Learning Assurance Report for the Undergraduate BBA Marketing ...

Learning Assurance Report
for the
Undergraduate BBA Marketing Program
in the
Department of Marketing and Professional Sales
Coles College of Business
Prepared by
Tyra Anne Mitchell
Spring 2006
Prepared for SACS Assurance of Learning Reports

Table of Contents
i. Introduction: Department of Marketing and Professional Sales 4
I. Articulating Student Learning Outcomes 10
1.1 Knowledge/Skill/Attitude Balance
1.2 Goals & Objectives Differentiation
1.3 Compliance with Disciplinary Conventions & Guidelines
1.4 Building Upon Prior Learning
1.5 Lower-Order and Higher-Order Thinking
II. Linking Outcomes to Program Requirements 21
2.1 Linkage Of All Program Requirements to Learning Objectives
2.2 Reinforcing Goal/Learning Objective Attainment through Multiple Program Requirements
2.3 Lower Division, Program Admission & Prerequisite Requirements
2.4 Core Upper Division Course Requirements of the Program
2.5 Elective Upper Division Requirements of the Program
2.6 Building Upon General Education Outcomes
2.7 Required Practicums & Internships
2.8. Capstone Experience
III. Linking Student Learning Outcomes to Methods That Collect Evidence of AOL 41
3.1 Focus of the Methods that Collect Evidence of AOL for Assessing Students' Knowledge,
Skills and Attitudes
3.2 Focus of the Methods that Collect Evidence of AOL for Assessing Students' Lower-Level and
Higher-Level Thinking
3.3 Use of Reliable and Valid Methods that Collect Evidence of AOL
3.4 Student Motivation Concerning the Methods that Collect Evidence of AOL
3.5 Use of Multiple Measures
3.6 Use of Direct and Indirect Measures of Outcomes
3.7 Use of Quantitative and Qualitative Measures
IV. Articulating Expected and Hypothesized Findings for the Evidence 54
4.1 Articulating Expected Findings for each Method that Collects AOL Evidence
4.2 Use of Measurable/ Observable Language
4.3 Use of an Appropriate Standard
4.4 Clarity of the Expected Findings
V. Articulating The Plan and Timetable for Collecting Evidence of AOL 70
5.1 Completeness of the Evidence Gathering Plan
5.2 Strengths and Weaknesses of the Evidence Gathering Plan
5.3 Practicality of the Evidence Gathering Plan
VI. Collecting, Analyzing, and Interpreting Evidence of AOL 73
6.1 Strengths and Weaknesses of Evidence Collection
6.2 Strengths and Weaknesses of the Analysis of Evidence Collection and Analysis of Assessment
Results
6.3 Strengths and Weaknesses of the Interpretation of Evidence Gathered
Learning Assurance Report – BBA Marketing Page 2

VII. Using Findings of AOL for Quality Enhancement 98
7.1 Quality of the Academic Program Improvement Plan
7.2 Quality of the AOL Process Improvement Plan
7.3 Completeness of the Academic Program Improvement Plan
7.4 Completeness of the AOL Improvement Plan
VIII. Program Review through the Capstone Experience: MGT 4199 111
8.1 BBA Program Assessment: Spring 2006
8.2 Beta Test: Fall 2005
8.3 Summary and Conclusions on Program Assessment
This report is made possible through the efforts and help of many faculty and staff members including but not limited to the
following: Coles College AOL Council: Linda Malgeri (AOL Director), Hope Baker, Dorothy Brawley, Jane Campbell,
Ernie Capozzoli, Alison Keefe, Gary Roberts; Keith Tudor, Debbie Lester, Mary Foster, Stephanie Salter and the faculty of
the Marketing and Professional Sales Department
Learning Assurance Report – BBA Marketing Page 3

i. INTRODUCTION
UNDERGRADUATE BBA MARKETING PROGRAM
Department Summary
The Department of Marketing and Professional Sales consists of 14 full-time tenured or tenure-track
faculty. The department supports 1 of 14 core undergraduate (BBA) courses and 1 of 7 core graduate
(MBA) courses. The two BBA Majors offered by the department are Marketing and Professional Sales.
As of Fall 2005, there are 592 Marketing majors and 94 Professional Sales majors. The total degrees
conferred for the 2004-2005 academic year totaled 116 BBA Marketing and 17 BBA Professional Sales
degrees. Almost 7% of all KSU undergraduate degrees conferred in 2004-2005 were Marketing or
Professional Sales majors. 1
The faculty of the Marketing and Professional Sales department has a wide range of experience and area
of study. Exhibit i.A summaries the Marketing and Professional Sales faculty.
Kennesaw Marketing Association – KMA
The Kennesaw Marketing Association (KMA), a student chapter of the American Marketing Association
(AMA), supports marketing majors and those with a high interest in marketing in learning more about the
field. AMA is “one of the largest professional associations for marketers, has 38,000 members worldwide
in every area of marketing. For over six decades the AMA has been the leading source for information,
knowledge sharing and development in the marketing profession.” 2 KMA currently has 30 members who
are active in bringing speakers to campus to increase student exposure to marketing executives.
Center for Professional Sales
The Center for Professional Selling (CPS) was established at the Coles College of Business at
Kennesaw State University in 2003. It is one of the premier educational facilities in the nation that offer
training in professional selling.
The mission of the Center for Professional Selling (CPS) at the Coles College of Business at Kennesaw
State University is to enhance the practice and professionalism of selling and sales management careers
by:
• Educating future sales professionals
1 KSU Fact Book, 2004-2005 edition
2 http://www.marketingpower.com/content407.php, February 25, 2006.
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• Forging university/business community partnerships to strengthen the skills of salespeople and
sales executives
• Researching selling and sales management topics
Harry Maziar, a CPS Corporate Partner and Retired President and CEO of Zep Manufacturing Company,
states, “The Center for Professional Selling at Kennesaw State University combines theory and practice in
a hand-on way that prepares students for the real world of sales. The graduates of the Center’s program
have a competitive edge that will last a lifetime.” Maziar’s thoughts on the CPS point to the successful
execution of its mission.
The National Collegiate Sales Competition
The Center for Professional Selling at the Coles College of Business hosts the National Collegiate Sales
Competition (NCSC) every March. Now in its eighth year, the NCSC is a two-day event where students
from all over North America test their selling skills in one-on-one sales call challenges. Competitors
make sales calls to professionals who role-play as buyers. Each sales call is broadcast live to a room full
of judges, who are corporate sponsors. Companies from all over the nation have contributed more than
half a million dollars to the event since 1999. Contributions from sponsoring companies defray travel and
lodging expenses for students and faculty members, allowing students the opportunity to compete
regardless of financial status. In turn, sponsors are given exclusive access to the next top players in the
sales profession. Representatives from sponsoring companies are able to network with students
throughout the event by participating as judges and buyers.
CPS Facilities
Sales Labs: The CPS includes three office size sales labs. The labs provide students with space to
practice one-on-one and team-selling situations in digitally videotaped role-playing simulations. Each of
the labs includes a high quality Cannon VC-C4R Communication Camera for digital video capture, along
with a professional quality hidden microphone for audio capture. The offices are also equipped with
Crestron touchpanels to allow recording control in the sales lab itself.
Conference Room: The CPS includes one large conference room that is utilized from group
presentations. The Conference Room was designed to allow students the opportunity to practice
presenting using almost any technology that they may face in the field. To that end, a SONY DSR-20
DVCAM Digital Videocassette Recorder allows the use of digital video in presentations. Additionally, a
SONY DVD/CD/Video CD player and a Panasonic Video Cassette Recorder allow students additional
audio/visual presentation opportunities. Of course, students can bring their presentation on removable
media, or they may e-mail their presentation to the Center and utilize one of our computers for their
presentation. As a final option, students are able to connect their laptop directly into the Center's
presentation system. Regardless of the input choice, the output is shown on a 50" Fujitsu Monitor. A
Bose Surround Sound system is used for audio reproduction.
Classrooms: All classrooms in the Michael J. Coles College of Business are wired to the CPS facilities.
This means that Center activities, such as role-play sales calls, can be viewed from any classroom in the
College of Business. Those classrooms range from small conference room setting to state-of-the-art
classrooms with capacity of over 100 students.
Digital Control Room: On-site digital video-editing equipment allows students to review and critique
Learning Assurance Report – BBA Marketing Page 5

their skills. The control room receives feeds from each of the 3 office size sales labs as well as the
Conference Room. The input from these audio/visual streams is viewed in the control room on 5
Pansonic Monitors and captured on one of the 5 JVC Professional DV/Super VHS Video Cassette
Recorders. Additionally, a redundant backup of recording is created on one of the Center's 5 JVC VHS
HiFi Stereo Video Cassette Recorders. The Control Room also utilizes a Crestron Professional Control
Processor and Soundweb and Blounder Tongue equipment for distributing the audio/visual stream
throughout the College of Business.
Resource Center/Sales Library: The CPS and Library includes computers, internet access, selling-related
software, sales related books and periodicals.
Board of Advisors for the Center of Professional Selling
Exhibit i.A is a listing of the Board of Advisors for the Center of Professional Sales. The board and its
functions are currently being implemented. A meeting is scheduled for March 2006.
Exhibit i.A – Board of Advisors for the Center of Professional Sales
Member Company Title
Harry Maziar Currently, KSU Executive in Residence, Coles College of Business
Randy Hinds KSU Vice President and Chief Information Officer
Laura Gross ADP National Program Manager
Tony Petrucci Aramark VP Human Resources
Allen F. Tuthill Assurant Senior Vice President Sales
Bruce Cullbert BPT Partners Managing Director
Tom Wood Elk Director, Professional Development
Wesley A. Watts Federated Insurance Senior District Marketing Manager
Jim Womble, Jr. Liberty Mutual Regional Sales Manager
George S. Phelps Primary Capital Mortgage CEO
Dean Kyle Sullivan-Schein Dental Zone General Manager
Monthly Sales Gatherings
The CPS has introduced Monthly Sales Gatherings for Professional Sales majors and students. Each
month, corporate professionals, sales faculty and sales students will receive an invitation to events, such
as movie nights, seminars, facility tours or golf outings. The events offer professional sales majors an
opportunity to network with professionals in the sales field, faculty members and fellow students.
Study Abroad Opportunities
The Marketing and Professional Sales Department consistently offers study abroad programs for both
undergraduate and graduate students. For the 2005-2006 academic year, two study abroad programs are
occurring.
Japan: Dr. Hope Torkornoo is leading a group of graduate and undergraduate students to Japan March 3 -
12, 2006. This study tour will take participants to Tokyo, Osaka and Kyoto. The trip is expected to
include global business strategy presentations and discussions at Sony, Honda, YKK, Matsushita, Murata
and Coca-Cola. In addition, there will be cultural excursions to magnificent tourist destinations including
the Imperial Palace, Osaka Castle and the Golden Pavilion. Students can earn three credit hours in
MKTG 8790 (Applied Global Business Strategies) or via a Directed Study program with Dr. Torkornoo
during spring semester of 2006.
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Mexico: Dr. Susan Carley is the program director for the Marketing and Professional Sales department’s
eighth annual study abroad during the Maymester. For 2006, Dr. Carley and Professor Randy Stuart will
lead a group of students to Mexico May 15 – 27. Destinations include Mexico City, Cuernavaca and
Acapulco with company visits and cultural excursions in each city. Undergraduate students are able to
earn six hours of credit for this Maymester study abroad experience. In the past, destinations have
included the United Kingdom and Ireland, Italy and Spain, and a variety of faculty including Department
Chair Keith Tudor and Professor Tyra Mitchell have participated in the experience.
The Marketing and Professional Sales Department’s Board of Advisors
The Board of Advisors for the department was re-formed in 2003. In our yearly meetings, a variety of
topics are discussed including possible directions for the department, course development, current trends
in the industry, and needed skill sets for our students. Exhibit i.A contains a list of our members.
Exhibit i.B – Board of Advisors for the Department of Marketing and Professional Sales
Member
William Dunaway
Alex Bird
Barry Pritchett
Miles Shoda
Carrie Williams
Bill Tyner
Marlon Parris
Andy Hyman
Terry Lindsey
Brooke Coleman
George Poston
Nicolas Arango
Lee Elliott
Dave Nunez
Skip Meyer
Rena Kilgannon
Harry Vardis
Tim O’Connor
Company
1848 House
GMAC
Ellijay Telephone Company
Pioneer Market Research
Distant Replays
Engineered Fabrics Corporation
Stadium Tray
A-Square Advertising
Ambush Boarding Company
Carl Black Pontiac Buick GMC Truck Inc.
Leggett & Platt Incorporated
Kilgannon
Creative Focus Inc.
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Exhibit i.C - Marketing and Professional Sales Faculty
Keith Tudor, Ph.D.
Chair, Department of Marketing
and Professional Sales
Ph.D. – University of
Mississippi
M.B.A. – Augusta State
University
Susan Carley, Ph.D.
Professor
Ph.D. – University of Georgia
B.A. – Louisiana State University
Research interest: International
Education
William Forrester, Ph.D.
Professor
Ph.D. – University of Tennessee
M.B.A. – University of Tennessee
Research Interest: Customer
Choice Processes, Customer
Satisfaction and Customer
Retention
Joe Hair, Ph.D.
Professor
Ph.D. – University of Florida
M.A. – University of Florida
Research Interest: Marketing
Research
Deborah Lester, Ph.D.
Professor
Ph.D. – Texas Women’s
University
M.S. – Florida State
Research Interest: Retailing,
Sports Marketing and Promotional
Strategy
Terry Loe, Ph.D.
Associate Professor
Ph.D. – University of Memphis
M.B.A. – Mississippi State
University
Research Interest: Ethics, Sales and
Sales Management
Richard Mathisen, Ph.D.
Professor
Ph.D. – Michigan State University
M.B.A. – Michigan State
University
Research interest: Branding and
Brand Values
Tyra Mitchell, MSM
Instructor
MSM – Georgia Institute of
Technology
B.B.A – Georgia State University
Research Interest: Advertising,
and Entertainment Marketing
Gary Selden, Ed.D
Associate Professor
Ed.D – University of Georgia
M.B.A. - Kennesaw State University
Research Interest: Family-run Firms
David Shepherd, Ph.D.
Professor
Ph.D. – University of Tennessee
M.B.A. – University of Tennessee –
Knoxville
Research Interest: Personal Selling,
Sales Management and Health Care
Marketing
Learning Assurance Report – BBA Marketing Page 8

Randy Stuart, M.B.A
Assistant Professor
M.B.A. – University of Hawaii –
Manoa
B.S. – Northern Illinois University
Research Interest: Wholesale and
Retail Management
Armen Taschian, Ph.D.
Professor
Ph.D. – University of Texas
M.B.A – University of Texas
Research Interest: Research
Methodology, Buyer Behavior
and Advertising
Hope Torkornoo, Ph.D.
Professor
Ph.D. – Georgia State University
M.B.A. – Mississippi State
University
Research Interest: Global
Business Strategy, Foreign Direct
Investment, Marketing Decisions
and Performance
Scott Widmier, Ph.D.
Associate Professor
Ph.D. – Arizona State University
B.B.A. – Texas Christian University
Research Interest: Sales
Management, Technology and
International Business
Learning Assurance Report – BBA Marketing Page 9

SECTION I
LISTING OF GOALS & LEARNING OBJECTIVES FOR THE
UNDERGRADUATE BBA MARKETING PROGRAM
The Coles College has identified six (6) primary goals to assure student learning. These 6 goals are
broken down in terms of learning objectives. In addition, a seventh area relating to discipline specific
knowledge that all Coles College students should master has been developed covering our major areas in
Accounting, Economics, Finance, Management, Marketing and Professional Sales.
Our goals are integrated within and across the disciplines and build on each other. For both the students
and the faculty, envisioning these goals fitting together like a puzzle reminds us of how mutually
dependent we are on each other --how each of us has but a small piece of the whole. Synergy across the
learning process can only be accomplished by working together to ensure that each of our individual
pieces contributes effectively to the whole.
Our ultimate goal for our BBA students in Marketing is that the knowledge students gain while in our
program is both relevant and reliable and provides them with a foundation of learning that will enable
them to contribute as leaders in society. Exhibit I-A represents the Goals and Objectives for the Coles
College BBA program.
All undergraduate majors offered by the Coles College share a common General Education component
and a common Business Core curriculum. The common Business Core contains courses in all major
fields. Goals 1.0 – 6.0 are areas that are common across the undergraduate BBA curriculum while Goals
7.1.0 – 7.5.0 are discipline specific learning objectives for all business majors. This numbering system
will be used throughout the remainder of this report.
Learning Assurance Report – BBA Marketing Page 10

Goal Designation
Area
1.0 Critical Thinking
2.0 Ethics
3.0 Interaction
4.0 Perspectives
5.0 Resource Management
6.0 Technology
7.1.0 Accounting
7.2.0 Economics
7.3.0 Finance
7.4.0 Management
7.5.0 Marketing & Professional Sales
Exhibit I-A presents the Goals and related Learning Objectives for the Coles College BBA program. It is
shown in two sections – the common goals are presented in the first section and the discipline specific
goals are presented in the second section.
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Exhibit I.A Goals and Learning Objectives - Classified as:
Knowledge = What knowledge should graduates have acquired?
Skills = What skills should graduates have acquired?
Attitudes = Attitudes, Values or Dispositions graduates should acquire?
Goals
1.0 Critical Thinking
Business majors will think critically, identify
problems, research and analyze solutions and
make decisions regarding business activities.
(knowledge & skill)
2.0 Ethics
Business majors will recognize, analyze and
choose resolutions to ethical problems explicit
or implicit in decision-making. (attitude,
knowledge & skill)
3.0 Interaction
Business majors will demonstrate professional
behavior through the effective use of
collaboration, leadership and communication
skills. (attitude, knowledge & skill)
Learning Objectives
1.1 Identify problems and opportunities. (knowledge)
1.2 Locate and apply appropriate research tools and databases to
generate alternative solutions. (knowledge & skill)
1.3 Evaluate data in order to compare and contrast alternatives to reach
a defensible solution. (skill)
2.1 Explain the appropriate code of ethics that applies to a discipline in
a business situation. (knowledge)
2.2 Analyze and compare resolutions to ethical issues encountered in a
business environment. (attitude & skill)
3.1 Discuss the importance of working cooperatively with others.
(attitude)
3.2 Work with others in a professional manner. (skill)
3.3 Explain the skills necessary to influence, inspire and motivate
individuals and groups to achieve results. (knowledge)
4.0 Perspectives
Business majors will identify, interpret and
analyze the impact that legal, global, industry
and customer environments have on business
decisions. (attitude, knowledge & skill)
5.0 Resource Management
Business majors will manage resources to
implement decisions and maximize the creation
of value. (knowledge & skill)
6.0 Technology
Business majors will identify opportunities to
leverage technology in decision-making and can
use technology for personal productivity
(knowledge & skill)
3.4 Effectively communicate information to individuals with diverse
backgrounds.(attitude & skill)
4.1 Describe the external forces (e.g. legal/regulatory, economic,
global, industry, and customer) applicable to business operations.
(knowledge & attitude)
4.2 Analyze the impact of external forces on business operations.
(skill)
4.3 Integrate the impact of external forces in business decisions. (skill)
5.1 Identify relevant resources to produce a product or service.
(knowledge)
5.2 Appropriately manage resources based on their recognized
availability. (skill)
6.1 Identify and operate appropriate computer software for analysis and
data presentation. (knowledge & skill)
6.2 Effectively use technology to improve personal productivity. (skill)
Note: As we reviewed our GSLOs/SSLOs 2004-2005,we found 2 SSLOs that no longer fit or represented
duplication. As a result, we made 2 changes to the Objectives (SSLOs) presented in Spring04: 3.5 and
5.3 were deleted.
3.5 Provides examples of professional organizations, certifications, and other opportunities for
professional development. (knowledge)
5.3 Measure the effectiveness of resource allocation. (skill)
Learning Assurance Report – BBA Marketing Page 12

Exhibit I.A (continued)
7.1.0
Discipline Specific Outcome:
Accounting
Business majors will prepare and effectively use
accounting information and reports, and
understand the importance of and threats to
quality information.
(knowledge & skill)
7.1.1 Comprehend and explain the components of accounting systems
and accounting reports. (knowledge)
7.1.2 Make decisions about how to properly account for an item and/or
use accounting information and reports. (knowledge & skill)
7.1.3 Prepare accounting reports using appropriate content, methods, and
formats. (knowledge & skill)
7.2
Discipline Specific Outcome:
Economics
Business Majors will identify and evaluate the
trade-offs and corresponding opportunity costs
necessary to operate in a market economy.
(attitude, knowledge & skill)
7.3.0
Discipline Specific Outcome:
Finance
Business majors will recognize, differentiate and
evaluate the investing and financing decisions of
corporate enterprises.
(knowledge & skill)
7.4.0
Discipline Specific Outcome:
Management
Business majors will demonstrate knowledge and
discuss the creation and coordination of efficient
and effective organizational systems.
(attitude, knowledge, skill)
7.5.0
Discipline Specific Outcome:
Marketing and Professional Sales
Business majors will formulate appropriate plans
to respond to market place threats and capitalize
on market opportunities. (knowledge & skill)
7.2.1 Identify market forces that influence the allocation of scarce
resources inside organizations and the operation of the aggregate
economy. (knowledge)
7.2.2Apply evaluation tools (e.g. surplus value, opportunity cost, utility
analysis) to assess competing goals. (knowledge and skills)
7.2.3 Identify environments in which individual and collective interests
are compatible or diverge. (knowledge and attitude)
7.2.4 Utilize mathematical tools and models to measure the gains and
losses inherent in decision-making. (knowledge and skill)
7.3.1 Comprehend and debate the goal of wealth maximization.
(knowledge)
7.3.2 Identify and measure the risks and rewards of investing. (skills and
knowledge)
7.3.3 Interpret and assess the roles of financial institutions. (knowledge)
7.3.4 Recognize and compare global security markets. (knowledge and
skill)
7.4.1 Demonstrate ability to create and manage small business ventures.
(attitude, knowledge & skill)
7.4.2 Describe and analyze individual and group behaviors as they impact
organizations. (knowledge & skill)
7.4.3 Develop leadership skills to strategically manage human resources
and related policies and practices. (attitude and skill)
7.44 Examine the forces that impact international management practices
and processes. (skill)
7.5.1 Identify market opportunities through market analysis and customer
research. (knowledge)
7.5.2 Evaluate profitability of market segments by assessing market
opportunities, competitive profiles and organization capabilities. (skill)
7.5.3 Propose bundles of products/services and the appropriate marketing
mixes for targeted buyer segments. (skill)
Learning Assurance Report – BBA Marketing Page 13

1.1 Knowledge/Skill/Attitude Balance
The BBA program is designed to challenge our students to acquire knowledge, skills, and attitudes
that will help them become educated citizens who are able to successfully contribute to society and
their discipline specific fields. Therefore, we have developed Goals and Learning Objectives that
address each of those important areas: knowledge, skill, and attitude.
Exhibit I.B summarizes the connection between our overall Goals and the knowledge, skill, and
attitude categories. Knowledge and skill are both addressed by each of our common goals as well as
each of our discipline specific goals. Attitudes are addressed by three common goals and two
discipline specific goals. The balance of knowledge – skill – attitude-oriented goals is 11 – 11 – 7.
Exhibit I.C presents similar information broken out by the more detailed Learning Objectives. The
balance across knowledge – skill – attitude at the learning objective level is 21 – 23 – 7.
The emphasis on and balance between knowledge and skill oriented goals and objectives is
appropriate for an undergraduate professional program with a significant quantitative component. We
have fewer goals and objectives focusing on attitude for several reasons. First, we depend on KSU’s
General Education courses to have a significant focus on attitude outcomes as they educate students in
the important foundation areas of history, communication, the arts, etc. Second, our priorities are on
knowledge and skill outcomes because there is insufficient time to equally accomplish all areas, and
success in the Marketing and Professional Sales professions requires considerable knowledge and a
strong skill set. Third, on a more practical level, attitude-oriented outcomes are harder to measure.
Exhibit I.B. Balance of Knowledge, Skill and Attitude in Goals
Goals Knowledge Skill Attitude
1.0 Critical Thinking X X
2.0 Ethics X X X
3.0 Interaction X X X
4.0 Perspectives X X X
5.0 Resource Management X X
6.0 Technology X X
7.1 Accounting Discipline X X
7.2 Economics Discipline X X X
7.3 Finance Discipline X X
7.4 Management Discipline X X X
7.5 Marketing & Professional Sales Discipline X X
Totals: 11 11 5
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Exhibit I.C. Balance of Knowledge, Skill and Attitude in Learning Objectives
Learning Objectives Knowledge Skill Attitude
1.0 Critical Thinking
1.1 X
1.2 X X
1.3 X
2.0 Ethics
2.1 X
2.2 X X
3.0 Interaction
3.1 X
3.2 X
3.3 X
3.4 X X
4.0 Perspectives
4.1 X X
4.2 X
4.3 X
5.0 Resource Management
5.1 X
5.2 X
6.0 Technology
6.1 X X
6.2 X
7.1 Accounting Discipline
7.1.1 X
7.1.2 X X
7.1.3 X X
7.2 Economics Discipline
7.2.1 X
7.2.2 X X
7.2.3 X X
7.2.4 X X
7.3 Finance Discipline
7.3.1 X
7.3.2 X X
7.3.3 X
7.3.4 X X
7.4 Management Discipline
7.4.1 X X X
7.4.2 X X
7.4.3 X X
7.4.4 X
7.5 Marketing & Professional Sales Discipline
7.5.1 X X
7.5.2 X
7.5.3 X
Totals: 21 23 7
Learning Assurance Report – BBA Marketing Page 15

