please return this form to WAGNER COLLEGE BUSINESS ADMINISTRATION DEPARTMENT

ONE CAMPUS ROAD STATEN ISLAND, NY 10301

7187-390-3447

****ATTENTION: __________________________ (INTERNSHIP PROFESSOR) ACADEMIC DEPARTMENT: __________________________

prof. ian wise associate director of...

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