Annual Assessment Report · CompXM: Class average of greater than 50th percentile. 4. Business Program Alumni Board qualitative results will be more positive than negative. Business

Annual Assessment

Report Business Administration

By Linda Duke, David Forster, Steve Huenneke, and Brenda Popp

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Annual Assessment Report Program Profile

2014-2015 2015-2016

Majors (total, majors 1,2,3) 101 123

Minors 70 61

Accounting 12 7 Advertising & Marketing 26 36 Economics & Finance 15 11

Entrepreneurial Leadership 22 Management 31 30 Management Info Sys 8 12 Broadcasting 3 0 Marketing 1 0

Full Time Faculty 4 4

Part Time Faculty

If your discipline has a secondary education certification component, you will need to indicate that in the

title of this report unless you are submitting a separate report for the education component.

*If your discipline is a major with one or multiple concentrations, that information needs to be included as

separate content. Report the number of declared students by concentration and each concentration will need a

separate assessment section.

Program Delivery (HLC 3A3)

Traditional on-campus ____________

Online Program ____________

Evening Cohort _____________

Analysis: Program goals for student retention, persistence and degree completion are? What do the persistence numbers

mean to the faculty in the program? Are your persistence and graduation data what you expected? If yes, what

has made for this success? If not, how could they be improved? Consider the students’ “time to degree.” Does

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the actual time to degree fit and reflect the program’s expected and advertised time? If not, are there ways to

align the two?

Outside Accreditation: Is your program accredited by outside accreditor? If “yes”, name the accrediting agency and include the cycle for

accreditation review.

Is accreditation available for your program? Yes. The Business Program is accredited by the ACBSP body. The

next update report is due in February 2017 and the next review will be in 2025.

Are you making strides to attain accreditation? If no, why not?

Program Action Items

Action Item 1: Add qualitative measures to the external assessment

Action steps: 1)Use the Business Advisory Council to evaluate and compare the

BUS 206 business plans with the BUS 450 Capstone projects

2) Revise the BUS 450 to align more realistic world scenarios

Timeline Fall, 2015 & March 2016 Assessment Day

Faculty Responsible Linda Duke, David Forster, Steve Huenneke, and Brenda Popp

Completion Date May 2016

Action Item 2: Increase the Business Ethics quantitative scores over the next four

years

Action steps: 1)Require all Business majors to complete Business Ethics

2) Revise the course plan to cover applied ethics topics

Timeline May 2016-2020

Faculty Responsible Linda Duke, David Forster, Steve Huenneke, and Brenda Popp

Completion Date May 2020

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Program Objectives: 1. Analyze and interpret real-world economic phenomena through the use of basic economic theories and

tools 2. Manipulate and interpret financial data as they relate to the analysis of financial statements (ratio

analysis), economic models, and market research 3. Analyze and interpret human dynamics in a business context. 4. Communicate clearly both orally and in writing, with demonstrated abilities in leadership, persuasive

communications (sales skills), and teambuilding. 5. Systematically formulate and justify personal positions in relation to management decision-making. 6. Systematically assess complex issues in relation to business ethics and legal issues. 7. Utilize computer-related applications as a business decision-making tool. 8. Integrate all the various business principles, concepts and methods.

Program Objectives Matrix

Obj. 1

Obj.2 Obj. 3 Obj. 4 Obj. 5 Obj. 6 Obj. 7 Obj. 8

ACC240 I

ACC241 1

BUS206 I-A IR-A IR-A IR-A IR-A IR-A IR-A IR-A

BUS 214 IR

BUS231 I I I I

BUS321 IR IR IR IR IR IR IR

BUS 324 R R IR

BUS332 IR IRM I

BUS335 R

BUS351 I R IR R IR

BUS415 M M M M M M

BUS450 M-A M-A M-A M-A M-A M-A M-A M-A

ECN251 I

ECN252 I

MAT114 I I

MIS 125 I

External Assessment

A A A A A A A A

I=Introduced R= Reinforced M=Mastered A=Assessed

All objectives must be assessed either yearly or as articulated on a cycle. Objectives are not necessarily

assessed each time they are listed as a Program objective for the course. The faculty in the program

determine when the objective will be assessed, in which course, with which artifact, and what if any

outside assessment will occur.

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Concentration: Accounting

1. Apply quantitative and qualitative skills to accounting and business problems transferring knowledge

from one situation to another.

2.Evaluate issues relating to the advanced concepts of financial and managerial accounting.

Objective 1 Objective 2

ACC312 R R

ACC319 R R

ACC322 R R

ACC403 R R

Concentration: Advertising & Marketing

1. Analyze, design, and apply the budget models/methods as it pertains to business processes, such as marketing,

advertising, sales and public relations expenses.

2. Apply marketing and advertising concepts effectively implementing promotional activities in making wide-

ranging business decisions.

Objective 1 Objective 2

BUS309 R

BUS403 R

BUS428 R R

BUS431 R R

BUS461 R R

Concentration: Economics & Finance

1. Apply economic principles and financial concepts to solve economic problems, and formulate a

perspective on contemporary financial regulation and monetary policy.

Objective 1

ACC412 R

BUS403 R

ECN325 R

ECN421 R

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Concentration: Management

1. Analyze and interpret human dynamics in a business context by utilizing management functions such as

planning, leading, controlling, and organizing complex issues facing today’s managers.

Objective 1

BUS307 R

BUS403 R

BUS421 R

ECN421 R

Concentration: Management of Information Systems

1. Use information systems (IS) and technology (IT) to help organizations and individuals perform more

efficiently and effectively.

Objective 1

MIS225 I

MIS250 I

MIS325 R

MIS403 R

Concentration: Entrepreneurial Leadership

1. Practice professional customer service techniques to solve problems and complaints consistently. 2. Examine realistic management situations and problems encountered in non-profit organizations. 3. Systematically assess various entrepreneurial-related issues to ensure compliance with federal

and state laws and regulations.