1.2 Goals and Objectives Differentiation
The Goals of the BBA Marketing program identify major areas of desired learning, such as Critical
Thinking. The Learning Objectives are focused, measurable and strongly depict the Goals with which
they are associated. The Learning Objectives use action verbs that represent higher and lower order
thinking from Bloom’s taxonomy. They also describe the knowledge, skill, and/or attitude connection.
Finally, the Learning Objectives are specific enough to allow us to identify tangible deliverable evidence
that will indicate performance on the Goals.
Marketing Discipline Specific Example: Goal # 7.5.0 states that business majors will formulate
appropriate plans to respond to market place threats and capitalize on market opportunities. The Learning
Objectives focus on specific components of the Goal – identifying market opportunities through market
analysis and customer research (7.5.1), evaluating profitability of market segments by assessing market
opportunities, competitive profiles and organizational capabilities (7.5.2), and propose bundles of
product/services and the appropriate marketing mixes for targeted buyer segments(7.5.3). These Learning
Objectives are demonstrated in MKTG 3100 when a business major learns environmental scanning and
customer profiling (7.1.1), uses a swot analysis to determine opportunities and threats for the company
(7.1.2), and prepares a marketing plan for a proposed product/service (7.1.3).
1.3 Compliance with Disciplinary Conventions & Guidelines
The Association to Advance Collegiate Schools of Business (AACSB) has specific curriculum guidelines
to which all accredited programs must adhere. The Coles College of Business received initial
accreditation from AACSB in 1994 and successfully completed the reaffirmation process in 2005. Thus,
as far as our accrediting body, AACSB, is concerned, the goals and objectives listed for the BBA in
Economics are “in compliance.” See www.aacsb.edu.
1.4 Building Upon Prior Learning
The Coles College Undergraduate Curriculum shares a common program of undergraduate learning
courses. Students begin with a required 45 credit hour general education requirement, designed to provide
a common academic experience for all KSU students. Students then progress into a common business
core introducing the functional areas of business and establishing pre-requisite knowledge for advanced
courses. Each course, sequentially and by tiered grouping builds upon skills knowledge and attitudes
contained within.
Example – Math 1101 in the General Education Program serve the downstream learning objectives in
Economics 2300 in the Undergraduate BBA Economics program. This is further supported in the
common Upper Division Business Core where Economics 3300 uses the previous courses and their
corresponding student centered learning objectives as building blocks to deepen and focus knowledge,
skills and attitudes into higher order objectives.
Example within the Marketing major courses – Students complete the principles of marketing class,
MKTG 3100, as part of the common Upper-Division Business Core. Marketing majors in their Major
Field Requirement must complete MKTG 4100, Marketing Research, and MKTG 415, Consumer
Behavior, before they can take another Major Field Requirement, MKTG 4199, Marketing Management.
MKTG 4199 builds upon the knowledge presented in the previous three courses.
Learning Assurance Report – BBA Marketing Page 16

Program Requirements
Exhibit I.D. contains the program requirements for the BBA Marketing in the KSU Undergraduate
Catalog 2005-2006. Course prerequisites are presented in parentheses next to the courses they precede. In
addition to specific course prerequisites, students must meet the “Sophomore GPA Requirement” prior to
moving to upper-division courses. This structure illustrates “building upon prior knowledge.”
Learning Assurance Report – BBA Marketing Page 17

Exhibit I.D. MAJOR IN MARKETING, B.B.A.
GENERAL EDUCATION 45 hours
LOWER DIVISION BUSINESS CORE 18 hours
ACCT 2100 Introduction to Financial Accounting 3 (Engl 1101, Math
1101)
ACCT 2200 Introduction to Managerial Accounting 3 (Acct 2100, Math
1106)
ECON 2200 Principles of Macroeconomics 3 (Econ 2100, 6 credits hours
of Math)
ECON 2300 Business Statistics (Math 1101)3
BISM 2100 Business Information Systems and Communications 3
BLAW 2200 Legal and Ethical Environment of Business 3
UPPER DIVISION MAJOR REQUIREMENTS 45 hours
Upper Division Business Core 18
• ECON 3300 Applied Statistical and Optimization Models
3 (ECON 2300)
• FIN 3100 Principles of Finance 3
• MKTG 3100 Principles of Marketing 3
• MGT 3100 Management and Behavioral Science 3
• MGT 3200 Operations Management 3 (Econ 3100)
• MGT 4199 Strategic Management 3 (Within 20 hrs of
graduation)
• IT 3700 Information Technology Management 3 (BISM
2100)
Major Field Requirements 12
• MKTG 4100 Marketing Research 3
• MKTG 4150 Consumer Behavior 3
• MKTG 4820 International Marketing 3
• MKTG 4990 Marketing Management 3 (MKTG 4100,
MKTG 4150)
Major Field Electives 12
(select 12 credit hours from the following)
• MKTG 4300 Basic Retailing 3
• MKTG 4350 Retail Management 3
• MKTG 4410 Professional Selling 3
• MKTG 4430 Marketing Analysis 3
• MKTG 4450 Sales Management 3
• MKTG 4500 Internet Marketing and Global Business 3
• MKTG 4620 Services Marketing 3
In the General Education requirements, all
business majors must
take:
• MATH 1106 or MATH 1190
• ECON 2100
Upper Division Major Requirements and
composed of:
• 18 hours of Upper Division Business
Core
• Upper Division Business Core invoke
sophomore GPA requirement
• 3 Hours Information Technology
Requirements
• 12 Hours Major Field Requirements
• 12 Hours Major Field Electives
For all Major Field Requirements & Electives,
MKTG 3100 is a prerequisite.
Learning Assurance Report – BBA Marketing Page 18

Exhibit I.D. (continued)
• MKTG 4630 Direct Response Marketing 3
• MKTG 4650 Advertising 3
• MKTG 4670 Promotional Strategy 3 (MKTG 4650)
• MKTG 4750 Advanced Selling 3 (MKTG 4410)
• MKTG 4850 Business to Business 3
• MKTG 4870 Sports Marketing 3
• MKTG 4490 Special Topics in Marketing 3
BUSINESS ELECTVES 9 hours
NON-BUSINESS ELECTIVES 6 hours
Students select 9 hours of upper-division courses
outside the major. Co-op and internship hours may
be used here.
Students select 6 hours from any lower-division or
upper-division non-business course.
1.5 Lower-Order and Higher-Order Thinking
Bloom’s Taxonomy provides a classification system for levels of thinking/learning. There are six levels:
Knowledge, Understanding, Application, Analysis, Synthesis, and Evaluation. The BBA program is
designed to challenge our students to do more than simply master knowledge. We also want them to be
able to analyze and apply their knowledge to new situations, and to evaluate the quality of business
proposals made by others.
Exhibit I.F. and I.G. provide a summary of how each of our Goals and Learning Objectives relate to
Bloom’s hierarchy. Lower-order levels of learning are associated with the KSU General Education
requirements and introductory courses while higher-order learning is expected in major-specific advanced
courses.
Goals 2.0 and 6.0 Examples – Goal 2.0 – Ethics offers Learning Objectives that progress from the
understanding classification, through the analysis classification and into the evaluation classification as
described in Blooms. Goal 2.0 is aptly described as possessing elements of Knowledge, Skill and
Attitude. Goal 6.0 – Technology offers Learning Objectives in the knowledge and application categories,
which are well matched with the specific learning objectives grounded in Knowledge and Skill.
Learning Assurance Report – BBA Marketing Page 19

Exhibit I.E. Lower-Order and Higher-Order Thinking by Goals
Goals Knowledge Understanding Application Analysis Synthesis Evaluation
1.0 X X X X
2.0 X X X
3.0 X X
4.0 X X X
5.0 X X
6.0 X X
7.1 X X X
7.2 X X X
7.3 X X X X X
7.4 X X X X X X
7.5 X X X X
Totals 7 6 8 6 4 6
Exhibit I.F. Lower-Order and Higher-Order Thinking by Learning Objectives
Learning Knowledge Understanding Application Analysis Synthesis Evaluation
Objective
1.1 X
1.2 X X X
1.3 X
2.1 X
2.2 X X
3.1 X
3.2 X
3.3 X X
3.4 X
4.1 X
4.2 X
4.3 X
5.1 X
5.2 X
6.1 X X
6.2 X
7.1.1 X
7.1.2 X X X
7.1.3 X X X
7.2.1 X
7.2.2 X X
7.2.3 X
7.2.4 X X
7.3.1 X X
7.3.2 X X
7.3.3 X X
7.3.4 X X
7.4.1 X X X X X X
7.4.2 X X X X
7.4.3 X X X X
7.4.4 X X X X
7.5.1 X X
7.5.2 X
7.5.3 X
Totals 12 13 16 11 4 8
Learning Assurance Report – BBA Marketing Page 20

SECTION II
CONNECTING OUTCOMES TO PROGRAM REQUIREMENTS FOR THE
UNDERGRADUATE BBA MARKTING PROGRAM
2.1 Linkage of All Program Requirements to Learning Objectives
All undergraduate majors offered by the Coles College are structured similarly. All business majors
complete the same KSU General Education requirements. All business majors also share a common
Business Core curriculum. This common Business Core contains courses in all major areas:
Lower Division Business Core
o ACCT 2100 – Introduction to Financial Accounting
o ACCT 2200 – Introduction to Managerial Accounting
o ECON 2100 – Principles of Microeconomics
o ECON 2200 – Principles of Macroeconomics
o ECON 2300 – Business Statistics
o BISM 2100 – Business Information Systems & Communications
o BLAW 2200 – Legal & Ethical Environment of Business
Upper Division Business Core
o ECON 3300 – Quantitative Analysis in Business
o FIN 3100 – Principles of Finance
o MKTG 3100 – Principles of Marketing
o MGT 3100 – Management & Behavioral Science
o MGT 3200 – Operations Management
o MGT 4199 – Strategic Management
Our primary learning goals for our students are interdisciplinary. For example, Critical Thinking is
important whether you are an Accounting major or Marketing major. In addition, we have some
discipline specific objectives – knowledge, skills, and/or attitudes in a particular business area that are
important regardless of a student’s major. For example, Management graduates need to be able to use
marketing information to make decisions.
As mentioned earlier, we use the numbers 1.0 – 6.0 for the Goals that are common across the
undergraduate BBA curriculum, while Goals 7.1.0 – 7.5.0 are the discipline specific learning objectives
for all business majors.
Goal Designation Degree Program Association
1.0 Critical Thinking
2.0 Ethics
3.0 Interaction
4.0 Perspectives
5.0 Resource Management
6.0 Technology
7.1.0 Accounting
7.2.0 Economics
7.3.0 Finance
7.4.0 Management
7.5.0 Marketing and Professional Sales
Learning Assurance Report – BBA Marketing Page 21

This section presents the mapping of the common Business Core courses to our Learning Goals. The
mapping is broken down into three sections –
Exhibit II.A. presents the mapping of the common Business Core courses to the interdisciplinary
learning goals #1.0 – 6.0.
Exhibit II.B. presents the mapping of the common Business Core courses to the discipline specific
learning goals #7.1.0 – 7.5.0.
Exhibit II.C. presents the mapping of the upper-division accounting courses to all the learning
goals.
Following these three mapping exhibits are three matrix exhibits that summarize the mappings.
Learning Assurance Report – BBA Marketing Page 22

Exhibit II.A. Core - Linkage of All Program Requirements to Learning Objectives
Coles College B.B.A. - Common Business Core Mapping
Goals
1.0 Critical
Thinking
Business majors
will think
critically,
identify
problems,
research and
analyze
solutions and
make decisions
regarding
business
activities.
(knowledge &
skill)
Learning
Objectives
1.1 Identify
problems and
opportunities.
(knowledge)
1.2 Locate and
apply appropriate
research tools and
databases to
generate
alternative
solutions.
(knowledge &
skill)
1.3 Evaluate data
in order to
compare and
contrast
alternatives to
reach a defensible
solution. (skill)
Mapping of Key Course and Program Requirements to Objectives
ACCT 2100 – Students perform basic financial calculations.
BISM 2100 – Students identify problems and opportunities that can be addressed
through the use of technology.
BLAW 2200 – Students recognize general legal problems.
ECON 2200 – Class discussions and exercises require students to evaluate the current
level of economic activity.
MGT 3100 – Students learn the basic theories, processes, concepts, and practices
associated with effective and efficient planning, organizing, implementation and
control.
MGT 3200 – Students complete a project identifying operations problems and
solutions, by specifically identifying value-added and non-value added activities, in
manufacturing or service organizations.
MKTG 3100 – Students required to complete a term project of creating a marketing
plan for a product/service or idea.
ECON 2300 – Students obtain corporate, state and national data from online
databases.
IT 3700 – Student use online research tools to investigate an information technology
topic
ACCT 2100 – Students learn the effects of accounting treatments on financial results.
ACCT 2200 – Students work basic managerial accounting problems.
BISM 2100 – Students evaluate web pages for credibility and usefulness.
BLAW 2200 – Students recognize legal problems and make decisions on hypothetical
situations
ECON 2100 – Students are required to identify profit-maximizing outcomes utilizing
data from various market scenarios.
ECON 2300 – Students make inferences about univariate populations based on sample
data.
ECON 3300 – Optimization and other decision-making models are used with the
explicit purpose of comparing alternatives to determine an optimal solution.
FIN 3100 – Capital budgeting techniques are used to evaluate possible investment
opportunities.
MGT 3200 – Students take exams that provide data to examine various productprocess
trade-offs and analysis, including forecasting, break-even analysis, capacity
analysis, inventory models and other numerical analyses.
MGT 4199 – Students will apply Strength/Weaknesses/Opportunities/Threats
(SWOT) analysis to the evaluation of strategic alternatives.
Learning Assurance Report – BBA Marketing Page 23

2.0 Ethics
Business majors
will recognize,
analyze and
choose
resolutions to
ethical problems
explicit or
implicit in
decisionmaking.
(attitude,
knowledge &
skill)
3.0 Interaction
Business majors
will demonstrate
professional
behavior
through the
effective use of
collaboration,
leadership and
communication
skills. (attitude,
knowledge &
skill)
2.1 Identify ethical
issues related to
business situations
(knowledge)
2.2 Analyze and
compare resolutions
to ethical issues
encountered in a
business
environment.
(attitude & skill)
3.1 Discuss the
importance of
working
cooperatively with
others. (attitude)
3.2 Work with others
in a professional
manner. (skill)
3.3 Explain the skills
necessary to
influence, inspire and
motivate individuals
and groups to
achieve results.
(knowledge)
3.4 Effectively
communicate
information to
individuals with
diverse
backgrounds.(attitude
& skill)
MGT 3100 – Students learn about ethical dilemmas and their resolution; corporate
governance, and social responsibility.
BLAW 2200 – Students analyze ethical problems.
IT 3700 – Students analyze scenarios and articulate positions on various ethical
issues regarding information systems and the Internet.
MGT 3100 – Students discuss real business dilemmas involving ethics and
corporate responsibility; discuss current events and the costs of unethical business
decisions.
BISM 2100 – Students learn how teams form and perform effectively.
MGT 3100 – Students learn about interpersonal skill development, group synergy,
and team work.
BISM 2100 – Students assess their effectiveness as a team.
MGT 3100 – Students work in teams or as a class to develop or apply an
application of the course content
MGT 3200 – Students are required to work together to successfully complete a
group project involving systems operations.
MGT 3100 – Students learn the theories, concepts, and practices associated with
effective directing, leading, motivating, and negotiating .
MKTG 3100 – Students complete a team research project where they must come
to a consensus regarding the specific topic and the method to complete the work.
BISM 2100 – Students demonstrate effective workplace communication.
MGT 3100 – Students critique peers and provide feedback
Learning Assurance Report – BBA Marketing Page 24

4.0 Perspectives
Business majors
will identify,
interpret and
analyze the impact
that legal, global,
industry and
customer
environments
have on business
decisions.
(attitude,
knowledge &
skill)
5.0 Resource
Management
Business majors
will manage
resources to
implement
decisions and
maximize the
creation of value.
(knowledge &
skill)
4.1 Describe the
external forces
(e.g.
legal/regulatory,
economic, global,
industry, and
customer)
applicable to
business
operations.
(knowledge &
attitude)
4.2 Analyze the
impact of external
forces on business
operations. (skill)
4.3 Integrate the
impact of external
forces in business
decisions. (skill)
5.1 Identify
relevant resources
to produce a
product or service.
(knowledge)
5.2 Identify and
apply tools for
managing
resources (skill)
ACCT 2100 – Students learn how various organizations affect the accounting
information prepared and provided to meet society’s needs (e.g., FASB, SEC, PCAOB,
IASB, AICPA).
BLAW 2200 – Students identify general legal principles that affect business
situations.
ECON 2100 – Class discussions introduce the relevance of market organization to
business operations with respect to pricing and profit opportunities.
ECON 2200 – Class discussions introduce the concept of business cycles and their
impact on employment and income.
FIN 3100 – Stock and bond markets are examined as possible sources of external
capital.
MGT 3100 – Students learn about the structure and interaction of natural,
political/legal, sociocultural, economic, technological, regulatory, and competitive
forces and their impact on organizations
MGT 3200 – Exams test students on how external factors such as competitors and
industry environment impact operations decisions.
FIN 3100 – Cost of capital is computed and used to make financing and
investment decisions.
IT 3700 – Students are tested on their understanding of the impact of external
forces on the success of an information technology development project
MGT 3100 – Students complete scenario analysis, discuss the implications of
external interventions on the organization. Review various forces that would
impact the business
MGT 4199 – Students will be able to evaluate the extent to which different
external forces may pose either an opportunity or threat or both for a business.
MGT 4199 – Students will be able to integrate the concepts of environmental
analysis into the evaluation and choice of strategic alternatives.
ACCT 2200 – Students learn the basic components of products & services (e.g.,
materials, labor, and overhead).
IT 3700 – Students are tested on the process and resources needed to develop an
information system
MGT 3200 – Students are tested on inputs (labor, machines, materials) required to
produce products and services.
ACCT 2200 – Students learn to use managerial accounting tools for resource
management decisions (e.g., cost-volume-profit analysis, budgeting).
ECON 3300 – Students develop and solve linear programming models to
maximize profit or minimize cost subject to known resource constraints.
6.0 Technology
Business majors
will identify
opportunities to
leverage
technology in
decision-making
and can use
technology for
personal
productivity
(knowledge &
skill)
6.1 Identify and
operate appropriate
computer software
for analysis and
data presentation.
(knowledge &
skill)
6.2 Effectively use
technology to
improve personal
productivity. (skill)
BISM 2100 – Students learn word processing, spreadsheet, and presentation
software.
ECON 2300 – Students use spreadsheet software to summarize sets of data.
ECON 3300 – Students use spreadsheet software to solve and evaluate linear
regression, linear programming and / or forecasting models.
IT 3700 – Students are required to use advanced capabilities in Microsoft Excel,
Access, Word and PowerPoint to solve business problems.
BISM 2100 – Students learn web based file management system skills.
IT 3700 – Students publish a webpage summarizing their research on a specific
information technology topic.
Learning Assurance Report – BBA Marketing Page 25

Exhibit II.B. Core – Linkage of All Program Requirements to Learning Objectives
Coles College B.B.A. – Common Business Core Mapping into Discipline Specific Goals and Learning Objectives
7.1.0
Discipline
Specific
Outcome:
Accounting
7.1.1 Comprehend
and explain the
components of
accounting systems
and accounting
reports. (knowledge)
ACCT 2100 – Students learn the format and content of the financial
statements.
ACCT 2200 – Students learn the components of costing systems (e.g.,
product vs. period costs, overhead allocation methods).
Business majors
will prepare and
effectively use
accounting
information and
reports, and
understand the
importance of and
threats to quality
information.
7.1.2 Make decisions
about how to properly
account for an item
and/or use
accounting
information and
reports. (knowledge
& skill)
7.1.3 Prepare
accounting reports
using appropriate
content, methods, and
formats. (knowledge
& skill)
ACCT 2100 – Students use financial statement information to evaluate
company results (e.g., ratio analysis).
Learning Assurance Report – BBA Marketing Page 26

7.2.0
Discipline Specific
Outcome:
Economics
Business majors
will identify and
evaluate the tradeoffs
and
corresponding
opportunity costs
necessary to operate
in a market
economy.
(knowledge & skill)
7.3.0
Discipline Specific
Outcome:
Finance
Business majors
will recognize,
differentiate and
evaluate the
investing and
financing decisions
of corporate
enterprises.
7.2.1 Identify market
forces that influence
the allocation of scarce
resources inside
organizations and the
operation of the
aggregate economy.
(knowledge)
7.2.2 Apply evaluation
tools (e.g. surplus
value, opportunity
cost, and utility
analysis) to assess
competing goals.
(knowledge and skills)
7.2.3 Identify
environments in which
individual and
collective interests are
compatible or diverge.
(knowledge and
attitude)
7.2.4 Utilize
mathematical tools and
models to measure the
gains and losses
inherent in decisionmaking.
(knowledge
and skill)
7.3.1 Comprehend and
debate the goal of
wealth maximization.
(knowledge)
7.3.2 Identify and
measure the risks and
rewards of investing.
(skills and knowledge)
7.3.3 Interpret and
assess the roles of
financial institutions.
(knowledge)
7.3.4 Recognize and
compare global
security markets.
(knowledge and skill)
ECON 2100 - Class discussions identify the forces of demand and supply that
impact the allocation of scarce resources.
ECON 2200 - Class discussions cover the operation of the aggregate
economy.
ECON 2200 - Class discussions emphasize the impact on businesses and
individuals of changing tax and interest rate scenarios.
ECON 2200 - Class discussions focus on the gains and losses associated with
international trade utilizing trade models.
FIN 3100 – Students learn to calculate and interpret measures of risk and
return as they relate to the equity market.
Learning Assurance Report – BBA Marketing Page 27

7.4.0
Discipline Specific
Outcome:
Management
Business majors
will demonstrate
knowledge and
discuss the creation
and coordination of
efficient and
effective
organizational
systems.
(attitude,
knowledge, skill)
7.5.0
Discipline Specific
Outcome:
Marketing and
Professional Sales
Business majors
will
formulate
appropriate plans to
respond to market
place threats and
capitalize on market
opportunities.
(knowledge & skill)
7.4.1 Demonstrate
ability to create and
manage small business
ventures. (attitude,
knowledge & skill)
7.4.2 Describe and
analyze individual and
group behaviors as
they impact
organizations.
(knowledge & skill)
7.4.3 Develop
leadership skills to
strategically manage
human resources and
related policies and
practices. (attitude and
skill)
7.44 Examine the
forces that impact
international
management practices
and processes. (skill)
7.5.1 Identify market
opportunities through
market analysis and
customer research.
(knowledge)
7.5.2 Evaluate
profitability of market
segments by assessing
market opportunities,
competitive profiles
and organization
capabilities. (skill)
7.5.3 Propose bundles
of products/services
and the appropriate
marketing mixes for
targeted buyer
segments. (skill)
MGT 3100-Students are tested in their knowledge of entrepreneurship
through quizzes.
MGT 4199-Students demonstrate their ability to create and manage small
business ventures through an applied simulation.
MGT 3100-Students are tested over theories regarding individual and group
behaviors.
MGT 4199-Students assess individual and group behaviors through peer
evaluations.
MGT 3100-Students complete applied video quizzes regarding effective
leadership.
MGT 4199-Students are required to manage and lead a team to complete an
integrative group project.
MGT 4199-Students examine the forces that impact international management
practices and processes through applied case analysis.
MKTG 3100 - Students are required to complete a term project of creating a
marketing plan for a product/service or idea.
Learning Assurance Report – BBA Marketing Page 28

Exhibit II.C. Specific – Linkage of B.B.A. Marketing Program Requirements to Learning Objectives
Coles College B.B.A. Marketing – Marketing Program Specific Course Mapping
Goals
1.0 Critical
Thinking
Business majors
will think
critically,
identify
problems,
research and
analyze
solutions and
make decisions
regarding
business
activities.
(knowledge &
skill)
Learning
Objectives
1.1 Identify
problems and
opportunities.
(knowledge)
1.2 Locate and
apply appropriate
research tools
and databases to
generate
alternative
solutions.
(knowledge &
skill)
1.3 Evaluate data
in order to
compare and
contrast
alternatives to
reach a
defensible
solution. (skill)
Mapping of Course to Objectives
MKTG 3100 - Students required to create a marketing plan
MKTG 4410 Students are required to participate in role play sales calls in which they
are expected to identify the prospect’s problems and when appropriate match their
product/service offering with those problems.
MKTG 4650 Students develop an Advertising Strategy designed to accomplish client’s
objectives and goals.
MKTG 4670 Students develop an Integrated Marketing Communication Plan.
MKTG 4100 Students required to identify, utilize and draw inferences from secondary
data sources pertaining to target markets. Also, students required to analyze database(s)
and interpret research findings based on statistical analyses of the database.
MKTG 4430 Students are required to integrate material from several databases in a
market opportunity analysis.
MKTG 4820 Students required to identify, utilize and draw inferences from secondary
data sources pertaining to international markets.
MKTG 4100 Students required to draw conclusions and make managerial
recommendations based on research findings.
MKTG 4300 Using available data, students must justify and defend their selection of a
specific retail entity.
MKTG 4850 Students are required to develop and present a case analysis in which they
compare alternatives, develop a recommended solution and defend that alternative.
2.0 Ethics
Business majors
will recognize,
analyze and
choose
resolutions to
ethical
problems
explicit or
implicit in
decisionmaking.
(attitude,
knowledge &
skill)
2.1 Explain the
appropriate code
of ethics that
applies to a
discipline in a
business
situation.
(knowledge)
2.2 Analyze and
compare
resolutions to
ethical issues
encountered in a
business
environment.
(attitude & skill)
MKTG 4100 Students are required to describe ethical codes of conduct in regards to
marketing, marketing research, advertising, consumer behavior, and professional
selling.
MKTG 4150 Students are required to describe ethical codes of conduct in regards to
marketing, marketing research, advertising, consumer behavior, and professional
selling
MKTG 4410 Students are required to recognize ethical situations and engage in
ethically appropriate responses during role-play exercises.
MKTG 4650 Analyze and evaluate current ethical issues encountered in the
advertising, promotion and sports environment through class discussion.
MKTG 4870 Analyze and evaluate current ethical issues encountered in the
advertising, promotion and sports environment through class discussion.
Learning Assurance Report – BBA Marketing Page 29

3.0 Interaction
Business majors
will
demonstrate
professional
behavior
through the
effective use of
collaboration,
leadership and
communication
skills. (attitude,
knowledge &
skill)
4.0
Perspectives
Business majors
will identify,
interpret and
analyze the
impact that
legal, global,
industry and
customer
environments
have on
business
decisions.
(attitude,
knowledge &
skill)
3.1 Discuss the
importance of
working
cooperatively
with others.
(attitude)
3.2 Work with
others in a
professional
manner. (skill)
3.3 Explain the
skills necessary
to influence,
inspire and
motivate
individuals and
groups to
achieve results.
(knowledge)
3.4 Effectively
communicate
information to
individuals with
diverse
backgrounds.(atti
tude & skill)
4.1 Describe the
external forces
(e.g.
legal/regulatory,
economic,
global, industry,
and customer)
applicable to
business
operations.
(knowledge &
attitude)
4.2 Analyze the
impact of
external forces
on business
operations.
(skill)
4.3 Integrate the
impact of
external forces in
business
decisions. (skill)
MKTG 4410 Students are required to demonstrate an understanding of team selling
and relationship marketing principles.
MKTG 4870 Group dynamics, interaction, problems and selection are all discussed in
an open forum. Students profile themselves for their classmates and select their
members.
MKTG 4350 Students required to work in teams in the completion of a course
assignment(s).
MKTG 4630 Students participate in groups of not more than 4 to prepare entries into
the Direct Marketing Education Foundation’s Collegiate ECHO competition
MKTG 3100 – students complete a team research project where they must come to a
consensus regarding the specific topic and the method to complete the work
MKTG 4350 – students complete a team research project where they must come to a
consensus regarding the specific topic and the method to complete the work.
MKTG 4630 Students participate in teams to prepare entries into the Direct Marketing
Education Foundation’s Collegiate ECHO competition, which requires a consensus as
to target market and promotional activities.
MKTG 4450 Students learn to manage and communicate to diverse sales teams.
MKTG 4990 Students must communicate their logic and rationale for marketing
decisions made in the computer simulation.
MKTG 4150 External environments and their impact on consumer behavior is
presented and discussed in class. Students are expected to test successfully over this
information.
MKTG 4820 – Students are expected to understand the external forces affecting
decision making in international markets and international sales.
MKTG 4300 Students are tested on the importance of the external environment and
how it applies to retail entities.
MKTG 4870 Current events are used for class discussion.
MKTG 4750 Students are required to analyze the impact of external forces in their
role-play sales situation.
MKTG 4450 students synthesize the impact of competitive strategy on their company’s
sales strategies.
MKTG 4670 External environments impact client’s goals and objectives and groups
are expected to adjust and have contingencies to handle them.
Learning Assurance Report – BBA Marketing Page 30

