IACBE Assessment Results

Student Learning Assessment for Business Administration
Intended Student Learning Outcomes for (Program 1) :
1.	Demonstrate basic literacy in general business and across the key functional disciplines.
2.	Apply business principles and cross-functional knowledge to analyze, identify and suggest solutions to business problems.
3.	Work and collaborate productively in teams.
4.	Communicate effectively using verbal, written, visual, and digital communication skills.
5.	Demonstrate a proficiency in standard technologies utilized by business managers.
6.	Gather, organize and manage information and data in ways that support meaningful decision-making.
7.	Demonstrate a working understanding of the global and intercultural context of business and economics.
8.	Identify ethical issues and reason out sound ethical positions.
Assessment Tools for Intended Student Learning Outcomes— Direct Measures of Student Learning:		Performance Targets/Criteria for Direct Measures:
1.	Rubric-generated evaluations of performance on simulated business operation and competition in BUS 351; rubric assesses cross-functional decision making, data analysis, and teamwork.	80% average in each of the three areas: cross-functional decision making, data analysis and teamwork.
2.	ETS Field Exam	Students meet or exceed the comparision data overall median score
3.	Rubric-generated evaluation of leadership and Ethics papers in BUS 452	80% of students reach the “Target” competency in each rubric category.
Assessment Tools for Intended Student Learning Outcomes— Indirect Measures of Student Learning:		Performance Targets/Criteria for Indirect Measures:
	Rubric-generated results of various assignments connecting business studies with intercultural general education courses, Cores 7 and 8.	80% average for the identification and integration of international issues with each assignment that utilized the common rubric
	Sophomore survey on program content, literacy, instruction and operations.	Average of 4.0 or better for the general categories of content, literacy, instruction, and operations; average a 4.0 or better for the ratings overall
	Senior survey on program content, literacy, instruction and operations.	Average of 4.0 or better for the general categories of content, instruction, literacy, and operations; average a 4.0 or better for the ratings overall
Summary of Results from Implementing Direct Measures of Student Learning:			Performance Target Was…
			Met	Not Met
1.	Rubric-generated evaluations of performance on simulated business operation and competition in BUS 351; rubric assesses cross-functional decision making, data analysis, and teamwork.		X
2.	ETS Field Exam: SJC Student average:			X
3.	Leadership interviews: Leadership – 83%, APA Citations – 73%			X
Summary of Results from Implementing Indirect Measures of Student Learning:			Performance Target Was…
			Met	Not Met
1	Common rubric results: 84% (although the average was met, there was data missing)		X
2.	Sophomore Survey: content – 4.02, literacy -4.10, instruction – 4.44 and operations -3.97			X
3.	Senior Survey: content – 3.66, literacy -4.13, instruction – 4.05 and operations -3.33			X
Proposed Courses of Action for Improvement in Areas for which Performance Targets Were Not Met:
1.	We have proposed the addition of Internation Business as a required course for all Business majors. We are hoping this improves our ETS Exam scores in this area and also our ability to collect appropriate assessment data regarding our student’s knowledge in this content area. We have changed our indirect measures for the next academic year.
2.	More focus continues to be given to help students better understand APA style. We saw marked improvement from last year, but we still have yet to achieve the measurement goal.
3.	We continue to communicate operational results to various people on campus. Some of the operational questions we ask students are not under our control. One major element we do have control over is academic advising. We have worked this semester to create better tools for advisors to use. We will also be adding three additional businss faculty that will be doing advising. This should help to distrubte the advising workload more evently.
4.	It should also be noted that this is the first year we have separated results between Business and Accounting majors. The overall Accounting major results were higher, so this could be the reason for some decline in reported numbers from last year. We feel this gives us a good basis for evaluation of the Business Administration student.

Student Learning Assessment for Accounting
Intended Student Learning Outcomes for Accounting :
1.	Ability to generate financial statements in accordance with GAAP
2.	Ability to apply appropriate judgement derived forom knowledge of accounting thory and related disciplines, to financial analysis and decision making.
3.	Ability to effectuly deinv the needs of various users of accounting data and demonstrate the ability to communicate such data effectively (written visual and oral) as well as the ability to provide knowledgeable recommendations
4.	Work and collaborate productively in teams.
5.	Demonstrate a proficiency in standard technologies utilized by business managers.
6.	Gather, organize and manage information and data in ways that support meaningful decision-making.
7.	Demonstrate a working understanding of the global and intercultural context of business and economics.
8.	Identify ethical issues and reason out sound ethical positions.
Assessment Tools for Intended Student Learning Outcomes— Direct Measures of Student Learning:		Performance Targets/Criteria for Direct Measures:
1.	Rubric-generated evaluations of performance on simulated business operation and competition in BUS 351; rubric assesses cross-functional decision making, data analysis, and teamwork.	80% average in each of the three areas: cross-functional decision making, data analysis and teamwork.
2.	ETS Field Exam	Students meet or exceed the comparision data overall median score
3.	Rubric-generated evaluation of leadership and Ethics papers in BUS 452	80% of students reach the “Target” competency in each rubric category.
4.	Rubric-generated evaluation of audit case in ACC 411	80% of students reach the “Target” competency in each rubric category
Assessment Tools for Intended Student Learning Outcomes— Indirect Measures of Student Learning:		Performance Targets/Criteria for Indirect Measures:
1	Rubric-generated results of various assignments connecting business studies with intercultural general education courses, Cores 7 and 8.	80% average for the identification and integration of international issues with each assignment that utilized the common rubric
2	Sophomore survey on program content, literacy, instruction and operations.	Average of 4.0 or better for the general categories of content, literacy, instruction, and operations; average a 4.0 or better for the ratings overall
3	Senior survey on program content, literacy, instruction and operations.	Average of 4.0 or better for the general categories of content, instruction, literacy, and operations; average a 4.0 or better for the ratings overall
Summary of Results from Implementing Direct Measures of Student Learning:			Performance Target Was…
			Met	Not Met
1.	Rubric-generated evaluations of performance on simulated business operation and competition in BUS 351; rubric assesses cross-functional decision making, data analysis, and teamwork.		X
2.	ETS Field Exam: SJC Accounting student average: 150		X
3.	Leadership interviews: Leadership – 83%, APA Citations – 73%			X
4.	Audit Case: Accounting knowledge/use: 88%, Information management and communication – 88%		X
Summary of Results from Implementing Indirect Measures of Student Learning:			Performance Target Was…
			Met	Not Met
1	Common rubric results: 86%		X
2.	Sophomore Survey: content – 4.33, literacy -4.10, instruction – 4.71 and operations -4.5		X
3.	Senior Survey: content – 4.71, literacy -4.61, instruction – 4.8 and operations -4.07		X
Proposed Courses of Action for Improvement in Areas for which Performance Targets Were Not Met:
1.	We have proposed the addition of Internation Business as a required course for all Accounting majors. We are hoping this improves our ETS have changed our indirect measures for the next academic year.
2.	More focus continues to be given to help students better understand APA style. We saw marked improvement from last year, but we still have yet to achieve the measurement goal.
3.	We barely met the ETS Exam medium and have concerns about being able to maintain that level of performance. Given that there are so few Accounting majors in a given academic year, one or two very good or bad scores can shift results significantly. This is something for us to consider when evaluating the usefulness of the median measurement.