In support of its stated mission of “developing globally competitive business leaders, educators and scholars,” the Carson College of Business provides comprehensive curricular and co-curricular experiences to prepare students for successful careers in their chosen enterprises.
Our faculty are committed to continuous improvement of the student learning experience and, in support of that improvement, are actively involved in assessment of the college’s specified learning outcomes. For more information on the Carson College of Business assurance of learning processes related to the undergraduate and graduate programs, please follow the program links.
Questions on MBA Graduate Program Assessment?
Thomas Tripp, PhD
Associate Dean of Academic Programs
Questions on PhD Graduate Program Assessment?
Chuck Munson, PhD
The Carson College of Business has a systematic assurance of learning process which captures, at the end of all students’ undergraduate program of study, the extent to which they have achieved the following Bachelor of Arts in Business Administration (BABA) and Bachelor of Arts in Hospitality and Business Management (BAHBM) program learning goals:
- Graduates will be able to solve business problems, supported by appropriate analytical techniques.
- Graduates will demonstrate cultural awareness and will be able to identify and evaluate the global implications of business decisions.
- Graduates will demonstrate professional, socially responsible and ethical awareness.
- Graduates will be effective business communicators.
Assessment activities involve all campuses and include a wide variety of direct measures such as an end-of-program assessment exam, student essays evaluating global and ethical awareness, and oral presentation evaluations. We complement these direct measures with indirect measures such as graduating student exit surveys and stakeholder surveys. The assurance of learning process includes sharing information throughout the Carson College of Business and drives change to its programs.
Undergraduate Program Assessment Plan and Reporting Structure
The Carson College of Business has a three-part approach to direct measure assessment of learning outcomes for its Bachelor of Arts in Business Administration (BABA) and Bachelor of Arts in Hospitality and Business Management (BAHBM). The approaches are alternated on a semester basis. In addition, the College collects graduating student exit surveys each semester as well as alumni and business surveys annually.
Assessment 1: Students complete an objective question exam comprised of 120 items that has, at minimum, two questions for each learning outcome in the core courses. The exam is completed by students at the end of their capstone course in their program of study. This assessment is the predominant measure of BABA and BAHBM learning goal #1.
Assessment 2: To assess ethics and global awareness competency (BABA and BAHBM learning goals #2 and #3), students write an essay based on a case selected by the faculty. Assurance of Learning Committee members evaluate the essays based on a calibrated rubric.
Assessment 3: Faculty in the capstone courses evaluate class projects in their classes using a calibrated rubric. The projects assess students’ abilities as effective communicators and make professional presentations as expressed in BABA and BAHBM Goal #4.
The director of undergraduate assessment provides capstone class data and analysis to the associate dean of academic programs, RUGBEE (Reinventing Undergraduate Business Education and Experience Task Force) and to the Undergraduate Program Policy Committee (UPPC). The UPPC shares findings with the Assurance of Learning (AOL) Faculty Representatives who present to Departments. AOL Faculty Representatives share department responses including proposed changes to UPPC and associate dean.
RUGBEE: Reinventing Undergraduate Business Education & Experience
During 2016-2017, the RUGBEE Task Force analyzed wide-ranging information, including stakeholder survey and focus group data, assurance of learning findings and the National Survey of Student Engagement results for the CCB, as part of its efforts to review, evaluate, and propose revisions to the CCB Undergraduate curriculum and co-curricular experiences. RUGBEE is comprised of faculty from all campuses and disciplines within the CCB. In Spring 2017, the UPPC, with faculty input, approved six new learning competencies and a framework. Over the next year, RUGBEE’s charge is to propose curricular and co-curricular experiences to support the new learning competencies. Assessment mechanisms will be adapted to capture the effect of these program changes.
