college of business - missouri state university€¦ · mkt 350 instructor summary sheet...

College of Business

Missouri State University

Assurance of Learning Plans

2014 - 2015

Table of Content

College of Business - Assurance of Learning Plans

College of Business Undergraduate Plans ...........................................................................4

Master of Business Administration ....................................................................................25

Master of Science in Computer Information Systems .......................................................53

Master of Health Administration .......................................................................................61

Master of Accountancy ....................................................................................................116

Master of Science in Project Management ......................................................................125

College of Business Administration Missouri State University

BS in Business Administration Program – Assurance of Learning Plan

The College of Business Administration (COBA) at Missouri State University (MSU) has a long history of doing assessment and assurance of learning. Several years ago the faculty identified about 180 specific learning objectives that they felt all students should be competent in and the core curriculum was examined for those objectives and some course modifications were made. Additionally, test items and some activities were developed to measure these objectives in the relevant courses. As a more global measure, the ETS Major Field Achievement Test (MFAT) has also been given for many years. More recently, the faculty decided it was time to revisit the “assessment” strategy and devise a more current, inclusive, and streamlined Assurance of Learning Plan (ALP). The purpose of the current Assurance of Learning plan is threefold: 1.) to determine if the BSBA program is accomplishing its program mission; 2.) to determine if the students are achieving the learning goals ; 3.) to develop a systematic plan for continuous improvement.

The updated plan differs from the original one in several ways. First, the focus will be on six major Learning Goals (see Attachment A) rather than on the numerous specific objectives. The discipline content objectives have been updated and revised within each of the courses and that information will continue to be gathered in a standardized manner and reviewed by the relevant faculty for each course. The overall results will then be reported to the Assessment Director and the specific results will be used by the course faculty to make any changes that seem to be required. We will also continue to use the MFAT as a macro indicator of discipline knowledge and as an external benchmark. The second difference is that more emphasis is being placed on the assessment of more general skills such as communication, critical thinking, and working effectively with others. Also knowledge of and attention to globalization, diversity, and especially ethics are being emphasized. Lastly, the updated ALP will be gathering information on these goals at multiple times in different courses and often using multiple methods. The methods include local exam questions, case analysis, written projects, oral presentations, peer evaluation, and standardized exams (see Attachment B).

The basic philosophy of the plan is having each student demonstrate competency by completing required assessment activities throughout the Core Courses. Faculty teaching the required Core Courses have developed these activities along with standardized rubrics that they will use for evaluating a required activity in the course. The same activity will be used across all sections of a given course and the faculty member will judge the student’s performance to be acceptable or not based on the scoring rubrics. Instructions and guidelines were developed and agreed upon for each activity by the relevant faculty (see Attachments). The faculty members will compile the results for their class(es) and send the results to the Course Coordinator. The Coordinator will compile the overall results and the course faculty will then review them and develop any changes that seem to be warranted. The overall results from all the Coordinators will be forwarded to the Assessment Director’s office to be given to and discussed by the Undergraduate Assurance of Learning Committee (UALC). The Committee will then work with any of the relevant course faculties as needed and will also report general kinds of results to the COBA faculty. The UALC is composed of a core course faculty member from each department and the Assessment Director. This plan includes over 40 faculty members teaching over 70 sections of 12 separate courses utilizing over 20 different specific activities. The flowchart summarizes this process (see Attachment C).

The faculty will use the following scale to monitor student achievement in the core courses:

Student Benchmark Action Required

80-100% demonstrated acceptable performance No action required, continue to monitor 60-80% demonstrated acceptable performance Discussion required and continuous monitoring Less than 60% demonstrated acceptable performance

Develop action plan to address weakness identified.

Specific procedures and attachments are as follows: Attachment D—Grading Rubric for Oral Communication in MGT 286 & MGT 487 Attachment E-- Grading Rubric for Written Communication in MGT 286 Attachment F—Grading Rubric for Critical Thinking in MGT 487 Attachment G—Grading Rubric for Working Effectively With Others in MGT 286 & MGT 487 Attachment H—MGT 340 Instruction Packet for building materials into course, requirements for Ethics Reflection Paper, suggestions for what kinds of ethical components to cover, and the Ethics Paper Grading Rubric (Attachment I) and the MGT 340 Written Communication Grading Rubric (Attachment J)

(Attachment A)

COBA BSBA General Learning Goals 1. Graduates will demonstrate the ability to communicate effectively both orally

and in writing. 2. Graduates will demonstrate knowledge of the legal and ethical environment

impacting business organizations and exhibit an understanding and appreciation of the ethical implications of decisions.

3. Graduates will demonstrate an understanding of and appreciation for the

importance of the impact of globalization and diversity in modern organizations.

4. Graduates will demonstrate an ability to engage in critical thinking by

analyzing situations and constructing and selecting viable solutions to solve problems.

5. Graduates will demonstrate an ability to work effectively with others. 6. Graduates will demonstrate knowledge of current information, theories and

models, and techniques and practices in all of the major business disciplines including the general areas of Accounting and Finance, Information Technologies, Management, Marketing, and Quantitative Analysis.

(Attachment B)

GOALS

Core Communication Ethics

Globalization Critical Work with Knowledge in Courses Oral Written International Diversity Thinking Others Disciplines ACC 201 Test ACC 211 Test CIS 201 Test FIN 380 Test LAW 231 Test LAW 332 Test MGT 286 Present {R}# Paper {R} Test Test Peer {R} Test MGT 340 Paper {R} Paper {R} & Test Test Test MGT 487 Present {R} Test Test Case {R} Peer {R} Test MKT 350 Test Test Test QBA 237 Test CIS 429 * Test MGT 364 * Test Test MKT 450 * Test Test Test MFAT MFAT MFAT

*not all take # {R} Rubric used for scoring

(Attachment C)

BSBA ASSURANCE OF LEARNING PLAN FLOWCHART

Learning Goals Measurement Data gathered where?Raw data to

whom? Report formReport to whom? Review & Analysis Decision

Communication-- Oral

Presentation MGT 286 MGT 487

Instructor Rubric Coordinator & AOL Dir.

Instructors/ AOL Committee

Instructors/ Faculty

Communication-- Written

Paper MGT 286 MGT 340

Instructor Rubric Coordinator & AOL Dir.



Glaobalization-- International Test

MGT 286, MGT 487, MKT 350, MKT 450, MFAT

Instructor Summary SheetCoordinator & AOL Dir.

Instructors/ AOL Committee Instructors/ Faculty

Globalization-- Diversity

Test MGT 286, MGT 340, MKT 350

Instructor Summary Sheet Coordinator & AOL Dir.



AOL Director: Dr. Peter RichardsomCourse Coordinators: MGT 286-- Ms. Michal Dale ACC 201-- Dr. Sandra Byrd

MGT 340-- Dr. Steve Thomas ACC 211-- Dr. Olin GreerMGT 364-- Dr. Karen Brown CIS 201-- Dr. Cathryn VanlanduytMGT 487-- Dr. William Donoher CIS 429-- Dr. Rajeev KaulaMKT 350-- Dr. John Kent FIN 380-- Dr. Susan CrainMKT 450-- Dr. John Kent LAW 231-- Dr. Stanley Leasure QBA 237-- Dr. John Kent LAW 332-- Dr. Wayne Anderson


Instructors/ FacultyKnowledge in Disciplines

Tests Core Courses/ MFAT Instructor/ AOL Director

Summary Sheet/ ETS Report

Coordinator & AOL Dir.


Peer Evaluation MGT 286, MGT 487 Instructor Rubric Coordinator & AOL Dir.



Rubric/ Summary Sheet

Coordinator & AOL Dir



Case, Test/Problems MGT 487, MGT 364, MKT 450

Instructor Rubric/ Summary Sheet

Coordinator & AOL Dir.


Critical Thinking

Work with Others

Ethics Paper; Test MGT 340 MGT 487

Instructor

(Attachment D)Assessment Form for COBA Learning Goal 1 MGT 286____ MGT 487____

(Check One)

Student Name:

COBA Learning Goal 1 Students will exhibit professional oral communication skills.

Performance Dimension

Dimension Factor Level

Place a check in the box for the appropriate factor level for each dimension.

Below Expectations

(Presentation was deficient in multiple performance criteria)

Meets Expectations

(Presentation was effective in most

performance criteria)

Above Expectations

(Presentation was effective in all or nearly all performance

criteria)

Content and Supporting Material

Main ideas presented with clarity & consistent with purpose of assignment, adequate & relevant supporting evidence, conclusions consistent with evidence. Visual aids clear & used appropriately where required.

Verbal Delivery

Speech is clear, volume & tone enhance listeners' understanding; language and word choices are compelling & add clarity to the presentation. Appropriate grammar, pronunciation, & word usage, pacing is consistent with few speech disruptions ("ahh," "umm," etc.)

Nonverbal Delivery

Eye contact, posture, gestures, movement, & facial expressions enhance the presentation & make it compelling. Speaker appears relaxed and confident.

Organization

Introduction, supporting evidence in body & conclusions follow a logical sequence; appropriate use of transitions to help flow of presentation. Effective use of time or other specified requirements.

Individual Assessment Result (Check one)

_____ Learning goal has been met. Student meets or exceeds expectations

on all four criteria.

_____Learning goal has not been met. Student scored below expectations on one or more of the four criteria.

(Attachment E) Assessment Form for COBA Learning Goal 1 Course: MGT 286

(Check One)

Student Name:

COBA Learning Goal ___1____ Students will exhibit professional written communication skills.



Place a check in the box for the appropriate factor level for each dimension.

Below Expectations

(Deficient in multiple performance criteria)

Meets Expectations

(Effective in most performance criteria)

Above Expectations

(Effective in all or nearly all

performance criteria)

Content

Main ideas presented with clarity & consistent with purpose of assignment, adequate & relevant supporting evidence, conclusions consistent with evidence.

Structure and Organization

Introduction, supporting evidence & conclusions follow a logical sequence; appropriate use of headings & transitions to help flow, continuity & readability of paper.

Composition Syntax and Mechanics

Language & word usage compelling & appropriate. Sentences & paragraphs crafted with variety & structure, appropriate use of transitions, & without error in grammar, punctuation, & spelling.

Format, Sourcing, and Other Guidelines

Conforms to any required guidelines such as format, references, citations, etc.


_____ Learning goal has been met. Student meets or exceeds

expectations on all four criteria.

_____ Learning goal has not been met. Student scored

below expectations on one or more of the four criteria.

(Attachment F) MGT 487 Critical Thinking Scoring Rubric

Name: Grading Dimension Score Range Points External Environmental Analysis

Below Expectations Meets Expectations Above Expectations

Analysis of General Environment

Case analysis does not demonstrate clear understanding of the driving forces causing the industry to change

All the driving forces are identified and their linkages to change are presented

Complete analysis of the driving forces that will cause the industry to change

Industry Profitability Analysis (five forces)

Superficial application of the model without exposition of its nuances. The section fails to demonstrate mastery of the tool.

Complete analysis of the competitive nature of the industry using the five forces model

Complete analysis of the competitive nature of the industry using the five-forces model

Internal Situation Analysis

Description of departments and relationships (value chain)

Demonstrates either an incomplete or superficial understanding of either the technique or the value proposition of the firm

Demonstrates adequate understanding of both the technique and the value proposition of the firm. Identifies major activities undertaken to deliver value to the customer. May omit one or more minor components of the factors constituting an excellent analytical product

Explains, decomposes and evaluates the value creating activities of the firm, identifying all major activities undertaken to deliver value to the customer and considering what might be done to add the greatest value and whether changes are advisable

Analysis of Resources & Capabilities

Superficial or incomplete assessment of the firms’ resource and capabilities. May be missing supporting linkages or overlook key factors.

Firm’s resources and capabilities may be properly identified with limited linkages to the context. May overlook minor dimensions

Accurately and clearly explains, decomposes, and evaluates the quality of the resources and capabilities in terms that are applicable to the situation..

Recommended Actions

Recommendations that address the identified strategic issues

The described recommendations may be vague, not provide enough detail or inadequate to address the strategic issues identified.

The recommendations are fitted to issues but may not be clearly and concisely described. There may be some ambiguity that could inhibit their evaluation and implementation

The recommendations are fitted to specific identified issues are clearly and concisely described lending themselves to evaluation and implementation

Feasibility of implementation

Recommendations are neither well linked to strategic issues nor supported by logical arguments. The section may be poorly written

Specific logical arguments are provided along with a description of how recommendations will solve each of the strategic issues. The arguments are concise and well written.

Specific logical arguments are provided along with a description of how recommendations will solve each of the strategic issues. The arguments are concise and well written.

Learning Goal has been met _____________ Learning Goal has NOT been met _____________

(Attachment G) MGT 487 & 286 Working With Others Scoring Rubric

Ability to Work With Others

Falls Below Expectations

Meets Expectations

Above Expectations Group Member Name/Rating

0 1 2

1. Service to the Group

The member rarely showed a willingness to perform those activities.

The member frequently showed a moderate willingness to perform those activities.

The member usually showed a willingness to perform such tasks as typing, taking notes during meetings, and miscellaneous activities.

2. Commitment to the Group

The member frequently missed meetings and was rarely prepared.

The member attended most meetings and was usually prepared.

The member attended all meetings and always came prepared.

3. Task Oriented Communication

The member rarely volunteered ideas and/or offered suggestions to others that advanced the group toward its goals.