5.0 Resource
Management
Business majors
will manage
resources to
implement
decisions and
maximize the
creation of
value.
(knowledge &
skill)
6.0 Technology
Business majors
will identify
opportunities to
leverage
technology in
decisionmaking
and can
use technology
for personal
productivity
(knowledge &
skill)
7.5.0
Discipline
Specific
Outcome:
Marketing and
Professional
Sales
Business majors
will
formulate
appropriate
plans to respond
to market place
threats and
capitalize on
market
opportunities.
(knowledge &
skill)
5.1 Identify
relevant
resources to
produce a
product or
service.
(knowledge)
5.2
Appropriately
manage
resources based
on their
recognized
availability.
(skill)
6.1 Identify and
operate
appropriate
computer
software for
analysis and data
presentation.
(knowledge &
skill)
6.2 Effectively
use technology
to improve
personal
productivity.
(skill)
7.5.1 Identify
market
opportunities
through market
analysis and
customer
research.
(knowledge)
7.5.2 Evaluate
profitability of
market segments
by assessing
market
opportunities,
competitive
profiles and
organization
capabilities.
(skill)
MKTG 4850 Students will be able to discuss the development of industrial products.
MKTG 4870 Sports projects use zero-based budgeting, and students are required to
utilize their creativity in developing sponsors and coordinating activities.
MKTG 4650 Projects are evaluated on their ability to accomplish stated objectives
within allocated budget and through management of resources.
MKTG 4990 Students learn to evaluate cost benefit relationships of marketing mix
decisions regarding distribution and promotion.
MKTG 4630 Students participating the Direct Marketing Education Foundation’s
collegiate ECHO competition must prepare their promotional campaigns within the
constraint of the client’s budget.
MKTG 4100 Students will develop proficiency with data input and statistical analysis
using industry accepted computer software.
MKTG 4300 Students present their term projects in class via PowerPoint presentations.
MKTG 4750 Students are expected to utilize and demonstrate an understanding of
Time and Client Management software such as ACT or Goldmine.
MKTG 4430 Students present their term projects in class via presentation software.
MKTG 4500 Students will be able to describe uses of the Internet to enhance their
business activities.
MKTG 4150 Students are required to attain and demonstrate a clear understanding of
the basic principles and tools of customer behavior.
MKTG 4430 Students required, as a term project, to develop and present a market
opportunity analysis.
MKTG 4650 Students develop an advertising Plan designed to meet specific goals and
objectives.
MKTG 4820 Students required to identify, utilize and draw inferences from secondary
data sources pertaining to international markets. Also, students required to evaluate
strengths and weaknesses of different international market entry strategies.
MKTG 4300 Students required to develop a business plan for a retail entity.
MKTG 4450 Students evaluate customers by territory, size and type for potential and
profitability.
MKTG 4990 Students will demonstrate knowledge of market segmentation and
targeting by successfully completing the Marketing Game.
Learning Assurance Report – BBA Marketing Page 31

7.5.3 Propose
bundles of
products/services
and the
appropriate
marketing mixes
for targeted
buyer segments.
(skill)
MKTG 3100 - Students required to create a marketing plan
MKTG 4820 - Students required to develop marketing strategy for a non-U.S.
international market.
MKTG 4850 Students will be able to develop business product offerings including all
levels of a total product position the offering to target segments.
Learning Assurance Report – BBA Marketing Page 32

2.1 Linkage of All Program Requirements to Learning Outcomes - continued
Through a combination of Lower Division Business Core, Upper Division Business Core, Major Field
Requirements and Major Field Electives all key course and program requirements have been linked to
established Goals and Learning Objectives. The BBA Marketing candidate is required to complete Coles
College common undergraduate business requirements and Upper Division Business Core courses, such
as MGT 3200 and MGT 4199. Exhibits II.D. – II.F. illustrate the linkages between program requirements
and learning objectives.
Exhibit II.D. Summary of Mappings of Learning Objectives to BBA Core Courses
Courses 1.1 1.2 1.3 2.1 2.2 3.1 3.2 3.3 3.4 4.1 4.2 4.3 5.1 5.2 6.1 6.2 Counts
ACCT 2100 x x x 3
ACCT 2200 x x x 3
BISM 2100 x x x x x x x 7
BLAW 2200 x x x x 4
ECON 2100 x x 2
ECON 2200 x x 2
ECON 2300 x x x 3
ECON 3300 x x x 3
FIN 3100 x x x 3
IT 3700 x x x x x x 6
MGT 3100 x x x x x x x x x 9
MGT 3200 x x x x x 5
MGT 4199 x x x 3
MKTG 3100 x x 2
Counts 7 2 10 1 3 2 3 2 2 7 4 1 3 2 4 2
Exhibit II.E. Summary of Mappings of Discipline Specific Learning Objectives to BBA Core Courses
ACCT ECON FIN MGMT MKTG & PS
7.1.1
7.1.2
7.1.3
7.2.1
7.2.2
7.2.3
7.2.4
7.3.1
Courses
ACCT 2100 x x 2
ACCT 2200 x 1
BISM 2100 0
BLAW 2200 0
ECON 2100 x 1
ECON 2200 x x x 3
ECON 2300 0
ECON 3300 0
FIN 3100 x 1
IT 3700 0
MGT 3100 x x x 3
MGT 3200 0
MGT 4199 x x x x 4
MKTG 3100 x 1
Counts 2 1 0 2 0 1 1 0 1 0 0 2 2 2 1 0 0 1
7.3.2
7.3.3
7.3.4
7.4.1
7.4.2
7.4.3.
7.4.4
7.5.1
7.5.2
7.5.3
Counts
Learning Assurance Report – BBA Marketing Page 33

Exhibit II.F. Summary of Mappings of Learning Objectives to Major Field Requirements and Electives
Table
II.G.
Critical
Thinking Ethics Interaction Perspectives
Resource
Mgmt
Tech
Marketing &
Professional
Sales
1.1
1.2
1.3
2.1
2.2
3.1
3.2
3.3
3.4
Major Field Requirements (students must take all four major field requirements)
MKTG
4100 X X X X 4
MKTG
4150 X X X 3
MKTG
4820 X X X 3
MKTG
4990 X X X X 4
Major Field Electives (students select four of the following)
MKTG
4300 X X X X 4
MKTG
4350 X X 2
MKTG
4410 X X X 3
MKTG
4430 X X X 3
MKTG
4450 X X X 3
MKTG
4500 X 1
MKTG
4620* 0
MKTG
4630 X X X 3
MKTG
4650 X X X X 4
MKTG
4670 X X 2
MKTG
4750 X X 2
MKTG
4850 X X X 3
MKTG
4870 X X X X 4
Counts
by Goal 3 3 3 2 3 2 2 2 2 2 3 2 2 3 3 2 4 3 2
4.1
4.2
4.3
5.1
5.2
6.1
6.2
7.5.1
7.5.2
7.5.3
Counts
The primary faculty who taught MKTG 4620 has retired. The course is to be reviewed by the faculty in 2006-2007.
Learning Assurance Report – BBA Marketing Page 34

2.2 Reinforcing Goal / Learning Objective Attainment through Multiple Program Requirements
The Coles College BBA Marketing student is required to complete common BBA business requirements
in addition to specific Marketing requirements. The BBA degree program is composed of a common
KSU General Education requirement, a common Business Core, specific Marketing Major requirements,
and business and non-business electives. Important learning goals are addressed at all levels of the degree
program.
The common Business Core is divided into the Lower Division Business Core and the Upper Division
Business Core, as described earlier. Within the business portion of the program, the learning objectives
are addressed first in the Lower Division Business Core courses, and then reinforced in the Upper
Division Business Core courses and the Marketing Major Field Requirement courses. The learning
objectives are also reinforced in the Marketing Major Field Elective courses, but because the combination
of courses selected by students in this area may vary, we do not depend on these courses to be the primary
reinforcement of the learning objectives.
The combination of the BBA program structure and inherent progression based on prior knowledge
within courses leads to student attainment of the learning objectives.
2.3 Lower Division, Program Admission, and Prerequisite Requirements
The Coles College BBA Marketing program has an established “gate” for progression into upper division
business courses – the Sophomore GPA Requirement. This Sophomore GPA Requirement requires a
certain degree of proficiency and grade attainment prior to advancement. The current Sophomore GPA
Requirement for the BBA in Marketing is a 2.875 GPA in eight specific courses – the Lower Division
Business Core and a Calculus course – including a “C” or better in all the courses.
The Lower Division Business Core consists of seven courses as described earlier. In addition, business
majors are required to take a Calculus course. The Sophomore GPA Requirement ensures that a student
achieves demonstrated proficiency in the specified courses and their corresponding learning outcomes
before moving into upper division business courses. The “C” or better requirement in each course
strengthens the program by establishing a minimum acceptable level of attainment per course, preventing
students from bypassing critical content areas. By including challenging courses (such as Calculus,
Statistics, and Accounting) in this entrance requirement, the Coles College communicates to students up
front that they need to be well prepared and ready to work hard as a Marketing major. However, students
are allowed to re-take courses to achieve the entrance level requirement – once they achieve the desired
learning outcomes in the prerequisite courses as demonstrated by meeting the Sophomore GPA
Requirement, we welcome them to join our program.
Once the Sophomore GPA Requirement is achieved, students must apply for and be admitted to the
“Coles College Professional Program” in order to enroll in 4000-level business courses. Nonbusiness
majors are not allowed to enroll in the 4000-level business courses without permission of the department
chair. This official application and admission step was implemented last year in order to eliminate a
loophole in the process. A small, but significant, number of students who did not meet the Sophomore
GPA Requirement were declaring themselves nonbusiness majors in order to enroll in upper division
business courses while they were repeating courses. Because these students had not mastered the learning
objectives for the Lower Division Business Core courses, they tended to do poorly in their upper division
courses. Eliminating this loophole has strengthened our program by eliminating those poorly prepared
students.
Learning Assurance Report – BBA Marketing Page 35

In addition to the Sophomore GPA Requirement, all Marketing students must earn a grade of a “C” (2.0)
or better in the Upper Division Business Core Courses, the Information Technology Requirement course,
and the Marketing Major Field Requirements and Major Field Electives. The “C” or better entrance level
requirement strengthens the program by establishing a minimum acceptable level of attainment per
course, disallowing students to bypass critical content areas.
2.4 Core Upper Division Course Requirements of the Program
As shown in Exhibit II.A., Marketing majors must complete the series of four course in the Major Field
Requirement to achieve proficiency in basic marketing subject matter (consumer behavior, marketing
research, international marketing and marketing management). These four Required Major Courses
provide students with excellent coverage of the Discipline-Specific Learning Objectives and good
coverage of the BBA Core Learning Objectives. Students progress from the study of theory to application
as they advance through the Major Requirements. This is consistent with the transition from lower-order
to higher-order thinking presented in Section 1.5.
2.5 Elective Upper Division Requirements of the Program
Students select four of their Major Field Electives from a set of fourteen courses, providing excellent
coverage of the BBA Core Learning Objectives as well as good coverage of the Discipline-Specific
Learning Objectives. Regardless of which four courses are selected, students will receive good coverage
of all Learning Objectives.
2.6 Building upon General Education Outcomes
The General Education Program at Kennesaw State University offers a common academic experience for
undergraduate students. A series of interrelated courses provides the opportunity for students to acquire
the intellectual skills and knowledge characteristics of educated persons in a diverse global community.
This synthesis of courses supports a series of learning goals designed to 1) develop productive habits, 2)
develop effective communication skills, 3) expand knowledge and understanding, 4) expand creative
capabilities and 5) exhibit understanding of the impact of ethical values. This is the foundation upon
which the Undergraduate BBA Marketing is set.
As shown in the table below, certain General Education courses serve as prerequisites for the Lower-
Division Core courses in the BBA which serve as prerequisites for the Upper Division Business Core and
the Major Field Requirements and Electives.
Lower Division Core Course Prerequisites
ACCT 2100 ENGL 1101, MATH 1101
ECON 2100
3 hours of MATH
numbered 1101 or higher
ECON 2200
ECON 2100, 6 hours of
MATH numbered 1101 or
higher
ECON 2300 MATH 1101
Learning Assurance Report – BBA Marketing Page 36

2.7 Required Practicums and Internships
Not Applicable because there is no required practicum or internship for the Marketing Major. However,
elective coop or internships experiences are available to those students who desire them.
2.8 Capstone Experience: MGT 4199 Strategic Management
MGT 4199:Strategic Management is required of all Coles College BBA candidates. Content of the course
includes the adoption of an integrative systems perspective towards the organization (attitude, skill); an
understanding of how environments, stakeholders, and ethical perspectives influence organizations and
the decisions they make ( knowledge, skill, attitude); an understanding of the transformation of inputs to
outputs and integration/allocation of resources as they impact efficiency and effectiveness of the
organization--both at the strategic and operating levels.(skill); and the ability to apply business concepts
and the strategic management process to analyzing and designing organizations/ strategies for the future
(skill, attitude)
Catalog Description:
MGT 4199: Strategic Management (3 semester hours)
Course Description: This course emphasizes an integrative, multi-functional, general management
perspective of the organization and its long-term survival in a global economic environment. It builds the
knowledge base and analytical skills required for managing a business enterprise. Components include
situation analysis, strategy formulation, evaluation, and choice, as well as strategy implementation at
different organizational levels, and under different contextual conditions. The course enables the
refinement of the student’s communication and presentation skills, as well as the interpersonal abilities
necessary for accomplishing group tasks. Integrating multiple business disciplines, it serves as the
capstone course in the business curriculum.
Prerequisites: Sophomore GPA Requirement. Students must have completed all the required core upperdivision
business courses including ECON 2300, FIN 3100, MGT 3100, MGT 3200, and MKTG 3100.
This course is taken in the last or next-to-last semester in the program.
Learning Objectives
Upon completion of the course, students should be able to:
•identify the elements of the strategic management model and their interrelationships;
•conduct an internal strategic audit employing the appropriate analytical techniques and tools;
•conduct an external environmental analysis employing appropriate techniques and tools;
•formulate appropriate strategic alternatives for an organization based on the strategy planning
process; and,
•address implementation, evaluation and control issues for suggested strategic alternatives.
These objectives are evaluated based on written and oral Strategic Analysis and Design Projects including
Planning, Implementation, and Control; Case Studies; Company and Industry Competitive Analyses;
SWOT analysis and Alternative Evaluation; Value Chain Analysis. For the capstone experience we
maintain relatively small class sizes (less than 40) and provide customized individual and group feedback.
In reviewing the GSLOs and SSLOs for the Coles College, the program requirements for the capstone
experience support each of the GSLOs (1-6);.
Realistically, we can only review a limited number of course embedded objectives at one time. As a
result, the faculty have determined that the goals to be assessed at this time include Critical Thinking (1.3)
Learning Assurance Report – BBA Marketing Page 37

and Perspectives (4.2, 4.3). In addition, the Discipline Specific-Management SSLOs 7.41,7.42,7.43. and
7.44 will be evaluated for Coles College BBA students as part of the capstone experience.
In addition to the general content covered in the capstone class, the AOL committee along with the faculty
of MGT 4199 is responsible for developing a system to review the individual Coles College BBA
programs.
Coles College BBA/ MBA Program Review and Assessment
In addition to the general content covered in the capstone class, we are responsible for developing a
system to review the overall Coles College BBA and MBA programs.
Prior to 2005-2006, outsourced Assessment Centers were conducted with a sample of students from our
BBA program core course, MGT 4199. Results of this assessment are included under a separate report.
At the conclusion of the FYE2004-05 it was determined that the program review component should be
conducted in-house and should be coordinated in the capstone courses, MGT 4199 and MGT 8999.
In a meeting of the Strategy faculty, conducted on 7-7-05, the following was decided:
Every semester (Fall and Spring) there
will be a three (3) week module in all
MGT 4199 and 8999 classes dedicated
to Coles Program Assessment.
The assessment will take place at the same time each term in each class. Each student will participate as
an individual in the Foundation® (BBA)/Capstone® (MBA) simulation--Footrace®, developed by the
Management Simulations, Inc.(MSI) (www.capsim.com). The simulation will be individually played,
monitored and mentored by a dedicated individual faculty member.
Once the simulation is completed, each student will take the Comp-XM® testing component. This will be
taken at their own pace/time , but must be completed prior to the last day of classes. The results of Comp-
XM® was to have counted as 10% of the student's final grade in MGT 4199/8999. This percentage was
increased from 10 to 15%, beginning Spring06 based on the feedback from the beta testing in Fall05.
The simulation and Comp-XM® testing are considered part of the learning process in the Coles College.
Failure to register and take the Comp-XM® testing component will result in a grade of F (failure) for the
term in MGT 4199/8999.
Both the simulation and the testing will be conducted virtually via WebCT. The cost to the student will
be less than $100.
The Strategy team has assumed the responsibility for processing and writing the Coles Program
Assessment Report each semester. It is anticipated that assessment will include a full population of !00%
assessed each term of students in MGT 4199/8999, Fall and Spring. The assessment will not be
conducted in the Summer term.
Dr. Gary Roberts will serve as the point person on this project, and as liaison with Management
Simulations, Inc.. He worked with MSI over the Fall term 2005 to ensure that the questions included in
Learning Assurance Report – BBA Marketing Page 38

the Comp-XM® testing module are consistent with the goals as outlined in the Coles College AOL
document for both BBA and MBA.
The Coles College AOL Program Assessment was piloted in one section of MGT 4199, Fall 2005. We
began the full rollout in all capstone classes in Spring 2006.
Questions for the Comp-XM® component of the program assessment have been developed by MSI, along
with input from Coles faculty teaching both core and required elective courses in each of the defined core
and major areas. Questions were reviewed by the Coles College AOL Council. Results from the
assessment should allow us to evaluate both core and major specific learning.
In addition to providing a vehicle for assessment of learning, the simulation experience itself reinforces
the core and major content learning objectives of the Coles College.
The following information was gathered from the www.capsim.com website.
What are Foundation® and Capstone® Business Simulations?
Foundation® and Capstone® are the world's best selling business simulation games. The
Capstone® Business Simulation and Foundation® Business Simulation from
Management Simulations, Inc. are powerful educational tools — appropriate for high
school, college, university and graduate students. Through these business games, students
manage their own simulated companies, each one a case study in business, strategy and
tactics. The following paragraphs provide only a brief overview of what these great
programs offer.
Foundation® Business Simulation
The Foundation® Business Simulation Foundation® is our basic business simulation..
Foundation® teaches business R&D, HR, Finance, Marketing, Production, Strategy,
Tactics, Leadership and Teamwork.
In Foundation®, your students will run a $40 million company for five to eight years. The
simulation can be played:
· As a team competition (Foundation® Tournament): four to six teams, with each team
running a company and competing head-to-head, or
· As an individual competition (Foundation® Foot race), in which your students each run
a company, competing against five computer-generated companies.
Foundation® companies operate in two market segments: "Low Tech" and "High tech."
Students begin the simulation with one product, but can develop a portfolio of up to five
products. Each simulated year they will make decisions in Research and Development,
Marketing, Finance, Human Resources and Production. In later rounds, Total Quality
Management can be added as well.
Students select the benchmarks that will measure success. They choose from two or more
measures including Return on Equity (ROE), Return on Investment (ROI), Market
Capitalization, Market Share (in Dollars), Cumulative Profit, Return on Assets (ROA),
Asset Turnover and Stock Price.
Capstone® Business Simulation
Capstone® is the richer, more complex business simulation. It is perfect for more
advanced students, upper undergrads, and MBAs.
Learning Assurance Report – BBA Marketing Page 39

Students run a $100 million companies for five to eight years. The simulation can be
played:
· As a team competition (Capstone® Tournament): four to six teams, with each team
running a company and competing head-to-head, or
· As an individual competition (Capstone® Foot race), in which your students each run a
company, competing against five computer-generated companies.
Each Capstone® Business Simulation company operates in five market segments: "Low,"
"Traditional," "High," "Size" and "Performance."
Students begin the simulation with five products but can develop a portfolio of up to eight
products. Each simulated year they will make decisions in Research and Development,
Marketing, Finance, Human Resources and Production. Labor Negotiation,
Advanced Marketing and Total Quality Management modules can be added at the
teacher's option. (www.capsim.com)
Comp-XM® is the Capstone Competency Exam. Using the Capstone®/Foundation®
business simulation, students manage a virtual company. After each round of the
simulation, participants answer questions specifically tailored to the individual student's
simulation results. Comp-XM® provides fair, secure, and comprehensive information to
demonstrate student learning. Comp-XM® addresses Standards 16, 18 19, and 12 of the
AACSB AOL Standards.
Additional information on this Program Assessment activity is presented in Section VIII of this report.
Learning Assurance Report – BBA Marketing Page 40

SECTION III
LINKING OBJECTIVES TO METHODS THAT COLLECT EVIDENCE OF AOL FOR THE
UNDERGRADUATE BBA MARKETING PROGRAM
3.1 Focus of the Methods that Collect Evidence of AOL for Assessing Students’ Knowledge, Skills
and Attitudes
The data collection process for assurance of learning for the Coles College of Business incorporates
multiple course embedded and program assessment measures of varying types including direct, indirect,
quantitative and qualitative. Also, student motivation is considered when choosing the vehicles for
assessment. Each Goal and thereby object is measured in multiple classes using varying methods.
Course Embedded Assessment
As the BBA Core courses are required of all students, course-embedded assessment will occur in those
courses. In the Coles College of Business the assessment of these courses is being instituted in phases,
beginning in the spring of 2005. As shown in the timeline in Section V, all 14 core BBA courses will have
undergone an initial assessment by the spring of 2007. Assessment instruments will then be administered
in each of the 14 BBA Lower-Division and Upper-Division Core courses once per academic year.
Departments are allowed flexibility in determining which sections of a course to include in the assessment
process and what type of assessment vehicle to administer in each section. For example, the Management
Department has elected to include all sections of MGT 3100 in the assessment process while the
Economics, Finance and Quantitative Analysis Department includes enough sections to cover 25% of the
students enrolled in ECON 2300 or FIN 3100. More details of the determination of the minimum number
of students to include, the sampling process, are provided in Section VI.
As shown in the next section, a variety of assessment methods are used to determine students’ mastery of
the learning objectives, including examinations, problem-oriented tests, essay questions, written reports,
oral presentations, Excel spreadsheet models and reports, web page development, facility tour projects,
and class discussions. In some cases, faculty teaching a course undergoing assessment may elect to
administer identical assessment vehicles to all students involved, a standardized testing mechanism per se.
However, in most cases, faculty employ assessment tools (tests, papers, quizzes, etc.) that are already
incorporated in their courses to assess attainment of the learning objectives.
Direct measurement of six core class of the BBA program was accomplished by the conclusion of fall
semester 2005. A time-line for measurement of the remaining core classes is found in Section V. The
direct methods used to assess student learning include examinations, written reports, oral presentations
and simulations. Of these, examinations and simulations are quantitative measures. Usually, a student’s
grade is effected by his or her performance on these questions. By tying the learning assessment to
student grade outcomes, we are assuring that students are motivated to attend to the assessment vehicles.
In regard to written reports and oral presentations, a variety of methods of assessment have been used for
these qualitative measures. Currently, there is a move toward the use of rubrics within the Coles College
of business to increase not only consistency but also efficiency as well. These qualitative measures are
essential as they are often tied to real-world situations or projects. An example of a rubric used currently
for assessment can be found in Exhibit III.B. As with the quantitative measures, these qualitative vehicles
are tied to student grades to increase student motivation to complete the vehicle.
Exhibit III.A shows the diversity in multiple measures for each learning goal.
Learning Assurance Report – BBA Marketing Page 41

Exhibit III.A – Multiple Measures Used to Measure Each Goal
Examination Oral Written Report Simulation Other
Presentation
1-Critical Thinking X X X X
2-Ethics X X X
3-Interaction X X X
4-Perspectives X X X X X
5- Resource
Management X X X
6-Technology X X
7.1-Accounting X X
7.2-Economics
X
7.3-Finance X X
7.4-Management X X X X
7.5-Marketing &
Professional Sales X X X
Learning Assurance Report – BBA Marketing Page 42

EXHIBIT III.B
PRESENTATION RUBRIC 3
Organization (20%)
20
Consistently clear, concise,
well organized. Points were
easy to follow because of the
organization. Transitions
between sections smooth and
coordinated.
18
Usually clear, concise, well
organized. Most of the
presentation was easy to
follow. Transitions between
sections usually coordinated.
16
Not always clear or concise.
Organization was adequate,
but weak. Occasionally
wandered and was sometimes
difficult to follow.
Transitions between sections
weak.
14
Often unclear and
disorganized, rambled too
much. The presentation was
confusing and difficult to
follow. Transitions between
sections awkward
Topic Knowledge (20%)
20
Displayed an excellent grasp
of the material.
Demonstrated excellent
mastery of content,
application and implications.
Excellent research depth.
18
Displayed a general grasp of
the material. Demonstrated
good mastery of content
application and implications.
Good research depth.
16
Displayed some g rasp of the
material. Demonstrated
adequate mastery of content,
application and implications.
Research not very deep.
14
Displayed a poor grasp of the
material. Demonstrated a
superficial handling of
content, application and
implications. Little depth of
research.
Creativity (15%)
15
Very creative and original.
Imaginative design and use of
materials. Novel handouts,
visual aids, or methods
13.5
Exhibited some originality &
creativity.
12
Routine treatment, minimal
thought given to originality or
creativity.
10.5
Lacked creativity. Very
ordinary and mundane.
Visual Aids (15%)
15
Simple, clear, easy to
interpret, easy to read. Well
coordinated with content,
well designed, used very
effectively. Excellent
example of how to prepare
and use good visual aids.
13.5
Usually clear, easy to
interpret, easy to read.
Generally well coordinated
with content, design was
okay, generally used
effectively. Demonstrated
some understand of how to
use visual aids
12
Marginally acceptable, too
complex, crowded, difficult
to read or interpret. Adequate
coordination with content.
Used only adequately.
Showed little understanding
of how to prepare and use
visual aids.
10.5
Poor quality visual aids (or
none), hard to read,
technically inaccurate, poorly
constructed. Poor
coordination with content.
Used poorly. The presenter
did not seem to know how to
prepare or use visual aids
effectively.
Summary (10%)
10
Clear, concise, major points
emphasized, clear
recommendations, strong
conclusion or call for action
9
Referred to main points,
recommendations weak or
missing, weak conclusion or
call for action.
8
Vague mention of major
points, no recommendations,
weak conclusion, weak or no
call for action.
7
No summary, no
recommendations, no
conclusions, no call for
action.
Stage Presence (20%)
20
Excellent stage presence.
Confident, used notes well, at
ease, excellent gestures, good
audience attention, good eye
contact.
18
Good stage presence. Fairly
confident, used notes fairly
well, good gestures,
acceptable audience attention
and eye contact.
16
Adequate stage presence.
Read parts, fumbled with
notes, several distracting
mannerisms, minimal
gestures, minimal eye
contact, too many “ums”
14
Poor stage presence.
Unprepared, awkward,
shuffled papers, poor eye
contact, lots of “ums,” turned
from audience to read
overheads, shuffled feet,
fidgeted. Poor gestures.
3 Modified from an original rubric developed for Shorter College’s Professional Studies Degree Program.
Learning Assurance Report – BBA Marketing Page 43