Objective 1 Objective 2 Objective 3

BMT 301 R

BMT 325 I, R

BMT 357 I, R

ACC 319 I, R

BMT 475 I,R

BMT 499 M –A M-A M-A

All objectives must be assessed either yearly or as articulated on a cycle. Objectives are not necessarily assessed

each time they are listed as a Program objective for the course. The faculty in the program determine when the

objective will be assessed, in which course, with which artifact, and what if any outside assessment will occur.

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Fill in the chart with Program Specific Content- Much of this can come from past annual reports. When

identifying the methods, consider fall and spring courses and assignments to identify appropriate assessments for

the objectives. Best practices recommend multiple measures of assessment for each objective

Assessment of Program Objectives Objective 1 Analyze and interpret real-world economic phenomena through the use of basic

economic theories and tools.

Methods 1. Peregrine test on economics for freshmen (pre-test) and seniors (post-test)

2. Business Administration tests (longitudinal analysis of sophomores and

juniors)

3. CompXM test (national cross-sectional ranking)

4. Business Program Alumni Board qualitative and quantitative analysis.

5. BUS206 Small Business Plan comparison to BUS450: Final Business

Report

Benchmark 1. Peregrine tests: Students will improve from their freshmen to senior year by

more than 15 points. Seniors will score better than 50% compared to

national averages.

2. Business Administration test scores: Students will maintain at least a 60%

average.

3. CompXM: Class average of greater than 50th percentile.

4. Business Program Alumni Board qualitative results will be more positive

than negative. Business Program Alumni Board quantitative results will

show an average of 3 or greater (on a Likert scale of 1 to 5).

5. On average, BUS 450 students will score 12% higher than BUS 206

students on their final reports.

Data Collected

(course specific)

In BUS450, the students enrolled in the class will complete a

comprehensive final business report. In BUS 206, students enrolled in the

class will complete a comprehensive business report.

Data Collected

(Assessment Day,

external tests,

Senior

Achievement)

In BUS450 and BUS 206: During March Assessment Days, faculty/outside

evaluators will score the final business plans by declared business majors

using the Business Program Objective Rubric.

The Peregrine tests will be administered during March Assessment Days

(inbound) and at the end of the BUS 450 course (outbound).

BUS 450 students will complete the CompXM every semester (fall and spring).

Sophomores and juniors will complete the Business Administration test during

March Assessment Days.

Budget needs

related to the

objective?

Peregrine Tests for BUS 206 and BUS 450 at $40.00 per student and cost of

2 external evaluators for BUS 206 and 4 external for BUS 450. ($125.00

per evaluator)

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Objective 2 Manipulate and interpret financial data as they relate to the analysis of financial

statements (ratio analysis), economic models and market research.

Methods 1. Peregrine test on accounting, business finance, marketing, management and

quantitative research techniques for freshmen (pre-test) and seniors (post-

test)


juniors)




Report



national averages


average.







Data Collected

(course specific)




Data Collected

(Assessment Day,

external tests,

Senior

Achievement)









Budget needs

related to the

objective?



per evaluator)

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Objective 3 Analyze and interpret human dynamics in a business context.

Methods 1. Peregrine test on marketing and management for freshmen (pre-test) and

seniors (post-test)


juniors)




Report



national averages


average.







Data Collected

(course specific)




Data Collected

(Assessment Day,

external tests,

Senior

Achievement)









Budget needs

related to the

objective?



per evaluator)

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Objective 4 Communicate clearly both orally and in writing, with demonstrated abilities in

leadership, persuasive communications (sales skills), and teambuilding.

Methods 1. Peregrine test on business leadership for freshmen (pre-test) and seniors

(post-test)


juniors)




Report



national averages


average.







Data Collected

(course specific)




Data Collected

(Assessment Day,

external tests,

Senior

Achievement)









Budget needs

related to the

objective?



per evaluator)

Budget needs

related to the

objective?



per evaluator)

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Objective 5 Systematically formulate and justify personal positions in relation to

management decision-making.

Methods 6. Peregrine test on business management for freshmen (pre-test) and seniors

(post-test)


juniors)




Report



national averages


average.







Data Collected

(course specific)




Data Collected

(Assessment Day,

external tests,

Senior

Achievement)









Budget needs

related to the

objective?



per evaluator)

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Objective 6 Systematically assess complex issues in relation to business ethics and legal

issues.

Methods 1. Peregrine test on business ethics, legal environment and management for

freshmen (pre-test) and seniors (post-test)


juniors)




Report



national averages


average.







Data Collected

(course specific)




Data Collected

(Assessment Day,

external tests,

Senior

Achievement)









Budget needs

related to the

objective?



per evaluator)

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Objective 7 Utilize computer related applications as a business decision-making tool.

Methods 1. Peregrine test on information management systems for freshmen (pre-test)

and seniors (post-test)


juniors)




Report



national averages


average.







Data Collected

(course specific)




Data Collected

(Assessment Day,

external tests,

Senior

Achievement)









Budget needs

related to the

objective?



per evaluator)

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Objective 8 Integrate all the various business principles, concepts and methods.

Methods 1. Peregrine test for freshmen (pre-test) and seniors (post-test)


juniors)




Report



national averages


average.







Data Collected

(course specific)




Data Collected

(Assessment Day,

external tests,

Senior

Achievement)









Budget needs

related to the

objective?



per evaluator)

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Accounting

Objective 1 Apply quantitative and qualitative skills to complex accounting and business

problems transferring knowledge from one situation to another.

Methods What methods will be used to collect the data?

Peregrine test seniors in BUS 450 (post-test)

Benchmark What behavior or action will show that students succeed at the objective? What

are the identified benchmarks that determine student success?

Peregrine tests: Accounting concentration students will significantly score (p

<.05) higher than non-accounting concentration students.