The member occasionally volunteered ideas and/or offered suggestions to others that advanced the group toward its goals.

The member frequently volunteered ideas and/or offered suggestions to others that advanced the group toward its goals.

4. Team Oriented Behavior

The member frequently engaged in negative conflict (personality based) and/or rarely handled tense situations effectively.

The member rarely engaged in negative conflict (personality based) and/or sometimes handled tense situations effectively.

The member never engaged in negative conflict (personality based) and/or frequently handled tense situations effectively.


Learning Goal has been met.

Learning Goal has not been met.

(Attachment H)

MGT 340 AND UNDERGRADUATE ASSESSMENT SPRING 2011

As part of the continuing efforts to conduct a reliable and valid assessment for COBA business undergraduates, MGT 340 faculty are asked to participate by addressing three major areas: 1. Knowledge within the discipline 2. Ethics and ethical decision making 3. Written communication This document describes the activities asked of each MGT 340 faculty member to insure that assessment objectives KNOWLEDGE WITHIN THE DISCIPLINE Knowledge within the discipline will continue to be assessed through measures of learning utilizing a set of objective multiple choice exam items addressing previously developed knowledge-based competencies (KBAs). For the first time, however, the assessment will involve a department-wide final examination rather than items embedded within unit exams. This change is explained in more detail below, but the main objectives behind a departmental final are to enhance the reliability of the assessment process, and to streamline and simplify the administrative effort. The knowledge-based assessment will include items involving: -managerial functions, skills, and roles -organizational culture and structure -job design, employment planning, and job analysis -perception and work attitudes -work motivation -performance management and reward systems, -employee staffing, selection, training, and development -group behaviors and work team dynamics -managerial decision making, conflict, and power -organizational change and development -international management and global environments -workplace and demographic diversity -models of leadership and leader skills and behaviors -managerial ethics and corporate social responsibility

The Departmental Wide Final Exam Faculty teaching sections of MGT 340 are asked to incorporate a departmental-wide comprehensive exam in the course syllabus beginning Spring 2011. There will be approximately 75 multiple choice questions in the final and it will be developed during the Spring 2011 semester. An initial draft of the final will be presented to faculty for review after Spring Break. Faculty will meet to edit the document including striking and/or adding items until consensus is reached on the final product. Here are the guidelines: 1. Please incorporate the departmental final in your Spring 2011 syllabus. It is suggested that you DO

NOT refer to it as either a departmental final or as part of the COBA assessment process, but just as a comprehensive final exam.

2. Each class will take the same departmental final. Alternative forms may be developed if we feel it is

necessary. Please number all exam copies and make sure all copies are accounted for. 3. Each individual faculty member has total discretion to decide what weight to give the final exam in the

overall course grade. 4. The final will need to be completed on the Pearson NCS answer sheets and taken to the Computer

Center for scoring (there is normally a two-hour turnaround during finals week). The printouts need to include the item analysis. After each faculty member is finished with the answer sheets please give them to the MGT 340 assessment coordinator (for this semester it will be Steve Thomas) for compilation.

5. Faculty members no longer have to compile the results. That will be done centrally by the coordinator

who will compile the results for assessment purposes and forward the aggregated data. Aggregated data will not identify sections. Each faculty member will receive a more detailed copy of the results.

ETHICS AND ETHICAL DECISION MAKING MGT 340 will be used to address meet goal #2 of the COBA General Learning Goals. This goal states as follows:

“Graduates will demonstrate knowledge of the legal and ethical environment impacting business organizations and exhibit an understanding and appreciation of the ethical implications of decisions.”

To address this goal faculty are asked to do the following: 1. Assign a common reading and/or other activity (to be determined by MGT 340 faculty) on ethics and

ethical decision making. 2. Enhance and reinforce learning via lecture, case, or other material in class. A possible outline describing

the contents of ethics and social responsibility is included below. 3. Assign each student to develop a written reflections paper in which students will be asked to describe

frameworks/models of ethics, discuss which they follow, analyze their own systems of values and ethics, and to present their perspective on corporate social responsibility.

4. Evaluate the paper using a common ethics rubric. This paper assignment details and the ethics rubric is

described below.

THE ETHICS REFLECTION PAPER ASSIGNMENT AND GRADING RUBRIC The Reflection Paper Assignment for Spring 2011 For Spring 2011 each faculty member teaching MGT 340 is asked to require each student to complete an ethics reflection paper consisting of these elements: 1. Ethical Models/Rules/Views

Students are asked to briefly describe and discuss the major models/rules/views of ethics discussed in written assignments, class lecture, films, and/or other sources. The description should produce evidence that students understand each model and its applications and limitations.

2. Personal Perspective

Students are asked to identify the model or view of ethics that most closely reflects their ethical perspective and explain why they identify or agree with that perspective. They are asked to discuss their core beliefs and to incorporate a discussion of the forces that shape their values and otherwise lead them to use one rule or model over others.

3. Ethical Dilemma Recognition and Analysis

Students will be asked to define ethical dilemma. Each will be asked to select, describe, and discuss an example of an ethical dilemma they have encountered in their lives. Students should discuss the ethical dilemma in terms of one or more of the ethical frameworks described earlier, describe how the dilemma was resolved, and consider the full implications/limitations of their decision in terms of the ethical framework they have selected.

4. Ethical Leadership and Corporate Social Responsibility

Students are asked to address the importance of ethical leadership in organizations and to describe and defend their personal feelings regarding corporate social responsibility. This should include a description of their perspective on the degree to which organizations should be compelled to act in a socially responsible fashion (or, conversely, should not be compelled to actively pursue social responsibility), and the rationale supporting their views.

Each faculty member will select an appropriate weight given to the reflection paper in the course’s final grading scheme. Faculty are asked to use the common written and ethics rubrics for assessment purposes, but may choose different grading schemes for the purposes of their course.

Technical Requirements for the Reflections Paper 1. The paper should include a cover sheet with identifying information including title, the

student’s name, course and section number, and date. This identifying information will not occur anywhere else in the text of the paper.

2. The paper should be from four to five pages double spaced (as specified by the faculty member)

with a Times New Roman 12 point font (as in this document) and one-inch margins all around. 3. The first page will not be numbered, but subsequent pages will be numbered bottom

center or upper left. 4. This is a reflection paper and should be the student’s own work so formal referencing is

not required. No direct quotations or footnotes are allowed in this paper. 5. Students should use the four headings in boldface in 1-4 of “The Reflection Paper

Assignment” above to identify specific sections of the paper. The Ethics Rubric The ethics rubric uses the following four dimensions to assess the degree to which goal #2 of the COBA General Learning Goals is satisfied: 1. Understanding and describing alternative ethical views/rules/models. 2. Ethical self-awareness or the ability to articulate a personal ethical framework 3. The degree to which undergraduate students can recognize an ethical dilemma, the

application of different ethical models in their own decision-making processes, and the impact of ethical decision making on others.

4. Demonstrate an understanding of ethical leadership and decision making, and/or

understand the responsibilities of organizations, leaders, and individuals in society. Each student must be rated as one of the following on each of the performance dimensions based on the descriptors in the rubric form below: 1. Below Expectations 2. Meets Expectations 3. Above Expectations For a student to meet the ethics goal he or she must achieve a rating of at least 2 (Meets Expectations) on each of the four assessment dimensions.

(Attachment I)

Ethics Rubric for MGT 340 Section _______ Semester: FA SP SU Year: ________

Criteria

1. Below Expectations

2. Meets Expectations

3. Above Expectations

Scoring (please circle one for each criterion)

Understanding Ethical Views and Concepts

Student does not identify at least three major ethical views/theories and/or cannot describe the models and/or their limitations accurately

Student names at least three major ethical views/models and can present the gist of each theory and its limitations

Student names at least three major ethical views/models and completely and accurately explains the details of each view/model including an accurate assessment of weaknesses/limitations

_ 1. Below Expectations 2. Meets Expectations 3. Above Expectations

Ethical Self-Awareness

Student does not identify a view/theory that reflects his/her core beliefs and/or cannot explain how the view/theory reflects their core beliefs and values.

Student identifies a view/theory that reflects his/her core beliefs and can provide a passable explanation of why a particular view/theory was chosen and can describe how their core beliefs and values are reflected in the model they select

Student identifies a view/theory that reflects his/her core beliefs and discusses in detail and considerable clarity why a particular view/theory was chosen and how their core beliefs and values are reflected in the model they select

1. Below Expectations 2. Meets Expectations 3. Above Expectations

Ethical Dilemma Recognition and Analysis

Student is unable to identify a relevant ethical dilemma and/or is unable to apply an ethical view/theory to the ethical dilemma, and/or does not accurately identify the implications or limitations of the view/theory to the ethical dilemma.

Student recognizes and describes an appropriate ethical dilemma and is able to make a basic connection between an ethical view/theory and the ethical dilemma. Student accurately recognizes some major implications or limitations of the view/theory to the ethical dilemma.

Student recognizes and describes an appropriate ethical dilemma and accurately and completely applies an ethical view/theory to the dilemma. Student recognizes and discusses the implications and limitations of the ethical view/theory to the dilemma with richness and detail.


Ethical Leadership and Corporate Social Responsibility

Student does not adequately describe the importance of ethical leadership and/or fails to consider the impact of failed ethical leadership on the organization, and/or does not take a position on social responsibility and/or fails to defend the position taken.

Student recognizes the importance of ethical leadership and considers some effects of failed ethical leadership on the organization. Student takes a position on social responsibility and provides some justification for the position taken

Student recognizes the importance of ethical leadership and discusses the organizational impact of ethical leadership with accuracy and clarity. Student takes a position on social responsibility and provides justification for the position taken with depth and clarity.


Student:_____________________________

____Meets Goal (meets or exceeds expectations on all criteria) ____Does Not Meet Goal (below expectations in one or more criteria)

WRITTEN COMMUNICATION MGT 340 will be used as assess written communication to help achieve goal #1 of the COBA General Learning Goals which reads:

“Graduates will demonstrate the ability to communicate effectively both orally and in writing.” To address the written communication portion of this goal, faculty are asked to do the following: 1. Assign each student to write the reflections paper discussed above. 2. Evaluate the writing based on a supplied rubric that evaluates each paper based on four criteria:

Content - The degree to which the main ideas are presented with clarity and are consistent with the purpose of the assignment, the degree to which adequate and relevant supporting evidence is used, and the extent to which conclusions are consistent with the evidence.

Structure and Organization - The degree to which the introduction, supporting evidence, and conclusions follow a logical sequence. In addition, the appropriate use of headings and transitions support the flow, continuity, and readability of the paper.

Composition Syntax and Mechanics - Language and word usage are compelling and appropriate. Sentence structure and paragraphs are crafted with care and variety. In addition, there are few errors in grammar, punctuation, and spelling.

Format, Sourcing, and Other Guidelines - The paper conforms to any required guidelines such as format, references, citations, etc.

3. Assign each student paper one of three ratings: “Above Expectations,” “Meets Expectations,” and

“Below Expectations,” for each of the four assessment dimensions. 4. Report to the MGT 340 coordinator the number of students assessed and the number of students who

meet and fail to meet the written communication objective. To meet the written communication standard a student paper will have to earn a rating of either “Above Expectations” or “Meets Expectations” on each of the four dimensions. If any dimension receives a rating of “Below Expectations,” the student paper will not meet the written communication standard.

(Attachment J)

Written Communication Rubric for MGT 340 Section _____ Semester: FA SP SU Year:_______

Criteria

1. Below Expectations

2. Meets Expectations

3. Above Expectations

Scoring (please circle one for each criterion)

Content Main ideas presented with clarity and consistent with the purpose of the assignment, adequate and relevant evidence and supporting documentation, and conclusions consistent with evidence.

Deficient in multiple performance criteria

Effective in most performance criteria

Effective in all or nearly all performance criteria


Structure and Organization Introductions, supporting evidence, and conclusions follow a logical sequence; appropriate use of headings and transitions to help flow, continuity, and readability.





Syntax and Mechanics Language and word usage compelling and appropriate. Sentences and paragraphs are crafted variety in structure, appropriate use of transitions are, and without error in grammar, punctuation, and spelling.





Format and Guidelines Conforms to any required guidelines such as format, references, citations, etc.





