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Weber State UniversityAnnual Assessment of Evidence of LearningCover PageDepartment/Program:Academic Year of Report:Date Submitted:Report author:Master of Business Administration Program2014-15Fall, 2015Matthew MouritsenContact er.edu1

A. Brief Introductory Statement:Please review the Introductory Statement and contact information for your department displayed on the assessmentsite: http://www.weber.edu/portfolio/departments.html - if this information is current, please indicate as much. No furtherinformation is needed. We will indicate “Last Reviewed: [current date]” on the page.If the information is not current, please provide an update:The MBA program at Weber State University is designed specifically for working professionals.The program offers: Quality: Our outstanding faculty and innovative curriculum make the Goddard School MBA the program of choice for workingprofessionals. Flexibility: Switch between full-time and part-time study at any time. 8-week courses taught one night per week at the WeberState University Davis campus in Layton, conveniently located off I-15 south of Hill AFB. Accessibility: Intimate classroom environment supplemented by the use of online course delivery. Affordable tuition AACSB Accreditation an outstanding educational on investment.MBA Program website - http://www.weber.edu/mbaContact InformationDr. Matthew MouritsenWeber State University2750 North University Park Boulevard, MC 102Layton, UT 84041-9099Davis Campus, Room 137(801) 395-35192

B. Mission StatementPlease review the Mission Statement for your department displayed on the assessment ml - if it is current, please indicate as much; we will mark the web page as “LastReviewed [current date]”. No further information is needed.If the information is not current, please provide an update:Update needed. Beyond the mission statement, the MBA Program has created a vision statement and a values statement.Please included them with the mission statement.Mission StatementThe mission of the MBA Program in the Goddard School of Business & Economics is to prepare working professionals and full-timestudents for leadership positions and decision-making roles in a wide variety of organizational settings.Vision StatementThe Weber State University MBA Program in the Goddard School of Business & Economics will be recognized as a superioreducational investment and quality learning. The MBA Program will distinguish itself through market-driven curriculum using a “coreplus choice” model of required courses and diverse electives and certificates; flexible and accessible curriculum delivery; the infusionof intra/entrepreneurship throughout the program; exceptional service to students; and international learning opportunities.ValuesFaculty and Staff value:A coordinated curriculum aligned with market needsA personal touch to serving studentsAn affordable educational investmentA flex-paced program that accommodates the needs of working students3

C. Student Learning OutcomesPlease review the Student Learning Outcomes for your department displayed on the assessment ml - if they are current, please indicate as much; we will mark the web page as“Last Reviewed [current date]”. No further information is needed.If they are not current, please provide an update: Not current. See the update below.Goddard School MBA ProgramLearning Outcomes & Objectives (Updated 2014)Goddard School MBA Graduates will be:1. effective business analysts.a. MBA students will analyze and interpret financial data for decision making.b. MBA students will evaluate business systems and make recommendations for improvement.2. prepared to lead effectively and ethically.a. MBA students will be able to compare/contrast prominent leadership theories and to utilize these theories, along withtheir own introspection, to develop their own "theory of ethical leadership"3. strategic thinkers.a. MBA students will demonstrate their ability to conduct and integrate functional analysis by scoring in the 80% percentileor higher on each component of the ETS MBA exam.b. MBA students will use the appropriate tools to identify, analyze and make suggestions to improve a company’scompetitive strategy.4. globally informed.a. MBA students will research and analyze current trends occurring in the global economy.4