Data Collected

(course specific)

Explain the specific assignment/portfolio/case study… used for

assessment from course content. Identify the total number of students in

the assessment. Refer to specific Rubric if possible and attach to the

report.

Data Collected

(Assessment Day,

external tests,

Senior

Achievement)

Explain the activities used out of class for assessment of the objective.

Identify the total number of students in the assessment and how the

information is collected.

Approximately 1-3 accounting concentrations students complete this test

each semester.

Budget needs

related to the

objective?

Peregrine Test for BUS 450 at $40.00 per student.

Objective 2 Evaluate issues relating to the advanced concepts of financial and managerial

accounting.





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Peregrine tests: Accounting concentration students will significantly score (p

<.05) higher than non-accounting concentration students.

Data Collected

(course specific)




report.

Data Collected

(Assessment Day,

external tests,

Senior

Achievement)




Approximately 1-3 accounting concentrations students complete this test

each semester.

Budget needs

related to the

objective?


Advertising and Marketing

Objective 1 Analyze, design and apply the budget models/methods as it pertains to business

processes, such as marketing, advertising, sales and public relations expenses.





Peregrine tests: Advertising and marketing concentration students will

significantly score (p <.05) higher than non- advertising and marketing

concentration students.

Data Collected

(course specific)




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report.

Data Collected

(Assessment Day,

external tests,

Senior

Achievement)




Approximately 1-3 advertising and marketing concentrations students

complete this test each semester.

Budget needs

related to the

objective?


Objective 2 Apply marketing and advertising concepts to effectively implement promotional

activities in making wide-ranging business decisions.





Peregrine tests: Advertising and marketing concentration students will

significantly score (p <.05) higher than non- advertising and marketing


Data Collected

(course specific)




report.

Data Collected

(Assessment Day,

external tests,

Senior

Achievement)




Approximately 1-3 advertising and marketing concentrations students


Budget needs

related to the


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objective?

Economics and Finance

Objective 1 Apply economic principles and financial concepts to solve economic problems,

and formulate a perspective on contemporary financial regulation and monetary

policy.





Peregrine tests: Economics and finance concentration students will significantly

score (p <.05) higher than non- economics and finance


Data Collected

(course specific)




report.

Data Collected

(Assessment Day,

external tests,

Senior

Achievement)




Approximately 1-3 economics and finance concentrations students


Budget needs

related to the

objective?


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Management

Objective 1 Analyze and interpret human dynamics in a business context by utilizing

management functions such as planning, leading, controlling, and organizing

complex issues facing today’s managers.





Peregrine tests: Management concentration students will significantly score (p

<.05) higher than non- management concentration students.

Data Collected

(course specific)




report

Data Collected

(Assessment Day,

external tests,

Senior

Achievement)




Approximately 1-3 management concentrations students complete this test

each semester.

Budget needs

related to the

objective?

Peregrine Tests for BUS 450 at $40.00 per student.

Management of Information Systems

Objective 1 Students will be able to learn how to use information systems (IS) and technology

(IT) to help organizations and individuals perform more efficiently and

effectively.



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Peregrine tests: Management of Information Systems concentration students will

significantly score (p <.05) higher than non-Management of Information Systems


Data Collected

(course specific)



the assessment. Refer to specific Rubric if possible and attach to the report.

Data Collected

(Assessment Day,

external tests,

Senior

Achievement)




Approximately 1-3 Management of Information Systems concentrations

students complete this test each semester.

Budget needs

related to the

objective?

Peregrine Tests for and BUS 450 at $40.00 per student.

Entrepreneurial Leadership

Objective 1

Practice professional customer service techniques to solve problems and

complaints consistently.


Peregrine Test for freshmen (pre-test) and seniors (post-test)

Collect survey responses about their learning experiences and

environment.

Successful integration of Objective 1-7 in capstone class in BMT499. Benchmark What behavior or action will show that students succeed at the objective?

What are the identified benchmarks that determine student success?

Peregrine tests: Inbound and outbound scores will improve from

freshmen to senior within a 3% range of the national averages.

Aggregated student survey responses will be more positive than

negative. Most histograms will have an average greater than 3.

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External and internal evaluators will assess the students’ work at better

than 70% on the rubric.

Sample

Information

Who Instructors of BUS 206 and BMT 499 will assign the Peregrine Tests. Results will be aggregated by Division Chair.

When Assessment will occur on an ongoing basis, whenever a student completes the

BUS 206 and BMT 499 courses.

Objective 2

Examine realistic management situations and problems encountered in

non-profit organizations.




environment.

Successful integration of Objective 1-7 in capstone class in BMT499.

Benchmark What behavior or action will show that students succeed at the objective?








Sample Information

Who Instructors of BUS 206 and BMT 499 will assign the Peregrine Tests. Results will be aggregated by Division Chair.

When Assessment will occur on an ongoing basis, whenever a student completes the BUS 206 and BMT 499 courses.

Objective 3

Systematically assess various entrepreneurial-related issues to ensure

compliance with federal and state laws and regulations.




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environment.

Successful integration of Objective 1-7 in capstone class in BMT499.

Benchmark What behavior or action will show that students succeed at the objective?








Sample Information

Who Instructors of BUS 206 and BMT 499 will assign the Peregrine Tests. Results

will be aggregated by Division Chair.

When Assessment will occur on an ongoing basis, whenever a student completes the BUS 206 and BMT 499 courses.

Attach Rubrics and or other explanatory documents pertaining to program assessment discussed in the

chart to the report (portfolio guidelines, assignment sheet)

Analysis of Assessment: What concerns do you have about the data provided? In the results of the assessment, what worked and what

did not work? Does the data represent an identifiable trend in the level of activity/achievement/

accomplishment? Does the data represent an acceptable level of activity/accomplishment/achievement given

our mission and values? (HLC 4B1).

The business faculty has collected data from several sources over a period of 3 or more years.

Consequently, we can identify some constant and positive trends in several of our programs objectives.