Program Assessment
Through the program assessment component of AOL administered in MGT 4199, the BBA capstone
course, allows the Coles College of Business the opportunity to measure all BBA students in one of their
last semesters of study. By taking advantage of the opportunities of measuring students in a capstone
class, Coles College will be able to achieve consistency as well as measures of reliability and validity over
time.
A simulation program, Comp-XM®, is used to measure student performance. Exam questions that relate
major field topics (i.e. Accounting, Economics, Finance, Management and Marketing and Professional
Sales) to the situations and information contained in the simulation as well as questions related to general
topic knowledge are utilized for assessment.
This assessment also allows Coles College the opportunity to measure each student in their knowledge
and performance of major knowledge. A more detailed explanation of the assessment vehicles used in
MGT 4199 can be found in Sections 2.8 and Section VIII.
See section 2.8 and section VIII.
3.2 Focus of the Methods that Collect Evidence of AOL for Assessing Students’ Lower-level and
Higher-level Thinking
The lower and middle levels of learning including knowledge, understanding, application and analysis are
the focus of assessment in 2000 and 3000 level class. Upper-levels of learning, synthesis and evaluation,
are the focus of the measurement in MGT 4199, a capstone class required of all BBA students in Coles
College. This capstone class allows Coles College the opportunity to assess the BBA program as a whole
as well as assessing individual majors.
Evidence of student learning will occur at two levels, within courses through course-embedded
assessment, and at the program level, through a capstone course experience.
3.3 Use of Reliable and Valid Methods that Collect Evidence for AOL
In order for an assessment process to exhibit quality and rigor it must possess reliability and validity. In
order to promote reliability and validity, the Coles College AOL Council developed sampling guidelines
to be used for assessment. These guidelines require:
• inclusion of at least 25% of the students enrolled in a course in the sampling process,
• assessment process to encompass entire sections of courses rather than selecting a few students
from various sections, and
• inclusion of sections taught by full-time faculty and supporting faculty and sections offered during
the day and nights or weekends.
Obviously, the usefulness of the assessment results would be questionable if only a few students were
assessed, so a minimum of 25% of the students enrolled in a course should be used. For some courses,
100% of the enrolled students were assessed. Entire sections of a course are to be used, rather than a few
students from multiple sections. This is easier administratively because the assessment can be performed
with the context of the regular class activities. But also it means that the sample will not be made up of
only the high performing students of each section, or only the students who are willing to volunteer, as
they may not be representative. And finally, as we begin our AOL assessment process we want to make
Learning Assurance Report – BBA Marketing Page 44

sure the sample of students covered both day sections and night/weekend sections and both sections
taught by full-time faculty and those taught by support faculty because those varying characteristics might
have an impact on student performance. If so, that can provide useful information for improving our
program.
Having only one year of AOL assessment using this process completed, it is difficult to determine the
reliability and validity of our process at this stage. The fact that the Coles College process involves
measuring the Goals in more than one course and with multiple measures is good – repeated measures and
measures of the same item with different tools increases the likelihood of reliable and valid measures.
Repeating the measures over time is another aspect that will validate our results.
The evidence collection process to date has illuminated the desirability of consistent measures among
faculty members measuring performance in different sections of the same course to increase both
reliability and validity. Internal consistency can help in the estimation of reliability. During the process
of assessment, there is increased discussion of measurement instruments among the faculty. This
dialogue increases consistency of expectation and measurement between faculty members. Additionally,
Coles College’s usage of multiple measures for each Goal is also an estimation of internal consistency
and therefore reliability.
The assessment process to date and the need for increase measures of validity and the estimation of
reliability have led the Coles College to further expand the usage of vehicles such as rubrics. Rubrics
when developed with thought given to measures of reliability and validity, can help increase independent
raters or faculty member reliability by clearly stating student learning goals and expectations for
measurement. Moskal and Leydens (2000) state, “carefully designed analytic, holistic, task specific, and
general scoring rubrics have the potential to produce valid and reliable results.” 4 An example of a rubric
used for assessment is located in Exhibit III.B.
3.4 Student Motivation Concerning the Methods that Collect Evidence of AOL
In the Coles College of business, we do not see the collection of evidence for AOL as an independent,
discrete activity, but rather as an integral part of the teaching /learning environment for each course being
assessed. For the most part, motivating students concerning the methods that collect evidence of AOL
has not been a problem because the assessment vehicles that are used to collect the data are an integral,
transparent, part of the performance evaluation and grading process of the courses. In those rare instances
where students are not conscientious about the assessment it directly affects their grade--as it would in
any other evaluation tool.
Of course we are not saying that there have been no problems with student participation in assessment
activities. And we have learned from those experiences. A direct example of how action must be taken to
motivate students regarding the collection of data for AOL occurred in our Beta Test for Program
Assessment. Although time was given for the assessment, a 10% grade was applied to the individual
results of the assessment (upped to 15% in Spring 2006), and feedback was given throughout the
assessment period, two students (graduating seniors) out of 36 assessed decided not to play the
simulation, nor to even register for the Comp-XM® exam. The MGT 4199 faculty made a decision that
this assessment, as with all other assessment vehicles in the class, is part of the learning process.
4 Moskal, Barbara M. & Jon A. Leydens (2000). Scoring rubric development: validity and reliability. Practical Assessment,
Research & Evaluation, 7(10).
Learning Assurance Report – BBA Marketing Page 45

Beginning this semester (Spring 2006), failure to complete the exam will result in a grade of F for the
course.
Also, as a result of the findings from the Beta Test, the MGT 4199 faculty developed rubrics to give to the
students (see Section VIII), so that they will see the direct effect that each piece of the simulation
experience (tutorial review, actual simulation practice rounds, and testing component) will have on their
grade for MGT 4199.
Puzzle Pieces
The Coles College of Business is seeking to improve its communication to students about how the goals
and objective are connected as well as how they are important to their learning experiences. The initial
effort to communicate the goals of the college included the development and placement of puzzle pieces
through out the college that had the BBA program goals on them. Currently, in an effort to demonstrate
that AOL is an integral part of everything we do, faculty will be encourage to include a copy of the AOL
puzzle tied to their learning objective for their courses in their syllabi. Exhibit III.C contains an example.
3.5 Use of Multiple Measures
Within Coles College we have been conscientious in trying to ensure that we are creating an AOL process
that will result in valid and reliable measures upon which we can truly assess and evaluate where we are,
how we are doing, and if/what we need to do to change to be more effective in assuring our students are
learning.
As can be seen in Exhibits II.A , II.B, II.C (mappings of objectives to core and elective courses) and III.A
(multiple measures used to measure goal) we are trying to make sure that we sufficient duplicative
assessments of each goal to ensure that our findings are consistent across the individual goal/objective.
Learning Assurance Report – BBA Marketing Page 46

Exhibit III.C – Syllabus Puzzle Piece Example
Learning Assurance Report – BBA Marketing Page 47

3.6 Use of Direct and Indirect Measures of Outcomes
Direct Measures
The overall performance of The Marketing and Professional Sales Department, as well as Coles College’s
BBA program, can be assessed directly by student performance in our classes, feedback from
coop/internship mentors, faculty conducted course reviews and awards won by or recognition in student
organizations such as Beta Gamma Sigma, Kennesaw Marketing Association and the National Collegiate
Sales Competition (NCSC).
The Kennesaw Marketing Association (KMA) has received several awards and grants. The following is a
summary listing of recent acknowledgements.
Exhibit III.D – KMA Grants and Awards
Academic Year Grant Award Service Project
2005-2006 $685 Community Service Grant Anne Frank Exhibit
2003-2004 $500 Community Service Grant Pope High School Band
2001-2002 $500 Community Service Grant American Cancer Society
2000-2001 $1,000 Community Service Grant American Cancer Society
Academic Year
Award
2003-2004 Outstanding Marketing Week
2003-2004 Outstanding Communications
2003-2004 Outstanding Community Service
2002-2003 Outstanding Marketing Week
2002-2003 Outstanding Chapter Planning
2002-2003 Outstanding Professional Development
The Internship Course, in the Marketing Department, allows the student the opportunity to experience the
business environment while under academic supervision. The process also incorporates a comprehensive
academic project directly correlated with the activities the student undertakes with the business.
The business community has embraced this learning opportunity as evidenced by the following
comments:
• areas of marketing she has been exposed to during her internship include: fundamentals of
branding, project management, collateral development and execution, basics of messaging, media
management, press release development, bio development, seminar and event planning and
coordination, marketing strategy planning and research.
• has been exposed to the many challenges facing marketing professionals.
• spent time in an internal training program within our company in order to familiarize himself with
our capabilities and our industry.
• gained a vast knowledge in a short amount of time.
• participated in professional meetings and attended advanced training through organized
associations.
Learning Assurance Report – BBA Marketing Page 48

• Received real world experience working in a professional services environment.
The overall impact of the internship program is summarized in the comment from one of the participating
businesses, “Your institution should be proud for sending students who are so well equipped to start their
careers in the corporate world.”
As stated in the introduction, the Center Professional Selling has as its mission to enhance the practice
and professionalism of selling and sales management careers. Harry Maziar, a CPS Corporate Partner and
Retired President and CEO of Zep Manufacturing Company, states, “The Center for Professional Selling
at Kennesaw State University combines theory and practice in a hand-on way that prepares students for
the real world of sales. The graduates of the Center’s program have a competitive edge that will last a
lifetime.” Maziar’s thoughts on the CPS point to the successful execution of its mission.
On a rotational basis, every course taught by the Marketing and Professional Sales Faculty is reviewed
every three years. During these course reviews, a team of faculty members, mainly consisting of
professors who usually teach the course under review, will meet to discuss their teaching methods, class
outcomes, required elements, text book selection and developing trends. The output of this process can be
seen in Exhibit III.E at the end of this section.
KSU’s Coles College of Business is the host for the annual NCSC competition. NCSC brings together
40+ colleges from the United States and Mexico to compete in a sales roll-play competition. Exhibit III.F
summaries the Marketing and Professional Sales Department’s tremendous success at this competition.
Exhibit III.F
NCSC 2005
#1 - Individual Overall Toni Stephens, Professional Sales Major
#1 - Team Kennesaw State University
#1 – Product Category Megan Walter, Marketing Major
NCSC 2004
#1 - Individual Overall Rhonda Fleming,
#2 - Team Kennesaw State University
Currently, the Coles College of Business is working toward consistent direct program assessment in MGT
4199. See section VIII for further details.
Indirect Measures
The Coles College of Business enjoys national recognition in a number of areas. The Cox Family
Business Center was cited by Family Business Review as “the nation’s premier model of college-based
educational programs for family businesses.” Nation’s Business listed the center as one of the top collegebased,
family-business programs in the nation.
Since 1990, the Tetley Distinguished Leader Lecture Series has featured over 70 CEOs, entrepreneurs and
leaders from industry. The Econometric Center is the business and economic research arm of the Coles
College. Its monthly Business Conditions Survey parallels the National Association of Purchasing
Managers Survey and aggregates data from purchasing professionals in metropolitan Atlanta and
northwest Georgia. The Econometric Center also conducts a quarterly Consumer Confidence Index for
metropolitan Atlanta in conjunction with the Greater Atlanta Home Builders Association.
Learning Assurance Report – BBA Marketing Page 49

All degree programs in the Coles College of Business are nationally accredited by AACSB International.
The Coles College of Business was the first business school in Georgia to earn this recognition under the
AACSB’s new mission-driven, continuous improvement criteria.
The Marketing and Professional Sales Department has established a Board of Advisors (BoA) to assist us
with continual improvement of our programs. At our annual meeting, the BoA comments on what they
see as the upcoming trends in marketing and professional sales. In response to the 2004 BoA meeting, a
course, Professional Development, is being taught as a special topic course to reinforce skill areas that our
BoA saw as weak among their new hires. The Corporate Partners Program for the Center for Professional
Sales fulfills this roll specifically for Professional Sales courses and students.
Learning Assurance Report – BBA Marketing Page 50

Exhibit III.E
2004 Program Review
Course Evaluation
MKTG 4150
Course Title: Consumer Behavior
Course Description: Examines the diverse influences of culture, society, and psychological processes on
consumer purchase patterns. Implications for marketing activities are also discussed.
Course Objectives:
1. To familiarize the student with the conceptual and theoretical bases underlying the study of
consumer behavior.
2. To reinforce and extend the student’s understanding of basic marketing concepts (e.g., the
marketing concept, segmentation, positioning strategies)
3. To demonstrate the relevance and importance of consumer research in the development of
effective marketing strategy.
4. To help the student become a more knowledgeable consumer.
5. To help the student understand and appreciate the complexities of marketing decision making in
today’s global business arena.
6. To help the student achieve an understanding of the ethical issues and codes of conduct related to
the consumer buying process.
Student Learning Goals:
Student Learning Goal
Ethics
Marketing
Perspectives
Student Learning Outcomes
Students will be able to describe ethical codes
of conduct in relation to consumer behavior
and marketing.
Students are required to attain and
demonstrate a clear understanding of the basic
principles and tools of consumer behavior and
its relationship with marketing strategy.
External environments and their impact is
presented and discussed in class. Students are
expected to test successfully over this
information.
How does this course relate to the mission of the Coles College of Business and the Department of
Marketing and Professional Sales?
This course facilitates student understanding of the buyer as the focal point of the business enterprise.
Through discussion of buyer decision processes and sociocultural influences on buyer behavior, students
become better prepared to deal with today's rapidly changing competitive environment.
A course in consumer behavior melds theory with marketing practice. Topical coverage of
psychographics/ geodemographics, approaches to market segmentation, consumer research techniques,
and communication strategies encourages students to see the links between theory and marketing strategy,
thus making them better prepared for careers in the marketing field.
Learning Assurance Report – BBA Marketing Page 51

Recommended Textbook: Consumer Behavior: Building Marketing Strategy, Hawkins, Best and
Coney
Chapters/Sections Mandatory Coverage: Chapters 1-13, 20 (current edition)
• Consumer behavior and marketing strategy
• Cross-cultural variations in consumer behavior
• The changing American society: Values
• The changing American society: Demographics and social stratification
• The changing American society: Subcultures
• The American society: Families and households
• Group influences on consumer behavior
• Perception
• Learning, memory and product positioning
• Motivation, personality and emotion
• Attitudes and influencing attitudes
• Self-concept and lifestyle
• Situational influences
• Marketing regulation and consumer behavior
Chapters/Sections Optional Coverage: Chapters 14- 19 (current edition)
• Consumer decision process and problem recognition
• Information search
• Alternative evaluation and selection
• Outlet selection and purchase
• Post-purchase processes, customer satisfaction and consumer commitment
• Organizational buyer behavior
Recommended Supplements: Relevant readings selected from the popular press on periodic basis.
(Business Week, American Demographics, The Futurist, New York Times, etc.)
Suggestions for Delivery: Lecture mixed with ample dose of self-reflective or observation-based
application exercises, some of which can be found on the Internet (e.g., VALS2, PRIZM). Class
discussion well suited to course content. DDB Needham Lifestyle Database accompanies the
recommended text, as well as several other consumer behavior textbooks. Some exercises utilizing the
database appear in the textbook and can be used to give students data analysis/interpretation experience.
The instructor will need to discuss how the analysis relates to course concepts and theories. Instructor
may also want to consider outside assignment utilizing Claritas’ I-Mark database (i.e., PRIZM) in KSU
library.
Group Projects: Optional
End Exhibit III.E
Learning Assurance Report – BBA Marketing Page 52

3.7 Use of Quantitative and Qualitative Measures
The Coles College of Business is currently assessing several courses including MGT 3100 and MGT
4199. As students progress through our BBA program from 1000 level to 4000 level classes, there is
movement from lower-level to higher-levels of Bloom’s taxonomy. This movement is often paired with a
shift from quantitative to qualitative measures. The degree of movement is dependent on the field of study
being assessed. The disciplines of Marketing and Professional Sales lend themselves to qualitative
assessment due to their holistic perspectives. Both disciplines are dependent upon the fit between reality
(the external environment including competitors), feasibility (internal strengths and weaknesses) and
desirability (defining and choosing target markets for whom to develop marketing plans).
Learning Assurance Report – BBA Marketing Page 53

SECTION IV
ARTICULATING EXPECTED AND HYPOTHESIZED FINDINGS FOR THE EVIDENCE FOR THE
UNDERGRADUATE BBA MARKETING PROGRAM
4.1 Articulating Expected Findings for each Method that Collects AOL Evidence
At the time of the writing of this report, assessment plans had been developed and executed for six of the
14 core BBA courses: BISM 2100, ECON 2300, FIN 3100, MGT 3100, MGT 3200 and MKTG 3100.
During the semester prior to assessment, faculty involved with a particular course developed the
assessment vehicles and corresponding grading rubrics necessary to assess student learning of the
Objectives to which that course is mapped. Benchmarks determined by each department designate levels
of performance at which students are considered to exceed, meet or fall below expectations. Likewise,
each department identifies the predicted performance for each Objective – the percentage of students
expected to meet or exceed expectations. Exhibits IV.A through IV.F present the “Assessment Vehicle
Forms” for each of the six courses. These Assessment Vehicle Forms identify the assessment vehicles,
the benchmark “grades,” and the predicted performance on each Learning Objective for each of the six
courses.
Exhibit IV.A. Report 1
BISM 2100 Business Information Systems & Communications
Assessment Vehicle Form –Spring 2005
Goals Learning Objectives Course
Alignment /
Course Mapping
1.0
Critical
Thinking
1.1 Identify problems and
opportunities. (knowledge)
BISM 2100 –
Students identify
problems and
opportunities that
can be addressed
through the use of
technology.
Briefly
Describe
Assessment
Vehicles
System
Analysis Paper
and
Presentation.
Benchmarks –
“Grading” of
Vehicles
To Exceed
Expectations
90% (36-40 points)
To Meet
Expectations
80% (32-35 points)
Benchmark –
Prediction of
Performance (% of
students expected to
meet or exceed
expectations)
70%
To Fall Below
Expectations

Exhibit IV.A. BISM 2100 -continued
Goals Learning Objectives Course
Alignment /
Course Mapping
3.0
Interaction
3.1 Discuss the
importance of
working
cooperatively with
others. (attitude)
BISM 2100 –
Students learn how
teams form and
perform
effectively.
Briefly
Describe
Assessment
Vehicles
System
Analysis Paper
and
Presentation.
Benchmarks –
“Grading” of
Vehicles
To Exceed
Expectations
90% (9-10 points)
To Meet Expectations
70% (7-8 points)
Benchmark –
Prediction of
Performance (% of
students expected to
meet or exceed
expectations)
70%
To Fall Below
Expectations

Exhibit IV.A. BISM 2100 -continued
Goals
6.0
Technology
Learning
Objectives
6.1 Identify and
operate
appropriate
computer
software for
analysis and data
presentation.
(knowledge &
skill)
Course Alignment
/ Course Mapping
BISM 2100 –
Students learn word
processing,
spreadsheet, and
presentation
software.
Briefly
Describe
Assessment
Vehicles
Cash Pro Forma
Budget using
Excel.
Benchmarks –
“Grading” of
Vehicles
To Exceed
Expectations
90% (18-20 points)
To Meet Expectations
70% (14-17 points)
To Fall Below
Expectations

Exhibit IV.B. Report 1
ECON 2300 Business Statistics
Assessment Vehicle Form –Fall 2005
Goals
1.0 Critical
Thinking
Learning
Objectives
1.2 Locate
and apply
appropriate
research
tools and
databases to
generate
alternative
solutions.
(knowledge
& skill)
Course Alignment / Course
Mapping
ECON 2300 – Students obtain
corporate, state and national
data from online databases.
Briefly
Describe
Assessment
Vehicle
Vehicle I.
Graded
take-home
assignment:
five fill-inthe-blank
questions.
Quantitative Assessment of Criteria
To Exceed Expectations
100% (5 of 5 correct)
To Meet Expectations
80% (4 of 5 correct)
To Fall Below Expectations
< 80% (< 3 of 5 correct)
Benchmarking
Quantitative
Prediction of
Learning
Objective (%
of students
expected to
meet or exceed
expectations)
80%
6.0
Technology
1.3 Evaluate
data in order
to compare
and contrast
alternatives
to reach a
defensible
solution.
(skill)
6.1 Identify
and operate
appropriate
computer
software for
analysis and
data
presentation.
(knowledge
& skill)
ECON 2300 - Students make
inferences about univariate
populations based on sample
data.
ECON 2300 Students use
spreadsheet software to
summarize sets of data.
Vehicle II.
In-class
test: two
analytical
problems,
each worth
10 points.
Vehicle III.
Graded
take-home
assignment:
five
spreadsheet
problems.
To Exceed Expectations
85% (17 of 20 points correct)
To Meet Expectations
> 70% (> 14 of 20 points correct)
To Fall Below Expectations
< 70% (< 14 of 20 points correct)
To Exceed Expectations
100% (5 of 5 problems correct)
To Meet Expectations
80% (4 of 5 problems correct)
To Fall Below Expectations
< 80% (< 3 of 5 problems correct)
70%
80%
Learning Assurance Report – BBA Marketing Page 57

Exhibit IV.C. Report 1
FIN 3100 Principles of Finance
Assessment Vehicle Form –Spring 2005
Goals
1.0 Critical
Thinking
4.0
Perspectives
7.3
Discipline
Specific
Outcome:
Finance
majors
Learning
Objectives
1.3 Evaluate data
in order to
compare and
contrast
alternatives to
reach a defensible
solution. (skill)
4.1 Describe the
external forces
(e.g.
legal/regulatory,
economic, global,
industry, and
customer)
applicable to
business
operations.
(knowledge &
attitude)
4.2 Analyze the
impact of external
forces on business
operations. (skill)
7.3.2 Identify and
measure the risks
and rewards of
investing. (skills
and knowledge)
Course Alignment
/ Course Mapping
FIN 3100 - Capital
budgeting
techniques are used
to evaluate possible
investment
opportunities.
FIN 3100 - Stock
and bond markets
are examined as
possible sources of
external capital.
FIN 3100 - Cost of
capital is computed
and used to make
financing and
investment
decisions.
FIN 3100 - Students
learn to calculate
and interpret
measures of risk and
return as they relate
to the equity market.
Briefly Describe
Assessment Vehicles
Assessment Vehicle I: Post-
Test for FIN 3100
(Questions
7,8,9,15,16,23,29,30). A test
with approximately 30
questions similar to those
included in the attached
example will be
administered at the end of
the term.
Assessment Vehicle I: Post-
Test for FIN 3100
(Questions
1,10,11,12,12,13,14). A test
with approximately 30
questions similar to those
included in the attached
example will be
administered at the end of
the term.
Assessment Vehicle I: Post-
Test for FIN 3100
(Questions
21,22,24,25,26,27,28). A
test with approximately 30
questions similar to those
included in the attached
example will be
administered at the end of
the term.
Assessment Vehicle I: Post-
Test for FIN 3100
(Questions 17, 18, 19, and
20). A test with
approximately 30 questions
similar to those included in
the attached example will be
administered at the end of
the term.
Quantitative
Assessment of Criteria
To Exceed
Expectations
At least 75%
To Meet
Expectations
60% or above
To Fall Below
Expectations
25% or below
To Exceed
Expectations
At least 75%
To Meet
Expectations
60% or above
To Fall Below
Expectations
25% or below
To Exceed
Expectations
At least 75%
To Meet
Expectations
60% or above
To Fall Below
Expectations
25% or below
To Exceed
Expectations
At least 75%
To Meet
Expectations
60% or above
To Fall Below
Expectations
25% or below
Benchmarking
Quantitative
Prediction of
Learning
Objective (% of
students
expected to meet
or exceed
expectations)
60%
60%
60%
60%
Learning Assurance Report – BBA Marketing Page 58

Exhibit IV.D. Report 1
MGT 3100 Principles of Management
Assessment Vehicle Form –Fall 2005
Goals Learning Objectives Mapping of Course
to Objectives
1.0 Critical
Thinking
1.1 Identify problems
and opportunities.
(knowledge)
MGT 3100 –
Students learn the
basic theories,
processes, concepts,
and practices
associated with
effective and
efficient planning,
organizing,
implementation and
control.
Briefly Describe
Assessment Vehicle
1. CHAPTER QUIZZES
that measure vocabulary.
Students will take each
chapter quiz prior to the
class that the chapter is
assigned. The students
take the quiz via WebCT
and may take it as many
times as they like. Their
highest score will be
recorded. They may take
the quiz open-book and/or
with their study group if
they desire. Assessment
Vehicle #1
Quantitative
Assessment of Criteria
To Exceed Expectations
90-100%
To Meet Expectations
70-89%
To Fall Below
Expectations
Below 70%
Benchmarking:
Quantitative
Prediction of
Learning
Objective (% of
students
expected to
meet or exceed
expectations)
60-70%
2. EXAMS: Knowledge of
these concepts will be
assessed a second time via
multi-chapter exams.
These exams may be some
combination of objective
and essay questions.
Assessment Vehicle #2
Learning Assurance Report – BBA Marketing Page 59