D. CurriculumPlease review the Curriculum Grid for your department displayed on the assessment ml - if it is current, please indicate as much; we will mark the web page as “LastReviewed: [current data]”. No further information is needed.If the curriculum grid is not current, please provide an update: Not current. See the update below.Curriculum MapDepartment/Program Learning OutcomesGoddard School MBA Graduates will be:MBA 6110 Tools for the Ethical Manager (3)MBA 6130 Financial Management (3)MBA 6310 Info Technology in the Enterprise (3)MBA 6410 Global Macroeconomic Conditions (3)MBA 6180 Strategic Management (3)MBA Programb.MBA students will use theappropriate tools to identify, analyze andmake suggestions to improve acompany’s competitive strategy.a.MBA students will demonstratetheir ability to conduct and integratefunctional analysis by scoring 80% orhigher on each component of the ETSMBA exam.3. strategic thinkers.4. Globallyinformeda.MBA students will researchand analyze current trends occurring inthe global economy.2. prepared tolead effectively& ethically.a.MBA students will be able tocompare/contrast prominent leadershiptheories and to utilize these theories,along with their own introspection, todevelop their own "theory of ethicalleadership"MBA students will evaluatebusiness systems and makerecommendations for improvement.a.Core Courses in Department/Programb.MBA students will analyze andinterpret financial data for decisionmaking.1. effectivebusiness analysts.AAAAAABNotea: A (Data Collection Point) Data is collected in these courses. B (Data is collected prior to graduation by program staff)Additional Information (if needed)5

E. Assessment PlanPlease review the Assessment Plan for your department displayed on the assessment ml - if the plan current, please indicate as much; we will mark the web page as“Last Reviewed [current date]”. No further information is needed.If the plan is not current, please provide an update:The plan is not current. See the update below.MBA Program: Assurance of Learning rpretationCollection of results byScheduleFacultyImprovementActivitiesMBA Assessment lationa. MBA studentsandwill analyze andanalysisinterpret financialexamdata for decisionquestionsmaking.CapitalbudgetingcaseJim TurnerMBA 6130AnnuallyAnnuallyAnnuallyMattMouritsenMBA 6310AnnuallyAnnuallyAnnually6

b. MBA studentswill evaluatebusiness systemsand makerecommendationsfor rt)MattMouritsena. MBA studentswill be able tocompare/contrastprominentleadershipprepared theories and toto leaduse theseFinal ExamShauneffectively theories, alongessayHansenandwith their ownquestionsethically. introspection andoverall coursecontent, todevelop their own"theory of ethicalleadership"strategicthinkers.a. MBA studentswill demonstratetheir ability toETS MBAconduct andMajorintegrateField Testfunctionalanalysis byscoring 80% orMarkStevensonMBA 6310AnnuallyAnnuallyAnnuallyMBA nnuallyAnnuallyAnnually7

higher on eachcomponent of theETS MBA exam.4globallyinformedb. MBAstudents will usethe appropriatetools to identify,analyze and makesuggestions toimprove ysisJeremySuiterMBA 6180AnnuallyAnnuallyAnnuallya. MBA studentswill research andanalyze currenttrends occurringin the globaleconomy.ResearchcaseDorisGeideStevensonMBA 6410AnnuallyAnnuallyAnnuallyThe site should contain an up-to-date assessment plan with planning going out a minimum of three years beyond the currentyear. Please review the plan displayed for your department at the above site. The plan should include a list of courses fromwhich data will be gathered and the schedule, as well as an overview of the assessment strategy the department is using (for8

example, portfolios, or a combination of Chi assessment data and student survey information, or industry certification exams,etc.).F. Report of assessment results for the most previous academic year:There are a variety of ways in which departments can choose to show evidence of learning. This is one example. The criticalpieces to include are 1) what learning outcome is being assessed, 2) what method of measurement was used, 3) what thethreshold for ‘acceptable performance’ is for that measurement, 4) what the actual results of the assessment were, 5) howthose findings are interpreted, and 6) what is the course of action to be taken based upon the interpretation.a. Evidence of Learning: Courses within the Major(duplicate this page as needed)See next page. Updated below for assessment results for 2014-159