Student: ____________________

____Learning goal has been met. Student meets or exceeds expectations on all four criteria.

____Learning goal has not been met. Student scored below expectations on one or more of the four criteria.

ETHICS AND SOCIAL RESPONSIBILITY IN MGT 340 Here is a general outline to some of the major topics and issues in ethics and social responsibility in a number of management and organizational behavior textbooks. ETHICS AND ETHICAL BEHAVIOR For most of us our lives are lived and our careers are executed in the pursuit of meaningful goals. Most of us likely believe that those goals must always be achieved through ethical conduct and socially responsible action. The material that follows describes many of the issues involved in ethics and social responsibility. Definitions of Ethics The study of ethics is the study of how we determine right from wrong in our relationships with other individuals and, groups. Ethical standards are the fundamental principles that guide how which people act. Ethics are standards for good or bad, or right or wrong conduct. Ethics provides principles to guide behavior and help people make moral choices. At its most basic level, individual ethics involves how an individual uses moral principles, beliefs, and personal values to analyze a situation, assess which courses of action are right or wrong, and decide which actions or behaviors are right or appropriate. Ethics, Law, and the Passage of Time Ethical is not the same as legal. Many laws are passed to enforce ethical behavior, but many behaviors that are legal are not ethical, and both standards of ethics and laws change over time. Ethical Dilemmas This refers to a situation in which individuals have to decide upon a course of action knowing that the choice of a particular alternative may benefit some while harming others. Often the ethical dilemma involves the choice of making a decision that is consistent with one’s ethical standards but which may work against one’s own self interest. Ethical Decision-Making Ethical decisions are related to a specific context -- there are business ethics, educational ethics, and personal ethics. Sometimes these ethics may be in conflict. As we make ethical decisions, however, we make them in a way that is not self-serving, and that is consistent with the spirit of rightness and fair play. Ethical decisions are ones that should be best for persons and organizations, both in the short and long term. This means that sometimes we must make a decision that is difficult in the short term so that it can be best for individuals or organizations over the long haul. Ethical Leadership Ethical leadership combines ethical decision-making and ethical behavior, and it occurs in both an individual and an organizational context. The ethical leader balances her or his obligation to self with obligations to the organization and the community within which the organization exists. This means that the ethical leader selects

or creates an organization that is consistent with his or her own individual ethical principles, and then works with and through the organization to make decisions and engage in actions that are consistent with those principles. Defining Business Ethics Business ethics can be defined as written and unwritten codes of principles and values that govern decisions and actions within a company. In the business world, the organization's culture sets standards for determining the difference between good and bad decision making and behavior. In the most basic terms, a definition for business ethics boils down to knowing the difference between right and wrong and choosing to do what is right. The phrase 'business ethics' can be used to describe the actions of individuals within an organization, as well as the organization as a whole. Ethical Problems Most ethical problems in the workplace arise when people are asked to do something that violates their personal beliefs and values Values Broad beliefs about what is appropriate behavior. Terminal values - preferences about desired goals (the ends) Instrumental values - preferences regarding the means to desired ends Both terminal and instrumental values differ among people, so we are likely to get different interpretations of what is ethical. RULES/VIEWS/ALTERNATIVE MODELS OF ETHICAL DECISION-MAKING Different rules/views/models of ethical decision-making can be used to analyze the ethics of decision-making. For the individual these different rules/views/models may reflect the values, individual characteristics, and cultural influences that shape how he or she reacts to an ethical dilemma and balances the interests of self with the concerns of others. For managers, these different rules/views/models often represent different ethical perspectives regarding the balance of self-interest and stakeholder concerns, and reflect the organization’s culture, values, and structures. Each of these models has both advantages and problems. Some of the major models are described below. Utilitarian or Consequential Rule In the Utilitarian or Consequential Rule, the ethics of a decision are based on the decision’s consequences. A decision that delivers the greatest good to the greatest number (layoff some to save jobs for others) is the ethical decision. To decide on a course of action managers must identify stakeholders and their concerns, then select the decision that does the most good/least harm. The problem this view presents for the decision maker is how to assess harm/good and how to evaluate the importance of each stakeholder’s claim. In other words, does severe harm for a very few stakeholders justify a moderate benefit for all others?

Moral Rights Rule In the Moral Rights Rule the ethical decision is the one that respects and protects the fundamental rights of people (rights of privacy, due process, free speech, etc.). Managers should make decisions based on how the affect the rights of stakeholders and the decision should be the one which protects the rights of all stakeholders. The problem this view presents for the decision maker is, first, how do you decide which rights are fundamental rights? There is much disagreement over what these rights actually are. Secondly, almost all decisions produce benefits for some but harm to others. How do you choose which groups to protect? This produce a precarious ethical balancing act. Theory of Justice or Legal Rule In the Theory of Justice or Legal Rule, the ethical decision is the one that treats people and groups impartially and fairly according to legal rules and standards. This model implies that ethical decisions involve both Procedural Justice, or fairness and consistency in processes and Distributive Justice, or fairness in outcomes. The problem this view presents for the decision maker is how to determine what the fair rules and procedures actually should be. The manner in which rule are written typically favors one group of stakeholders over others and political behavior may impact fairness. Integrative Social Contracts Rule The Integrative Social Contracts Rule reflects the influence of culture on ethics. In this rule the ethical decision is the one that is based on existing cultural or ethical norms in industries and communities. This view contrasts the perspective of Universalism which states that ethical standards are absolute and should be applied to all (or even Ethical Imperialism which is an attempt to impose one’s own cultural standards on all cultures), with that of Cultural Relativism which suggests that ethical behavior must always be interpreted in its cultural context. This view is often a problem when industry or local cultural standards fail to reflect values held by the larger society. A related concept is the Practical Rule. A Practical Rule of ethical decision-making is often applied to business ethics. In this rule, a decision is ethical if it falls within accepted values and standards that usually apply to business, if the company would be willing to see it communicated to all affected by it, and when others approve of the decision. CORPORATE SOCIAL RESPONSIBILITY The obligation of an organization to serve both its own interests and those of society. Leadership beliefs that guide socially responsible practices: -people do their best in healthy work environments -organizations perform best in healthy communities -organizations gain by treating the natural environment with respect -organizations must be managed for the long term -organization’s reputation must be protected Stakeholder Analysis A popular and useful way to examine corporate social responsibility is through stakeholder analysis. Stakeholders are the people and groups that can benefit or be harmed by the organization and its decisions. The idea is that the organization has the duty to serve the interests of its stakeholders who are directly affected by the organization.

Major Stakeholders Stockholders - have an interest in the organization because of their stock investments. They want the organization to be profitable, desire that agents (managers) work to increase the return on investment, and act in ways that do not injure the company’s reputation or create unnecessary risk. Managers - have an interest in the organization because they invest their skills and time and have a stake in its performance. Managers are responsible for making decisions that guide the activities of the organization and that make efficient use of resources. They often are required to make difficult decisions that balance the interests of other stakeholders. Employees - have an interest in the organization because they invest their skills and time in their work and their livelihood depends on the activities of the organization. They expect equitable rewards and fair treatment for their work. Suppliers and Distributors - have an interest in the organization because of the reciprocal dependencies with the organization. They expect fair treatment in negotiations, contractual and financial arrangements, and other interactions. Customers - have an interest in the organization because they expect fair treatment and demand fair prices and quality in products and services. Society - has an interest in the organization because it provides the physical infrastructure in which organizations operate and depends on the organization for economic contributions. It requires the organization to create jobs yet maintain an environment that protects the health of the community. Perspectives on Social Responsibility?

Classical view - management’s only responsibility is running the business to maximize profit.

Socioeconomic view - management must be concerned with the broader social welfare. Social responsibility will add to profits in the long run. Businesses can serve the public good and advance the interests of shareholders at the same time.

Strategies for Social Performance Obstructionist - avoids social responsibility and reflects economic priorities Social Obligation or Defensive - does what is minimally legally required

Accommodative or social responsiveness - accepts social responsibility and tries to satisfy economic, legal, and ethical criteria

Proactive or social responsibility - takes proactive steps tp avoid adverse social impacts from company activities

College of Business Missouri State University

MBA Program – Assurance of Learning Plan

The College of Business Administration (COBA) at Missouri State University (MSU) has adopted the following Assurance of Learning Plan as a way of assessing the Masters of Business Administration (MBA) program. The purpose of the plan is threefold: 1.) to determine if the MBA program is accomplishing its program mission; 2.) to determine if MBA students are achieving the learning goals (see Attachment A); and 3.) to develop a systematic plan for continuous improvement. The basic philosophy of the plan is to have each student demonstrate competency by completing a required assessment activity in each of the MBA Core Courses (see Attachment A). Each assessment activity will be the same for the specified learning goal (objective). Faculty teaching the required MBA Core Courses will develop these activities (see Attachments C - I.) The faculty then will use the activity for evaluating a required project (i.e. graded) in the course. Each faculty member will judge the student’s performance to be acceptable or not. Then the assessments activities will be forwarded to the MBA Director’s office to be tallied (See Attachment B). Compiled data will be distributed to the MBA Curriculum and Policy Committee (MBA-C&PC) for review. The MBA Assessment Committee will consist of the MBA Curriculum and Policy Committee expanded to include at least one representative from each of the core courses (ACC 711, CIS 761, FIN 780, MGT 764, MGT 767, MKT 772, & QBA 775) and one representative from the International courses and one representative from the Seminar courses, if not already represented on the MBA Curriculum and Policy Committee. The MBA-C&PC will use the following scale to monitor student achievement in the MBA core courses:

Student Benchmark Action Required 80-100% demonstrated acceptable performance No action required, continue to monitor 60-80% demonstrated acceptable performance Discussion required and continuous monitoring Less than 60% demonstrated acceptable performance


MBA LEARNING GOALS – Adopted (5/5/2010) MBA Core Course(s) Method

1. Students will possess knowledge of current theory and techniques of the major business disciplines (ie., the MBA core courses). a. Students will demonstrate knowledge of current theory and techniques using

a nationally normed exam and/or internal measures.

All MFAT

2. Students will exhibit the leadership capacity and teamwork skills for business decision making. a. Students will exhibit leadership capacities in a group project.

MGT 767 Rubric

2. b. Students will exhibit appropriate group techniques and teamwork skills for facilitation of effective performance. MGT 767 Rubric

3. Students will understand the ethical implication of business decision making andrecognize ethical dilemmas. a. Students will incorporate ethical reasoning in business decisions and evaluat

those decisions with regard to their impact on the environment and/or stakeholders.

MKT 772 CIS 761

Rubric Rubric

4. Students will demonstrate the ability to communicate effectively. a. Students will exhibit professional oral communication skills. Seminars Rubric

4. b. Students will exhibit professional written communication skills. MGT 764 Seminars

Rubric Rubric

5. Students will demonstrate critical thinking skills. a. Students will analyze cases and/or problems and apply appropriate research,

problem solving, and/or decision making skills.

FGB 780

Rubric

6. Students will have an understanding of global perspectives. a. Students will integrate global issues into business decision making and/or

evaluate global events for their effect on business opportunities and goals.

MGT 747 MKT 774 FIN 682

MKT 764

Rubric Rubric Rubric Rubric

Attachment A, page 1 of 1

ASSURANCE OF LEARNING PLAN

Learning Goals

Learning Objectives Measurement

Data gathered where?

Raw data to whom? Report form

Report to whom? Review & Analysis Decision

Knowledge of current theory and techniques

Current theory and techniques MFAT All core

classes MBA Director MBA OfficeMBA Assessment Committee

MBA Assessment Committee MBA Faculty

Leadership skills Rubric MGT 767 MBA Director MBA OfficeMBA Assessment Committee


Group techniques and teamwork Rubric MGT 767 MBA Director MBA Office

MBA Assessment Committee


Ethics Ethical reasoning Rubric MKT 772 CIS 761 MBA Director MBA Office



Oral communication Rubric MBA seminars MBA Director MBA Office



Written communication Rubric MGT 764

MBA seminars MBA Director MBA OfficeMBA Assessment Committee


Critical thinking skills

Problem solving and decision making skills

Rubric FGB 780 MBA Director MBA OfficeMBA Assessment Committee


Global perspectives Global issues Rubric

MGT 747 MKT 774 FIN 682 MKT 764

MBA Director MBA OfficeMBA Assessment Committee


Leadership and Teamwork

Communicate

Attachment B, page 1 of 1

Evaluator's Name:

Leadership Falls Below

Expectations Meets Expectations Exceeds Expectations Group Member Name and Rating

0 1 2 1. Goal Setting Infrequently takes

initiative in defining objectives, milestones and/or desired content, or objectives, milestones and content.

More often than not takes initiative in defining objectives, milestones and/or desired content, all of which are usually clear.

Regularly takes initiative in defining clear objectives, milestones and/or desired content.

2. Organizing Infrequently takes initiative in allocating tasks and devising processes.

More often than not takes initiative in allocating tasks and devising processes

Regularly takes initiative in allocating tasks and devising processes.

3. Listening Infrequently solicits or discusses ideas of other group members.

More often than not solicits and discusses ideas of other group members.

Regularly solicits and discusses ideas of other group members.

4. Neutrality Engages members selectively and/or rarely gives recognition or encouragement.

More often than not involves all group members and/or gives recognition and encouragement to all.

Regularly involves all group members and/or gives recognition and encouragement to all.

5. Managing Infrequently takes initiative and/or often lets the group stray off track.

More often than not takes lead in keeping the group on track by managing time and activities, or resolving differences.

Regularly takes lead in keeping the group on track by managing time and activities, or resolving differences.

Attachment C, page 1 of 1

Teamwork


Meets Expectations Exceeds Expectations Group Member Name/Rating

0 1 2


The member rarely showed a willingness to perform those activities.

The member frequently showed a moderate willingness to perform those activities.

The member usually showed a willingness to perform such tasks as typing, taking notes during meetings, and miscellaneous activities.


The member frequently missed meetings and was rarely prepared.

The member attended most meetings and was usually prepared.

The member attended all meetings and always came prepared.


The member rarely volunteered ideas and/or offered suggestions to others that advanced the group toward its goals.

The member occasionally volunteered ideas and/or offered suggestions to others that advanced the group toward its goals.

The member frequently volunteered ideas and/or offered suggestions to others that advanced the group toward its goals.


The member frequently engaged in negative conflict (personality based) and/or rarely handled tense situations effectively.

The member rarely engaged in negative conflict (personality based) and/or sometimes handled tense situations effectively.

The member never engaged in negative conflict (personality based) and/or frequently handled tense situations effectively.


Learning Goal 2b has been met.