Additionally, these trends support our mission and values. Our mission statement identifies the “values of

ethics”. This past year, the business faculty identified a goal to increase our ethics foundation. Another area

of supporting the mission statement was to set an objective to aligning our program with the “professional”

world.

Analysis of the Assessment Process (Empirical & Non-Empirical) (HLC4B3) Describe your assessment process; clearly articulate how the program is using course work and or assessment day

activities for program assessment. Note any changes that occurred to that process since the previous year. Discuss

what activities were successful at assessment and which ones were not as helpful and why. Please include who

met to discuss the changes (unless you are a program of one person) and when you met. – Include a discussion on

the process for collection and analysis of program data.

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For approximately nine years, the BAD instructors have used the CompX test, as part of the

BUS 450 course content, to assess BAD students’ business acumen. Students complete the exam at the

end of the semester and the instructor weights their scores at approximately 30% of their final grade.

The average scores continue to meet the benchmark of 50% or above the national average. In addition,

the BAD faculty and 2-3 outside evaluators complete a rubric to assess the students’ stockholders

report and presentation for appropriate written and oral communication skills.

For three years, the BAD instructors have compared the results from inbound and outbound

Peregrine Tests. The inbound test was facilitated during assessment day activities and the outbound

was facilitated as part of the BUS 450 course. For three years, BAD junior and sophomores have

completed a Principles of Business test as a formative assessment of our courses. The test included 100

questions.

One change the faculty implemented for the 2015-16 year was to add the BUS 206

Entrepreneurship Small Business Plan report as an inbound assessment tool. Currently, the BUS 206

instructor requires students to complete a small business plan using most of the core components. On

Achievement Day, three outside evaluators randomly selected two plans and assessed them using the

eight BAD program objectives. The purpose of this assessment was to quantify how much value the

business coursework has added from completing BUS 206 to completing BUS 450. Due to a limited

amount of time, each evaluator only reviewed one from each group. This small number may be insufficient

to provide a credible data for analysis.

The business faculty added the Entrepreneurship Leadership online concentration to the program

in the fall 2015 semester. Subsequently, the students enrolled in this modality were not assessed. The

Director of the Business Online Program will begin the assessment in the next year.

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Program Changes Based on Assessment: This section requires that you review the previous year’s annual assessment and determine whether the

actions suggested were implemented and to what affect those actions had on student learning from data you

collected. Changes can be: course rotation, assessment activities, and assignment changes… Also indicate

changes you made to the program outside of data collection and why. How did those changes impact the student

results?

In the 2014-15 Assessment Report, the BAD Faculty identified curriculum changes that would

strengthen students’ knowledge of basic concepts in the introductory courses. Two action steps were

adopted in response to low Peregrine finance and ethics scores. Action Step 1 was to replace the

Accounting II course with a Foundations of Business course. In December 2014, the faculty decided not

to drop Accounting II. Instead, the accounting instructor adopted a different Accounting I and II

textbook, which emphasizes the financial statements content from a macro-accounting strategy. Another

action step was to provide BUS 450 students with in-class assignments dealing with financial concepts.

As seen in the data provided below, the Peregrine finance scores have increased above the national

average.

Action Step 2 was to add BUS 214 (Business Ethics) to the core classes for the major. This

change will make future Peregrine test results more reliable. In addition, Professor Forster and Popp

added Ethics-Plugins in the Capsimulation Project and an ethical statements assignment to the BUS 450

class. As seen in the data provided below, the Peregrine ethics scores have increased to above the

national average.

In the 2015-16 Assessment Report, the BAD faculty added qualitative measures to the external

assessment and to continually increase the business ethics scores over the next four years. One method

of providing qualitative measures was to utilize the research from the fall 2015 Marketing Research

class. The students conducted research in the form of online surveys and phone interview focus groups

to assess the WWU alumni/employer satisfaction of their employees. The objective of the research was

24 | P a g e

to gain input from respective employers, to redesign programs, and ensure that William Woods

University’s graduates develop the knowledge, skills, and abilities needed for successful employment.

Participants provided the class with valuable suggestions. After reviewing the 84 survey tests and 18

phone interview comments, the class developed the following recommendations to help improve the

business programs.

The business program should:

Address any lack of preparedness in the area of technology.

Maintain a focus on enhancing graduates’ verbal skills regarding effective communication in

task completion, presentation skills, and human interactions.

Review course syllabi to ensure each class has real world applications preparing students for

current work force challenges.

Integrate additional ethics based applications into courses providing graduates with a stronger

ethical background to speak up for what they believe is right and/or wrong.

Evaluate the rigor of in-depth problem solving students must complete during their coursework.

Enhance graduates’ awareness of global issues relative to their coursework.

In response to these suggestions, the business faculty have made the following changes to individual

courses:

Discontinued required textbook in BUS 206 Entrepreneurship to allow students more time to

focus on applied business applications.

Added an International Aspects of Financial Management chapter in BUS 415 to increase the

awareness of global issues.

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Integrated BUS 450 with ACC 430 to enhance verbal and communications skills between upper

level business and accounting majors. This integration also provided more rigor of in-depth

problem solving between the two disciplines.

Added presentations in BUS 214 to increase applied ethical concepts from real world application

while reinforcing effective presentation skills.

Compiled chapters in BUS 421 for students to use models/detailed theory to promote

understanding of behavior of today’s business organizations. Students acquire more

understanding of why organizations and employees’ behavior effects businesses and individuals.

Future Assessments

In response to aligning the business program to real world scenarios, Dr. Duke created internship

handbooks for both faculty and students. She revised the internship packets and evaluations that will

provide valuable data. Faculty will aggregate and analyze the data each fall semester.

The BAD faculty will continue to address Action Step One to align our program with more

realistic world expectations, the business faculty customized the 2015 Employer Survey and distributed

the students’ surveys during 2016 Assessment Day. The purpose is to gain insight into what our

undergraduate students feel are important skills necessary for the professional world. The fall 2016

Marketing Research students will analyze the surveys. If the analysis shows a significant difference

between the students’ survey results and the 2015 employer survey results, then faculty can motivate

students to work harder on those skills (i.e. communications, ethics, problem solving).