Exhibit IV.D. MGT 3100 Continued
2.0 Ethics 2.1 Explain the
appropriate code of
ethics that applies to a
discipline in a
business situation.
(knowledge)
MGT 3100 –
Students learn about
ethical dilemmas and
their resolution;
corporate
governance, and
social responsibility
1. CHAPTER QUIZZES
that measure vocabulary.
Students will take each
chapter quiz prior to the
class that the chapter is
assigned. The students
take the quiz via WebCT
and may take it as many
times as they like. Their
highest score will be
recorded. They may take
the quiz open-book and/or
with their study group if
they desire. Assessment
Vehicle #1
To Exceed Expectations
90-100%
To Meet Expectations
70-89%
To Fall Below
Expectations
Below 70%
60-70%
2.2 Analyze and
compare resolutions
to ethical issues
encountered in a
business environment.
(attitude & skill)
MGT 3100-Students
discuss real business
dilemmas involving
ethics and corporate
responsibility;
discuss current
events and the costs
of unethical business
decisions.
2. GRADED
DISSCUSSION: Graded
discussion forums (in class,
webct, and/or written
assignments) will require
the students to show their
knowledge concerning
ethics, corporate
governance and social
responsibility. Assessment
Vehicle #3
1. GRADED
DISSCUSSION:Graded
discussion forums (in class,
webct, and/or written
assignments) will require
the students to apply their
knowledge concerning
ethics, corporate
governance and social
responsibility. Assessment
Vehicle #3
To Exceed Expectations
90-100%
To Meet Expectations
70-89%
To Fall Below
Expectations
Below 70%
60-70%
Learning Assurance Report – BBA Marketing Page 60

Exhibit IV.D. MGT 3100 Continued
3.0
Interaction
3.1 Discuss the
importance of
working
cooperatively with
others. (attitude)
MGT 3100 Students
learn about
interpersonal skill
development, group
synergy, and team
work.
1. CHAPTER QUIZZES
that measure vocabulary.
Students will take each
chapter quiz prior to the
class that the chapter is
assigned. The students
take the quiz via WebCT
and may take it as many
times as they like. Their
highest score will be
recorded. They may take
the quiz open-book and/or
with their study group if
they desire. Assessment
Vehicle #1.
To Exceed Expectations
90-100%
To Meet Expectations
70-89%
To Fall Below
Expectations
Below 70%
60-70%
3.2 Work with others
in a professional
manner. (skill)
MGT 3100 -
Students work in
teams or as a class to
develop or apply an
application of the
course content
2. EXAMS: Knowledge
of these concepts will be
assessed a second time via
multi-chapter exams.
These exams may be some
combination of objective
and essay questions.
Assessment Vehicle #2
1. GRADED
DISSCUSSION: Graded
discussion forums (in class,
webct, written
assignments) will require
the students to apply
interpersonal skills and
team work to the solution
of assigned project tasks.
Assessment Vehicle #3
To Exceed Expectations
90-100%
To Meet Expectations
70-89%
To Fall Below
Expectations
Below 70%
60-70%
2. APPLIED ACTIVITY:
A graded group project,
applied exam, in class
group cases and/or
assignments will measure
these attitudes .
Assessment Vehicle #5
Learning Assurance Report – BBA Marketing Page 61

Exhibit IV.D. MGT 3100 Continued
3.3 Explain the skills
necessary to
influence, inspire and
motivate individuals
and groups to achieve
results. (knowledge)
MGT 3100 -
Students learn the
theories, concepts,
and practices
associated with
effective directing,
leading, motivating,
and negotiating
1. CHAPTER QUIZZES
that measure vocabulary.
Students will take each
chapter quiz prior to the
class that the chapter is
assigned. The students
take the quiz via WebCT
and may take it as many
times as they like. Their
highest score will be
recorded. They may take
the quiz open-book and/or
with their study group if
they desire. Assessment
Vehicle #1
To Exceed Expectations
90-100%
To Meet Expectations
70-89%
To Fall Below
Expectations
Below 70%
60-70%
3.4 Effectively
communicate
information to
individuals with
diverse
backgrounds.(attitude
& skill)
MGT 3100 Students
critique peers and
provide feedback
2. EXAMS:Knowledge of
these concepts will be
assessed a second time via
multi-chapter exams These
exams may be some
combination of objective
and essay questions.
Assessment Vehicle #2
1.APPLIED ACTIVITY:
Group project, applied
exam, and/or in class group
assignmnents will be
subject to a group peer
evaluation. Grades will be
adjusted accordingly.
Assessment Vehicle #4
To Exceed Expectations
90-100%
To Meet Expectations
70-89%
To Fall Below
Expectations
Below 70%
60-70%
Learning Assurance Report – BBA Marketing Page 62

Exhibit IV.D. MGT 3100 Continued
4.0
Perspectives
4.1 Describe the
external forces (e.g.
legal/regulatory,
economic, global,
industry, and
customer) applicable
to business
operations.
(knowledge &
attitude)
MGT 3100 -
Students learn about
the structure and
interaction of
natural,
political/legal,
sociocultural,
economic,
technological,
regulatory, and
competitive forces
and their impact on
organizations
1. CHAPTER QUIZZES
that measure vocabulary.
Students will take each
chapter quiz prior to the
class that the chapter is
assigned. The students
take the quiz via WebCT
and may take it as many
times as they like. Their
highest score will be
recorded. They may take
the quiz open-book and/or
with their study group if
they desire. Assessment
Vehicle #1
To Exceed Expectations
90-100%
To Meet Expectations
70-89%
To Fall Below
Expectations
Below 70%
60-70%
4.2 Analyze the
impact of external
forces on business
operations. (skill)
MGT 3100-Students
complete scenario
analysis, discuss the
implications of
external
interventions on the
organization. Review
various forces that
would impact the
business
2. EXAMS: Knowledge
of these concepts will be
assessed a second time via
multi-chapter exams.
These exams may be some
combination of objective
and essay questions.
Assessment Vehicle #2
1. GRADED
DISSCUSSION:Graded
discussion forums (in class,
webct, written
assignments) will require
the students to apply their
knowledge concerning the
impact of external forces
on business operations.
Assessment Vehicle #3
To Exceed Expectations
90-100%
To Meet Expectations
70-89%
To Fall Below
Expectations
Below 70%
60-70%
2. EXAMS: Knowledge
of these concepts will be
assessed a second time via
multi-chapter exams.
These exams may be some
combination of objective
and essay questions.
Assessment Vehicle #2
Learning Assurance Report – BBA Marketing Page 63

Exhibit IV.E. Report 1
MGT 3200 Operations Management
Assessment Vehicle Form –Spring 2005
Goals
1.0 Critical
Thinking
Learning
Objectives
1.1 Identify
problems and
opportunities.
(knowledge)
Course Alignment
/ Course Mapping
MGT 3200 -
Students complete a
project identifying
operations problems
and solutions, by
specifically
identifying valueadded
and nonvalue
added
activities, in
manufacturing or
service
organizations.
Briefly Describe
Assessment Vehicles
Facility (Service or
Manufacturing) Tour
Project in which students
assess operations and
competitive issues
Quantitative
Assessment of Criteria
To Exceed
Expectations
90-100%
To Meet Expectations
70-89%
To Fall Below
Expectations
Below 70%
Benchmarking
Quantitative
Prediction of
Learning
Objective (% of
students
expected to meet
or exceed
expectations)
60-70%
3.0 Interaction
Business
majors will
demonstrate
professional
behavior
through the
effective use of
collaboration,
leadership and
communication
skills. (attitude,
knowledge &
skill)
1.3 Evaluate data
in order to
compare and
contrast
alternatives to
reach a defensible
solution. (skill)
3.2 Work with
others in a
professional
manner. (skill)
MGT 3200 -
Students take exams
that provide data to
examine various
product-process
trade-offs and
analysis, including
forecasting, breakeven
analysis,
capacity analysis,
inventory models
and other numerical
analyses.
MGT 3200 -
Students are
required to work
together to
successfully
complete a group
project involving
systems operations
Numerical analysis
performed using various
operations techniques to
determine preferred
solutions. Tested either on
three semester exams and/or
WebCT quizzes
Facility (Service or
Manufacturing) Tour
Project in which student
teams assess operations and
competitive issues.
To Exceed
Expectations
90-100%
To Meet Expectations
70-89%
To Fall Below
Expectations
Below 70%
To Exceed
Expectations
90-100%
To Meet Expectations
70-89%
To Fall Below
Expectations
Below 70%
60-70%
60-70%
Learning Assurance Report – BBA Marketing Page 64

Exhibit IV.E. MGT 3200 Continued
Goals
4.0
Perspectives
Learning
Objectives
4.1 Describe the
external forces
(e.g.
legal/regulatory,
economic, global,
industry, and
customer)
applicable to
business
operations.
(knowledge &
attitude)
Course Alignment
/ Course Mapping
MGT 3200 - Exams
test students on how
external factors such
as competitors and
industry
environment impact
operations
decisions.
.
Briefly Describe
Assessment Vehicle
Multiple choice and/or short
essays contained in three
semester exams and/or
WebCT quizzes
Quantitative
Assessment of Criteria
To Exceed
Expectations
90-100%
To Meet Expectations
70-89%
To Fall Below
Expectations
Below 70%
Benchmarking
Quantitative
Prediction of
Learning
Objective (% of
students
expected to meet
or exceed
expectations)
60-70%
5.0 Resource
Management
5.1 Identify
relevant resources
to produce a
product or service.
(knowledge)
MGT 3200 -
Students are tested
on inputs (labor,
machines, materials)
required to produce
products and
services.
Multiple choice, short
essays, and/or numerical
problems contained in three
semester exams and/or
WebCT quizzes
To Exceed
Expectations
90-100%
To Meet Expectations
70-89%
To Fall Below
Expectations
Below 70%
60-70%
Learning Assurance Report – BBA Marketing Page 65

Exhibit IV.F. Report 1
MKTG 3100- Principles of Marketing
Assessment Vehicle Form – Fall 2005
Goals
1.0 Critical
Thinking
Learning
Objectives
1.1 Identify
problems and
opportunities.
(knowledge)
Course Alignment
/ Course Mapping
MKTG 3100 –
Students required
to complete a term
project comprising
a marketing plan
for a product,
service or idea
Briefly Describe
Assessment Vehicles
Teams of students are
required to develop a
marketing plan that is
presented in both oral and
written formats.
Quantitative
Assessment of
Criteria
To Exceed
Expectations
Score a 90% or better
on the marketing plan
To Meet
Expectations
Score a 80% or better
on the marketing plan
To Fall Below
Expectations
Score below 80% on
the marketing plan
Benchmarking
Quantitative
Prediction of
Learning
Objective (% of
students
expected to meet
or exceed
expectations)
80%
3.0 Interaction 3.3 Explain the
skills necessary to
influence, inspire
and motivate
individuals and
groups to achieve
results.
(knowledge)
MKTG 3100 –
Students complete
a team research
project where they
must come to a
consensus
regarding the
specific topic and
the method to
complete the work.
Teams of students are
required to develop a
marketing plan that is
presented in both oral and
written formats.
To Exceed
Expectations
Score a 90% or better
on the marketing plan
To Meet
Expectations
Score a 80% or better
on the marketing plan
To Fall Below
Expectations
Score below 80% on
the marketing plan
80%
7.5
Discipline
Specific
Outcome:
Marketing and
Professional Sales
Majors.
7.5.3 Propose
bundles of
products/services
and the appropriate
marketing mixes
for targeted buyer
segments (skill)
MKTG 3100
Students are
required to
complete a term
project of crating a
marketing plan for
a product, service
or idea.
Teams of students are
required to develop a
marketing plan that is
presented in both oral and
written formats.
To Exceed
Expectations
Score a 90% or better
on the marketing plan
To Meet
Expectations
Score a 80% or better
on the marketing plan
To Fall Below
Expectations
Score below 80% on
the marketing plan
80%
Learning Assurance Report – BBA Marketing Page 66

As illustrated in Exhibit IV.G., all six BBA goals and two of the discipline specific goals have been
assessed in the past year. Exhibits IV.H. and IV.I. summarize the current assessment of higher-order and
lower-order thinking. As the other seven BBA core courses are included in the assessment process, we
will have more comprehensive coverage.
Exhibit IV.G. Current Assessment of Learning Objectives
Learning BISM 2100 ECON 2300 FIN 3100 MGT 3100 MGT 3200 MKT 3100
Objective
Goal 1.0
1.1 X X X X
1.2 X
1.3 X X X X
Goal 2.0
2.1 X
2.2 X
Goal 3.0
3.1 X X
3.2 X X X
3.3 X X
3.4 X X
Goal 4.0
4.1 X X X
4.2 X X
4.3
Goal 5.0
5.1 X
5.2
Goal 6.0
6.1 X X X
6.2 X
Goal 7.1.0 Accounting
7.1.1
7.1.2
7.1.3
Goal 7.2.0 Economics
7.2.1
7.2.2
7.2.3
7.2.4
Goal 7.3.0 Finance
7.3.1
7.3.2 X
7.3.3
7.3.4
Goal 7.4.0 Management
7.4.1
7.4.2
7.4.3
7.4.4
Goal 7.5.0 Marketing
7.5.1
7.5.2
7.5.3 X
Learning Assurance Report – BBA Marketing Page 67

Exhibits IV.H and IV.I show the distribution of lower/ higher order thinking, and balance of Knowledge,
Skill and Attitude included as part of our current assessment process, 2005.
Exhibit IV.H. Assessment of Higher-Order
and Lower-Order Thinking
Bloom’s Classifications # of Times Assessed
Knowledge 5
Understanding 4
Application 6
Analysis 2
Synthesis 2
Evaluation 3
Exhibit IV.I. Balance of Knowledge, Skill and Attitude in Current Assessment Process
# of Times Assessed
Knowledge 7
Skill 10
Attitude 4
4.2 Use of Measurable/ Observable Language
Within the Coles College, we have made a concerted effort to define our goals and objectives, course
mappings, and our assessment vehicles in such a way that the goals are measurable. Our definitions of
what the specific course objective is and how it relates to the overall Coles Goals and Objectives were
developed and reviewed by the faculty responsible for teaching the courses. Next, they were reviewed by
the Coles College AOL Council for clarity, relationship to objective to which it was mapped, placement
on Bloom's taxonomy based on analysis of word description and activity, and an evaluation of how to
determine if the objective was accomplished – was it written in such a way that we could expect
consistency across implementation using multiple raters, and instruments? We feel we have
accomplished our initial goals in this area.
4.3 Use of an Appropriate Standard
The Cole College AOL Council has been diligent to ensure that our standards are appropriate. We have
evaluated both lower and higher level courses across varying levels of Bloom's taxonomy. Second, we
have made certain that we have a balanced mix of quantitative and qualitative assessment tools. Third,
we have worked to balance assessment of Knowledge, Skills and Attitudes. Lastly, our review by the
professional accreditation standards review committee, AACSB, was successful.
As we continue to review the findings from our assessment activities, we may discover that our standards
are not appropriate--for instance, our benchmarking criteria may be too low (see findings Section VII); or
alternately, our criteria for effectively meeting expectations may be too low. The collection of sufficient
data to analyze and review should bring this to light. At this point, we have limited data to reassess our
use of "appropriate standards."
Learning Assurance Report – BBA Marketing Page 68

4.4 Clarity of the Expected Findings
As can be seen from Exhibits in Section IV, we have defined for each course being assessed what
exceeds, meets, and falls below expectations. These expected findings were:
Developed by the Course Assessment Teams [CATs] (see Section VI for more info on the
composition of these teams by department),
Reviewed by the AOL Council,
Returned to the CATs for revisions, and then
Ratified by the faculty and returned to the AOL Council.
Within the AOL Council, part of our assessment process in evaluating the Goals, assessment vehicle
definition, grading and benchmarking was a multidisciplinary review – do the vehicles and assessment
tools defined make sense? We believe our Goals are clear and our mapping is appropriate. We also
believe our vehicle assessment and benchmarking criteria are defined in such a way that useful
assessment can be performed. We will not know how effective we have been in this process until a
longitudinal assessment of effectiveness is made matching outputs to goals.
Learning Assurance Report – BBA Marketing Page 69

SECTION V
ARTICULATING THE PLAN AND TIMETABLE FOR COLLECTING EVIDENCE OF AOL
FOR THE UNDERGRADUATE BBA MARKETING PROGRAM
5.1 Completeness of the Evidence Gathering Plan
The Coles College AOL Council decided that AOL assessment for the BBA Program should begin in the
Business Core courses first. Timelines were developed to guide the process.
Timelines for the Implementation of the AOL Process
• Each departmental AOL Committee will develop a timeline for implementation of the AOL
process for all core courses in the department.
• The Coles College AOL Council will maintain a master timeline for all core courses in the BBA,
Career Growth MBA and the MBA for Experienced Professionals. The Master of Accounting
program will be added if the new AACSB standards become applicable to that program..
Course-embedded assessments were first conducted in the spring of 2005. Each department will add one
course to the list to be assessed each semester until all fourteen core courses are on an annual assessment
cycle. As illustrated by the timeline below, assessment of all courses will be underway by the spring of
2007. After the spring of 2007, major field requirements will be included in the assessment process
depending upon the assessment results of the BBA core courses.
Exhibit V.A - Coles College Master Timeline for Core Courses
Course Assessment
First Assessment
Timeline
Assessment
Vehicle
Identified &
Sampling
Defined
Spring 05 ECON 2300
MGT 3100
MKTG 3100
Fall 05 ACCT 2100
ACCT 2200
ECON 2100
ECON 3300
MGT 4199
BISM 2100
FIN 3100
MGT 3200
ECON 2300
MGT 3100
MGT 4199 (pilot)
MKTG 3100
Spring 06 ECON 2200 ACCT 2100
ACCT 2200
ECON 2100
ECON 3300
MGT 4199
Fall 06 BLAW 2200
IT 3700
Analyze Results
& Complete
Reports
BISM 2100
FIN 3100
MGT 3200
ECON 2300
MGT 3100
MKTG 3100
ECON 2200 ACCT 2100
ACCT 2200
ECON 2100
ECON 3300
MGT 4199
Implement
Changes & Re-
Assess
BISM 2100
FIN 3100
MGT 3200
ECON 2300
MGT 3100
MKTG 3100
Learning Assurance Report – BBA Marketing Page 70

Course Assessment
Timeline
Assessment
Vehicle
Identified &
Sampling
Defined
First Assessment
Spring 07 BLAW 2200
IT 3700
Analyze Results
& Complete
Reports
Fall 07 BLAW 2200
IT 3700
Implement
Changes & Re-
Assess
ECON 2200 ACCT 2100
ACCT 2200
BISM 2100
ECON 2100
ECON 3300
FIN 3100
MGT 4199
MGT 3200
ECON 2200
ECON 2300
MGT 3100
MKTG 3100
Spring 08 BLAW 2200
IT 3700
ACCT 2100
ACCT 2200
BISM 2100
ECON 2100
ECON 3300
FIN 3100
MGT 4199
MGT 3200
5.2 Strengths and Weaknesses of the Evidence Gathering Process
Strengths of the Coles College AOL Timeline
Exhibit V.A illustrates the circular nature of the Coles College assessment process, which is perhaps the
most important aspect of the assurance of learning process. Assessment, of any kind, should be a
continuous cycle of vehicle and sample plan selection, collection of data, analysis of results, plans for
improvements and implementation of revisions, etc. These continuous improvement steps allow for the
enhancement of the actual assessment process as well as improvement of the overall program curriculum.
For example, the committee in charge of assessment for MKTG 3100 developed assessment vehicles
and a sample plan in the Spring of 2005. In the fall of 2005, assessment measures were collected.
Analysis and reporting occurred during the beginning of spring semester of 2006. The committee in
charge of assessment for MKTG 3100 is scheduled to meet again in April 2006 to discuss necessary
changes for the class, assessment vehicles and sampling procedure. In particular, the data collection
process highlighted inconsistencies among classes on project content. Changes will be implemented
in fall 2006 and measures will be taken again at the end of the term. This continual process for
improvement of quality and content is possible because of the timeline developed by the Coles
College. We have become a learning organization.
Learning Assurance Report – BBA Marketing Page 71

Exhibit V.B – Assessment Process
A benefit of the incremental process of including core courses in the assessment process is that
proficiency gained in earlier assessment exercises can be applied to subsequent applications. For instance,
the Economics and Finance departmental AOL Committee learned much about the assessment procedure
when assessing FIN 3100 in the spring of 2005. Their experience was shared with the Coles College AOL
Committee providing clarity and structure for the measurement of MKTG 3100 in the fall of 2005. The
more effortless we can make this process for faculty, the more successful we will be in the long run.
Weaknesses of the Coles College AOL Timeline
The major weakness to the timeline is that all courses are not measured simultaneously. This makes
estimations of reliability and validity difficult because our sample group of students is constantly
changing as one class graduates and the next rises. Each graduating class is unique and as Kennesaw
State University’s student body demographics change, our samples will get more divergent from year-toyear.
Ideally, all classes would be measured each semester to increase reliability, but the logistics and
man-hours involved are prohibitive at this time.
Exhibit V.C Strengths and Weaknesses of Evidence Gathering Plan
Strengths
Weaknesses
• Circular nature of the process • Course measures do not occur
simultaneously
• Implementation in phases
• Courses not measured every term
• Continuous Improvement is built-in to
the process
• Sample sizes and demographics may
not be consistent over time
• Longitudinal design
5.3 Practicality of the Evidence Gathering Plan
We believe that the plan to gather data is practical and can be efficiently and effectively implemented.
The data collection plan was developed to incorporate a phased approached for realistic implementation.
Further discussions of the practicality of the of the data gathering is seen in Section 5.2.
Learning Assurance Report – BBA Marketing Page 72

SECTION VI
COLLECTING, ANALYZING AND INTERPRETING EVIDENCE OF AOL FOR THE
UNDERGRADUATE BBA MARKETING PROGRAM
In this section, the document which formally defines the AOL process in the Coles College of Business in
provided in part VI.A. Then, the collection and analyses of assessment results are presented in part VI.B.
Finally, an interpretation of the results along with strengths and weaknesses of the process are presented
in part VI.C.
6.1 Strengths and Weaknesses of Evidence Collection
Coles College of Business Assurance of Learning Process
Each department and graduate program must develop a schedule for the implementation of the Assurance
of Learning Process in each core course. In the spring semester of 2004, each department will initiate the
AOL process in two core courses, one undergraduate and one graduate. This process has been divided into
five sub-processes as outlined below. Thus, it will take five semesters to complete the first round of the
assurance of learning process for each core course. In the fall of 2004 or spring 2005, the AOL process for
the second set of two core courses will be initiated. For some departments, it will be the spring of 2007
before the AOL process has been initiated in all core courses.
It is important to note that the AOL process is a continuous, cyclical effort. Once underway, the
assessment of student attainment of each learning goal, analysis of the assessment results and necessary
realignment of the curriculum process (i.e., adjustments to pedagogical methods, course materials,
learning goals and objectives, etc.) will occur on a regular basis.
A Course Assessment Team (CAT) will be assigned to each core course. This team is to consist of at least
two members: one member of the departmental AOL Committee and one faculty member, to be identified
by the department chair or program director, with primary teaching responsibility of the course.
Course-Embedded Assessment
The following discussion outlines the steps necessary to implement the AOL process in each core course.
1. Development of Assessment Vehicles
• The CAT for a specific core course is responsible for the development of a common set of
assessment vehicles.
o All full-time faculty teaching the course should be included in the development of these
assessment vehicles.
o Possible assessment vehicles include tests, projects, papers, presentations, etc.
o All learning objectives to which this course is mapped in the Curriculum Alignment must
be addressed by at least one of the assessment vehicles.
o Multiple learning objectives can be addressed in one vehicle assessment. However, the
CAT must specify which pieces of the assessment vehicle measure specific learning
objectives.
• For each assessment vehicle, the following performance criteria and benchmarking standards must
be specified by the CAT:
o Quantitative Assessment of Criteria for satisfying expectations for each learning objective
measured by a particular assessment vehicle. In other words, determine the percentage of
Learning Assurance Report – BBA Marketing Page 73

points earned, actual points earned, etc. on particular pieces of an assessment vehicle in
order to measure a student’s comprehension of a specific learning objective as
• Exceed Expectations,
• Meet Expectations or
• Below Expectations.
For example, suppose the CAT for ACCT 2100 determines that questions 3 – 6 on Exam 2 should
be used to measure Learning Objective 1.1. They may specify that a student must earn at least
70% on these questions to meet expectations and at least 80% to exceed expectations. Any
students who earn less than 70% will be considered below expectations for Learning Objective
1.1.
o Quantitative Prediction of Learning Objectives. This is the benchmarking standard. The
CAT must specify the percentage of students predicted to meet or exceed expectations for
a learning objective when measured with a particular vehicle assessment. Using the
previous example, the CAT may predict 70% of the students in ACCT 2100 will meet or
exceed expectations for Learning Objective 1.1 when measured using questions 3 – 6 on
Exam 2.
• Report 1. Assessment Vehicle Report. The CAT is responsible for the completion of this report.
Reports 1 for the six courses that have undergone assessment can be found in Section IV. The
following process should then be followed:
o The CAT will submit the Assessment Vehicle Report to the departmental AOL Committee
who will review the Report and advise the CAT of necessary revisions, if applicable.
o Once approved by the departmental / program AOL Committee, the report will be
submitted/presented to the Coles College AOL Council. The departmental / program AOL
Committee and department chair / program director should determine who will present the
report; this could be an AOL Committee member, the department chair / program director
or a faculty member who teaches the course.
o The Coles College AOL Council will review the Assessment Vehicle Reports to ensure
that
• a variety of assessment methods are being utilized throughout the College and
• a sufficient number of learning goals / objectives are covered in the first round of
assessments.
o Necessary revisions will be advised.
2. Sampling Process Defined
• The Coles College AOL Council will develop Sampling Methodology Guidelines for the
departments / programs. These guidelines will ensure that valid unbiased sample data is collected,
which will allow for statistically sound analyses of assessments results.
o Using the Sampling Methodology Guidelines described above, the CAT must define a
sampling process for each assessment vehicle in the core course. Specific details regarding
the number of sections, which sections and faculty, number of students, etc. must be
reported in Report 2. Sampling Process for Assessment Vehicle X in Course XXXX. Report
2. Sampling Process.
o The departmental / program AOL Committee must approve the Sampling Process before it
is implemented.
Learning Assurance Report – BBA Marketing Page 74