MBA Program: Assurance of Learning Plan & ResultsStatus as of June 2015MBA Students will be:No.OutcomeObjectivea. MBA students will analyze andinterpret financial data for decisionmaking.1effective businessanalysts.b. MBA students will evaluatebusiness systems and makerecommendations for improvement.23prepared to leadeffectively andethically.strategic thinkers.Methods ofMeasureOutcomeAssessmentOwnerJim TurnerMBA 61304Capitalbudgeting caseMattMouritsenMBA 63105Systemsanalysis case(including flowcharts)MattMouritsenGlobally informedMBA 6310a. MBA students will be able tocompare/contrast prominentleadership theories and to use theseFinal Examtheories, along with their ownShaun Hansenessay questionintrospection and overall coursecontent, to develop their own "theoryof ethical leadership"MBA 6110a. MBA students will demonstratetheir ability to conduct and integrate ETS MBAfunctional analysis by scoring 80% or Major Fieldhigher on each component of the ETS TestMBA exam.GraduationApplicationa. MBA students will research andanalyze current trends occurring inthe global economy.Data CollectionCycles Completedsince Fall, 2012Financial ratiocalculation andanalysis examquestionsMarkStevensonb. MBA students will use theappropriate tools to identify, analyze Individual caseJeremy Suiterand make suggestions to improve aanalysiscompany’s competitive strategy.4DataCollectionPointReseach caseDoris GeideStevensonMBA 6180MBA 6410Interpretation of results by Faculty (Subjectmatter experts and AoL committee)Students have overcome past difficulties on thereturn on assets question and are scoring well onall ratios. Students meet and exceed the 80%standard. Past results on multiple choicequestions really tested ability to mathematicallymanipulate formulas rather than testing theability to calculate ROE and ROA. Students nowrespond to written question on the exam thatshows whether students can calculate ROE andROA.Having clearer instructions, particularly related tothe NPV formula in Excel, on average, studentscontinue to score above the 80% standard, withno student falling below expectations during thelast two cycles.The latest improvement activities, includingadding a rubric, have helped students overcomedifficulties describing the proposed system's flowchart. Overall, more than 90% of students met orexceeded expectations in the last two cycles.Having additional detail in the assignment hashelped students evaluate each system moreadequately. All students met or exceededexpectations.Improvement ActivitiesNext StepsContinue to measure newly added questions thatcalculate ROA. Will retain current ROA question toWith students meeting and exceedingmeasure how well students can determine relationshipsstandards and with new learningbetween other ratios and ROA. The class now uses an inactivities in place, the faculty will beclass exercise where an actual balance sheet andintegrating online resources (Connectincome statement are shown and students do severalby McGraw-Hill) into the courseratio calculations. They then talk to the rest of thestarting Fall 2015.class about what their results mean and whether theywould advise the company to make any changes.Only minor improvements appear to be needed as allstudents meet or exceed expectations. Student not onlycalculate NPV and IRR correctly, but they correctly judgethe financial and non-financial aspects of the decisionto invest in the system.Continue to measure the objectiveand to refine the learning activity andits accompanying rubric. Continue touse past refinements.Refined the learning activity within the latest textbook.The assignment & rubric has been expanded. Improvedthe examples of drawing a flow chart. Clarified theexpectations for charting the "is" vs "should" map. Thisactivity appears to have improved performance.Continue using past refinements, including adding morepoints to the assignment to give students moreincentive to complete the assignment.Continue to collect data and use pastrefinements to the learning activity interms of students knowing why flowcharting can lead to processimprovements. Link this exercise tothe final project in which current andfuture state flow charts are required.2With added data collection questions (as proposedpreviously) decision was made that data collectionprocess would become unnecessarily burdensome(several different questions measuring 2 learningoutcomes) for both students and the Professor. 1- Alarge number of students are skipping the AOL essayquestion because they feel a time crunch on the exam andchoose not to answer a question or two in order to savetime.2- Related to #1, even though AOL question asks more ofstudents than the other essay questions on the exam,because I have not weighted it more than other questionsin the past, students are not motivated to do a good jobanswering the question.Decision was made to combine "prepared to leadeffectively" with "prepared to lead ethically" with thenew outcome being, "prepared to lead effectively andethically". This should result in fewer "skipped"student exam questions and a reduced data collectionburden for the Professor.Single essay question will used thatrequires students to both analyzeexisting leadership theories and touse these theories to develop theirown theory of "ethical leadership."(Essay question about antecedentsand consequences of trust will bedropped.) The plan is to make theAOL question worth more pointsthan other essay questions, and tomake it clear to students thatanswering it is mandatory3MBA students scored in the 97th percentileoverall. In each discipline scores were above the95th percentile.No apparent improvement is needed in preparingstudents. However, it has become more difficult to get aContinue measuring graduatingsample size of 25 students. In 2015-16 the MFT willstudents in an annual cohort.once again be included in the Strategic Managementclass and points awarded for completion of the exam.795.9% of students meet or exceed expectations.All seven traits measured with the rubric exceedthe 80% standard. Current data collectiondifferentiates between students performingbelow, at, or above expectations:The new faculty member has refined the rubric andmore detailed data collection was undertaken (tocontinue twice a year).Continue measuring each traitlooking for ways to further enhancelearning.In Spring 2015, all students met expectations.The project is different every semester in order toreflect current macroeconomic trends. It will beimportant for the instructor to spend ample timediscussing the expectations and background of theproject and its relevant concepts to ensure studentsuccess.Continue assessing this outcome. Theprojects have been restructured toencourage the students to thinkabout a capstone question thatdraws on all parts of the project inorder to better integrate knowledge.5510