Learning Goal 2b has not been met.

Attachment D, page 1 of 1

Missouri State University College of Business Administration

Ethical Competency Rubric for MBA Classes

Purpose This rubric has been developed to specify and explain a set of criteria for demonstrating student achievement for the area of ethical competency. This rubric is specifically designed to address MBA Learning Goal 3: Students will understand the ethical implication of business decision making and recognize ethical dilemmas. Students will incorporate ethical reasoning in business decisions and evaluate those decisions with regard to their impact on the environment and/or stakeholders. Ethical Theories The field of ethics (or moral philosophy) is a branch of philosophy that addresses questions about the concepts of right and wrong behavior. There are a number of ethical theories depending upon the context of the issue. Five dimensions have been identified for determining ethical competency: problem, stakeholders, approach, ramifications and position. Using the Rubric to Assess Ethical Competency Three levels of performance are described for each of the five performance dimensions for ethical competency. These levels are labeled as: Exceeds Expectations An evaluation that recognizes the student has exhibited a superior

level of ethical competency. Assessment at this level exceeds that required for MBA Learning Goal 3.

Meets Expectations An evaluation that recognizes the student has exhibited a level of

ethical competency that minimally meets MBA Learning Goal 3. Below Expectations An evaluation that recognizes the student has failed to exhibit an

acceptable level of ethical competency. Assessment at this level does not meet MBA Learning Goal 3.

Determining Ethical Competency Learning Goal 3 has been met if the student achieves a score of five points or greater on the sum of all the five performance dimensions.

Attachment E, page 1 of 2

Ethical Competency Rubric

Student Information:

MBA Learning Goal 3: Students will understand the ethical implication of business decision making and recognize ethical dilemmas. Students will incorporate ethical reasoning in business decisions and evaluate those decisions with regard to their impact on the environment and/or stakeholders.


Dimension Factor Level Indicate the score of the appropriate factor level for each dimension.

Below Expectations

(0 points)

Meets Expectations

(1 point)

Exceeds Expectations

(2 points)

Score

Factor 1: Problem Students should be able to identify the ethical dilemma at hand.

Has a vague idea of what the dilemma is and is uncertain what must be decided.

Identifies the dilemma, including pertinent facts, and ascertains what must be decided.

Describes the dilemma in detail having gathered pertinent facts. Ascertains exactly what must be decided.

Factor 2: Stakeholders Students should be able to identify the stakeholdeinvolved in the ethical issue and the potential impact of the ethical dilemma to each stakeholder

Is unsure as to who should be involved in the decision-making process.

Determines who should be involved in the decision-making process and accurately identifies all the stakeholders.

Determines who should be involved in the decision-making process and thoroughly reflects on the viewpoints of the stakeholders and is also able to identify indirect stakeholders.

Factor 3: Approach Students should be able to state the approach to ethics (ethical theory) being used.

Student only names the major theory s/he uses.

Student can name the major theory or theories s/he uses and is only able to present the gist of the named theory.

Student names the theory or theories, can present the gist of said theory or theories, and accurately explains the details of the theory or theories used.

Factor 4: Ramifications Students should be able to identify the ramifications of various solutions.

Begins to appraise the relevant facts and assumptions and identifies some alternatives.

Clarifies at least two alternatives and predicts their associated consequences in detail.

Claries a number of alternatives and evaluates each on the basis of whether or not there is interest and concern over the welfare of all stakeholders.

Factor 5: Position Students should be able to defend their chosen position with adequate reasoning.

Has difficulty identifying an appropriate course of action from among alternatives.

Formulates an implementation plan based on a clear position that delineates the execution of the decision.

Formulates an implementation plan that delineates the execution of the decision and that evidences a thoughtful reflection on the benefits and risks of action.


_____ Learning Goal 3 has been met. The sum of all the five performance dimensions is equal to or greater than five

points. _____ Learning Goal 3 has not been met. The sum of the five performance dimension is less than five points.

Total

Attachment E, page 2 of 2


Oral Communication Rubric for Graduate Seminars Purpose This rubric has been developed to specify and explain a set of criteria for demonstrating student achievement for the area of oral communication. This rubric is specifically designed to address MBA Learning Goal 4.a:

4.aStudents will exhibit professional oral communication skills. Oral Communication For the purposes of this rubric, oral communication is defined as a prepared, goal-oriented oral presentation designed to increase knowledge and advance understanding in others and/or to initiate changes in attitudes, behaviors, values, or beliefs. Exhibiting professional oral communication skills for purposes of this rubric typically involves a substantial class presentation in which students are evaluated based on the degree to which their message has been successfully transmitted and received using criteria including content, verbal and nonverbal delivery, and organization and the use of supporting material. Background AACSB Standard 18, Master’s Level General Management: Learning Goals, describes the capacities developed through the knowledge and skills of a general master’s level program to be the capacity to lead in organizational situations, to apply knowledge in new and unfamiliar circumstances through a conceptual understanding of relevant disciplines, to adapt and innovate to solve problems, to cope with unforeseen events, and to manage in unpredictable environments. To achieve these attributes the Missouri state University Graduate Faculty adopted a set of learning goals in 2010, one of which (MBA Learning Goal 4.a.) includes the ability of all students to exhibit professional skills in oral communication.

Attachment F, page 1 of 8

Dimensions of Oral Communication These dimensions of oral communication have been developed as a guide to the assessment of the professional presentations in business. As such they include measures focusing on the content and supporting material, the verbal and nonverbal delivery techniques, and the organization of the presentation. They include the following: Content and Supporting Material

The content is defined as the major purpose of the presentation. The degree, to which the message is precise, clearly stated, compelling, consistent, vivid and memorable. Supporting material is defined as the ability of the presenter to support the ideas in the presentations with documentation including statistical data, illustrations, analogies, or factual material that is credible and appropriate and supports the presenter’s main message and reinforces the credibility and expertise of the presenter. This dimension may also reflect the degree to which the presentation satisfies the requirements of the assignment and the instructions of the professor.

2. Verbal Delivery

The degree to which the vocal delivery is varied, expressive, and dynamic; as established by speaking volume, rate, and tone. The level of speech is appropriate for the audience, the speech is free from errors in grammar and punctuation, and word choice adds clarity and understanding.

Nonverbal Delivery

The degree to which the presenter uses nonverbal language, including eye contact, posture, gestures, and facial expressions to make the message more effective.

Organization

This is defined as the manner in which the presenter groups and presents ideas and supporting material to make the message more effective and easy to follow. The presentation should offer a clear, logical, interesting, and effective structure including an introduction, identifiable sections with well-stated points and smooth transitions, and appropriate conclusions. The effective use of communication aids such as Power Point or slides may also provide evidence of more effective organizational skills.


Using the Rubric to Assess Oral Communication Three levels of performance are described for each of the four performance dimensions for oral communication. These levels are labeled as: Exceeds Expectations An evaluation that recognizes the student has exhibited a superior

level of skill in oral communication. Assessment at this level exceeds that required for MBA Learning Goal 4.a.

Meets Expectations An evaluation that recognizes the student has exhibited a level of skill

in oral communication expected of a student at his or her level. Assessments at this level minimally meet MBA Learning Goal 4.a.

Below Expectations An evaluation that recognizes that the student has failed to exhibit a

level of skill in oral communication expected of a student at his or her level. Assessment at this level does not meet MBA Learning Goal 4.a.

A Multiple-Cutoff for Assessment This assessment uses a multiple-cutoff approach to assessing student performance. Performing at or above the expected level of performance in all four performance dimensions is necessary to establish an expected level of skill in oral communication. In other words, for any student to meet MBA Learning Goal 4.a., he or she must be assessed at “Exceeds Expectations” or “Meets Expectations” in each of the four performance dimensions. If a student is assessed at “Below Expectations” for any of the four performance dimensions he or she will not be considered to have met the requirements of MBA Learning Goal 4.a.


Defining Dimension Factor Levels 1. Content and Supporting Material The content is defined as the major purpose of the presentation. The degree, to which the message is precise, clearly stated, compelling, consistent, vivid and memorable. Supporting material is defined as the ability of the presenter to support the ideas in the presentations with documentation including statistical data, illustrations, analogies, or factual material that is credible and appropriate and supports the presenter’s main message and reinforces the credibility and expertise of the presenter. This dimension may also reflect the degree to which the presentation satisfies the requirements of the assignment and the instructions of the professor. Exceeds Expectations The presenter provides a compelling, accurate, precise, and complete

explanation of key concepts, theories and/or models. The message is clear and arguments and assertions are reinforced with a variety of supporting materials. The presentation satisfies all the requirements of the assignment

Meets Expectations The central idea is stated and content is generally accurate. The

message is understandable and the major points are at least partially supported and relevant. Minor inaccurate and irrelevant supporting material may exist but not to the extent that the central message is obscured. The presentation satisfies the major requirements of the assignment but some minor aspects of the assignment may be lacking.

Below Expectations The central idea and other important explanations of concepts and/or

theories are not clearly stated and may be difficult to deduce. Content may be erroneous or irrelevant. Arguments may not be supported and supporting materials may be insufficient or absent. Some of the major requirements of the assignment may not be satisfied.


2. Verbal Delivery The degree to which the vocal delivery is varied, expressive, and dynamic; as established by speaking volume, rate, and tone. The level of speech is appropriate for the audience, the speech is free from errors in grammar and punctuation, and word choice adds clarity and understanding. Exceeds Expectations Presenter uses language that is colorful, compelling, and dynamic.

Speech is clear; volume and tone enhance the listeners’ understanding. The level of presentation is appropriate for the audience. The presentation is free from errors in pronunciation and grammar and word usage, and word choices are imaginative and add clarity to the presentation.

Meets Expectations Language choices are conventional but do not distract from the

message. Speech is generally clear and volume and tone are normally appropriate. While isolated distractions may exist and/or the pacing may be too slow or fast at times, it does not provide a serious distraction from the presentation. The level of presentation is generally appropriate for the audience. Some errors in grammar, pronunciation, and word usage may exist but they are infrequent.

Below Expectations Choices in language, vocabulary, and sentence structure do not

support the message. Presenter may mumble or speech may be too fast or slow or too soft to understand. Long unintended silences and speech disruptions (i.e., “ahh,” “umm”) distract the audience. Aspects of the presentation may be too elementary or too sophisticated for the audience. Presenter may read the information instead of present it. Numerous errors in grammar, pronunciation, and word usage may exist.


3. Nonverbal Delivery The degree to which the presenter uses nonverbal language, including eye contact, posture, gestures, and facial expressions to make the message more effective. Exceeds Expectations The speaker maintains eye contact with the audience. Eye contact,

posture, gestures, movement, facial expressions enhance the presentation and make it more compelling. The speaker appears relaxed and confident.

Meets Expectations Most delivery techniques including eye contact, posture, gestures,

movement, and facial expressions are generally appropriate and do not detract from the presentation. The speaker is generally relaxed but may appear slightly uncomfortable or tentative at times.

Below Expectations Eye contact, posture, gestures, movement, facial expressions may be

inappropriate and they distract from the understandability of the presentation. The speaker may appear to be generally uncomfortable and tentative.


4. Organization This is defined as the manner in which the presenter groups and presents ideas and supporting material to make the message more effective and easy to follow. The presentation should offer a clear, logical, interesting, and effective structure including an introduction, identifiable sections with well-stated points and smooth transitions, and appropriate conclusions. The effective use of communication aids such as Power Point or slides may also provide evidence of more effective organizational skills. Exceeds Expectations Organization is clearly and consistently observable. The presenter

skillfully presents a sequence of ideas in an orderly and logical manner with identifiable sections and smooth transitions between sections, making the content cohesive and easy for the listener to follow. Conclusions logically follow and are appropriate to the presentation. Communication aids are effective and professional, and serve to enhance the presentation

Meets Expectations Presentation is generally clear and the organizational pattern is

observable. The organizational structure may be inconsistently executed with some unclear transitions or occasional abrupt jumps deviating from the topic and creating minor confusion for the audience. Conclusions generally agree with the content. Communication aids contribute to the organization but may not be particularly as professional or complete as desired.

Below Expectations A clear organizational pattern may not be observable. Organization

may be haphazard and some arguments may not be presented in a logical sequence. The presentation may be confusing to the audience; transitions may be abrupt and difficult to follow. Conclusions may not logically follow from the content of the presentation. Communication aids may be unprofessional, poorly prepared, or inappropriate.


Assessment Form for MBA Learning Goal 4.b.

Student Name: _______________________________________________ International Student? ____Yes _____No

MBA Learning Goal 4.a. Students will exhibit professional oral communication skills.



Place check the box for the appropriate factor level for each dimension.

Below Expectations

Meets Expectations


Factor 1: Content and Supporting

Material

Factor 2: Verbal Delivery

Factor 3: Nonverbal Delivery

Factor 4: Organization

Individual Assessment Result (check one)

___Learning Goal 4.a. has been met. The student is rated “Exceeds Expectations” or “Meets Expectations” in each of the four performance dimensions.

___Learning Goal 4.a. has not been met. The student is

rated at “Below expectations” in one or more of the four dimensions of performance.