3. Administration of the Assessment Vehicles
• The departmental / program AOL Committee should work with the department chair / program
director to coordinate the administration of the assessment vehicles, ensuring that all faculty
involved understand and execute the process appropriately.
• Faculty teaching the sections selected in the Sampling Process administer the assessment vehicles
as outlined in the Sampling Process and then perform the following tasks:
o Using the Quantitative Assessment of Criteria as outlined in Report 1, the faculty who
administered the assessment vehicles evaluate the results and label each as Exceed, Meet
or Below Expectations for the related learning objective. Copies of all graded assessment
vehicles must be retained in the appropriate core course folder with Report 3. Summary of
the Evaluation of Assessment Vehicle X in Course XXXX attached. Compare the results
above to the Benchmarking Standard or the Quantitative Prediction of Learning
Objectives. Report these findings in the appropriate space on Report 3.
o Students should receive feedback on the performance of the group as a whole and told
whether or not the benchmarking standards have been met by them individually and by
their class.
o Submit a copy of Report 3 to the departmental / program AOL Committee for crosssectional
analysis.
4. Analysis of Assessment Results
• The results of the assessment process for each course will be compiled and summarized by the
departmental / program AOL committee in Report 4. Analysis of Assessment Results for Course
XXXX.
• These results should be reviewed by the department chair / program director and all faculty
teaching the course. Courses in which the benchmarking standards for any learning objectives are
not being met must be evaluated.
• A copy of Report 4 for each course must be submitted to the Coles College AOL Council and to
the Departmental / Program Curriculum Committee.
5. Implementation of Changes
• If the existing benchmarking standards have been met, Report 4 should be sent to the department
curriculum committee and the designated course coordinator to be considered in the ongoing
course review process within the College.
• If the existing benchmarking standards are not met,
o the department chair / program director, departmental / program AOL Committee and full-time
faculty who teach the course must determine necessary changes in curricula, pedagogy,
teaching and learning materials and / or the learning goals and objectives.
o If significant changes are necessary, recommendations will be forwarded to the department /
program curriculum committee.
• An implementation report, Report 4. Action Plan for Course XXXX, should be prepared, see
Exhibit E. This report should be placed in the appropriate core course file and submitted to the
Coles College AOL Council.
• The annual course reviews in which each department reviews 100% of their courses annually will
include the results of the AOL assessments.
Learning Assurance Report – BBA Marketing Page 75

Summary of Required Reports and Documentation
It is very important that reports and documentation generated during the AOL process are properly
updated and stored. It is the responsibility of the department chairs and graduate program directors to
determine how and where such records, hardcopy and electronic, will be stored. The Coles College AOL
Council will combine information from the departmental reports to create summary documents for the
College where necessary. It is the responsibility of the Council Chair and Archivists to maintain copies of
these records, hardcopy and electronic.
• Timelines of the AOL Implementation Process for Core Courses.
o One per department or graduate program (Department Chair or Program Director)
o Master copy for all Coles College Core Courses (AOL Council)
The department should establish one folder / portfolio for each core course. The following documents
should be retained in these folders.
• Report 1. Assessment Vehicle Reports for each Core Course
o One copy per core course.
o The department files for each core course should include this report and copies of all
assessment vehicles. If the assessment vehicles are electronic, documentation as to where the
electronic files are stored must be included in the file. All files must be easily accessible.
o The Coles College AOL Council should retain a copy of the report for each core course.
• Report 2. Sampling Process for Assessment Vehicle X in Course XXXX
o One copy per assessment vehicle per course.
o This report should be retained in the appropriate core course folder in the department.
o The Coles College AOL Council Archivists should, also, maintain copies of these reports.
• Report 3. Summary of the Evaluation of Assessment Vehicle X in Course XXXX
o One copy per assessment vehicle per section included in the assessment sample.
o This report should be attached to the individual student assessments and stored in the
appropriate core course file. If the student assessments were completed electronically,
appropriate links to the completed assessments must be documented and stored in the core
course folder.
• Report 4. Analysis of Assessment Results for Course XXXX
o One copy per core course.
o A copy of this report should be filed in the appropriate core course file.
o A copy of this report needs to be sent to the departmental / program curriculum committee.
o A copy of this report must be submitted to the Coles College AOL Council.
• Report 5. Action Report for Course XXXX
o One copy per core course that needs to be revised.
o A copy of this report should be filed in the appropriate core course file.
o A copy of this report needs to be sent to the departmental / program curriculum committee.
o A copy of this report must be submitted to the Coles College AOL Council.
All results related to the graduate programs will be forwarded to the Director of Coles College Graduate
Programs.
This process is summarized in Exhibits VI.A. and VI.B.
Learning Assurance Report – BBA Marketing Page 76

Exhibit VI.A KSU Coles College AOL Process
Development of
Assessment Vehicles
Sampling
Process Defined
Administration of
the Assessment
Vehicles
Analysis of
Assessment
Results
Implementation
of Changes
Report 1.
Assessment
Vehicle Reports
for each Core
Course
All full-time faculty
teaching the course should
be included in the
development of these
assessment vehicles. (CAT)
Possible assessment
vehicles include tests,
projects, papers,
presentations, etc.
All learning objectives to
which this course is
mapped in the
Curriculum Alignment
must be addressed by at
least one of the
assessment vehicles.
Multiple learning
objectives can be
addressed in one vehicle
assessment.
Quantitative Assessment of
Criteria (exceed, meet,
below expectations)
Quantitative Prediction of
Learning Objectives.
(benchmarking criteria)
FLOW=CAT--
Departmental AOL
Committee--Coles AOL
Council
Report 2.
Sampling
Process for
Assessment
Vehicle X in
Course XXXX
Coles College AOL
Council develops Sampling
Methodology Guidelines.
CAT develops sampling
process for each for each
assessment vehicle in the
core course.
Departmental/program
AOL committee approves
Sampling Process before it
is implemented.
Sampling guidelines
developed by the Coles
College AOL Council
require inclusion of at least
25% of the students
enrolled in a course in the
sampling process;
assessment process to
encompass entire sections
of courses rather than
selecting a few students
from various sections; and
inclusion of sections taught
by full-time faculty and
supporting faculty and
sections offered during the
day and nights or
weekends.
Report 3.
Summary of the
Evaluation of
Assessment
Vehicle X in
Course XXXX
The dept/prog AOL
Committee and chair /
program director
coordinate the
administration of the
assessment vehicles.
Faculty teaching the
sections selected in the
Sampling Process
administer the assessment
vehicles as outlined in the
Sampling Process The
faculty who administered
the assessment vehicles
evaluate the results and
label each as Exceed, Meet
or Below Expectations for
the related learning
objective. Copies of all
graded assessment vehicles
must be retained. The
results are compared to the
Benchmarking criteria.
Students receive feedback
on the performance of the
group as a whole..
Submit a copy of Report 3
to the departmental /
program AOL Committee
for cross-sectional analysis.
Report 4.
Analysis of
Assessment
Results for
Course XXXX
The results of the
assessment process for
each course will be
compiled and summarized
by the departmental /
program AOL committee
These results are reviewed
by the department chair /
program director and all
faculty teaching the course.
Courses in which the
benchmarking standards
for any learning objectives
are not being met must be
evaluated.
A copy of Report 4 for
each course must be
submitted to the Coles
College AOL Council and
to the Departmental /
Program Curriculum
Committee.
Report 5. Action
Report for
Course XXXX
If benchmarking standards
are met, Report is sent to
the dept curriculum
committee and course
coordinator to be used in
the ongoing course review
process within the College.
If the existing
benchmarking standards
are not met,
the dept chair / prog
director, dept/ program
AOL Committee and fulltime
faculty who teach the
course determine necessary
changes in curricula,
pedagogy, teaching and
learning materials and / or
the learning goals and
objectives.
If significant changes are
required, recommendations
are forwarded to dept/prog
curriculum committee.
An implementation report
is prepared and submitted
to the Coles College AOL
Council.
Core Courses Being
Evaluated:
Undergraduate BBA
ACCT 2100,2200
BISM 2100,BLAW 2200
ECON 2100,2200,3100
FIN 3100
MGT 3100,3200,4199
MKTG 3100
IT 3700
Graduate CG-MBA
ACCT 8000
ECON 8010
FIN 8020
MGT 8040,8050,8999
MKTG 8030
EP-MBA
WebMBA
MAcc
Timeline: Each core
course will be evaluated
once per year during the
Fall or Spring terms.
Coles College AOL
Structure:
CC AOL Director
CC AOL Council
CC UPCC, CC GPCC
Dept AOL Committee
Dept Chair, Faculty
Dept Curriculum Com
CAT (Course Assessment
Teams)
Student Input & Feedback
Learning Assurance Report – BBA Marketing Page 77

Exhibit VI.B. KSU Coles College AOL Structure 2005-06
Dean, Coles College of Business,Timothy Mescon
Sr/Associate Deans/Director of Undergraduate/Graduate Programs, Ken Gilliam, Rodney Alsup, Kevin Sightler
CC AOL Director
Linda Malgeri
CC AOL Council
ACCOUNTING
MAcc
Hope Baker, Dorothy Brawley, Jane Campbell, Ernie Capozzoli, Allison Keefe, Tyra Mitchell, Gary Roberts,
CC UPCC
Jane Campbell, Billie Anne Brotman, Susan Carley, Ellen Cross
ECONOMICS
F INANCE
MANAGEMENT &
ENTREPRE-
NEURSHIP
MARKETING &
PROFESSIONAL
SALES
CC GPCC
Kevin Sightler, Frank Adams, Bill Forrester, Govind Hariharan, Samia Siha, Kurt Schulzke
CG-MBA
EP-MBA
WEB-MBA
ACC AOL Committee
Jane Campbell, Leeds, Jones,
Morris, Martin, Epps,
Manners, Hermanson
ACCT Chair
Kathy Schwaig
E&F AOL Committee
Hope Baker, Vic Wakeling,
Abhra Roy
E&F Chair
Govind Hariharan
M&E AOL Committee
Dorothy Brawley, Tim
Blumentritt, Robin
Cheramie, Rick Franza, Gary
Roberts, Ken Robinson
M&E Chair
Harry Lasher
M&PS AOL Committee
Tyra Mitchell
Debbie Lester
Terry Loe
Gary Selden
M&PS Chair
Keith Tudor
CG AOL Committee
Ernest Capozzoli
Gary Roberts
Frank Adams
Debby Lester
CG Chair
K Sightler,H Lasher
EP AOL Committee
Janice Barrow, Stephen Broc
k, Alison Keefe,
DougMoodie, Sheb True, Mi
ke Salvador
EP Chair
Mike Salvador
WEB AOL Committee
Bocchi, Lasher, Roberts
Capozzoli, Gilbert,
McIntyre
WEB Chair
Harry Lasher
ACCT Curriculum
Committee
All Full Time Accounting
Faculty review and vote on
curriculum
ACCT CATs
BISM 2100-Leeds
BLAW 2200-Jones
2100-Morris
2200-Martin
8000-Manners
MAcc-Hermanson
E&F Curriculum
Committee
Penny Verhoeven
E&F CATs
E2300-Verhoeven
F3100-Kochman, Brown
E8010-Katzman
F8020-Wakeling, Gillette
M&E Curriculum
Committee
Brawley, Blumentritt,
Kolenko, Roberts, Siha,
Veliyath
M&E CATs
3100-Roberts, Cross,
Brawley, Greene, Fatehi,
Koppelman
3200-Franza,Siha,
Chakravorty
4199-Robinson,Veliyath,
Fitzgerald,Brawley,
Roberts,Desman,
F Adams,Blumentritt
8040- Franza,Siha,
Chakravorty
8050-Cheramie,
Herbert,,Lasher
8999-Blumentritt, Brawley,
Roberts
M&PS Curriculum
Committee
Susan Carley
David Shepherd
Hope Torkornoo
M&PS CATs
3100 - Tyra Mitchell
Joe Hair
Randy Stuart
Gary Selden
Student Input and Feedback
CGCurriculum
Committee
Frank Adams, Bill Forrester,
Govind Hariharan, Samia
Siha, Kurt Schulzke
CG CATs
A8000- Manners
E8010-Katzman
F8020-Wakeling, Gillette
Mk8030- Taschian
Mg8040- Franza,Siha,
Chakravorty
Mg8050-Cheramie,Herbert,
Lasher
Mg8999-Blumentritt,
Brawley, Roberts
EP Curriculum
Committee
Janice Barrow, Stephen Broc
k, Alison Keefe,
Doug Moodie, Sheb True
EP CATs
Alison Keefe
WEB Curriculum
Committee
Bocchi KSU, Lasher KSU,
Gupta VSU, Gilbert GCSU,
McIntyre UWG, Swift GS
WEB CATs
Gary Roberts
6010 Gupta VSU
6020 Goins GCSU
6050 Eastman VSU
6100 Siha (KSU)
Learning Assurance Report – BBA Marketing Page 78

Exhibit VI.C details the key strengths and weaknesses of our evidence collection process.
Exhibit VI.C Strengths and Weaknesses of Evidence Collection
Strengths
Weaknesses
• All BBA goals were assessed.
• A variety of assessment vehicles were
used to assess each goal.
• 100% of MGT 3100 sections were
included in the assessment process.
• A variety of faculty were involved in
assessment process.
• Articulation of process
• Development of consistent report
templates
• Reporting structure
• Number and diversity of faculty
involved in process both inside and
outside of Coles College
• Phased implementation allows for
mid-process corrections
• Feedback and involvement by students
during and post assessment
• Additional coverage of goals and
certain learning objectives (only one
assessment of Goal 5.0 conducted) are
needed
• The need common assessment
vehicles across sections of the same
course.
• Cumbersome paperwork
• Communicating to faculty is not
consistently effective
• Varied levels of understanding and
commitment by faculty
• Little involvement by students in
development of process
6.2 Strengths and Weaknesses of the Analysis of Evidence Collection and Analysis of Assessment
Results
The department AOL committee determines which sections to include in the assessment process and
works with the faculty teaching those sections throughout the semester. The following tables illustrate the
processes by which sections of FIN 3100 and MGT 3100 were selected for assessment in the spring of
2005 and fall of 2005, respectively.
Sections
Involved
in the
Sampling
Exhibit VI. C. Sampling Process for Assessment of FIN 3100
Faculty (Fulltime
Days Time of % of
or Part-
Course is Day Students
time) Taught
Tested
Section 02 (Full-time) MW 11:00 a.m. 100%
Section 05 (Part-Time) TR 6:30 p.m. 100%
Week of
Assessment (out
of 15 semester
weeks)
Rationale for the Selected Sampling Process: Total enrollment in the eight sections of the
course is 484; therefore, at least 121 (.25 * 484) of the students must be included in the
assessment process. Section 02 is taught during the day by a full-time faculty member. Section
05 is taught at night by an adjunct professor. Both sections have enrollments of 65 so the total
number of students included in the sample should be 130.
Learning Assurance Report – BBA Marketing Page 79

Exhibit VI.D. Sampling Process for Assessment of MGT 3100
Sections
Involved
in the
Sampling
Faculty (Full-time
or Part-time)
Days
Course is
Taught
Time of
Day
% of
Students
Enrolled/
Tested
MGT
3100/01
MGT
3100/02
MGT
3100/03
MGT
3100/04
MGT
3100/05
MGT
3100/06
MGT
3100/07
MGT
3100/08
MGT
3100/09
530 489
Week of Assessment
(out of 15 semester
weeks)
Roberts FT MW 11-1215p 60 55 Continuously
Roberts FT MW 630-745p 59 57 Continuously
Fatehi FT TR 930-1045a 54 48 Continuously
Greene FT TR 11-1215p 90 89 Continuously
Cross FT TR 330-445p 54 51 Continuously
Cross FT TR 5-615p 84 82 Continuously
Kopelman PT F 11-145p 52 45 Continuously
Brawley FT S 11-145p 38 27 Continuously
Roberts FT ON-LINE --- 39 35 Continuously
Rationale for the Selected Sampling Process: The Management Department’s intent was to assess 100%
of all students enrolled in MGT 3100-every student, every class. With the exception of some drops and
absences during the term we accomplished our goal.
The following exhibits contain assessment results for the six BBA core courses that have been assessed.
Learning Assurance Report – BBA Marketing Page 80

Exhibit VI.E
Summary of the Evaluation of Assessment Vehicles in BISM 2100 – Spring 2005
Assessments performed in 3 of 9 sections – Sections 3, 4, and 5.
Section 3 – MW 6:30 p.m. – Supporting faculty member
Section 4 – TR 9:30 a.m. – Full-time faculty member
Section 5 – TR 11:00 a.m. – Full-time faculty member
Total original enrollment in these sections = 270 (39% of original enrollment in all sections).
Participants in assessments ranged from 260 to 213 because of drops and absences.
Goals
1.0
Critical
Thinking
Business
majors will
think
critically,
identify
problems,
research
and
analyze
solutions
and make
decisions
regarding
business
activities.
(knowledge
& skill)
Learning
Objectives
1.1 Identify
problems and
opportunities.
(knowledge)
1.3 Evaluate
data in order
to compare
and contrast
alternatives to
reach a
defensible
solution.
(skill)
Course
Alignment /
Course
Mapping
BISM 2100 –
Students
identify
problems and
opportunities
that can be
addressed
through the use
of technology.
BISM 2100 –
Students
evaluate web
pages for
credibility and
usefulness.
Briefly
Describe
Assessment
Vehicles
System
Analysis
Paper and
Presentation.
System
Analysis
Paper and
Presentation.
Benchmarks –
“Grading” of
Vehicles
To Exceed
Expectations
90% (36-40
points)
To Meet
Expectations
80% (32-35
points)
To Fall Below
Expectations

Exhibit VI.E. BISM 2100 Continued
Goals Learning Objectives Course
Alignment /
Course
Mapping
3.0
Interaction
Business
majors will
demonstrate
professional
behavior
through the
effective use of
collaboration,
leadership and
communication
skills. (attitude,
knowledge &
skill)
3.1 Discuss the
importance of
working
cooperatively with
others. (attitude)
3.2 Work with others
in a professional
manner. (skill)
BISM 2100 –
Students learn
how teams
form and
perform
effectively.
BISM 2100 –
Students assess
their
effectiveness as
a team.
Briefly
Describe
Assessment
Vehicles
System
Analysis
Paper and
Presentation.
System
Analysis
Paper and
Presentation.
Benchmarks –
“Grading” of
Vehicles
To Exceed
Expectations
90% (9-10
points)
To Meet
Expectations
70% (7-8 points)
To Fall Below
Expectations

Exhibit VI.E. BISM 2100 Continued
Goals Learning
Objectives
Course
Alignment /
Course
Mapping
6.0
Technology
Business
majors will
identify
opportunities
to leverage
technology
in decisionmaking
and
can use
technology
for personal
productivity
(knowledge
& skill) 6.2
6.1 Identify
and operate
appropriate
computer
software for
analysis and
data
presentation.
(knowledge
& skill)
Effectively
use
technology to
improve
personal
productivity.
(skill)
BISM 2100 –
Students learn
word
processing,
spreadsheet,
and
presentation
software.
BISM 2100 –
Students learn
web based file
management
system skills.
Briefly
Describe
Assessment
Vehicles
Cash Pro
Forma
Budget
using Excel.
Create &
publish web
page.
Benchmarks –
“Grading” of
Vehicles
To Exceed
Expectations
90% (18-20
points)
To Meet
Expectations
70% (14-17
points)
To Fall Below
Expectations

Exhibit VI.F
Summary of the Evaluation of Assessment Vehicles in ECON 2300– Spring 2005
Faculty Status (Full-time or Part-time): Full-Time
Section: 01 and 02
Days Course is Taught: MW
Time of Day: 9:30 a.m. and 2:00 p.m.
# of Students Completing Assessment Vehicle: 132
# of Students Enrolled in Course: 142
Week in Term Assessment was Administered:
Assessment Vehicle I: Administered in Week 11
Assessment Vehicle II: Administered in Week 15
Learning
Objective
Assessed
Learning
Objective 1.2
Locate and apply
appropriate
research tools and
databases to
generate
alternative
solutions.
(knowledge &
skill)
Learning
Objective 1.3
Evaluate data in
order to compare
and contrast
alternatives to
reach a defensible
solution. (skill)
Learning
Objective 6.1
Identify and
operate
appropriate
computer software
for analysis and
data presentation.
(knowledge &
skill)
% of Students in each
Category
Exceed Expectations
(100%): 39.3%
Meet Expectations
(≥ 80%): 30.3%
Below Expectations
(< 80%): 30.3%
Exceed Expectations (>
85%): 49.2%
Meet Expectations
(70 – 85%): 28.5%
Below Expectations
(< 70%): 22.3%
Exceed Expectations
(100%): 36.4%
Meet Expectations
(≥ 80%): 43.2%
Below Expectations
(< 80%): 20.5%
% of Students
to Meet or
Exceed
Expectations
Benchmarking
Standard from
Report 1
69.7% 80%
77.7% 70%
79.5% 80%
Comments
Learning Assurance Report – BBA Marketing Page 84

Exhibit VI.G
Summary of the Evaluation of Assessment Vehicles in FIN 3100 – Spring 2005
Faculty Status (Full-time or Part-time): Part-Time
Section: 05
Days Course is Taught: TR
Time of Day: 6:30 p.m.
# of Students Completing Assessment Vehicle: 54
# of Students Enrolled in Course: 64
Week in Term Assessment was Administered:
Assessment Vehicle I: Administered in Week 8; Measured SLO 4.1
Assessment Vehicle II: Administered in Week 15; Measured SLO 4.2
Learning
Objective
Assessed
Learning
Objective 1.3
Capital budgeting
techniques are used
to evaluate possible
investment
opportunities.
Learning
Objective 4.1
Stock and bond
markets are
examined as
possible sources of
external capital.
Learning
Objective 4.2
Cost of capital is
computed and used
to make financing
and investment
decisions.
Learning
Objective 7.4.2
Students learn to
calculate and
interpret measures
of risk and return as
they relate to the
equity market.
% of Students in each
Category
Exceed Expectations (>
75%): %
Meet Expectations (60 –
75%): %
Below Expectations (< 60%):
%
Exceed Expectations (>
75%): 40.7%
Meet Expectations (60 –
75%): 38.9%
Below Expectations (< 60%):
20.4%
Exceed Expectations (>
75%): 74.1%
Meet Expectations (60 –
75%): 22.2%
Below Expectations (< 60%):
3.7%
Exceed Expectations (>
75%): %
Meet Expectations (60 –
75%): %
Below Expectations (< 60%):
%
% of
Students to
Meet or
Exceed
Expectations
Benchmarking
Standard from
Report 1
% 60%
79.6% 60%
97.3% 60%
% 60%
Comments
Learning Assurance Report – BBA Marketing Page 85

Exhibit VI.G. FIN 3100 Continued
Faculty Status (Full-time or Part-time): Full-Time
Section: 02
Days Course is Taught: MW
Time of Day: 11:00 a.m.
# of Students Completing Assessment Vehicle: 45
# of Students Enrolled in Course: 64
Week in Term Assessment was Administered:
Learning Objective
Assessed
Learning Objective
1.3 Capital
budgeting
techniques are used
to evaluate possible
investment
opportunities.
Learning Objective
4.1
Stock and bond
markets are
examined as
possible sources of
external capital.
Learning Objective
4.2
Cost of capital is
computed and used
to make financing
and investment
decisions.
Learning Objective
7.4.2
Students learn to
calculate and
interpret measures
of risk and return as
they relate to the
equity market.
% of Students in each
Category
Exceed Expectations (>
75%): 66.7%
Meet Expectations (60 –
75%): 6.7%
Below Expectations (<
60%): 26.6%
Exceed Expectations (>
75%): 53.3%
Meet Expectations (60 –
75%): 15.6%
Below Expectations (<
60%): 31.1 %
Exceed Expectations (>
75%): 47.7%
Meet Expectations (60 –
75%): 25%
Below Expectations (<
60%): 27.3%
Exceed Expectations (>
75%): 56.8%
Meet Expectations (60 –
75%): 15.9%
Below Expectations (<
60%): 27.3%
% of
Students to
Meet or
Exceed
Expectations
Benchmarking
Standard from
Report 1
73.4% 60%
68.9 % 60%
72.7 % 60%
72.7% 60%
Comments
Learning Assurance Report – BBA Marketing Page 86

Exhibit VI.H.
Summary of the Evaluation of Assessment Vehicles in MGT 3100 – Fall 2005
All sections of MGT 3100 included in the assessment process. See Exhibit VI.D.
Learning Objective
Assessed
1.1 Identify problems and
opportunities. (knowledge)
2.1 Explain the appropriate
code of ethics that applies
to a discipline in a business
situation. (knowledge)
2.2 Analyze and compare
resolutions to ethical issues
encountered in a business
environment. (attitude &
skill)
3.1 Discuss the importance
of working cooperatively
with others. (attitude)
3.2 Work with others in a
professional manner. (skill)
3.3 Explain the skills
necessary to influence,
inspire and motivate
individuals and groups to
achieve results.
(knowledge)
3.4 Effectively
communicate information
to individuals with diverse
backgrounds.(attitude &
skill)
4.1 Describe the external
forces (e.g. legal/regulatory,
economic, global, industry,
and customer) applicable to
business operations.
(knowledge & attitude)
4.2 Analyze the impact of
external forces on business
operations. (skill)
% of Students in each
Category
Exceed Expectations (> 90%):
Meet Expectations (70 – 89%):
Below Expectations (< 70%):
Exceed Expectations (> 90%):
Meet Expectations (70 – 89%):
Below Expectations (< 70%):
Exceed Expectations (> 90%):
Meet Expectations (70 – 89%):
Below Expectations (< 70%):
Exceed Expectations (> 90%):
Meet Expectations (70 – 89%):
Below Expectations (< 70%):
Exceed Expectations (> 90%):
Meet Expectations (70 – 89%):
Below Expectations (< 70%):
Exceed Expectations (> 90%):
Meet Expectations (70 – 89%):
Below Expectations (< 70%):
Exceed Expectations (> 90%):
Meet Expectations (70 – 89%):
Below Expectations (< 70%):
Exceed Expectations (> 90%):
Meet Expectations (70 – 89%):
Below Expectations (< 70%):
Exceed Expectations (> 90%):
Meet Expectations (70 – 89%):
Below Expectations (< 70%):
% of Students to
Meet or Exceed
Expectations
Benchmarking
Standard from
Report 1
86% 70 - 80%
94% 70 - 80%
94% 70 - 80%
84% 70 - 80%
93% 70 - 80%
82% 70 - 80%
92% 70 - 80%
88% 70 - 80%
88% 70 - 80%
Learning Assurance Report – BBA Marketing Page 87

Exhibit VI.H. MGT 3100 Continued
Learning Exceed Expectations
Objective 6.1 (100%): %
Identify and Meet Expectations
operate (>80%): %
appropriate Below Expectations (<
computer 80%): %
software for
analysis and data
presentation.
(knowledge &
skill)
79.5% 80%
Learning Assurance Report – BBA Marketing Page 88