New Program Learning Outcomes
BABA and BAHBM graduates will
- Identify, assess and initiate opportunities to create value
- Act ethically and professionally
- Communicate persuasively, both orally and in writing
- Lead a team and act as an effective team member
- Make theory-based and data driven decisions
- Gain a global business perspective and be sensitive to and respectful of cultural differences
Undergraduate Accounting Program
Accounting graduates will:
- Possess a comprehensive foundation in the primary areas of accounting including but not limited to financial, managerial, cost, tax systems and audit.
- Demonstrate an understanding of the accounting profession that includes the ability to distinguish between the different roles accountants have in society, as well as knowledge of the standard setting organizations and legal system applicable to accounting and business.
- Demonstrate an ability to apply relevant accounting concepts in practical settings.
- Exhibit the capacity to identify and evaluate ethical issues facing the business profession.
- Display professional skill in communication in the environment and language of business.
- Demonstrate the ability to effectively use technology, including, but not limited to, employing data analysis, research and presentation tools.
Program Assessment Plan and Reporting Structure
The Carson College of Business undergraduate accounting program is one of only 176 undergraduate accounting programs worldwide that are separately accredited by the AACSB.
Accounting seniors complete a separate end of program assessment exam which captures the extent to which accounting graduates have achieved program goals.
The director of undergraduate assessment provides accounting senior data and analysis to the department chair of Accounting who shares with the faculty. Faculty evaluate and propose program change as needed.
Our faculty are committed to continuous improvement of the graduate student learning experience and, in support of that improvement, are actively involved in assessment of the college’s specified learning outcomes. For more information on the specific Carson College of Business assurance of learning processes related to the different graduate programs, please follow the program links.
Masters of Business Administration
MBA graduates will
- Demonstrate the ability to integrate and synthesize knowledge and perspectives from multiple business disciplines to solve a strategic problem.
- Develop and justify an effective business strategy using the analysis.
- Appropriately select from and apply theories to address the specified issues.
- Conduct data-driven analyses to identify significant business problems.
- Use data-driven analyses to recommend feasible solutions to the problem, and justify a course of action.
- Based on the nature of the strategic problem, apply leadership concepts to analyze business situations and develop theory-based recommendations.
- Identify relevant ethical, global, and societal issues, explain how they affected the analysis, and took them into account when formulating recommendations.
Program Assessment Plan and Reporting Structure
The MBA program learning goals are assessed via the students’ capstone project. The projects are reviewed by faculty employing a rubric.
The associate dean of academic programs shares the faculty evaluations with the Master’s Program Policy Committee (MPPC). The MPPC shares with departments who evaluate and propose program change as needed.
Masters of Accounting
Masters of Accounting graduates will
- Acquire the additional technical knowledge required to pass professional examinations such as the CPA exam with a minimum of additional directed study and/or otherwise advance the graduate’s career.
- Be able to complete professional accounting research related to national and international business decisions. The research can involve the application of generally accepted accounting principles to financial reporting issues; the application of tax law to tax planning and compliance issues; and the application of generally accepted auditing standards to auditing issues.
- Be able to prepare business communications appropriate for the audience being addressed. Business communication can involve business letters, memoranda, reports, and oral presentations.
- Understand the ethical issues related to the profession.
Program Assessment Plan and Reporting Structure
The Masters of Accounting learning goals are assessed via the students’ capstone project. The projects are reviewed by faculty employing a rubric. The department chair summarizes and shares results with faculty who evaluate and propose program change as needed.
PHD IN BUSINESS ADMINISTRATION
PHD in Business Administration graduates will
- Develop a comprehensive knowledge of theory and methods used in the field and related disciplines chosen by the graduate.
- Possess the ability to execute quality research
- Possess the ability to effectively communicate research
- Possess the ability to serve as an effective teacher
PROGRAM ASSESSMENT PLAN AND REPORTING STRUCTURE
The PhD program learning goals are assessed through a comprehensive exam and dissertation both of which are evaluated by faculty. The PHD program director shares the faculty evaluations with the Doctoral Program Policy Committee (DPPC). The DPPC shares with departments who evaluate and propose program change as needed.