Written Communication Rubric for Graduate Seminars Purpose This rubric has been developed to specify and explain a set of criteria for demonstrating student achievement for the area of written communication. This rubric is specifically designed to address MBA Learning Goal 4.b:

4b. Students will exhibit professional written communication skills. Written Communication For purposes of this rubric written communication is defined as the development of ideas and the expression of those ideas in writing. Exhibiting professional communication skills further implies that this rubric is specifically focused on the thesis/seminar paper in business and incorporates criteria appropriate to the conventions of the professional discipline. However, the rubric described below is relatively robust and can be used for other courses when the performance dimensions are interpreted within the context of the course. Background This rubric has been developed specifically for assessing the thesis/seminar paper. Based on the requirements of the Graduate College and language of the Graduate Catalog each graduate program has a research component that must be completed by each individual student. While each student may choose to write a thesis, students in COBA typically opt for a graduate seminar. The Graduate Catalog states in regard to the Seminar/Degree Paper Option:

“This option requires the completion of an extensive seminar/degree paper or creative work.”

The COBA policy elaborates as follows:

“Students are expected to demonstrate research and writing proficiency appropriate to the business environment. Significant written projects are required within each of the core courses. In lieu of the required seminar course and one other course from the area of concentration, a student may complete a thesis for 6 hours of credit.”

The language in the Graduate Catalog does not state or imply that this writing requirement can be part of a group project and it has consistently and uniformly been interpreted to require a work produced by a single individual. Because of this individual writing requirement, the graduate seminar is the ideal venue for assessing each graduate student’s written communication proficiency.

Attachment G, page 1 of 8

Dimensions of Written Communication These dimensions of written communication have been developed as a guide to the assessment of the professional paper requirement in business. As such they include measures focusing on the structure, content, and mechanics of the writing as well as the disciplinary conventions of the field. They include the following: Content

Content refers to the manner in which the paper develops, explores, analyzes, and explains its topic to the reader. The author demonstrates the ability (1) to develop a central hypothesis with clarity and appropriate scope, (2) to gather adequate and relevant evidence and supporting documentation and to manage that information, (3) to provide an appropriate and balanced analysis to support the arguments and assertions made by the author, and (4) to establish appropriate, logical, and clear conclusions consistent with the evidence, the arguments presented, and the scope of the assignment. The content will be evaluated within the context, scope, and purpose of the assignment.


The paper is effective in presenting its arguments and ideas in a logical and orderly manner. The paper presents clearly developed introductions, supporting arguments, and conclusions. Sections and paragraphs are well-designed, arranged in a clear and logical sequence, and appropriate headings are used as transitional cues. Transitions are clear and arguments and ideas flow smoothly from one section to another.

Composition Syntax and Mechanics

This dimension assesses the level of technical proficiency with which the paper is constructed. It involves two criteria: (1) Syntax, defined as the degree to which the paper uses language to convey meaning with clarity and purpose by selecting words and phrases with precision, and writing with quality and richness, and (2) Mechanics, defined as the degree to which the paper is free from errors in grammar, sentence structure, spelling, and punctuation. Both of these criteria have to be satisfied for the paper to be technically acceptable.

Following Disciplinary Conventions of Sourcing and Other Guidelines

This dimension involves the use of sourcing and referencing and examines the degree to which the paper appropriately and adequately recognizes the works of others. This dimension requires that all quotations, paraphrased ideas from others’ works, all models, theories, and all other material that is not the work of the author will be appropriately cited and referenced based on guidelines established by the field or the professor. This dimension also recognizes the degree to which a written work conforms to other guidelines provided for the assignment. Assessing this dimension should involve consideration of the context, scope, and purpose of the assignment.


Using the Rubric to Assess Written Communication Three levels of performance are described for each of the four performance dimensions for written communication. These levels are labeled as: Exceeds Expectations An evaluation that recognizes the student has exhibited a superior

level of skill in written communication. Assessment at this level exceeds that required for MBA Learning Goal 4.b.

Meets Expectations An evaluation that recognizes the student has exhibited a level of skill

in written communication expected of a student at his or her level. Assessment at this level minimally meets MBA Learning Goal 4.b.

Below Expectations An evaluation that recognizes the student has failed to exhibit a level

of skill in written communication expected of a student at his or her level. Assessment at this level does not meet MBA Learning Goal 4.b.

The Multiple-Cutoff for Assessment This assessment uses a multiple-cutoff approach to assessing student performance. Performing at or above the expected level of performance in all four performance dimensions is necessary to establish an expected level of skill in professional written communication. In other words, for any student to meet MBA Learning Goal 4.b., he or she must be assessed at “Exceeds Expectations” or “Meets Expectations” in each of the four performance dimensions. If a student is assessed at “Below Expectations” for any of the four performance dimensions he or she will not be considered to have met the requirements of MBA Learning Goal 4.b.


Defining Dimension Factor Levels Factor 1: Content

Content refers to the manner in which the paper develops, explores, analyzes, and explains its topic to the reader. The author demonstrates the ability (1) to develop a central hypothesis with clarity and appropriate scope, (2) to gather adequate and relevant evidence and supporting documentation and to manage that information, (3) to provide an appropriate and balanced analysis to support the arguments and assertions made by the author, and (4) to establish appropriate, logical, and clear conclusions consistent with the evidence, the arguments presented, and the scope of the assignment. The content will be evaluated within the context, scope, and purpose of the assignment.

Exceeds Expectations The central purpose of the paper is presented with clarity and skill

and its scope is appropriate to the assignment. Given the paper’s purpose its arguments are skillfully supported with relevant and compelling evidence and supporting documentation. The analysis is balanced, it skillfully synthesizes the evidence, and the conclusions integrate and expand the evidence to clearly support the paper’s central purpose. The paper clearly conveys the author’s mastery of the content.

Meets Expectations The paper presents a central thesis or purpose that is appropriate to

the scope of the assignment. The author uses evidence and documentation appropriate to the scope of the assignment to support the paper’s arguments. The analysis may be uneven, but the author demonstrates the ability to generate basic and logical conclusions from the evidence that are relevant to the paper’s central purpose. The paper demonstrates that the author has a satisfactory understanding of the topic.

Below Expectations The central purpose or thesis of the paper is not well-specified and the

scope of the paper may not be appropriate to the assignment. The evidence presented in the paper may not be representative of the topic area, it may lack relevance, or it may be insufficient to support the arguments advanced by the author. The analysis may not be balanced or the evidence may be interpreted in a biased, inconsistent, or illogical manner. Conclusions may not be consistent with the evidence or the central purpose of the paper. The paper does not demonstrate the author understands the topic.

Attachment G page 4 of 8

Factor 2: Structure and Organization

The paper is effective in presenting its arguments and ideas in a logical and orderly manner. The paper presents clearly developed introductions, supporting arguments, and conclusions. Sections and paragraphs are well-designed, arranged in a clear and logical sequence, and appropriate headings are used as transitional cues. Transitions are clear, and arguments and ideas flow smoothly from one section to another.

Exceeds Expectations The paper displays clarity and logic in its structure and organization.

The introductions, supporting arguments, and conclusions follow a logical sequence. The paper incorporates the use of headings and other transitional devices that allow the reader to follow the progression of ideas without effort. Transition states are carefully crafted to insure clarity, and sections and paragraphs are linked to provide continuity and logic to the paper.

Meets Expectations The paper has the appropriate structural and organizational tools for

the scope of the assignment. The paper incorporates appropriate conventions of style that generally allow the reader to follow a logical progression of ideas from introduction to conclusion. The paper includes appropriate transition devices such as section headings and transitional paragraphs that allow the reader to, for the most part, follow the author’s arguments. Length and content of paragraphs are generally appropriate, and the transition from one to the next is generally appropriate

Below Expectations The paper lacks the proper structural and organizational tools and

style conventions that allow the reader to follow the logic and arguments of the author. The paper may not follow a logical structural sequence from introduction to conclusions. Sections may lack transitional devices such as headings that allow the reader to logically navigate the paper, and transitional language is inadequate. There may be too few paragraphs of excessive length containing unrelated content. Serious and persistent errors in organization limit understanding and confuse the reader.


Factor 3: Composition Syntax and Mechanics

This dimension assesses the level of technical proficiency with which the paper is constructed. It involves two criteria: (1) Syntax defined as the degree to which the paper uses language to convey meaning with clarity and purpose by selecting words and phrases with precision, and writing with quality and richness, and (2) Mechanics, defined as the degree to which the paper is free from errors in grammar, sentence structure, spelling, and punctuation. Both of these criteria have to be satisfied for the paper to be technically acceptable.

Exceeds Expectations The paper shows considerable skill in language and word usage.

Language is compelling and words are selected with precision. Sentences are crafted without error and with variety in structure and the flow and transitions are smooth. The paper conveys meaning with considerable richness and clarity. There are few if any errors in grammar, punctuation, spelling, and other mechanics,

Meets Expectations Language and word choice are generally adequately chosen and

consistent. While there may be some words used inappropriately, the errors do not seriously detract from the meaning of the paper. The use of clichés or colloquial language is generally avoided and the tone of the paper is appropriate to the assignment. Sentence structure is adequate and the paper conveys meaning with clarity. There may be occasional errors in grammar, punctuation, spelling, and other mechanics, but the nature and extent of these errors do not distract the reader

Below Expectations Language and word usage is often inappropriate, characterized by

imprecision, the use of clichés, the use of colloquial language, and/or inappropriate tone. Sentences may be poorly constructed or structurally ambiguous. Errors in language and word choice affect the clarity of the message and errors impede meaning. The paper may also be deficient due to multiple and serious errors in grammar, punctuation, spelling, and other mechanics


Factor 4: Disciplinary Conventions of Sourcing and Other Guidelines This dimension involves the use of sourcing and referencing and examines the degree to which the paper appropriately and adequately recognizes the works of others. This dimension requires that all quotations, paraphrased ideas from others’ works, all models, theories, and all other material that is not the work of the author will be appropriately cited and referenced based on guidelines established by the field or the professor. This dimension also recognizes the degree to which a written work conforms to other guidelines provided for the assignment. Assessing this dimension should involve consideration of the context, scope, and purpose of the assignment. Exceeds Expectations The author takes great care to insure that all claims, assertions,

quotations, paraphrased ideas, and references to the work of others are consistently and accurately documented with appropriate citations and references. All references and citations conform to the required format of the discipline or assignment, and are accurate and complete. The assignments follow all discipline-specific guidelines and all specific assignment guidelines.

Meets Expectations References to support claims and the works of others are generally

present. References and citations generally conform to the required format of the discipline or assignment. There may be some errors and inconsistency in citations and referencing, but the errors are minor. The assignments generally meet discipline-specific guidelines and the specific assignment guidelines. Omissions or mistakes

Below Expectations Information in the paper that paraphrases or quotes the work of others

may not be cited or referenced, or the citations or references may be inadequate. References and citations may not be completed in the style specific to the discipline or the assignment, or they may be incomplete with missing information. Citations and references may not be consistent with one another. In some situations the paper may not be completed in a manner consistent with discipline-specific guidelines or other guidelines or instructions provided by the professor.


Assessment Form for MBA Learning Goal 4.b.

Student Name: _______________________________________________ International Student? ____Yes _____No

MBA Learning Goal 4.b. Students will exhibit professional written communication skills.



Place check the box for the appropriate factor level for each dimension.


Meets Expectations

Below Expectations

Factor 1: Content



Factor 4: Disciplinary Conventions of Sourcing and Other Guidelines


___Learning Goal 4.b. has been met. The student is rated “Exceeds Expectations” or “Meets Expectations” in each of the four performance dimensions. ___Learning Goal 4.b. has not been met. The student is rated at “Below expectations” in one or more of the four dimensions of performance.



Critical Thinking Rubric Purpose This rubric has been developed to specify and explain a set of criteria for demonstrating student achievement in the area of critical thinking. This rubric is specifically designed to address MBA Learning Goal 5.a:

5.a. Students will analyze cases and/or problems and apply appropriate research, problem solving, and/or decision-making skills.

Critical Thinking For purposes of this rubric, critical thinking is defined as the mental process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and evaluating information to reach an answer or conclusion. (Dictionary.com's 21st Century Lexicon. Retrieved October 30, 2010, from Dictionary.com website: http://dictionary.reference.com/browse/critical thinking.) Dimensions of Critical Thinking 1. Selection of Decision Criteria

Critical thinking requires that a correct decision criteria be selected based on the problem or issue being examined. Not all decision criteria are equally valid for a given question. Students will demonstrate the ability to select the appropriate decision criteria for the question at hand conditional upon the information provided in the case or problem.

2. Selection of Appropriate Data

Once a decision criterion has been selected, appropriate data must be analyzed to determine whether the condition set forth in the decision criterion is met. Not all data are useful for examination of all questions. Students will demonstrate the ability to select the appropriate data for evaluation of the question at hand using the decision criterion selected.

3. Decision Making

Once a decision criterion and appropriate data have been selected to examine a question or problem, a logical decision process must be used to make a decision. Students will demonstrate the capacity to make logical decisions based on the criterion and data. Any decision or assessment that logically flows from the data and criteria will be considered correct, as more than one logical conclusion might be possible given the same decision criteria and data.

4. Recommendation Formulation

Analysis without action in the world of business is useless. Logical thinking in combination with education allows the formulation of reasonable recommendations based on the information provided in the case or problem. Students will demonstrate the capacity to make reasonable recommendations for improvement based on the facts provided, their prior educational preparation, and logical thought.

Attachment H, page 1 of 3

5. Support of Recommendations

Clients and corporate superiors are unlikely to accept recommendations unless they are supported by facts and logic. Students will demonstrate the capacity to support their recommendations with facts and correct logic.