G. Summary of Artifact Collection Procedure (updated)ArtifactFinancial ratio calculation and analysisexam questionsCapital budgeting caseSystems analysis case (including flowchart)Exam essay questionsETS MBA Major Field TestLearning Outcome Measured1a. MBA students willanalyze and interpret financialdata for decision making.1a. MBA students willanalyze and interpret financialdata for decision making.1b. MBA students willevaluate business systems andmake recommendations forimprovement.2a. MBA students will beable to compare/contrastprominent leadership theoriesand to use these theories,along with their ownintrospection and overallcourse content, to developtheir own "theory of ethicalleadership"3a. MBA students willdemonstrate their ability toconduct and integratefunctional analysis by scoring80% or higher on eachWhen/How Collected?Where Stored?At least once each year.Electronically withfaculty.At least once each year.Electronically withfaculty.At least once each year.Electronically withfaculty.At least once each year.Chi TesterOne cohort ofgraduating studentseach year.Reports from ETS,stored by MBAProgram.11

Individual case analysisResearch casecomponent of the ETS MBAexam.3b. MBA students will usethe appropriate tools toidentify, analyze and makesuggestions to improve acompany’s competitivestrategy.4a. MBA students willresearch and analyze currenttrends occurring in the globaleconomy.At least once each year.Electronically withfaculty.At least once each year.Electronically withfaculty.Summary Information (as needed)12

Please respond to the following questions.1) Reflecting on this year’s assessment(s), how does the evidence of student learning impact your faculty’s confidence inthe program being reviewed; how does that analysis change when compared with previous assessment evidence?The MBA faculty have a high degree of confidence that students are achieving the program’s learning outcomes.Assessment in the program’s first 5 years was primarily indirect, based on exit interviews and surveys. Over the pastseveral years, the program has directly measured student learning. In the first few iterations of assessment,improvements were made to the data collection instruments, rubrics, and learning activities. With the assessmentprocess stabilized for most learning outcomes, faculty understand that students are achieving the learning outcomesestablished in 2008 and modified in 2013 and 2014. One particular direct assessment mechanism has been place sincethe program’s inception in 2000: The MBA Major Field Test by ETS. The annual results of this assessment show thatWSU MBA students consistently perform in the 90-98th percentile, as compared to other MBA students nationwide.These results, when combined with course-embedded results, suggest that the program admits quality students andthat they are able to perform well against the program’s learning outcomes.2) With whom did you share the results of the year’s assessment efforts?The results of assessment are shared with the MBA assessment committee comprised of MBA faculty. The results arediscussed and interpreted. Improvement activities are determined. The results are also shared with the GSBEassessment committee for reporting to various accrediting organizations such as AACSB.3) Based on your program’s assessment findings, what subsequent action will your program take?The results of ongoing assessment of student learning in the MBA program validate that quality students are beingadmitted and that they are achieving the program’s learning outcomes. Future assessment improvements may be inthe form of raising the minimum standard of performance to meet and exceed expectations. The MBA Program’s facultymembers are considering a new learning outcome based on organizational trust that will be measured across many ofthe required courses. An example of the proposed learning outcome is:Goddard School MBA Graduates will be stakeholder focused. MBA students will understand how to utilize thepsychological science of trust to help establish and maintain stakeholder trust.13

The MBA program at Weber State University is designed specifically for working professionals. The program offers: Quality: Our outstanding faculty and innovative curriculum make the Goddard School MBA