General Education Assessment: How do the General Education criteria align with the Program Objectives? What courses within your program

build upon skills learned in general education courses (please list the program course and the general

education criteria). The General Education areas are: Communication, Mathematics, Value, Meaning,

Historical Perspective, Critical Thinking, Diversity, Creative and Aesthetic Sensibility, Natural Science and

Social Science. (HLC 4B1)

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Communication- Students will transmit information effectively in written or spoken

form.The communication GE requirement serves as the foundation for our entry level

students. Written and verbal communication skills are necessary for the practice of BAD students. Students enhance written communication skills in each course through

reflective writing and research papers. Students also deliver numerous presentations

throughout the BAD curriculum. Mathematics, - Students will solve problems through an analysis of quantitative

relationships. The GE requirement of math serves as a foundation for the BAD

quantitative coursework. This includes BUS 206, 231, 415, 461, and 450. Meaning –Students will analyze texts (broadly defined) in order to identify central

themes and interpret underlying meaning. The meaning GE is supported throughout

our curriculum where students view documentaries examining business problems, analyze the issues, and interpret the meaning. The BAD curriculum uses numerous

documentaries and case studies to expand our students understanding of complex

issues in order to develop a central theme with reasonable interpretations. Historical Perspective – Students will think historically, meaning that they will

understand both how the present is shaped by the past and how the past informs our understanding of the present. The History GE is supported throughout the BAD

curriculum in that students learn of the history of business problems in the US and

worldwide in all courses. The finance course focuses on the history of stock markets and

SEC policies in the US. Each required economics course covers the history of the US

economy. Similarly, Business Law focuses on the history of the US and global legal systems.

Critical Thinking-Students will use the principles of logic to develop analytical and

reasoning skills. Critical thinking and analytical reasoning is another necessary skill for

a BAD practitioner or macro level business major. Critical thinking is expected in each course and is assessed through the BUS 450 policy analysis and upper level

concentration project assignments. Diversity – Students will analyze the traditions and values of a variety of cultures.

Diversity is a key foundation for BAD practitioner and is a mandatory component of our

accreditation that is infused throughout our curriculum. Creative and Aesthetic Sensibility –Student will examine the products of human

creativity in such endeavors as painting, sculpture, theatre and music. Creativity as a

foundation for expression and is reinforced in the foundational BUS 206

Entrepreneurship coursework. Upper level BUS coursework require students to infuse

creativity and sensibility in their assignments. Some specific courses that require these skills are Business Communications, Marketing, Management, Human Relations,

Salesmanship, and Advertising, Natural Science-Students will understand the natural world through systematic

observation, by analyzing data and by forming, testing and revising hypotheses. The

GE requirement for natural science help BAD students to formulate hypotheses and test

if their assumptions represent the population or anecdotal. These concepts are

27 | P a g e

reinforced through both economics courses, statistics, corporate finance, marketing and

marketing research courses. Social Science- Students will study the behavior of people and employ the principles

of science to explain both group and individual behavior. Social Science is a

foundation for BAD practice and understanding. Students in BAD must take a required

6 credit hours of Social Sciences to strengthen their understanding of group and

individual behavior.

Program Activities: Student Performance Day Activities (Assessment Day): Describe the department assessment day activities if not already described previously. Please articulate the nature

of the assessments are conducted, explain the process for assessment that happens on these two days. Include the

schedule of assessment day for your program. What does the data and outcomes tell you? What changes will you

make as a result of the data? What areas are successful for the program?

The following table shows the schedule of assessment day activities for the BAD program.

2016 BAD Student Performance Day Activities

Date Times Who Activity Location Tuesday, Feb. 16 9:00 – 11:00

ACC &BADM Freshman

Peregrine Test Burton 205 &206

Tuesday, Feb. 16 1:00 – 3:00

ACC & BADM Freshman

Peregrine Test Burton 205 & 206

Tuesday, Feb. 16 9:00 – 10:00 10:00-11:00

BADM Juniors & Sophomores

Management Test Burton 100

Tuesday, Feb. 16 11:00 Freshman Only Business Program Informational Session

Burton 100 or 216

Wednesday, Feb.17 BADM Majors

9:00 10:00

All Grades All Grades

Survey, Marketing Research Presentation Panel Discussion with focus group questions

Burton 006

Tuesday, March 3 All Majors

2:00 Sophomore Only Business Program Informational Session

Burton 100 or 216

Wednesday, Feb. 17 11:00-12:00 BAC & Faculty Evaluation of business plans

Burton 215

Wednesday, 12:30 BAD faculty, seniors, & BAC members

Lunch with BAC Focus Groups Questions

Nielson Room

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Business Program Informational Session: Freshmen BAD majors will participate in a 45 minute

informational dialogue about the Business Programs with BD faculty. This will educate freshmen about

the internship requirements and the various concentrations. Freshmen should be aware that they will

need to make these decisions sometime during their sophomore and junior year.

Peregrine National Business Test: BAD freshmen will complete the assessment test in Burton 205 lab at

9:00 or 1:00. Students will have about 90 minutes to compete it. This test is a benchmark against the

BADM seniors, who take the test during their BUS 450 class.

Management Assessment Test: All Junior and Sophomore BADM majors will complete the assessment

test in Burton 216 from 9:00-11:00 a. m. Students will have about 50 minutes to complete. This test

provides evidence of value added between their sophomore and junior years.

Student Performance Day Results

During the 2016 Student Performance Days, three evaluators reviewed BUS 450 reports and

four BUS 206 reports using the BAD objectives as the rubric. The table below illustrates the results. On

average, the students are improving from a 5.0 to a 8.67 out of 10 points scale. Currently, the BUS 206

does not require the students to include financials pro formas statements in their business plans. The

BUS 450 reports include a section on ethical statements and legal issues. The .67 score suggests faculty

should put more emphasis on ethics as part of the final report.