6. Logical Prediction/Forecasting

Logical, critical thinking allows the prediction of future conditions based on trends observed in past data. Students will demonstrate the capacity to make logical predictions based on extrapolations of the available data.

Using the Rubric to Assess Critical Thinking Three levels of performance are described for each of the six performance dimensions for critical thinking. These levels are labeled as: Exceeds Expectations An evaluation that recognizes the student has exhibited a superior

level of skill in critical thinking. Assessment at this level exceeds that required for MBA Learning Goal 5.a.

Meets Expectations An evaluation that recognizes the student has exhibited a level of skill in critical thinking expected of a student at his or her level. Assessment at this level minimally meets MBA Learning Goal 5.a.

Below Expectations An evaluation that recognizes that the student has failed to exhibit

the level of skill in critical thinking expected of a student at his or her level. Assessment at this level does not meet MBA Learning Goal 5.a.

The Multiple-Cutoff for Assessment This assessment uses a multiple-cutoff approach to assessing student performance.

Performing at or above the expected level of performance in all six performance dimensions is necessary to establish an expected level of skill in critical thinking.

In other words, for any student to meet MBA Learning Goal 5.a., he or she must be assessed at “Exceeds Expectations” or “Meets Expectations” in each of the six performance dimensions. If a student is assessed at “Below Expectations” for any of the six performance dimensions, he or she will not be considered to have met the requirements of MBA Learning Goal 5.a. Definitions of Rubric Terms

Rarely or Few: Less than 70%.

Usually or Most: Greater than 70% but less than 100%.

Always or All: 100%.


Critical Thinking Rubric: Ratio Case Name ________________________________

Assessment of Learning Goal 5.a., Students will analyze cases and/or problems and apply appropriate research, problem solving, and/or decision-making skills.

Below Expectations

Meets Expectations


1. Selects appropriate decision criteria to answer questions.

Rarely uses appropriate decision criteria.

Usually uses appropriate decision criteria.

Always uses appropriate decision criteria.

2. Uses appropriate data to calculate decision criteria.

Rarely uses appropriate data.

Usually uses appropriate data.

Always uses appropriate data.

3. Makes correct assessments based on decision criteria values.

Rarely makes correct assessment.

Usually makes correct assessment.

Always makes correct assessment.

4. Formulates reasonable recommendations and states them clearly.

Few recommendations are reasonable or stated correctly.

Most recommendations are reasonable and stated correctly.

All recommendations are reasonable and stated correctly.

5. Uses relevant data and correct logic to support recommendations.

Rarely supports recommendations with correct data and logic.

Usually supports recommendations with correct data and logic.

Always supports recommendations with correct data and logic.

6. Makes logical predictions based on extrapolations of available data.

Predictions are illogical given data and trends.

Most predictions are logical based on data and trends.

All predictions are logical based on data and trends.


___Learning Goal 5.a. has been met. The student is rated

“Exceeds Expectations” or “Meets Expectations” in each of the six performance dimensions.

___Learning Goal 5.a. has not been met. The student is rated

at “Below expectations” in one or more of the six dimensions of performance.


Global Perspective Rubric

Instructions: Indicate the level at which the student performs.

0 Below Expectations

1 Meets Expectations

2 Exceeds Expectations

Identification Of Global Events

No or incomplete identification of relevant global issues for any of the relevant factors/events.

Identifies a majority of the relevant global issues in one or more of the relevant factors/events.

Clear Identification of all relevant global issues in one or more of the relevant factors/events.

Evaluation of Global Events on Business Opportunities & Goals

No evaluation or erroneous evaluation of impact of relevant global issues related to business opportunities & goals for relevant factors/events.

Evaluation of impact of a majority of relevant global issues related to business opportunities & goals in one or more of the relevant factors/events.

Clear, thorough and accurate evaluation of impact of relevant global issues related to business opportunities & goals in one or more of the relevant factors/events.

Integration of Global Issues in Domestic and/or Global Business Decisions

No analysis or incorrect analysis of global issues for relevant factors/events in domestic and global business decisions.

Analysis of a majority of global issues for relevant factors/events in domestic and global business decisions.

Detailed analysis of global issues for relevant factors/events in domestic and global business decisions.

Individual Assessment Result (Select one)

________ Learning Goal 4.a. has been met. The student is rated “Exceeds Expectations” or “Meets Expectations” in each of the 3 performance dimensions.

________ Learning Goal 4.a. has not been met. The student is rated “Below Expectations” in one or more of the 3 performance dimensions.

Relevant factors/events:

1. Economic 2. Religious 3. Cultural 4. Political 5. Financial 6. Logistical 7. Environmental 8. Legal 9. Demographic 10. Social 11. Historical 12. Ethical

MS CIS Program Assurance of Learning General Goals related to IT Organizations

Graduates will be able to:

1. Communicate effectively both orally and in writing in a variety of audiences.

CIS 748 ‐ MS CIS students will be required to research an area of Information Security in an

effort to explore what available technologies can contribute to enterprise security, along with an

appreciation for cost and technical issues. Their research will be presented in the form of a

research paper and oral presentation. The oral presentation will be recorded using presentation

software and uploaded to Blackboard for evaluation by the professor and their peers in the

cohort based on content and presentation skills.

2. Demonstrate critical thinking by analyzing situations and by constructing and selecting solutions to

problems.

CIS 738 ‐ MS CIS students will be required to critique a historical or current IT project and make

recommendations for addressing project management challenges using best practices

consistent with the Project Management Institutes Body of Knowledge (PMBOK). The rubric for

assessing the students critical thinking and identification of feasible alternatives is as follows:

1) Identify no fewer than five legitimate project management deficiencies that adversely

impacted an IT project.

2) Identify at minimum one remediation strategy for each of the items noted under #1 above.

3. Understand and appreciate the importance of the impact of effective leadership in IT organizations.

CIS 752 – Behavior and Leadership in IT. Leadership simulations will be used, evaluated, and

feedback provided to assess student understanding and appreciation of the importance of the

effective leadership in IT organizations.

4. Understand and appreciate the legal and ethical environment impacting individuals as well as business

organizations and have an understanding of the ethical implications of IT legal decisions.

CIS 747 – IT Legal Issues. In 6 project papers, a series of hypothetical situations are posed within

which the students must recognize legal issues and apply solutions to the problems presented.

Each project deals with three legal concepts that have been covered in the readings and

discussions for that week.

Business‐specific Goal related to IT

Graduates will have a fundamental knowledge of:

5. Information Technologies which affect organizational processes and decision‐making.

CIS 746 – Data Management. Understand the concept of data in organization in the form of how

it is modeled, managed, and extracted for competitive advantage. Modeling of data is measured

through an understanding of entity relationship model and the relational model. Management

of data is measured through an understanding of how corporate data strategy enables

successful management of data. Extraction of data for competitive advantage is measured

through an understanding of data warehouse setup and structure, along with business

intelligence. Students complete assignments and projects by applying the subject topics to their

organization. This ensures better comprehension of the material as well as enhances its practical

use, thereby accomplishing a thorough coverage of the subject.

See attached grid for timing of measurement of each goal and follow‐up assessment plan for each area.

Assurance of LearningMS CIS ProgramMissouri State UniversityAdopted by MS CIS Faculty 12/1/2010

Goals

Assurance of Learning Goal is first Measured in:

When Measured:* How Measured:

Graduates of the

MS CIS Program

will be able to:

1. Communicate effectively both

orally and in writing in a variety of

audiences.

CIS 748 ‐ Principles

of Information

Security

Spring Semester ‐ 4th semester of program FALL 2010, Spring 2012

MS CIS students will be required to research an area of Information Security in an effort to explore

what available technologies can contribute to enterprise security, along with an appreciation for cost

and technical issues. Their research will be presented in the form of a research paper and oral

presentation. The oral presentation will be recorded using presentation software and uploaded to

Blackboard for evaluation by the professor and their peers in the cohort based on content and

presentation skills.

CIS 734 ‐ Staffing

for the IT Function

Fall Semester ‐ 1st semester of program FALL 2011, 2012

Graduates of the

MS CIS Program

will be able to:

2. Demonstrate critical thinking by

analyzing situations and by constructing

and selecting solutions to problems.

CIS 738 ‐ IT Project

Management

Spring Semester ‐ 2nd semester of program SPRING 2011, 2012

MS CIS students will be required to critique a historical or current IT project and make

recommendations for addressing project management challenges using best practices consistent with

the Project Management Institutes Body of Knowledge (PMBOK). The rubric for assessing the students

critical thinking and identification of feasible alternatives is as follows:

1) Identify no fewer than five legitimate project management deficiencies that adversely impacted an

IT project.

2) Identify at minimum one remediation strategy for each of the items noted under #1 above.

CIS 732 ‐ Strategic

IT Planning

Fall Semester ‐ 1st semester of program FALL 2011, 2012

Graduates of the

MS CIS Program

will be able to:

3. Understand and appreciate the

importance of the impact of efffective

leadership in modern organizations.

CIS 752 ‐ Leadership

and Behavior in IT

Fall Semester ‐ 3rd semester of program FALL 2011, 2012 Leadership simulations will be used, evaluated based on results, and feedback provided to assess

student understanding and appreciation of the importance of the impact of trained and effective

leadership in modern organizations.

CIS 754 ‐

Organizational

Transformation

Spring

Semester ‐ 4th

semester of

program

SPRING 2012, 2013

Graduates of the

MS CIS Program

will be able to:

4. Understand and appreciate the

legal and ethical environment impacting

individuals as well as business

organizations and have an

understanding of the ethical

implications of decisions.

CIS 747 ‐ IT Legal

Issues


In 6 project papers, a series of hypothetical situations are posed within which the students must

recognize legal issues and apply solutions to the problems presented. Each project deals with three

legal concepts that have been covered in the readings and discussions for that week and is evaluated

based on identification of the key issues and development and application of viable solutions.

CIS 750 ‐ IS

Resource

Acquisition

Fall Semester ‐ 3rd semester of program FALL 2012, 2013

Graduates of the

MS CIS Program

will have a

fundamental

knowledge of:

5. Information Technologies which

affect organizational processes and

decision‐making.

CIS 746 ‐ Data

Management


Understand the concept of data in organization in the form of how it is modeled, managed, and

extracted for competitive advantage. Modeling of data is measured through an understanding of entity

relationship model and the relational model. Management of data is measured through an

understanding of how corporate data strategy enables successful management of data. Extraction of

data for competitive advantage is measured through an understanding of data warehouse setup and

structure, along with business intelligence. Students complete assignments and projects by applying

the subject topics to their organization. This ensures better comprehension of the material as well as

enhances its practical use, thereby accomplishing a thorough coverage of the subject.

CIS 740 ‐

Comparative

Systems

Development

Methodologies

Fall Semester ‐ 3rd semester of program FALL 2011, 2012

Action Required no action required; continue to monitor informal discussion and continuous monitoring develop action plan to address weakness identified

*Fall 2013 ‐ changed to one cohort, one group of 3 classes taught per semester. Each course in the plan will be measured every semester taught, i.e. every two years.

Benchmark80% or above pass rate70%-79% pass ratebelow 70% pass rate

If indicated, follow up by assessment of learning goal in alternative course then incorporate changes to achieve goal and reevaluate assurance of learning goal in original course:

MS CIS Program Written and Oral Communication Rubric

Goal: Graduates of the MS CIS Program will be able to communicate effectively and professionally both orally and in writing for a variety of audiences or by

utilizing a variety of mediums.

Assignment used to assess achievement of goal:_______________________________________________

Student name or ID:______________________

Unacceptable Acceptable Exemplary Score

Purpose The purpose and focus of the

writing/presentation are not

clear to the intended audience.

The purpose and focus of the

writing/presentation is usually clear

to the intended audience.

The purpose and focus of the

writing/presentation is very clear to the

intended audience.

Development of Ideas Most ideas are unsupported

and reasoning is flawed.

Most ideas are supported with

effective examples, references, and

details; key distinctions are made.

All ideas are supported with effective

examples, references, and details; key

distinctions are made.

Logic and Organization Does not develop ideas

cogently. Uneven and

ineffective organization.

Often develops unified and coherent

ideas with clear organization.

Develops ideas cogently and organizes

items logically with effective transitions.

Content Does not meet assignment

requirements.

Meets assignment requirements. Exceeds assignment requirements

Language Uses words and sentence

structures that are inadequate.

Uses words and sentence structures

that are adequate.

Uses concise words and sentence

structures effectively.

Spelling and Grammar Writing contains frequent

spelling and grammatical

errors.

Writing contains minor spelling and

grammatical errors.

Writing is essentially free of spelling and

grammatical errors.

Verbal & Non‐Verbal

Delivery

Does not demonstrate

appropriate voice, tone, body

language and pace.

Usually demonstrates appropriate

voice, tone, body language and pace.

Demonstrates excellent voice, tone,

body language and pace.

Use of Media Does not use appropriate,

professional, and well‐

designed visual aids.

Appropriate, professional and well‐

designed visual aids are employed.

Appropriate, professional and well‐

designed visual aids are used to

significantly enhance the presentation.

Response to Questions

(if relevant)

Relevant questions are not

answered.

Relevant questions are answered. Relevant questions are answered and

supported.

MS CIS Program Critical Thinking Rubric

Goal: Graduates of the MS CIS Program will be able to demonstrate critical thinking by analyzing situations and by constructing and selecting solutions to

problems.




Identifies and

summarizes the

problem/question at

issue.