Exhibit VI.I.
Summary of the Evaluation of Assessment Vehicles in MGT 3200 – Spring 2005
Faculty Status (Full-time or Part-time): Part-Time
Section: 04
Days Course is Taught: Tues/Thurs
Time of Day: 2:00 p.m.
# of Students Completing Assessment Vehicle: 47
# of Students Enrolled in Course: 47
Week in Term Assessment was Administered:
Assessment Vehicle I (Facility Report): Administered in Week 14; Measured SLO 1.1 and 3.2
Assessment Vehicle II (Exams/Quizzes): Administered throughout Term; Measured SLO 1.3, 4.1,
and 5.1
Learning Objective
Assessed
Learning Objective 1.1
Identify problems and
opportunities.
(knowledge)
Learning Objective 1.3.
Evaluate data in order to
compare and contrast
alternatives to reach a
defensible solution.
(skill)
Learning Objective 3.2
Work with others in a
professional manner.
(skill)
Learning Objective 4.1
Describe the external
forces (e.g.
legal/regulatory,
economic, global,
industry, and customer)
applicable to business
operations. (knowledge
& attitude)
% of Students in each Category % of Students
to Meet or
Exceed
Expectations
Exceed Expectations (> 90%): 72%
Meet Expectations (70 – 89%): 28%
Below Expectations (< 70%): 0%
Exceed Expectations (> 90%): 32%
Meet Expectations (70 – 89%): 51%
Below Expectations (< 70%): 17%
Exceed Expectations (> 90%): 72%
Meet Expectations (70 – 89%): 28%
Below Expectations (< 70%): 0%
Exceed Expectations (> 90%): 40%
Meet Expectations (70 – 89%): 49%
Below Expectations (< 70%): 11%
Benchmarking
Standard from
Report 1
100% 70 - 80%
83% 70 - 80%
100 % 70 - 80%
89% 70 - 80%
Learning Objective 5.1
Identify relevant
resources to produce a
product or service.
(knowledge)
Exceed Expectations (> 90%): 45%
Meet Expectations (70 – 89%): 45%
Below Expectations (< 70%):10%
90 % 70 - 80%
Learning Assurance Report – BBA Marketing Page 89

Exhibit VI.I. MGT 3200 Continued
Faculty Status (Full-time or Part-time): Full-Time
Section: 07
Days Course is Taught: On-Line
Time of Day: On-Line
# of Students Completing Assessment Vehicle: 36
# of Students Enrolled in Course: 36
Week in Term Assessment was Administered:
Assessment Vehicle I (Facility Report): Administered in Week 14; Measured SLO 1.1 and 3.2
Assessment Vehicle II (Exams/Quizzes): Administered throughout Term; Measured SLO 1.3, 4.1,
and 5.1
Learning Objective
Assessed
Learning Objective
1.1 Identify problems
and opportunities.
(knowledge)
Learning Objective
1.3.
Evaluate data in order
to compare and
contrast alternatives to
reach a defensible
solution. (skill)
Learning Objective
3.2 Work with others
in a professional
manner. (skill)
Learning Objective
4.1
Describe the external
forces (e.g.
legal/regulatory,
economic, global,
industry, and
customer) applicable
to business operations.
(knowledge & attitude)
Learning Objective
5.1 Identify relevant
resources to produce a
product or service.
(knowledge)
% of Students in each Category % of Students to
Meet or Exceed
Expectations
Exceed Expectations (> 90%):
83%
Meet Expectations (70 – 89%):
11%
Below Expectations (< 70%): 6%
Exceed Expectations (> 90%):
33%
Meet Expectations (70 – 89%):
50%
Below Expectations (< 70%): 17%
Exceed Expectations (> 90%):
83%
Meet Expectations (70 – 89%):
11%
Below Expectations (< 70%): 6%
Exceed Expectations (> 90%):
39%
Meet Expectations (70 – 89%):
53%
Below Expectations (< 70%): 8%
Exceed Expectations (> 90%):
44%
Meet Expectations (70 – 89%):
42%
Below Expectations (< 70%): 14%
Benchmarking
Standard from
Report 1
94% 70 - 80%
83% 70 - 80%
94 % 70 - 80%
92% 70 - 80%
86% 70 - 80%
Learning Assurance Report – BBA Marketing Page 90

Exhibit VI.J.
Summary of the Evaluation of Assessment Vehicles in MKTG 3100 – Spring 2005
Assessment performed:
Section 3 – MW 5:00 p.m. – Full-time faculty member
# of Students Completing Assessment Vehicle: 82
# of Students Enrolled in Course after drops and withdrawals: 82
Week in Term Assessment was Administered:
Assessment Vehicle I: Administered in Week 15; Measured SLOs 1.1, 3.3 & 7.5.3
Learning
Objective
Assessed
Learning
Objective 1.1
Students required to
complete a term
project comprising a
marketing plan for a
product, service or
idea
Learning
Objective 3.3
Students complete a
team research
project where they
must come to a
consensus regarding
the specific topic
and the method to
complete the work.
Learning
Objective 7.5.3
Students are
required to
complete a term
project of crating a
marketing plan for a
product, service or
idea.
% of Students in each
Category
Exceed Expectations:
grade > 90%
Meet Expectations:
80%≤ grade 90%
Meet Expectations:
80%≤ grade 90%
Meet Expectations:
80%≤ grade

Exhibit VI.J. MKTG 3100 Continued
Assessments performed:
Section 5 – TR 3:30 p.m. – Full-time faculty member
Section 8 – On-line – Full-time faculty member
# of Students Completing Assessment Vehicle: 122
# of Students Enrolled in Course after drops and withdraws: 122
Week in Term Assessment was Administered:
Assessment Vehicle I: Administered in Week 15; Measured SLOs 1.1, 3.3 & 7.5.3
Learning
Objective
Assessed
Learning
Objective 1.1
Students required to
complete a term
project comprising a
marketing plan for a
product, service or
idea
Learning
Objective 3.3
Students complete a
team research project
where they must
come to a consensus
regarding the
specific topic and the
method to complete
the work.
Learning
Objective 7.5.3
Students are required
to complete a term
project of crating a
marketing plan for a
product, service or
idea.
% of Students in each
Category
Exceed Expectations:
grade > 90%
Meet Expectations:
80%≤ grade 90%
Meet Expectations:
80%≤ grade 90%
Meet Expectations:
80%≤ grade

Exhibit VI.J. MKTG 3100 Continued
Assessments performed:
Section 6 – TR 5:00 p.m. – Temporary Full-time faculty member
Section 7 – S 8:00 a.m. – Temporary Full-time faculty member
# of Students Completing Assessment Vehicle: 121
# of Students Enrolled in Course after drops and withdraws: 121
Week in Term Assessment was Administered:
Assessment Vehicle I: Administered in Week 15; Measured SLOs 1.1, 3.3 & 7.5.3
Learning
Objective
Assessed
Learning
Objective 1.1
Students required
to complete a term
project comprising
a marketing plan
for a product,
service or idea
Learning
Objective 3.3
Students complete
a team research
project where they
must come to a
consensus
regarding the
specific topic and
the method to
complete the
work.
Learning
Objective 7.5.3
Students are
required to
complete a term
project of crating a
marketing plan for
a product, service
or idea.
% of Students in each
Category
Exceed Expectations:
grade > 90%
Meet Expectations:
80%≤ grade 90%
Meet Expectations:
80%≤ grade 90%
Meet Expectations:
80%≤ grade

Exhibit VI.J. MKTG 3100 Continued
Assessments performed:
Section 1 – MW 8:00 a.m. – Full-time faculty member
Section 2 – MW 11:00 a.m. – Full-time faculty member
Section 4 – TR 9:45 a.m. – Full-time faculty member
# of Students Completing Assessment Vehicle: 239
# of Students Enrolled in Course after drops and withdraws: 239
Week in Term Assessment was Administered:
Assessment Vehicle I: Administered in Week 15; Measured SLOs 1.1, 3.3 & 7.5.3
Learning
Objective
Assessed
Learning
Objective 1.1
Students required
to complete a term
project comprising
a marketing plan
for a product,
service or idea
Learning
Objective 3.3
Students complete
a team research
project where they
must come to a
consensus
regarding the
specific topic and
the method to
complete the work.
Learning
Objective 7.5.3
Students are
required to
complete a term
project of crating a
marketing plan for
a product, service
or idea.
% of Students in each
Category
Exceed Expectations:
grade > 90%
Meet Expectations:
80%≤ grade 90%
Meet Expectations:
80%≤ grade 90%
Meet Expectations:
80%≤ grade

Exhibit VI.K Strengths and Weaknesses of Evidence Gathering Process
Strengths
Weaknesses
• Multiple questions implemented to assess
each goal
• Goals measured in different courses.
• Defined minimum sampling size (%)
• Defined minimum sample composition
(D/N/W/on line;FT/PT)
6.3 Strengths and Weaknesses of the Interpretation of Evidence Gathered
• Need common rubrics across sections of the
same course.
• Lack of communication led to omission of
assessment of certain objectives in one
section of FIN 3100.
• Complex variables sometimes reduced to
simplistic assessment measurements
• Some of the more important variables may
get overlooked because we cannot figure
out an easy way to measure them with
hundreds of students.
Summary of Assessment Collection and Analysis Phase
As shown in Exhibit VI.L. the minimum benchmarking standards were exceeded in almost all course
sections involved in the assessment process. In two cases, the % of students to meet or exceed the
minimum standard was .5% below the expected or hypothesized value and in one case the % was clearly
below expectations. Strengths and weaknesses of the collection and analysis phase are summarized in
Exhibit VI.M. Future plans to enhance the assessment process are provided in Section VII of this report.
Learning Assurance Report – BBA Marketing Page 95

Exhibit VI.L. Summary of Assessment Results
* indicates that the minimum benchmarking standard was exceeded in all sections assessed.
-- indicates that minimum benchmarking standard was not met.
= indicates that % to meet or exceed ≈ benchmarking standard
Learning
Objective
BISM 2100 ECON 2300 FIN 3100 MGT 3100 MGT 3200 MKT 3100
Goal 1.0
1.1 * * * *
1.2 --
1.3 * * * *
Goal 2.0
2.1 *
2.2 *
Goal 3.0
3.1 * *
3.2 * * *
3.3 * *
3.4 * *
Goal 4.0
4.1 * * *
4.2 * *
4.3
Goal 5.0
5.1 *
5.2
Goal 6.0
6.1 * = =
6.2 *
Goal 7.1.0 Accounting
7.1.1
7.1.2
7.1.3
Goal 7.2.0 Economics
7.2.1
7.2.2
7.2.3
7.2.4
Goal 7.3.0 Finance
7.3.1
7.3.2 *
7.3.3
7.3.4
Goal 7.4.0 Management
7.4.1
7.4.2
7.4.3
7.4.4
Goal 7.5.0 Marketing
7.5.1
7.5.2
7.5.3 *
Learning Assurance Report – BBA Marketing Page 96

Exhibit VI.M. Perceived Strengths and Weaknesses of Data Collection, Analysis and Interpretation
Strengths
Data Collection • All BBA goals were assessed.
• A variety of assessment vehicles were used to
assess each goal.
• 100% of MGT 3100 sections were included in
the assessment process.
• Variety of faculty involved in assessment
process.
Data Analysis • Multiple questions implemented to assess each
goal
• Goals measured in different courses.
Weaknesses
• Need more coverage of goal
and certain learning objectives
(only one assessment of Goal
5.0 conducted)
• Need common assessment
vehicles across sections of the
same course.
• Need common rubrics across
sections of the same course.
• Lack of communication led to
omission of assessment of
certain objectives in one
section of FIN 3100.
Data Interpretation • Met or exceeded minimum benchmarking
standards for all but three learning objectives.
• Exceeded minimum benchmarking standards
for all BBA goals and two discipline-specific
goals.
• Minimum benchmarking
standards need refinement.
• Need consistency in
benchmarking standards.
Program Assessment
The details of the overall program assessment process are provided in Section VIII.
Learning Assurance Report – BBA Marketing Page 97

SECTION VII
USING FINDINGS OF AOL FOR QUALITY ENHANCEMENT FOR THE
UNDERGRADUATE BBA MAREKTING PROGRAM
7.1 Quality of the Academic Program Improvement Plan
There are several layers in the continuous improvement cycle approach adopted by the Coles College of
Business. In this section, we examine plans for improvement at the following levels:
• The course-embedded assessment process itself, e.g. assessment vehicles, sampling process,
benchmarking standards, etc.
• Within courses, e.g. topical coverage, instructional methods, grade evaluation processes, etc.
• In the indirect program assessment methods, e.g. exit surveys, employer surveys, etc.
• And, the overall Coles College Program Assessment
Plans for improvement in the overall program are outlined in Section VIII.
According to our AOL process, CATs(course assessment teams) are expected to collect, analyze, and
review the results of their assessment activities. Following the review of results, for each course
evaluated they are to answer the following questions:
Description of Planned Changes in Curricula, Pedagogy, Teaching and Learning Materials and / or
Learning Goals and Objectives:
•What did you find out?
•What is the department going to do about it (how)?
•Department plans for the next academic year?
Courses evaluated during the 2005 year included:
Spring 2005: BISM 2100, FIN 3100, MGT 2300
Fall 2005: ECON 2300, MGT 3100, MKTG 3100
Exhibits VII.A-VII.F profile the findings of this process.
Learning Assurance Report – BBA Marketing Page 98

Exhibit VII.A BISM 2100-Action Plan
Learning
Objective
Assessed
Learning Objective
1.1
Learning Objective
1.3
Learning Objective
3.1
Learning Objective
3.2
Learning Objective
3.4
Learning Objective
6.1
Learning Objective
6.2
Current % of
Students to Meet
or Exceed
Expectations
Sec. 3 = 88%
Sec. 4 = 93%
Sec. 5 = 94%
Sec. 3 = 71%
Sec. 4 = 85%
Sec. 5 = 100%
Sec. 3 = 71%
Sec. 4 = 100%
Sec. 5 = 100%
Sec. 3 = 71%
Sec. 4 = 100%
Sec. 5 = 100%
Sec. 3 = 92%
Sec. 4 = 89%
Sec. 5 = 90%
Sec. 3 = 50%
Sec. 4 = 62%
Sec. 5 = 70%
Sec. 3 = 79%
Sec. 4 = 88%
Sec. 5 = 94%
Current
Benchmarking
Standard
70%
70%
70%
70%
70%
50%
70%
% of Students to
Meet or Exceed
Expectations
after changes
have been
Implemented
New
Benchmarking
Standard
(if applicable)
BISM 2100 – Action Plan:
What did we find out?
Four learning objectives were assessed in each of three course sections for a total of 12 measurements.
The actual performance on all twelve measurements met or exceeded the benchmark prediction of
performance. On one of the 12 measurements (6.1 in Section 3), the result just met the minimum
predicted performance. The course coordinator and the instructor involved in the assessment believe that
there were problems with the design of one of the assessment vehicles and that it may not accurately
measure the learning outcome.
What are we going to do about it (how)?
The course coordinator proposed the following changes to the course and/or assessment vehicles as a
result of the assessment experience:
Select a new text that incorporates activities for both MS Office application and communication
skill development.
Restate course objectives to more clearly focus on learning objectives.
Adopt an assessment vehicle – Train and Assess Information Technology [TAIT] – that generates
more consistent student assignments and allows instructors to better determine student
performance.
Learning Assurance Report – BBA Marketing Page 99

Develop a customized WebCT course template for course structure.
Departmental Action Plan based on Results of the Course-Embedded Assessment Process:
The Department AOL Committee accepted the recommendations of the course coordinator. The course
coordinator made changes in the course based on the spring of 2005 assessment experience. A new text
and related course revisions were launched in the fall semester of 2005. The course is being assessed
again this semester (Spring 2006) per the AOL Council’s timetable. A new assessment vehicle (TAIT) is
being used this semester (Spring 2006).
In order to improve the Department AOL Committee’s understanding and coordination of the AOL
process for the BISM courses, a BISM faculty member (the course coordinator for BISM 2100) was
added to the AOL committee beginning Fall 2005.
Learning Assurance Report – BBA Marketing Page 100

Exhibit VII.B - MGT 3200-Action Plan
Learning
Objective not
being Met
Satisfactorily
Learning
Objective 1.1
Learning
Objective 1.3
Learning
Objective 3.2
Learning
Objective 4.1
Learning
Objective 5.1
Current % of
Students to Meet
or Exceed
Expectations
Current
Benchmarking
Standard
97% 70-80%
84% 70-80%
97% 70-80%
91% 70-80%
88% 70-80%
% of Students to
Meet or Exceed
Expectations
after changes
have been
Implemented
New
Benchmarking
Standard
(if applicable)
Description of Planned Changes in Curricula, Pedagogy, Teaching and Learning Materials and / or
Learning Goals and Objectives:
MGT 3200: OPERATIONS MANAGEMENT
What did you find out?
We found that in MGT 3200, students appear to be learning what they are supposed to have learned. The
performance of the students was better than the benchmark standards.
We also found out that we need to more carefully instruct and monitor our supporting faculty to ensure
that they understand the AOL process and requirements.
We need to establish a departmental process to file and store assessment data.
We need to assess a more representative student sample. This term we assessed one day (afternoon) and
one on-line section. We need to assess different samples early day/ night/ weekend to determine if our
results this term are representative of the population.
Although we found the assessment vehicles to be relevant, applicable and easy to use in class, we need to
do a better job to ensure consistency in both the actual assessment vehicles used and the implementation
of the assessment across the various sections of the course.
What is the department going to do about it (how)?
For this course, we want to go back and ensure that we are evaluating the right things and that the
assessment vehicles are appropriate.
We have already instituted a training session for support faculty in AOL for this course--including the
process, their responsibilities, record keeping requirements and reporting and storing data.
Learning Assurance Report – BBA Marketing Page 101

Department plans for the next academic year.
Review the benchmarking criteria
Do additional sampling of MGT 3200 sections of additional times/ instructors who teach the course.
Learning Assurance Report – BBA Marketing Page 102

Exhibit VII.C - FIN 3100: Action Plan
Learning
Objective not
being Met
Satisfactorily
Learning
Objective 1.3
Learning
Objective 4.1
Learning
Objective 4.2
Learning
Objective 7.4.2
Current % of
Students to Meet
or Exceed
Expectations
Current
Benchmarking
Standard
73.4% 60%
74.7% 60%
86.1% 60%
72.7% 60%
% of Students to
Meet or Exceed
Expectations
after changes
have been
Implemented
New
Benchmarking
Standard
(if applicable)
Departmental Action Plan based on Results of the Course-Embedded Assessment Process:
The results of the assessment processes for FIN 3100 and ECON 8010 were discussed in a department
meeting on August 18, 2005. The following conclusions were derived:
• The benchmarking standard for the % of students that meet or exceed expectations for FIN 3100
of 60% may be too low.
• The benchmarking standard for the % of students that meet or exceed expectations for ECON
8010 of 90% may be too high.
• As a department, we need to determine an ideal range for benchmarking standards used in the
assessment of graduate level and undergraduate level courses.
• As a department, we need to develop continuous improvement goals for the assessment process.
One area of concern is how to address small sample size issues and the consequences of Type I
errors. It is difficult to determine if changes are indeed necessary based on the assessment results
from a sample of 34 students. We may need to develop trend lines over time or increase our
sample sizes.
Department Plans for the 2005/06 Academic Year:
• Administrative Changes in the Assessment Process: The departmental AOL Committee will
develop a detailed checklist to accompany the report templates faculty need to complete during the
assessment process. This should reduce much of the confusion which led to incomplete reports
and files during the past spring term.
• Benchmarking Standards: The departmental AOL Committee will lead discussion necessary to
determine realistic benchmarking standards.
• Continuous Improvement Goals: The department AOL Committee will lead discussion necessary
to develop continuous improvement goals for the department related to student mastery of learning
objectives.
Learning Assurance Report – BBA Marketing Page 103

Exhibit VII.D - MGT 3100-Action Plan
Learning
Objective not
being Met
Satisfactorily
Learning
Objective 1.1
Learning
Objective 2.1
Learning
Objective 2.2
Learning
Objective 3.1
Learning
Objective 3.2
Learning
Objective 3.3
Learning
Objective 3.4
Learning
Objective 4.1
Learning
Objective 4.2
Current % of
Students to Meet
or Exceed
Expectations
Current
Benchmarking
Standard
86% 70-80%
94% 70-80%
94% 70-80%
84% 70-80%
93% 70-80%
82% 70-80%
92% 70-80%
88% 70-80%
88% 70-80%
% of Students to
Meet or Exceed
Expectations
after changes
have been
Implemented
New
Benchmarking
Standard
(if applicable)
Description of Planned Changes in Curricula, Pedagogy, Teaching and Learning Materials and / or
Learning Goals and Objectives:
MGT 3100: MANAGEMENT AND BEHAVIORAL SCIENCE
What did you find out? We put procedures in place to standardize MGT 3100 syllabus, text, and
exercises. We used multiple measures to evaluate each SSLO. We assessed every student in every class
to the best of our ability.
We found out that our MGT 3100 is doing a good job of meeting our teaching and learning goals. We
exceeded our standards for all Learning Objectives.
What is the department going to do about it (how)? Take steps to insure that this level of performance
is continued. Reassess our standards to determine if they are high enough, and make corrections to
continually improve our system within MGT 3100.
Learning Assurance Report – BBA Marketing Page 104

Department plans for the next academic year.
Regarding existing assessment vehicles:
Vehicle 1-Chapter Quizzes-Since we take the highest score, perhaps we should raise the score to meet,
exceed expectations
Vehicle 2-Video Exams-review questions, tighten them up to eliminate duplication, develop rubric to
ensure consistent application and evaluation across all sections/instructors
Vehicle 3-Graded Discussions -develop rubric and procedures on how to use and evaluate these
Vehicle 4-Peer Evaluations- develop rubric and procedures on how to apply and evaluate these
Vehicle 5-Applied Activity- develop rubric and procedures on how to evaluate
Develop assessment vehicles and rubrics to evaluate major content SSLOs--7.41,7.42,7.43, 7.44
We will plan to reassess MGT 3100 in Fall 2006.
Learning Assurance Report – BBA Marketing Page 105

Exhibit VII.E - ECON 2300 - Action Plan
Learning
Objective not
being Met
Satisfactorily
Learning
Objective 1.2
Learning
Objective 1.3
Learning
Objective 6.1
Current % of
Students to Meet
or Exceed
Expectations
Current
Benchmarking
Standard
69.7% 80%
77.7% 85%
79.5% 80%
% of Students to
Meet or Exceed
Expectations
after changes
have been
Implemented
New
Benchmarking
Standard
(if applicable)
Departmental Action Plan based on Results of the Course-Embedded Assessment Process:
At the time of the writing of this report, the department had not met to discuss the results of the
assessment of ECON 2300. For two of the three learning objectives, 1.2 and 1.3, benchmarking standards
were not met. The initial reaction of the department AOL committee and the instructor who administered
the assessment vehicles is that the benchmarking criteria may be set too high. However, before changing
the criteria, the course will be assessed again in the fall of 2006.
Learning Assurance Report – BBA Marketing Page 106

Exhibit VII.F - MKTG 3100 - Action Plan
Learning
Objective Met
Satisfactorily
Learning Objective
1.1
Current % of
Students to Meet
or Exceed
Expectations
Current
Benchmarking
Standard
96% 80%
% of Students to
Meet or Exceed
Expectations after
changes have been
Implemented
New
Benchmarking
Standard
(if applicable)
Learning Objective
3.3
96% 80%
Learning Objective
7.5.3
96% 80%
Departmental Action Plan based on Results of the Course-Embedded Assessment Process:
The results of the assessment processes for MKTG 3100 are to be discussed in a departmental meeting in
April, 2006. The following are the main points for the meeting agenda:
• Increased consistency in course content in regard to marketing plan project especially for on-line
classes taught by support faculty.
• Development of rubrics to grade presentation and projects that can be used by all sections for
assessment.
• Development of team member assessments that are consistent from section to section
• In general, achieve more consistency among faculty while still allowing for individual differences.
• Increased communication with support faculty concerning required course elements.
Learning Assurance Report – BBA Marketing Page 107

7.2 Quality of the AOL Process Improvement Plan
Coles College Plan
The Coles College AOL Process Improvement Plan is an iterative part of our entire AOL process (see
Section VI). Writing this report has illuminated the synergies across our program, given us a better
understanding of where we are, and an idea of what we need to do to meet the requirements of the
process. In regard to the future, the question of what needs to be accomplished and why need to be
answered.
Improvement Plan
There are several focus areas for our improvement plan including the course embedded process, program
assessment, faculty and committee involvement and the Coles College AOL Council.
Course Embedded Process
Several areas of the course embedded assessment process require continual monitoring and improvement.
• Evaluation of current semester’s findings (Spring 2006)
• Review of effectiveness of the current sampling plan and schedule
• Review of the process involved in both collecting and gathering course-embedded data
• Analysis of findings over time to look for trends and patterns.
Program Assessment
The measuring of the six BBA programs that comprise the Coles College of Business is an enormous task
comprising many pieces and people that must coordinate in order for results to be obtained. Areas to
focus on improvement include the following:
• Review of major area exams including both the questions used and testing instruments
• Evaluation of the effectiveness of Comp-XM® in measuring our Goals and major area
competency.
• Continual review and refinement of the Comp-XM® question set.
• Development and evaluation of indirect program assessment measures including the feasibility of
exit and employer surveys.
Faculty and Committee Involvement
The importance of faculty involvement and commitment to the assurance of learning process cannot be
over-looked. Faculty members play an integral roll, particularly in evidence collection with course
embedded assessment. Also, several Coles College committees’ work will cross paths with the AOL
Council. It is essential that committees are able to communicate effectively about suggested changes.
The following are proposed areas for improvement for these two audiences.
• Communicate AOL progress and immediate actions to the faculty in a manner that also helps them
understand the importance to their individual, department and course success.
• Introduction of puzzle piece syllabus template to Coles College faculty.
• Suggest to the Coles College UPCC that all new proposed courses include the AOL puzzle piece
syllabus template showing how the goals of the course map into the Coles College AOL goals.
• Implementation of software that will facilitate the collection and analysis of evidence and increase
the ease at which faculty can participate in the assessment process
The Cole College AOL Council
The AOL Council has greatly increased its efficiency of communication as well as member understanding
of the AOL assessment process through the writing of the Learning Assurance Reports for their various
degree programs. Several areas are suggested for an improvement plan.
Learning Assurance Report – BBA Marketing Page 108