Table 1 Mean Comparison of BUS 450 and 206 reports

Mean BUS 450 Mean BUS 206

Objective 1 Economics 7.67 6.25

Objective 2 Finance/Accounting 9.00 .00

Objective 3 Human Dynamics 7.00 5.75

Objective 4 Communication 8.33 6.5

Objective 5 Personal Positions &

Management

2.67 5.25

Objective 6 Ethics/Legal .67 1.75

Objective 7 Computer App/Tech 2.67 .00

Objective 8 Overall Score 8.67 5.00

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During the 2016 Business Performance Days, 20 BAD sophomores and 25 BAD juniors

completed the Principles of Business Test with an average score of 70.0%. The following chart

illustrates sophomores scored 67.7% and juniors scored 71.8%, on average.

Chart 1 2016 Sophomores and juniors comparisons scores

Table 2 shows that since 2013 the scores have remained relative constant. Juniors scored

approximately four percent higher than sophomores.

Table 2 Principles of Business Test Results 2013-2016

2013 Average

Scores

2014 Average

Scores

2015 Average

Scores

2016 Average

Scores

Sophomore 61.3% 68.2% 68.4% 67.7%

Junior 72.5% 72.18% 71.2% 71.8%

During February 2016 Assessment Day activities, 25 freshmen completed the inbound Peregrine

test. During the academic year 2015 – 2016, 22 seniors completed the outbound Peregrine test. The

following table and chart illustrate the difference in the results. The green bars show how much value

was added in the different Core Professional Components (CPC). The final score indicates that the BAD

0

20

40

60

80

Sophomores Juniors

Principles of Business Test

N

Score

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major has added 20 points to the students’ overall business education. Overall, the BAD majors are

seven percent above the 50% national average. In each CPC, students scored at or higher than the 50%

benchmark.

Table 3 2015-2016 Inbound & Outbound Peregrine CPC Results

Chart 2 2015-16 Inbound and Outbound Peregrine Results

0 10 20 30 40 50 60 70

ACC

FIN

ECN

MICRO

LEGAL

HR

Org. B

STATS

2015-2016 Inbound & Outbound Peregrine

Results

Difference Outbound Inbound

ACC ETH FIN LDR ECN MACRO MICRO IMS LGS MGT HR

OPR

PROD

Org.

Beh MKT STATS

Final

Score

Inbound 38 35 28 36 36 35 42 36 37 47 45 48 48 34 37 37

Outbound 58 52 53 56 56 61 50 63 57 59 55 61 61 52 60 57

Difference 20 17 25 20 20 26 8 27 20 12 10 13 13 18 23 20

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Since 2014, seniors have completed the Peregrine test each semester. The benchmark of 50%

was obtained in three out of the five semesters. Additionally, Table 4 and Chart 3 show a positive trend

in the outbound exams with an increase of 12.7% between spring 2015 and fall 2015.

Table 4 Peregrine Outbound Exams 2014 – 2016

Spring 2014 47.8%

Fall 2014 51.8%

Spring 2015 49.1%

Fall 2015 61.8%

Spring 2016 54.3%

Chart 3 Peregrine Outbound Exams 2014-2016

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

Spring 2014 Fall 2014 Spring 2015 Fall 2015 Spring 2016

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Senior Achievement Day Presentations: Describe program Senior Achievement Day activities if not detailed previously in the report? What benefit does

the program gain from the activities? What if any assessment of students happens on this day? What changes if

any will occur due to what is learned by faculty on Senior Achievement Day’s?

During the fall and spring 2015-16 Senior Achievement Day Presentations, business majors

(teams of 3-4 students each) presented their capstone project report to two outside evaluators. The fall

external evaluators were Andy March, Edward Jones advisor, and Afton Real, part owner and manager

of Saults Drugs. The spring external evaluators were Dr. Stephen Forsha, Director of Online Business

Programs and Adam Hans, Manager of Fastenal Midwest stores.

Students in BUS 450 participate in a semester long computer simulation game through CAPSIM

competing against other student teams, as well as computer generated teams. They must make

decisions based on ethics, production, research and development, human resources, economics,

marketing, management and finance. The teams take part in three practice rounds and eight

competition rounds.

Prior to the presentation day, students provide the evaluators and business faculty with a

written report. On presentation day, students present a 15 minute PowerPoint slide show with a

follow-up question session from the evaluators. Business faculty write questions and comments to be

discussed during a later feedback session. (See list at end of report). After each presentation, the

evaluators and business faculty complete a rubric using the eight program objectives. The following

table illustrates the positive trend over the past three years.

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Chart 4 BAD Objective evaluations

The following three tables illustrate the number of evaluators and mean score for each objective.

Table 5 External and internal evaluators’ mean for program objectives for 2013-14 semesters.

Table 6 External and internal evaluators’ mean for program objectives for 2014-15 semesters

0

1

2

3

4

5

6

7

8

9

BUS 450 Objectives Evaluation

Series 13/14 Series 14/15 Series 15/16

Objective

1

Objective

2

Objective

3

Objective

4

Objective

5

Objective

6

Objective

7

Objective

8

Number 60 60 57 60 55 54 55 56

Mean 7.42 7.47 7.49 7.72 7.71 7.48 7.42 7.41

Objective

1

Objective

2

Objective

3

Objective

4

Objective

5

Objective

6

Objective

7

Objective

8

Number 38 38 38 38 38 38 38 38

Mean 7.58 7.18 7.05 7.45 7.84 7.47 7.89 7.74

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Table 7 External and internal evaluators’ mean for program objectives for 2015-16 semesters

The reason for the positive trends may be a result from changes suggested in the spring 2015

May assessment discussion period. In response, Professor Forster and Professor Popp added a section on

marketing activities and overall strategy to the oral presentation and written report. Students completed

the COMPX Basic after the three practice rounds. This basic exam provided the instructors an

assessment of students’ knowledge of the simulation game before starting the competition rounds. At the

fall feedback sessions, the students commented that the basic exam was helpful.