Does not identify or summarize

the problem/question

accurately.

Accurately identifies the

problem/question and provides a

brief summary.


problem/question and provides a well‐

developed summary.

Identifies and assesses

the quality of

supporting

data/evidence.

Does not identify or assess the

quality of supporting evidence,

or fails to distinguish between

fact and opinion.

Examines evidence and questions the

quality. Distinguishes between fact

and opinion.

Provides a well‐developed examination

of the evidence and questions its

accuracy, relevance, and completeness.

Clearly distinguishes between fact and

opinion.

Identifies and

considers the influence

of the context on the

issue.

Does not identify, consider, or

explain contextual issues.

Accurately identifies and provides an

explanation of potential contextual

issues.

Accurately identifies and provides a

well‐developed explanation of

contextual issues with a clear sense of

scope.

Demonstrates higher

level thinking by

interpreting meaning

or potential bias.

Does not explain, provides

inaccurate information, or

merely lists potential bias or

inferred meanings.

Accurately identifies meaning and/or

bias and provides a brief explanation.

Accurately identifies meaning and/or

bias and provides a well‐developed

explanation.

Identifies and

evaluates conclusions,

implications, and

consequences

Does not identify or evaluate

conclusions, implications or

consequences, or provides

inaccurate information or

merely a list of ideas, or only

discusses one idea.

Accurately identifies conclusions,

implications and consequences with

an evaluative summary.


implications and consequences with a

well‐developed explanation. Provides an

objective reflection of own assertions.

MS CIS Program Leadership Rubric

Goal: Graduates of the MS CIS Program will be able to understand and appreciate the importance of the impact of effective leadership in IT organizations.




Vision Does not establish a goal for

the group.

Works with others in the group to

establish a goal for the group.

Works with others in the group to

establish a goal for the group and uses

that goal to guide the actions of self and

group.

Relating to Group

Members

Fails to take the input of others

into consideration.

Listens and empathizes with group

members.

Listens and empathizes with group

members; considers perspectives of

others before taking action.

Achieving Goals Works individually toward

achieving goals.

Actively involves group members in

working toward goal.

Actively involves all group members in

working toward goal. Encourages

cooperation by involving everyone.

Using Multiple

Leadership Strategies

Uses only one leadership

strategy.

Uses a variety of leadership

strategies.

Uses all leadership strategies that

accurately match the situation.

Identifies and


implications, and

consequences of

leadership practices



consequences, or provides

inaccurate information or

merely a list of ideas, or only

discusses one idea.


implications and consequences of

leadership practices with an

evaluative summary.



well‐developed explanation. Provides an

objective reflection of own leadership.

MS CIS Program Legal and Ethical Environment Rubric

Goal: Graduates of the MS CIS Program will be able to understand and appreciate the legal and ethical environment impacting individuals as well as

organizations and have an understanding of the ethical implications of IT legal decisions.




Students demonstrate

an understanding of

the legal issues that

affect growth and

moderate societal

impact of technology

Students unable to explain the

role of ethics of IT in society.

Students identify and understand direct

and indirect stakeholders involved in

legal issues related to IT

Students apply an understanding of

direct and indirect stakeholders

when examining the role and

responsibility of IT in society


an understanding of

ethical decision

making.

Students do not recognize an

ethical situation exists.

Students use at most a single

framework for assessing and

evaluating an ethical situation.

Students explore two frameworks for

assessing and evaluating an ethical

situation.

Students explore more than two

frameworks for assessing and

evaluating an ethical issue.


moral development in

ethical decision

making.

Students show pre‐

conventional level of moral

development (deferring to

authority and satisfying their

own needs).

Students show conventional level of

moral development (stereotypical roles

of people in society and how individual

fits into social order).

Students show post‐conventional

level of moral development

(morality based on “society as a

whole” or “universal principles”).


an understanding of

the responsibilities of

an IT leader as it

relates to ethics.

Students unable to explain the

role of leaders in organization’s

ethical conduct.

Students recognize leaders play some

role in the organization’s ethical conduct.

Students recognize organization

leaders actions and policies

determine the ethical tone of the

organization.


an understanding of

the roles of various

corporate governance

entities and policies as

they relate to IT laws.

Students unable to identify

components of effective

corporate governance.

Students recognize the organization’s

(code of conduct and ethical culture) and

external entities (government and

professional organizations via laws and

professional codes of conduct) role in

creating effective corporate governance.

Students apply appropriate

organization and entity roles (code

of conduct, professional code of

conduct, laws) when evaluating

corporate governance.

MS CIS Program IT Organizational Processes and Decision Making Rubric

Goal: Graduates of the MS CIS Program will have a fundamental knowledge of Information Technologies which affect organizational processes and decision‐

making.




Identifies and

summarizes the

problem/question at

issue.

Does not identify or summarize

the problem/question

accurately.


problem/question and provides a

brief summary.


problem/question and provides a well‐

developed summary.

Identifies and assesses

the quality of

supporting

data/evidence.

Does not identify or assess the

quality of supporting evidence,

or fails to distinguish between

fact and opinion.

Examines evidence and questions the

quality. Distinguishes between fact

and opinion.

Provides a well‐developed examination

of the evidence and questions its

accuracy, relevance, and completeness.

Clearly distinguishes between fact and

opinion.

Identifies and

considers the influence

of the context on the

issue.

Does not identify, consider, or

explain contextual issues.

Accurately identifies and provides an

explanation of potential contextual

issues.

Accurately identifies and provides a

well‐developed explanation of

contextual issues with a clear sense of

scope.

Demonstrates higher

level thinking in

database design

considering the entity

relationship model and

relational model.

Does not evaluate problem to

determine appropriate design

model.

Accurately identifies problem and

applies appropriate model. Provides

a brief explanation.

Accurately identifies problem, considers

various approaches, applies most

appropriate model and provides a well‐

developed explanation.

Identifies and


implications, and

consequences of data

management using

data strategy.



consequences of data

management.


implications and consequences of

data management and applies data

strategy.



well‐developed data strategy. Provides

an objective reflection of results.

1


College of Business Administration

Master of Health Administration Program – Assurance of Learning Plan

The College of Business Administration (COBA) program at Missouri State University (MSU) has adopted the following

Assurance of Learning Plan as a way of assessing the Master of Health Administration program. The purpose of the plan

is threefold: 1) to determine if the MHA program is accomplishing its program mission within COBA; 2) to determine if

MHA students are achieving the COBA‐related learning goals (see Attachment A); and 3) to develop a systematic plan

for continuous improvement.

It is recognized that while the Master of Health Administration is located in the College of Business Administration, it is

a multidisciplinary program providing students with learning experiences not only within COBA but also from the

colleges of Health & Human Services and Humanities & Public Affairs. Students participating in the health

administration courses are also often diverse in terms of graduate programs and in addition to Health Administration

may include students from various programs within other colleges most typically the college of Health & Human

Services, e.g. Public Health, Health Promotion & Wellness Management and Physical Therapy. Substantial revisions to

the program have been implemented involving degree requirements as well as course revisions with an increased health

administration focus. With one exception, the MHA specific courses are offered one semester during the academic year

(COBA MHA specific courses: ACC688 – Su, FIN788 ‐ Fa, MGT701 – Fa/Sp, MGT702 – Sp, MGT703 – Sp12), MGT 704 – Fa,

MGT705 – Fa, MGT711 – Sp).

The basic philosophy of the plan is to have each student demonstrate competency by completing a required assessment

activity for each of the Learning Goals (see Attachment A). Faculty teaching the MHA specific courses within COBA will

develop these activities. Each faculty member will evaluate the student’s performance in the assessment activity to be

acceptable or not. The collection of course assessment data is tied to the periodicity of course offerings. A summary of

the evaluations for the assessments activities will be forwarded to the MHA Program Director and compiled data will be

distributed to the faculty of MHA specific courses within COBA. Data will be available for the entire program on an

annual basis.

2

The following scale will be utilized by the MHA faculty to monitor student achievement in the MHA specific courses:

Student Benchmark Action Required

80‐100% demonstrated acceptable performance No action required, continue to monitor

60‐80% demonstrated acceptable performance Discussion required and continuous monitoring

Less than 60% demonstrated acceptable

performance


Attachment A: MHA Learning Goals Attachment H: Oral Communications

Attachment B: Accounting Attachment I: Written Communications

Attachment C: Financial Management Attachment J: Group Techniques & Teamwork

Attachment D: Operations Attachment K: Leadership

Attachment E: Strategy Attachment L: Critical Thinking

Attachment F: Quality Attachment M: Ethics

Attachment G: Human Resources Attachment N: Diversity

3

MASTER OF HEALTH ADMINISTRATION LEARNING GOALS Attachment A

Goals/Methods MHA Core Course(s) 1. Business Knowledge & Skills Students will possess the knowledge and ability to apply current business principles, including theory and techniques, to the health care environment.

‐ Students will demonstrate the knowledge and ability to apply

current business/operational principles to the health care

environment using internal measures involving assessment

indicators and/or embedded exam items.

a. Accounting

Funding & Payment Mechanisms Reimbursement Principles & Techniques Cost Accounting Operational Budgeting Healthcare Productivity Revenue Cycle

ACC 688 Exam Questions

(attachment B)

b. Financial Management

Time Value of Money Risk & Return Long‐term Financing Capital Structure & Cost of Capital Capital Budgeting Current Asset Financing & Management

FIN 788 Exam Questions

(attachment C)

c. Operations

Governing & Executive Functions Clinical Services Staff & General Support Services

MGT 702 Exam Questions

(attachment D)

d. Strategic Planning

Strategy Analysis Strategy Formulation Strategy Implementation

MGT 705 Exam Questions

(attachment F)

e. Quality

Quality function deployment and continuous

MGT 711 Course Assessment

(attachment G)

4

improvement Measuring the Voice of the Customer and developing

corresponding process indicators

Variation and statistical process control Process improvement: six‐sigma Process flows

f. Human Resources

Employment Development Compensation & Benefits Labor‐Management Relations

MGT 704

2. Communications and Relationship Management

‐ Students will demonstrate the ability to communicate clearly and

concisely within context of professional health care environments.

Rubric (attachment

H)

a. Students will exhibit professional oral communication skills. MGT 704 Rubric (attachment I)

b. Students will exhibit professional written communication

skills. MGT 701 Rubric (attachment J)

c. Students exhibit appropriate group techniques and teamwork

skill for facilitation of effective performance. MGT 705

3. Leadership

‐ Students will exhibit the knowledge regarding various attributes

of leadership and demonstrate the capacity for leadership roles in

a health care organization.

Rubric (attachment K)

a. Students will exhibit leadership capacity in course activities. FIN 788

Research Project and

Individual

Assignments

(attachment L)

5

b. Students will analyze cases and/or problems and apply

appropriate research, problem‐solving and /or decision‐making

skills.

FIN 788

MGT 711

4. Professionalism

‐ Students will understand the ethical implications of decision‐

making and recognize ethical dilemmas.

Research Paper

(attachment M)

a. Students will incorporate ethical reasoning in organizational decision‐making and evaluate those decisions with regard to their

impact on the health care environment; patients and the greater

community.

MGT 701

5. Knowledge of the Health Care Environment

‐ Students will have an understanding of healthcare issues, trends

and perspectives related to diversity, e.g. aging, underserved

populations, etc.

Exam Questions

(attachment N)

a. Students will integrate diversity issues into organizational decision‐making and/or evaluate implications of diversity on the

effectiveness of the health care delivery system.

MGT 703 – Course to be

developed

(Diversity issues &

implications incorporated

outside of COBA in PLS

754 & PBH 720)

6

1. The Learning Goals were based upon the general concepts as adapted from the domains established by the

Healthcare Leadership Alliance (HLA); Communications and Relations Management, Leadership, Professionalism,

Knowledge of the Healthcare Environment and Business Knowledge & Skills. The HLA is an organization formed by the

American College of Health Care Executives, American College of Physician Executives, American Organization of Nurse

Executives, Healthcare Financial Management Association, Healthcare Information and Management Systems Society,

Medical Group Management Association and the American College of Medical Practice Executives. The HLA has created

a competency directory to ensure that future healthcare leaders have the training and expertise needed to meet the

challenges of managing contemporary healthcare organizations. The competencies identified within the HLA domain

categories have been validated by surveys conducted through the Medical University of South Carolina, Trinity

University, Virginia Commonwealth University and the University of Alabama‐Birmingham.

7

Rubric

Rubric

Written

Comm.