• Consideration of positive reinforcements for excellence in the accomplishment within any or all
areas of the assurance process
• The leveraging of assessment activities to meet scholarship requirements, which would hopefully
lead to greater knowledge and increased exposure to other assessment processes.
• Development of a strategic plan to guide the AOL Councils activities for the future.
The Marketing and Professional Sales Department’s Plan
The Marketing and Professional Sales Department is committed to the continual improvement of not only
its course content but also its course offerings. In order to accomplish this, several actions are taken on a
yearly basis.
Course reviews are conducted yearly, with courses for review on a three-year rotational basis. An
example of a report from this process is provided for you in Section III, Exhibit III.D. What this report
does not indicate is the amount of interaction and discussion that contributes to its creation. The
conversations of current trends in Marketing and Professional Sales in the yearly meetings with the
department’s Board of Advisors (mentioned in the Introduction section) are also taken into the course
review process.
The Marketing and Professional Sales department has already instituted a policy of reviewing course
objectives in regard to the Coles College AOL goals during the course review process.
On a yearly basis, the faculty evaluates its course offerings, again taking into account the advice from the
Board of Advisors. Currently, two courses are in development to answer the needs of both students and
their future employers.
Marketing and Professional Sales Assessment Activities
Currently, the department is reviewing the results from its evidence collection in Fall 2005. A meeting of
the MKTG 3100 assessment committee is scheduled for April 2006 to address concerns, review
assessment vehicles, analyze the sampling plan and suggest course and assessment improvements. The
main agenda topics are summarized in Exhibit VII.F.
7.3 Completeness of the Academic Program Improvement Plan
At the Coles College Level, we are in the very early stages of this AOL process. The AOL Process
Improvement Plan is well defined across all impacted areas. A delegated structure is in place (see Exhibit
VI.C) to carry out the process, with multiple levels of faculty involvement. We have a fixed, yet flexible
phased implementation plan (see Exhibit V.A). A decentralized course review and assessment process is
used and controlled by the faculty in each respective discipline with oversight via a multidisciplinary
team. In addition to our course embedded assessment process, we have a clearly defined (discussed in
Sections I-VI), yet evolving Program Assessment Plan for our students. (see Section 2.8 and VIII)
All in all, for this stage of the Coles College AOL development activity, our plan is as complete as it can
be expected. This is a never-ending, evolving process that will build on itself over time.
Learning Assurance Report – BBA Marketing Page 109

7.4 Completeness of the AOL Improvement Plan
See section 7.3. Our Academic Program Improvement Plan is complete as is our AOL Improvement
Plan, but both are evolving as a natural part of the process. We are in the beginning stages of assessment
where we are moving from evidence collection to using the results to improve our courses, learning
environments and the evidence collection process itself.
Learning Assurance Report – BBA Marketing Page 110

SECTION VIII
PROGRAM REVIEW THROUGH THE CAPSTONE EXPERIENCE:
MGT 4199 STRATEGIC MANAGEMENT FOR THE
UNDERGRADUATE BBA MARKETING PROGRAM
8.1 BBA Program Assessment: Spring 2006
Student activities & procedures: BBA Program Assessment Spring 2006
All students enrolled in MGT 4199 will participate in the BBA Program Assessment during the Spring
Semester 2006. Three weeks of each MGT 4199 section have been set aside for our program assessment.
These weeks fall during the period March 18 to April 8, 2006. Students will participate in the assessment
at their own self-pace, and completion of the assessment by all participants is planned for April 30,
2006—the last day of classes for the Spring Semester.
The BBA Program Assessment is based upon Management Simulations, Inc.’s (MSI) Comp-XM®, an
integrated business competency evaluation tool that allows students to demonstrate their skills. The
Program Assessment has three parts, the 2 nd and 3 rd parts run concurrently:
• A business simulation practice phase (Foundation®);
• A business simulation examination phase (Comp-XM®); and
• A series of quizzes, that ask questions related to the students simulation environment and that are
based on BBA program goals and objectives.
All participants will register at MSI’s web site, and the three parts are administered by MSI via web based
interfaces. Students pay by credit card. The cost is $60.00.
The Business Simulation Practice Phase (Foundation®)
The business simulation practice phase is designed to teach participants how to successfully operate a
company in the simulation environment. Foundation® is one of the world's best selling business
simulation games. Foundation® requires knowledge and skills in business R&D, HR, Finance, Marketing,
Production, Strategy, Tactics, Leadership and Teamwork.
In Foundation®, our students will run a $40 million company for eight simulated years. The simulation
will be played as an individual competition (Foundation® Foot race), in which our students each run a
company, competing against five computer-generated companies.
Foundation® companies operate in two market segments: "Low Tech" and "High tech." Students begin
the simulation with one product, but can develop a portfolio of up to five products. Each simulated year
they will make decisions in Research and Development, Marketing, Finance, Human Resources and
Production. In later rounds, Total Quality Management can be added as well.
Students select the benchmarks that will measure success. They choose from two or more measures
including Return on Equity (ROE), Return on Investment (ROI), Market Capitalization, Market Share (in
Dollars), Cumulative Profit, Return on Assets (ROA), Asset Turnover and Stock Price.
To facilitate the students’ participation in the Program Assessment, three weeks of the Spring Semester in
each MGT 4199 section have been set-aside for students to complete the practice round. These weeks fall
during the period March 18 to April 8, 2006. This round is completely self-paced. In addition to the eight
Learning Assurance Report – BBA Marketing Page 111

ounds/years of play, the students are provided three rehearsal rounds and an optional eight years of
practice rounds. At the end of this phase we expect all students to be comfortable with the mechanics of
the simulation.
The Business Simulation Examination and Quiz Phase (Comp-XM®).
When each student has completed the first phase they progress to the second and third phases that are
concurrent. They do this at their own speed since all phases are self-paced.
Comp-XM® is a new simulation that is similar to Foundation®. Each student is assigned to a company
that has three years of performance history and must make business decisions for an additional four years
(rounds). Concurrent with each decision students are given an exam that asks discipline and Goal related
questions based upon the simulation specifics and general business knowledge. Also, students are given
another similar exam after the four decisions are completed.
Cumulative simulation performance scores are kept, as well as the scores on the five exams. Fifteen
points of the MGT 4199 student’s final grade is based upon his/her performance. Failure to participate in
the simulation results in an “F” in the course. This is done in order to provide an incentive for
engagement. Students have until the end of the semester (April 30, 2006) to complete the Comp-XM®
rounds and examinations.
The Comp-XM software provides metrics on performance in the simulation and the five examinations in
relationship to Coles BBA Goals and Learning Objectives.
Courses, sections & number of students participating:
MGT 4199/01 40
MGT 4199/02 39
MGT 4199/03 40
MGT 4199/04 40
MGT 4199/05 17
MGT 4199/06 31
MGT 4199/07 36
MGT 4199/08 25
Total 268
Prerequisite Courses required before students can take the Capstone course with simulation:
In order to enroll in any upper division business course, a business major must meet the Sophomore GPA
requirement. This requirement is currently a GPA of 2.875 or higher on a set of eight courses – Calculus,
ACCT 2100, ACCT 2200, ECON 2100, ECON 2200, ECON 2300, BISM 2100, and BLAW 2200. In
addition, a “C” or better must be earned in each of the courses. In addition to the Sophomore GPA
Requirement, MGT 4199 prerequisites include completion of all the required core upper-division business
courses (including ECON 2300, FIN 3100, MGT 3100, MGT 3200, and MKTG 3100), and enrollment is
allowed only in the last or next-to-last semester in the program. MGT 4199 is not open to non business
majors.
Questions for the Comp-XM ® exams
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Exhibit VIII.A presents the Coles College interdisciplinary Goals and Objectives, the Core courses
mapped to those Goals and Objectives, and identifies the related questions in the Comp-XM ® question
database. Exhibit VIII.B presents the Discipline Specific Goals and Objectives, the Core courses mapped
to those Goals and Objectives, and the related Comp-XM® questions.
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Exhibit VIII.A - Goals and Objectives being assessed
Key to Question Descriptors
A = Accounting F = Finance I = Interpersonal S = Strategic Analysis
P = Production T = Technology M = Marketing H = Human Resources
E = Ethics
Exhibit VIII.A. Core - Linkage of All Program Requirements to Learning Outcomes
Coles College B.B.A. - Common Business Core Mapping
Goals Objectives Mapping of Comp-XM® Questions to Goals and Objectives
See Comp-XM® question manual.
1.1 Identify
problems and
opportunities.
(knowledge)
1.2 Locate and
apply appropriate
research tools and
databases to
generate alternative
solutions.
(knowledge &
skill)
ECON 2300 - Students obtain corporate, state and national data from online
databases.
IT 3700 – Student use online research tools to investigate an information
technology topic
A98, A106, A103
1.0 Critical
Thinking
Business majors
will think
critically,
identify
problems,
research and
analyze solutions
and make
decisions
regarding
business
activities.
(knowledge &
skill)
1.3 Evaluate data
in order to compare
and contrast
alternatives to
reach a defensible
solution. (skill)
ACCT 2200 - Students work basic managerial accounting problems.
BISM 2100 - Students utilize a checklist to evaluate web pages for credibility
and use in a formal report. Students compare web resources and eliminate
those that do not evaluate well according to criteria.
BLAW 2200 - Students are tested on ability to recognize legal problems and
make decisions on hypothetical situations
ECON 2100 - Students are required to identify profit-maximizing outcomes
utilizing data from various market scenarios.
ECON 2300 – Students make inferences about univariate populations based
on sample data.
ECON 3300 – Optimization and other decision-making models are used with
the explicit purpose of comparing alternatives to determine an optimal
solution.
FIN 3100 - Capital budgeting techniques are used to evaluate possible
investment opportunities.
MGT 3200 - Students take exams that provide data to examine various
product-process trade-offs and analysis, including forecasting, break-even
analysis, capacity analysis, inventory models and other numerical analyses.
MGT 4199 - Students will apply Strength/Weaknesses/Opportunities/Threats
(SWOT) analysis to the evaluation of strategic alternatives.
A16, A51, A61, A65, A69, A70, A 71, A94. A95, A96, A97, A104, A105.
A112. A113. A114. F41. F42. F64, F115
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2.0 Ethics
Business majors
will recognize,
analyze and
choose
resolutions to
ethical problems
explicit or
implicit in
decision-making.
(attitude,
knowledge &
skill)
3.0 Interaction
Business majors
will demonstrate
professional
behavior through
the effective use
of collaboration,
leadership and
communication
skills. (attitude,
knowledge &
skill)
2.1 Identify ethical
issues related to
business situations
(knowledge)
2.2 Analyze and
compare
resolutions to
ethical issues
encountered in a
business
environment.
(attitude & skill)
3.1 Discuss the
importance of
working
cooperatively with
others. (attitude)
3.2 Work with
others in a
professional
manner. (skill)
3.3 Explain the
skills necessary to
influence, inspire
and motivate
individuals and
groups to achieve
results.
(knowledge)
3.4 Effectively
communicate
information to
individuals with
diverse
backgrounds.(attitu
de & skill)
MGT 3100 – Students learn about ethical dilemmas and their resolution;
corporate governance, and social responsibility.
E82, E84
BLAW 2200 - Students analyze ethical problems.
IT 3700 – Students analyze scenarios and articulate positions on various
ethical issues regarding information systems and the Internet.
MGT 3100 - Students discuss real business dilemmas involving ethics and
corporate responsibility; discuss current events and the costs of unethical
business decisions.
E83, E85
BISM 2100 – Teams review sample operating agreements and discuss team
structure, roles, performance and quality then complete a team operating
agreement with delineated roles and perform a team effectiveness assessment.
MGT 3100 – Students learn about interpersonal skill development, group
synergy, and team work.
BISM 2100 - Students assess their effectiveness as a team.
MGT 3100 – Students work in teams or as a class to develop or apply an
application of the course content
MGT 3200 – Students are required to work together to successfully complete
a group project involving systems operations.
I79
MGT 3100 – Students learn the theories, concepts, and practices associated
with effective directing, leading, motivating, and negotiating .
MKTG 3100 – Students complete a team research project where they must
come to a consensus regarding the specific topic and the method to complete
the work.
I77
BISM 2100 – Students complete an investigative report identifying problems
and opportunities for businesses seeking software solutions.
MGT 3100 – Students critique peers and provide feedback
Learning Assurance Report – BBA Marketing Page 115

4.0 Perspectives
Business majors
will identify,
interpret and
analyze the
impact that legal,
global, industry
and customer
environments
have on business
decisions.
(attitude,
knowledge &
skill)
5.0 Resource
Management
Business majors
will manage
resources to
implement
decisions and
maximize the
creation of value.
(knowledge &
skill)
4.1 Describe the
external forces (e.g.
legal/regulatory,
economic, global,
industry, and
customer)
applicable to
business
operations.
(knowledge &
attitude)
4.2 Analyze the
impact of external
forces on business
operations. (skill)
4.3 Integrate the
impact of external
forces in business
decisions. (skill)
5.1 Identify
relevant resources
to produce a
product or service.
(knowledge)
5.2 Identify and
apply tools for
managing
resources (skill)
ACCT 2100 - Students learn how various organizations affect the accounting
information prepared and provided to meet society’s needs (e.g., FASB, SEC,
PCAOB, IASB, AICPA).
BLAW 2200 – Students identify general legal principles that affect business
situations.
ECON 2100 - Class discussions introduce the relevance of market
organization to business operations with respect to pricing and profit
opportunities.
ECON 2200 - Class discussions introduce the concept of business cycles and
their impact on employment and income.
FIN 3100 – Stock and bond markets are examined as possible sources of
external capital.
MGT 3100 – Students learn about the structure and interaction of natural,
political/legal, sociocultural, economic, technological, regulatory, and
competitive forces and their impact on organizations
MGT 3200 – Exams test students on how external factors such as
competitors and industry environment impact operations decisions.
S58, S59, S62
FIN 3100 – Cost of capital is computed and used to make financing and
investment decisions.
IT 3700 – Students are tested on their understanding of the impact of external
forces on the success of an information technology development project
MGT 3100 – Students complete scenario analysis, discuss the implications of
external interventions on the organization. Review various forces that would
impact the business
MGT 4199 – Students will be able to evaluate the extent to which different
external forces may pose either an opportunity or threat or both for a
business.
S63
MGT 4199 – Students will be able to integrate the concepts of environmental
analysis into the evaluation and choice of strategic alternatives.
M72, M68
IT 3700 – Students are tested on the process and resources needed to develop
an information system
MGT 3200 – Students are tested on inputs (labor, machines, materials)
required to produce products and services.
ACCT 2200 - Students learn the basic components of products & services
(e.g., materials, labor, and overhead). P56, S73, S74, S75, S76
ACCT 2200 - Students learn to use managerial accounting tools for resource
management decisions (e.g., cost-volume-profit analysis, budgeting).
ECON 3300 – Students develop and solve linear programming models to
maximize profit or minimize cost subject to known resource constraints.
S63, H4
Learning Assurance Report – BBA Marketing Page 116

6.0 Technology
Business majors
will identify
opportunities to
leverage
technology in
decision-making
and can use
technology for
personal
productivity
(knowledge &
skill)
6.1 Identify and
operate appropriate
computer software
for analysis and
data presentation.
(knowledge &
skill)
6.2 Effectively use
technology to
improve personal
productivity. (skill)
BISM 2100 – MS Word, Excel and Power Point demonstration and
practicum are completed in-class.
ECON 2300 – Students use spreadsheet software to summarize sets of data.
ECON 3300 – Students use spreadsheet software to solve and evaluate linear
regression, linear programming and / or forecasting models.
IT 3700 – Students are required to use advanced capabilities in Microsoft
Excel, Access, Word and PowerPoint to solve business problems.
T80, T81, T86, T87, T88, T89, T107, T108, T109, T110, T111
BISM 2100 – Students create and publish a webpage for assignment
submission and potential employer review.
IT 3700 – Students publish a webpage summarizing their research on a
specific information technology topic.
Exhibit VIII.B – Discipline Specific Goals and Objectives
Core – Linkage of All Program Requirements to Learning Outcomes
Coles College B.B.A. – Common Business Core Mapping into Discipline Specific GLO’s and SSLO’s
7.1.0
Discipline
Specific
Outcome:
Accounting
Business majors
will prepare and
effectively use
accounting
information and
reports, and
understand the
importance of
and threats to
quality
information.
(knowledge &
skill)
7.1.1
Comprehend and
explain the
components of
accounting
systems and
accounting
reports.
(knowledge)
7.1.2 Make
decisions about
how to properly
account for an
item and/or use
accounting
information and
reports.
(knowledge &
skill)
7.1.3 Prepare
accounting reports
using appropriate
content, methods,
and formats.
(knowledge &
skill)
ACCT 2100 – Students learn the format and content of the financial
statements.
ACCT 2200 – Students learn the components of costing systems (e.g.,
product vs. period costs, overhead allocation methods).
ACCT 2100 – Students use financial statement information to evaluate
company results (e.g., ratio analysis).
A16, A51, A61, A65, A69, A70, A 71, A94. A95, A96, A97, A104, A105.
A112.
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7.2.0
Discipline Specific
Outcome:
Economics
Business majors
will identify and
evaluate the tradeoffs
and
corresponding
opportunity costs
necessary to operate
in a market
economy.
(knowledge & skill)
7.2.1 Identify market
forces that influence
the allocation of scarce
resources inside
organizations and the
operation of the
aggregate economy.
(knowledge)
7.2.2 Apply evaluation
tools (e.g. surplus
value, opportunity
cost, and utility
analysis) to assess
competing goals.
(knowledge and skills)
7.2.3 Identify
environments in which
individual and
collective interests are
compatible or diverge.
(knowledge and
attitude)
7.2.4 Utilize
mathematical tools and
models to measure the
gains and losses
inherent in decisionmaking.
(knowledge
and skill)
ECON 2100 - Class discussions identify the forces of demand and
supply that impact the allocation of scarce resources.
ECON 2200 - Class discussions cover the operation of the aggregate
economy.
A98, A106, A103
ECON 2200 - Class discussions emphasize the impact on businesses
and individuals of changing tax and interest rate scenarios.
ECON 2200 - Class discussions focus on the gains and losses
associated with international trade utilizing trade models.
A113. A114. F41. F42. F64, F115
7.3.0
Discipline Specific
Outcome:
Finance
Business majors
will recognize,
differentiate and
evaluate the
investing and
financing decisions
of corporate
enterprises.
7.3.1 Comprehend and
debate the goal of
wealth maximization.
(knowledge)
7.3.2 Identify and
measure the risks and
rewards of investing.
(skills and knowledge)
7.3.3 Interpret and
assess the roles of
financial institutions.
(knowledge)
7.3.4 Recognize and
compare global security
markets. (knowledge
and skill)
FIN 3100 – Students learn to calculate and interpret measures of risk
and return as they relate to the equity market.
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7.4.0
Discipline Specific
Outcome:
Management
Business majors
will demonstrate
knowledge and
discuss the creation
and coordination of
efficient and
effective
organizational
systems.
(attitude,
knowledge, skill)
7.5.0
Discipline Specific
Outcome:
Marketing &
Professional Sales
Business majors
will formulate
appropriate plans to
respond to market
place threats and
capitalize on market
opportunities.
(knowledge & skill)
7.4.1 Demonstrate
ability to create and
manage small business
ventures. (attitude,
knowledge & skill)
7.4.2 Describe and
analyze individual and
group behaviors as
they impact
organizations.
(knowledge & skill)
7.4.3 Develop
leadership skills to
strategically manage
human resources and
related policies and
practices. (attitude and
skill)
7.44 Examine the
forces that impact
international
management practices
and processes. (skill)
7.5.1 Identify market
opportunities through
market analysis and
customer research.
(knowledge)
7.5.2 Evaluate
profitability of market
segments by assessing
market opportunities,
competitive profiles
and organization
capabilities. (skill)
7.5.3 Propose bundles
of products/services
and the appropriate
marketing mixes for
targeted buyer
segments. (skill)
MGT 3100-Students are tested in their knowledge of entrepreneurship
through quizzes.
MGT 4199-Students demonstrate their ability to create and manage small
business ventures through an applied simulation.
P56, S73, S74, S75, S76, S63, H4
MGT 3100-Students are tested over theories regarding individual and group
behaviors.
MGT 4199-Students assess individual and group behaviors through peer
evaluations.
MGT 3100-Students complete applied video quizzes regarding effective
leadership.
MGT 4199-Students are required to manage and lead a team to complete an
integrative group project.
I79, I77
MGT 4199-Students examine the forces that impact international management
practices and processes through applied case analysis.
E82, E83, E84, E85
S58, S59, S62, S63
M72, M68
MKTG 3100 - Students are required to complete a term project of creating a
marketing plan for a product/service or idea.
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“Grading” Performance on the Program Assessment
A rubric has been developed to differentiate performances that exceed expectations, meet expectations, or
are below expectations. The rubric is presented in Exhibit VIII.C.
Exhibit VIII.C
Rubric And/Or Scoring For Results In 3 Categories: (Exceed, Meet Or Below Expectations):
Exceed Expectations Meet Expectations Below Expectations
Complete all Foundation® tutorials
Complete the three Foundation® rehearsal
rounds
Complete at least three of the Foundation®
practice rounds
Completes all eight of the Foundation®
competition rounds
At the end of the eighth Foundation®
competition round shows a positive
cumulative Net Income (Profit) OR at the end
of the fourth Comp-XM® round shows a
positive NI.
Completes four Comp-XM® Decision
Rounds
Completes five Comp-XM® Examinations
Completes an AOL Program Process
evaluation.
Scores over 300 points in the Comp-XM®
Examinations
(Does not complete all Foundation® tutorials
OR
Does not complete the three Foundation®
rehearsal rounds
OR
Does not complete at least three of the
Foundation® practice rounds
BUT
Completes at least half of the Foundation®
competition rounds
AND
Completes four Comp-XM® Decision
Rounds
Completes five Comp-XM® Examinations
Completes an AOL Program Process
evaluation.)
AND
Scores greater than 150 points in the Comp-
XM® Examinations
(Does not complete all Foundation® tutorials
OR
Does not complete the three Foundation®
rehearsal rounds
OR
Does not complete at least three of the
Foundation® practice rounds
OR
Does not complete all eight of the
Foundation® competition rounds
OR
Does not complete four Comp-XM®
Decision Rounds
OR
Does not complete five Comp-XM®
Examinations
OR
Does not complete an AOL Program Process
evaluation.
AND
Scores less than 150 points in the Comp-
XM® Examinations)
BBA how results will be tabulated by major.
We will either gather this information by self-reported major or download this from Banner and cross
correlate.
Strengths and Weaknesses of the Simulation and Progress to Date.
A simulation provides an excellent platform for program assessment. Each student is placed in a realistic
business environment and then tasked to make decisions about running his/her own business in a very
competitive environment. As they make these decisions, they are presented with a set of comprehensive
questions about these decisions (and other closely related areas). They are also asked to provide
supporting analysis for the choices that they make through a series of quizzes. We feel that this process
provides excellent metrics concerning the knowledge and skills that are developed during their BBA
program here at the Coles College.
We moved to the simulation after experimenting with an in-box assessment center approach. The
assessment center provided excellent measures of performance concerning our program goals relating to
Critical Thinking, Interaction, and Ethics. We were not satisfied with the measures of performance
related to Resource Management, Perspectives, and Technology. Because only half of our goals were
properly measured in the assessment center, we determined that a simulation experience would be a better
mechanism to determine our program assessment. However, we have found it is still difficult to develop
a process for measuring Discipline Specific or Major learning outcomes using the simulation. Therefore,
we have to develop questions to assess the discipline specific goals internally. This is going to be a
gradual process as we build our databases of questions relevant to each BBA Major Program.
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Currently we feel that we have excellent metrics in the simulation experience for our college goals of
Critical Thinking, Resource Management, and Perspectives. We are able to ask specific questions
relating to these goals about a student’s company, using numbers and concepts directly related to the
idiosyncratic performance of each student. Furthermore, we are able to gain reasonably good metrics for
the goals of Technology, Ethics and Interaction by using general business questions relating to broad
events taking place in the simulation, even though they are not tied to specific measures of company
performance. We are also satisfied that we have an acceptable method for measuring discipline specific
learning outcomes during the simulation process. Our students will take a short examination (determined
by their major) in WebCT using questions developed by faculty members in each discipline. This will
allow us to measure both program specific learning outcomes and discipline specific learning outcomes.
The following table summarizes our move from an assessment center approach to a simulation-centered
approach.
Exhibit VIII.D
Strengths and Weaknesses of BBA Program Assessment
Strengths
Weaknesses
8.2 Beta Test: Fall 2005
Assessment Center
Critical Thinking
Ethics
Interaction
Resource Management
Perspectives
Technology
Discipline Specific LO’s
Simulation
Critical Thinking
Ethics
Interaction
Resource Management
Perspectives
Technology
Discipline Specific LO’s
A beta test of the program assessment was conducted Fall 2005 in one section of MGT 4199. The section
was taught on Sunday 2-4:45pm by a Full time faculty member.
Program assessment had the following program score from 36 participants:
Below Expectations: 13 (two did nothing) 36%
Meets Expectations: 19 53% *
Exceeds Expectations: 4 11%
There was 21 useable responses to measure Program (only scored those who took all five quizzes).
Learning Assurance Report – BBA Marketing Page 121

Exhibit VIII.E – Results of Program Assessment Beta Test – Fall 2005
Objectives Below Expectations Meets Expectations Exceeds Expectations
(less than 60%) (60 - 90%) >90%
1.1
1.2
1.3 61% 5% 31%
2.1 24% 0% 76%
2.2 48% 0% 57%
3.1
3.2 5% 0% 95%
3.3 71% 0% 29%
3.4
4.1 64% 36% 0%
4.2 76% 19% 5%
4.3 34% 7% 59%
5.1 44% 0% 55%
5.2 67% 24% 10%
6.1 30% 2% 68%
6.2
* Includes two participants who only took 4 quizzes – system error and I felt they should not be excluded
from the results.
Interpretation of beta test results:
1. We need to develop questions that measure Objectives 1.1, 1.2, 3.1, 3.4, and 6.2.
2. A number of the Objectives need additional questions in order to establish reasonable reliability. Only
1 or 2 questions measure some Objectives, and that is clearly not enough.
3. Initial analysis indicates problems in the program with:
• Critical Thinking: only 36% meets or exceeds expectations.
• Resource Management: only 55% and 34% meets or exceeds expectations.
4. We have mixed results with:
• Ethics
• Interaction
• Perspectives
5. Our Technology goals have 70% meeting or exceeding expectations.
We are currently working our question sets: both improving the ones we have and adding to them. This
semester (spring 2006) questions were solicited from faculty in each department covering both core and
required field electives. These questions were reviewed by the AOL Council and Core questions will be
incorporated into the Comp-XM® testing Spring 2006. Major area field elective questions will be
incorporated into a WebCT/Vista platform and administered to students in MGT 4199. Each student will
only take the appropriate examination for his or her major. For this portion of the assessment, students
will only be assessed on what they have learned in their major area of study.
Learning Assurance Report – BBA Marketing Page 122

8.3 Summary and Conclusions on Program Assessment
The Coles College Program Assessment is being implemented for the first time, Spring 2006. It is a well
thought out plan, beta tested prior to full rollout, which allowed time to fine-tune both the content of the
assessment as well as the process.
A well-respected academic simulation is used that was customized specifically to meet the Coles College
requirement for testing our Goals and Objectives. Dr. Gary Roberts, in conjunction with the Coles
College discipline area faculty, the MGT 4199/8999 Strategy faculty and the MSI corporate designers, led
this development effort. It not only serves as an assessment vehicle, but also serves as a wonderful
learning experience for our business students.
In addition to the Program Assessment at the Core Level, we are incorporating Major Discipline Specific
Knowledge cluster assessment both within the Comp-XM® and in the development of Major Area exams.
As said earlier in this report, this entire AOL process has forced the Coles College to become a true
"learning organization."
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