Table 8 illustrates the results from the CompXM for the BUS 450 in six functional areas. The data

shows a comparison to the national average using the results from fall 2014 to spring 2016.

Functional Domain

S16Class

Ave

Ntl Ave F15Class

Ave

Ntl Ave S15Class Ave

Ntl Ave F14Class Ave

Ntl Ave

Accounting 69% 59% 70% 60% 53% 60% 60% 59%

Finance 63% 59% 67% 61% 56% 61% 59% 61%

Strategy 65% 61% 67% 64% 50% 63% 60% 61%

Marketing 63% 59% 71% 61% 57% 61% 63% 59%

Operations 66% 51% 73% 54% 41% 53% 54% 51%

HR 71% 56% 71% 60% 45% 59% 59% 58%

Total 65.7% 62.9% 52.30% 60.90%

Table 9 and chart 5 illustrate the average results from the COMPX for the BUS 450 average scores.

As indicated, the last two semesters have exceeded the prior four semesters.

Objective 1 Objective 2 Objective 3 Objective 4 Objective 5 Objective 6 Objective 7 Objective 8

Number 35 35 35 35 35 35 35 35

Mean 8.31 8.51 7.77 8.54 8.57 7.86 8.43 8.57

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Table 9 2014-2016 COMPX average scores

Year Average

S2016 65.70%

f2015 62.90%

s2015 52.30%

f2014 60.90%

s2014 49.50%

f2013 57.20%

Chart 5 2013-16 CompX average scores

Service Learning Activities:

Does the program provide Service Learning opportunities? If so, how is service learning infused in the

coursework within your department? Is service or community engagement in the program mission? Describe the

Service Learning Activities that your students and department engaged in this past year. How did the activities

improve student learning? How did the activities benefit the community?

We did not sponsor any Service Learning Activities

Program Sponsored LEAD Events:

Highlight lead events sponsored by program faculty that are connected to program or general education objectives

for the past academic year. Include a total number of lead events program faculty sponsored.

In October, David Forster presented a LEAD Event about experiential learning in New York

City. A school sponsored trip for students to learn about businesses in New York City. Students

attend six marketing seminars on advertising, finance, sports, public relations, retail, and

entrepreneurship.

0.00%

50.00%

100.00%

Spring

2016

Fall

2015

Spring

2015

Fall

2014

Spring

2014

Fall

2013

CompX Average Scores

Fall 2013-Spring 2016

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In November, Brenda Popp critiqued students’ resume during the Resumania Event.

In March, Linda Duke presented a LEAD event on internship tips.

In April, Steve Huenneke presented Innocent Abroad.

Student Accomplishments:

Highlight special examples of student successes in the field (academic: mentor-mentee, conference presentations,

competitive internship, journal acceptance; extra-curricular: horse show championship, art exhibit). This is for

any accomplishments that a student achieved outside of course work or the normal expectations of student

success.

Dr. Linda Duke reported that the WWU Collegiate DECA 2015/2016 has approximately 27

members. The Regional Competition was help on February 25-26, 2016 at the Lodge of the Four

Seasons, Lake Ozark, MO. The competitive events include the following: Entrepreneurship,

Advertising, Accounting, International Marketing, Business Ethics, Professional Sales, Retail Mgmt.,

Marketing Management, and more.

WWU Collegiate DECA members attending the 55 th Collegiate DECA International Career

Development Conference held in Washington D.C. April 15-20, along with over 1,400 international

students and advisors are Tori Brandt, Sophia Lombardi, Tiffany Rhame, and Rochelle Garcia. The

students were accompanied by advisor Dr. Linda Duke.

All students attended Professional Development Academies to include speakers with business

and industry networking. Something different about this year is that all students attending from WWU

attended the professional development academies, entered into competitive events, and participated in

various different industry academies led by professional businesses. Tori Brandt competed in

Entrepreneurship, Starting a Business. Rochelle Garcia and Tiffany Rhame competed in Sports and

Entertainment Marketing. Tori, Rochelle, and Tiffany also entered into the Entrepreneurship Challenge

Academy. Sophia Lombardi spent several days participating in the National Management Institute.

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Faculty Accomplishments:

Highlight any faculty accomplishments that supersede the normal expectations of program faculty. (Examples:

journal acceptance, presentation at a national conference, off campus art show exhibit or other

community/professional honor)

In June 2015, Brenda Popp attended the ACBSP National Conference in Philadephia. She

attended many faculty development sessions and accepted the ACBSP Accreditation Awards for the

ACC, BAD and MBA programs.

In June 2015, Steve Huenneke graded essay answers at Advanced Placement Readers Week for

Macroeconomics in Cincinnati, OH.

In October 2015, Dr. Steve Huenneke presented Aristotle and the Mystery of the Delphian Knife: An

Essay on Economics, Philosophy and Higher Education at the Missouri Valley Economic Association in

Kansas City. The paper looks at Aristotle’s observation that there is a tendency for markets to naturally

deplete quality, if buyers in the market do not understand or care about it. The essay examines the

possibility that market incentives may have uniquely depleted the quality of modern higher education,

by distorting the most important value that defines success: learning.

In April 2016, Dr. Linda Duke, served for the 11th year as an event director for

International Competition of Collegiate DECA; this year serving as the Director of Marketing

& Management event in Washington D.C.This position ensures that all aspects of the

Marketing & Management event competition are accurate, including orientation of the judges,

speaking to 300+ students at length regarding the event, ensuring that time, case studies, and

scores are correct, certifying that workers are trained and more.This position is one of eight

people personally chosen by Collegiate DECA headquarters in Reston, VA. to direct events

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and it is a high visibility position to promote William Woods University while ensuring that

Dr. Duke networks with current business societies and current business practices.

