Fifth Year Maintenance Report - University of Minnesota

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TABLE 5. MBA LEARNING ASSESSMENT GOALS - DULUTH Learning Goals Measurement/ Methodology Date Last Measured MBA Learning Assessment Goals - Duluth Results Changes needed in the assessment measurement Other changes needed (program, course) How changes were implemented CATEGORY: DEVELOP AND ENHANCE CORE SKILLS 1. Communicate complex ideas effectively in written form. Assessed using company analysis assignment in MBA 8411 (Policy Formulation and Implementation) Spring 2007 Good; the desired results were obtained (4.1). Since the desired results were obtained, no change is recommended in the assessment measure. Since the desired results were obtained, no change is recommended in this course. Since the desired results were attained, no changes were needed. Assessed using company analysis assignment in MBA 8411 (Policy Formulation and Implementation) Spring 2008 Adequate; the desired results were obtained (3.4). Since the desired results were obtained, no change is recommended in the assessment measure. Since the desired results were obtained, no change is recommended in this course. Since the desired results were attained, no changes were needed. 2. Communicate complex ideas effectively in oral form. Assessed using the MBA Oral Communication Assessment Instrument (OCAI) in MBA 8111 (Business, Government and Society). Assessed using the newlycreated Oral Presentations evaluation form. Spring 2008 Fall 2008 Adequate . Results are currently being analyzed One item (structure) in the OCAI was less than clear in meaning. Therefore, it is recommended that this item be removed from the instrument. Since the desired results were obtained, no change is recommended. Committee decided to change the way they assess oral communications. Created a new assessment instrument. 3.Demonstrate use of information technology tools and skills to diagnose and evaluate complex situations, Assessed using modules for a series of skills in Microsoft Excel and Microsoft Power-Point, using a tool called Skills Assessment Manager (SAM) in MBA 8211 (Data Analysis and Statistics for Managers). All students were required to take a pre-test and a post-test in these two areas. Fall 2006 The Excel pre-test average score was 57.54 and the PowerPoint pre-test score was 47.29. The post-test score for Excel was 86.4 and for Power- Point was 86.2. This was viewed as significant improvement in learning in these two technology skills areas. Since the results that were obtained are excellent, no change is recommended to the assessment measure. However, the SAM instrument is no longer available. As a result, alternative ways of measuring the utilization of quantitative knowledge and skills to diagnose and evaluate complex situations is being sought. Since the desired results were obtained, no change is recommended. Since the desired results were attained, no changes were needed in the program. Currently looking for a new assessment instrument. 4. Utilize quantitative knowledge and skills to diagnose and evaluate complex Assessed using company analysis assignment in MBA 8411 (Policy Formulation and Implementation) Spring 2007 Adequate; the desired results were obtained (3.2) Since the desired results were obtained, no change is recommended in the assessment measure. Since the desired results were obtained, no change is recommended in this course. Since the desired results were attained, no changes were needed __ 38
Learning Goals Measurement/ Methodology Date Last Measured MBA Learning Assessment Goals - Duluth Results Changes needed in the assessment measurement Other changes needed (program, course) How changes were implemented CATEGORY: DEVELOP AND ENHANCE CORE SKILLS situations. in the program. Assessed using company analysis assignment in MBA 8411 (Policy Formulation and Implementation) Spring 2008 Adequate; the desired results were obtained (3.2). Since the desired results were obtained, no change is recommended in the assessment measure. Since the desired results were obtained, no change is recommended in this course. Since the desired results were attained, no changes were needed in the program. 5. Demonstrate the ability to work effectively in a team. Assessed using the student peer evaluation form in MBA 8211 (Data Analysis and Statistics for Managers) Fall 2008 Good. For the class as a whole, the average on each of the dimensions on a five-point scale was as follows: a. Met group deadlines (4.43). b. Coordinated parts of the group project (4.36). c. Assumed individual responsibility in the group (4.50). d. Gave constructive feedback to group members (4.36). e. Negotiated collective goals with other group members (4.33). f. Effectively contributed to group meetings (4.48). The results and the instrument should be discussed with Dr. Anne Cummings, the LSBE resident expert on Teams, to see if the instrument needs to be revised in the future to get more discrimination on the scales. In the short run, continue using the present instrument as a way of assessing students’ team work skills. No change is recommended or needed. 6. Integrate knowledge and skills to examine , diagnose, evaluate, and recommend solutions for complex problems. Assessed using company analysis assignment in MBA 8411 (Policy Formulation and Implementation) Assessed using company analysis assignment in MBA 8411 (Policy Formulation and Implementation). Spring 2007 Spring 2008 Barely acceptable (2.9). Can identify but not analyze (prioritize) problems. Can define many alternatives, but poor at describing the risks and benefits, as well as choosing one and justifying the choice. Adequate; the desired results were obtained (3.1). Since the desired results were obtained, no change is recommended in the assessment measure. However, the rubrics help clarify what is required and will be handed out to help students understand the expectations. Determine if this is true in other courses, as well. If so, consider including it explicitly in part of the curriculum. Since the desired results were obtained, no change is recommended in this course. Decided to reassess in Spring of 2008 to see if the findings were correct. Since the desired results were attained, no changes were needed. __ 39
Page 1 and 2: AACSB INTERNATIONAL FIFTH YEAR MAIN
Page 3 and 4: Table of Contents Transmittal Note
Page 5 and 6: Executive Summary The Labovitz Scho
Page 7 and 8: University of Minnesota Duluth UMD'
Page 9 and 10: winners (recognition by the Univers
Page 11 and 12: I. Situational Analysis A. Factors
Page 13 and 14: − Each year the CED works with mo
Page 15 and 16: Boundary Waters Canoe Area Wilderne
Page 17 and 18: contributions, but also value contr
Page 19 and 20: • It is prominently displayed in
Page 21 and 22: III. Strategic Management Planning
Page 23 and 24: IV. Assessment Tools and Procedures
Page 25 and 26: − − − − − recognize, desc
Page 27 and 28: In addition to the formal assessmen
Page 29 and 30: • Acquire knowledge of human reso
Page 31 and 32: Learning Goals Measurement/ Methodo
Page 45 and 46: TABLE 4. BACC PROGRAM LEARNING GOAL
Page 47: Spring 2008 results also showed stu
Page 57 and 58: TABLE 6. MBA LEARNING ASSESSMENT GO
Page 63 and 64: Issue Discovered through Non-course
Page 65 and 66: 9. Explore opportunities for implem
Page 67 and 68: 3. Obtain Funding for Additional Fa
Page 69 and 70: Also in April, Dave Anderson (found
Page 71 and 72: AACSB TABLE 9-1: SUMMARY OF FACULTY
Page 73 and 74: Name AACSB TABLE 9-1: SUMMARY OF FA
Page 79 and 80: Name AACSB TABLE 9-1: SUMMARY OF FA
Page 81 and 82: Name Highest Earned Degree & Year A
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Name AACSB TABLE 10-2: CALCULATIONS
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AACSB TABLE 10-2: CALCULATIONS RELA
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Fifth Year Maintenance Report - University of Minnesota

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