Alumni (Recent Graduates) Accomplishments (past year graduating class): Results of Alumni survey and how well the program prepared them for their profession, this data is collected

ourselves from contact with students. We can ask the alumni office to share what information they have on your

graduates and then provide your own input to the data. Discuss special honors or positions earned by recent

graduates of the program. This can be done on survey software, Facebook, or an alternative platform that allows

the information to be collected.

The Business Programs LinkedIn membership has reached over 450 members. This allows the

business faculty to identify where alumni are working and what positions they have obtained in their

professional careers. The following is a list of the 2014-15 BAD graduates.

Name Position Company

Nathan Bitner Loan Specialist Veterans United Home

Loans

Adam Brush Administrative Assistant Missouri Department of

Conservation

Shannon English Administration High Caliber Stables

Taylor Hahn Customer Service/PO

Processing

Global Import Solutions

Greg Hamrock Sales Associate Partners Capital Group

Dylan Hastings Admissions Counselor William Woods University

Stephen Kohler Treasury Analyst SunEdison

Daniel Paez Financial Analyst Greenlee Textron

Jamie Palermo Life coach iPEC Coaching

Kevin Reis Account Executive PLS Logistics Services

Kacey Scharnhorst Graduate Assistant to

Advancement Services Director

Lindenwood University

Julie Scheer Accounts Payable Peoples Savings Bank

Cody Stewart Graduate Assistant of

University Information

Technology

William Woods University

Allison Strickland Staff Accountant Miller, Bales, &

Cunningham PC

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Annual Assessment Evaluation

Assessment

Component

Assessment Reflects Best

Practices

Assessment Meets the

Expectations of the

University

Assessment Needs

Development

Assessment is

Inadequate

Learning

Objectives

Detailed, measurable

program learning

objectives

Objectives are shared with

students and faculty

Measurable program

learning objectives.

Learning objectives are

available to students.

Program learning

objectives are identified

and are generally

measurable

Program learning

objectives are not clear

or measurable

Assessment

Measures

Multiple measures are

used to assess a student-

learning objectives.

Rubrics or guides are used

for the measures.

All measurements are

clearly described.

External evaluation of

student learning included.

Assessment measures relate

to program learning

objectives.

Various measures are used

to assess student learning.

Measures chosen provide

useful information about

student learning.

Assessment focuses on

class content only.

Minimal description of

how the assessment

relates to the objective.

Minimal assessment

measures established.

Assessment measures

not connected to

objectives.

Assessment measures

are not clear.

No assessment

measures are

established.

Assessment

Results

All objectives are assessed

annually, or a rotation

schedule is provided.

Data are collected and

analyzed to show learning

over time.

Standards for performance

and gaps in student

learning are clearly

identified.

Most objectives assessed

annually.

Data collected and analyzed

showing an annual snapshot

of student learning.

Data are used to highlight

gaps in student learning.

Some data from non-course

based content.

Data collected for at

least one program

objective.

Data collection is

incomplete.

Gaps in student

learning not identified.

Lacking external data to

support course data.

Learning objectives are

not routinely assessed.

Routine data is not

collected.

No discussion on gaps

in student learning.

No use of external data

to support student

learning.

Assessment data not

yet collected.

Faculty

Analysis and

Conclusions

Data is shared that

incorporates multiple

faculty from the program.

Discussions on data results

incorporate multiple

faculty.

Opportunities for adjunct

faculty to participate.

Includes input from

external sources when

possible .

Multiple program faculty

receive assessment results.

Assessment results are

discussed

Specific conclusions about

student learning are made

based on the available

assessment results.

Minimal faculty input

about results is sought

Data not used to

determine success or

not to the objective.

Minimal conclusions

made.

Faculty input is not

sought.

Conclusions about

student learning are not

identified.

N/A Program recently

started or too few

graduates to suggest

any changes.

Actions to

Improve

Learning and

Assessment

All assessment methods,

timetable for assessing, and

evaluating the

effectiveness modifications

are included.

Changes to assessment are

inclusive of multiple

faculty.

Description of changes is

detailed and and linked to

assessment results.

More than one change to

assessment is proposed,

timetable for assessment,

and evaluating the change is

provided.

Changes to assessment

measures is highlighted.

Changes are realistic, with a

good probability of

improving learning or

assessment.

At least one change to

improve learning or

assessment is

identified.

The proposed action(s)

relates to faculty

conclusions about areas

for improvement.

Adjustments to the

assessment are

proposed but not

Lacking actions to

improve student

learning.

Actions discussed lack

supportive data.

Lacking discussion of

the effectiveness of the

assessment plan

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Program: Business Administration

Additional Comments:

Make sure to discuss all the questions asked. There is no discussion on the analysis of student

retention, persistence and degree completion. One question is about the increase of majors and if that

number is too large for the faculty or if it is still manageable with the current staff in the program?

Also we know the program is accredited, but when is the next review? Or the next report due.

The concentrations make the assessment lengthy, but thank you for including all assessment data and

keeping the matrix the same as the data provided. The report is easy to follow and does a nice job of

showing the data for core and concentration objectives.

In the next round of the assessment plan/report remember to align the General Education to the 4 main

categories. The program could also align some of the changes/additions to curriculum to some of the

general education areas of ethics, diversity, and communication.

What are the thoughts of program faculty about the decrease in peregrine scores for the outbound 2016

group? They scored about 7% lower than the previous group? I might have missed the discussion on

the results, but I could not see it.

The program did not include the used rubrics or assignment sheets in this round of assessment

reporting. There is room in the future assessment software to upload the supporting documents into

the document in case anyone wanted to review the assessment measures used by a program.

clearly connected to

data

Documents

Annual Assessment Report · CompXM: Class average of greater than 50th percentile. 4. Business Program Alumni Board qualitative results will be more positive than negative. Business