Group

Techniques

Mgt 705

Mgt 701

Oral Comm. Rubric Mgt 704

Leibert

Lunn

Program

Director

Program

Director

MHA Faculty

Committee

MHA Faculty

Committee

MHA Faculty

Committee

Lunn Program

Director

Rubric

Project &

Assignment

Leadership

Capacity

Critical

Thinking

FIN 788

Mgt 711

FIN 788

Zhang &

Karuppan

Zhang

Program

Director

Program

Director

MHA Faculty

Committee

MHA Faculty

Committee

Ethics Research

Paper

Mgt 701

Diversity Exam Mgt 703

MHA Faculty

Committee

Lunn Program

Director

MHA Faculty

Committee

Leibert Program

Director

Lunn

Zhang

Program

Director

Program

Director

MHA Faculty

Committee

MHA Faculty

Committee

MHA Faculty

Committee

Gann Program

Director

MHA Faculty

Committee

Leibert Program

Director

Exam

Exam

Finance

Operations Mgt 702

FN 788

Accounting

Exam ACC 688

Strategic

Planning

Exam Mgt 705

Exam

Course

Assessment

Quality

Human

Resources

Mgt 704

Mgt 711

Lunn

Karuppan

Program

Director

Program

Director

MHA Faculty

Committee

MHA Faculty

Committee

MASTER OF HEALTH ADMINISTRATION ASSURANCE OF LEARNING PLAN

Learning

Goals

Learning

Objectives Measurement

Data

gathered

where? Report from

Report to

whom? Review & Analysis

Business

Knowledge

Communication

Professionalism

Leadership

Knowledge

of HC E

8

Assessment Form Attachment B: December 14, 2010

MHA Learning Goal 1. Business Knowledge & Skills

Healthcare Accounting (Goal 1.a.). Semester/Yr __________________

Student Name: _______________________________________________

International Student? ____Yes _____No

MHA Learning Goal 1.a. Students will demonstrate the knowledge and ability to apply current accounting principles to the health care environment using internal measures involving assessment indicators and/or embedded exam items.

Performance

Dimension

Performance Level

Place check the box for the appropriate performance level for

each dimension.

Exam

Question(s)

Meets

Expectations

Below

Expectations

Factor 1:

Funding & Payment Mechanisms

Factor 2:

Reimbursement Principles &

Techniques

Factor 3:

Cost Accounting

9

Factor 4:

Budgeting

Factor 5:

Healthcare Productivity

Factor 6:

Revenue Cycle

Individual

Assessment

Result (check one)

___Learning Goal 1.a. has been met. The student is rated “Meets Expectations” in each of the performance

dimensions.

___Learning Goal 1.a. has not been met. The student is rated at “Below expectations” in one or more of the dimensions of

performance.

10

Assessment Form Attachment C: December 14, 2010


Healthcare Financial Management (Goal 1.b.). Semester/Yr __________________

Student Name: _______________________________________________


MHA Learning Goal 1.b. Students will demonstrate the knowledge and ability to apply current principles financial management to the health care environment using internal measures involving assessment indicators and/or embedded exam items.

Performance

Dimension

Performance Level


each dimension.

Exam

Question(s)

Meets

Expectations

Below

Expectations

Factor 1:

Time Value of Money

Factor 2:

Risk & Return

Factor 3:

Long‐term Financing

11

Factor 4:

Capital Structure & Cost of Capital

Factor 5:

Capital Budgeting

Factor 6:

Current Asset Financing &

Management

Individual

Assessment

Result (check one)

___Learning Goal 1.b. has been met. The student is rated “Meets Expectations” in each of the performance

dimensions.

___Learning Goal 1.b. has not been met. The student is rated at “Below expectations” in one or more of the

dimensions of performance.

12

Assessment Form Attachment D: December 14, 2010


Healthcare Operations (Goal 1.c.).

Student Name: _______________________________________________


MHA Learning Goal 1.c. Students will demonstrate the knowledge and ability to apply current principles related to the operations of healthcare organizations using internal measures involving assessment indicators and/or embedded exam items.

Performance

Dimension

Performance Level


each dimension.

Exam

Question(s)

Meets

Expectations

Below

Expectations

Factor 1:

Governing & Executive Functions

Midterm Ques. 42

.

Factor 2:

Clinical Services

Midterm Ques. 41

.

13

Factor 3:

Staff & General Support Services

Final Ques. 35

.

Individual

Assessment

Result (check one)

___Learning Goal 1.c. has been met. The student is rated “Meets Expectations” in each of the performance

dimensions.

___Learning Goal 1.c. has not been met. The student is rated at “Below expectations” in one or more of the dimensions of

performance.

14

Assessment Form Attachment E: December 14, 2010


Healthcare Strategic Management (Goal 1.d.) Semester/Yr __________________

Student Name: _______________________________________________


MHA Learning Goal 1.d. Students will demonstrate the knowledge and ability to apply current strategic and marketing principles to the health care environment using internal measures involving assessment indicators and/or embedded exam items.

Performance

Dimension

Performance Level


each dimension.

Exam

Question(s)

Meets

Expectations

Below

Expectations

Factor 1:

Strategic Analysis

Exam 1 – Essay

Ques. 1 & 3

Factor 2:

Strategy Formulation

Exam 2 – Essay

Ques. 4

15

Factor 3:

Strategy Implementation

Exam 3 – Essay

Ques. 4 & 5

Individual

Assessment

Result (check one)

___Learning Goal 1.d. has been met. The student is rated “Meets Expectations” in each of the performance

dimensions.

___Learning Goal 1.d. has not been met. The student is rated at “Below expectations” in one or more of the


16

Assessment Form Attachment F: December 14, 2010


Quality Management (Goal 1.e.) Semester/Yr __________________

Student Name: _______________________________________________


MHA Learning Goal 1.e.Students will demonstrate the knowledge and ability to apply current principles involved with the measurement & management of Quality within health care using internal measures involving assessment indicators and/or embedded exam items.

Performance

Dimension

Performance Level


each dimension.

Exam

Question(s)

Meets

Expectations

Below

Expectations

Factor 1:

Quality function deployment &

continuous improvement

Exam 1, Qu. 9

Factor 2:

Measuring the Voice of the

Customer and developing

corresponding process indicators

Exam 1, Qu. 5 and

Qu. 8

17

Factor 3:

Variation and statistical process

control

Exam 2, Qu. 1

and 2

Factor 4:

Process improvement: six‐sigma

Exam 3, Qu. 1

Factor 5:

Process flows

Exam 3, Qu. 4

Individual

Assessment

Result (check one)

___Learning Goal 1.e. has been met. The student is rated “Meets Expectations” in each of the performance

dimensions.

___Learning Goal 1.e. has not been met. The student is rated at “Below expectations” in one or more of the


18

Assessment Form Attachment G: December 14, 2010


Human Resource Management (Goal 1.f.) Semester/Yr __________________

Student Name: _______________________________________________


MHA Learning Goal 1.f. Students will demonstrate the knowledge and ability to apply current principles involved with the strategic utilization of human resources in health care using internal measures involving assessment indicators and/or embedded exam items.

Performance

Dimension

Performance Level


each dimension.

Course Assessment Meets

Expectations

Below

Expectations

Factor 1:

Employment

Midterm Exam

Final Exam

Class Leader Evening

Research Paper

Factor 2:

Development

Midterm Exam

Final Exam


Research Paper

19

Factor 3:

Compensation & Benefits

Midterm Exam

Final Exam


Research Paper

Factor 4:

Labor‐Management Relations

Midterm Exam

Final Exam


Research Paper

Individual

Assessment

Result (check one)

___Learning Goal 1.f. has been met. The student is rated “Meets Expectations” in each of the performance

dimensions.

___Learning Goal 1.f. has not been met. The student is rated at “Below expectations” in one or more of the four


20


Master of Health Administration

Communications & Relationship Management ‐ Oral Communication

Purpose

This rubric has been developed to specify and explain a set of criteria for demonstrating student

achievement for the area of oral communication. This rubric is specifically designed to address MHA

Learning Goal 2.a:

2.a. Students will exhibit professional oral communication skills.

Oral Communication

For the purposes of this rubric, oral communication is defined as a prepared, goal‐oriented oral

presentation designed to increase knowledge and advance understanding in others and/or to initiate

changes in attitudes, behaviors, values, or beliefs. Exhibiting professional oral communication skills for

purposes of this rubric typically involves a substantial class presentation in which students are evaluated

based on the degree to which their message has been successfully transmitted and received using

criteria including content, verbal and nonverbal delivery, and organization and the use of supporting

material.

Background

AACSB Standard 18, Master’s Level General Management: Learning Goals, describes the capacities

developed through the knowledge and skills of a general master’s level program to be the capacity to

lead in organizational situations, to apply knowledge in new and unfamiliar circumstances through a

conceptual understanding of relevant disciplines, to adapt and innovate to solve problems, to cope with

unforeseen events, and to manage in unpredictable environments.

Dimensions of Oral Communication

These dimensions of oral communication have been developed as a guide to the assessment of the

professional presentations in business. As such they include measures focusing on the content and

supporting material, the verbal and nonverbal delivery techniques, and the organization of the

presentation. They include the following:

21

Content and Supporting Material

The content is defined as the major purpose of the presentation. The degree, to which the

message is precise, clearly stated, compelling, consistent, vivid and memorable. Supporting

material is defined as the ability of the presenter to support the ideas in the presentations with

documentation including statistical data, illustrations, analogies, or factual material that is

credible and appropriate and supports the presenter’s main message and reinforces the

credibility and expertise of the presenter. This dimension may also reflect the degree to which

the presentation satisfies the requirements of the assignment and the instructions of the

professor.

2. Verbal Delivery

The degree to which the vocal delivery is varied, expressive, and dynamic; as established by

speaking volume, rate, and tone. The level of speech is appropriate for the audience, the speech

is free from errors in grammar and punctuation, and word choice adds clarity and

understanding.

Nonverbal Delivery

The degree to which the presenter uses nonverbal language, including eye contact, posture,

gestures, and facial expressions to make the message more effective.

Organization

This is defined as the manner in which the presenter groups and presents ideas and supporting

material to make the message more effective and easy to follow. The presentation should offer

a clear, logical, interesting, and effective structure including an introduction, identifiable

sections with well‐stated points and smooth transitions, and appropriate conclusions. The

effective use of communication aids such as Power Point or slides may also provide evidence of

more effective organizational skills.

22

Using the Rubric to Assess Oral Communication

Three levels of performance are described for each of the four performance dimensions for oral

communication. These levels are labeled as:

Exceeds Expectations An evaluation that recognizes the student has exhibited a superior level

of skill in oral communication. Assessment at this level exceeds that required for MHA Learning Goal 2.a.

Meets Expectations An evaluation that recognizes the student has exhibited a level of skill in

oral communication expected of a student at his or her level.

Assessments at this level minimally meet MHA Learning Goal 2.a.

Below Expectations An evaluation that recognizes that the student has failed to exhibit a

level of skill in oral communication expected of a student at his or her

level. Assessment at this level does not meet MHA Learning Goal 2.a.

A Multiple‐Cutoff for Assessment

This assessment uses a multiple‐cutoff approach to assessing student performance.

Performing at or above the expected level of performance in all four performance dimensions is necessary to establish an expected level of skill in oral communication.

In other words, for any student to meet MHA Learning Goal 2.a., he or she must be assessed at “Exceeds

Expectations” or “Meets Expectations” in each of the four performance dimensions. If a student is

assessed at “Below Expectations” for any of the four performance dimensions he or she will not be

considered to have met the requirements of MHA Learning Goal 2.a.

23

Defining Dimension Factor Levels

1. Content and Supporting Material

The content is defined as the major purpose of the presentation. The degree, to which the message is

precise, clearly stated, compelling, consistent, vivid and memorable. Supporting material is defined as

the ability of the presenter to support the ideas in the presentations with documentation including

statistical data, illustrations, analogies, or factual material that is credible and appropriate and supports

the presenter’s main message and reinforces the credibility and expertise of the presenter. This

dimension may also reflect the degree to which the presentation satisfies the requirements of the

assignment and the instructions of the professor.

Exceeds Expectations The presenter provides a compelling, accurate, precise, and complete

explanation of key concepts, theories and/or models. The message is

clear and arguments and assertions are reinforced with a variety of

supporting materials. The presentation satisfies all the requirements of

the assignment

Meets Expectations The central idea is stated and content is generally accurate. The

message is understandable and the major points are at least partially

supported and relevant. Minor inaccurate and irrelevant supporting

material may exist but not to the extent that the central message is

obscured. The presentation satisfies the major requirements of the

assignment but some minor aspects of the assignment may be lacking.

Below Expectations The central idea and other important explanations of concepts and/or

theories are not clearly stated and may be difficult to deduce. Content

may be erroneous or irrelevant. Arguments may not be supported and

supporting materials may be insufficient or absent. Some of the major

requirements of the assignment may not be satisfied.

24

2. Verbal Delivery

The degree to which the vocal delivery is varied, expressive, and dynamic; as established by speaking

volume, rate, and tone. The level of speech is appropriate for the audience, the speech is free from

errors in grammar and punctuation, and word choice adds clarity and understanding.

Exceeds Expectations Presenter uses language that is colorful, compelling, and dynamic.

Speech is clear; volume and tone enhance the listeners’ understanding.

The level of presentation is appropriate for the audience. The

presentation is free from errors in pronunciation and grammar and

word usage, and word choices are imaginative and add clarity to the

presentation.

Meets Expectations Language choices are conventional but do not distract from the

message. Speech is generally clear and volume and tone are normally

appropriate. While isolated distractions may exist and/or the pacing

may be too slow or fast at times, it does not provide a serious

distraction from the presentation. The level of presentation is generally

appropriate for the audience. Some errors in grammar, pronunciation,

and word usage may exist but they are infrequent.

Below Expectations Choices in language, vocabulary, and sentence structure do not support

the message. Presenter may mumble or speech may be too fast or slow

or too soft to understand. Long unintended silences and speech

disruptions (i.e., “ahh,” “umm”) distract the audience. Aspects of the

presentation may be too elementary or too sophisticated for the

audience. Presenter may read the information instead of present it.

Numerous errors in grammar, pronunciation, and word usage may exist.

25

3. Nonverbal Delivery

The degree to which the presenter uses nonverbal language, including eye contact, posture, gestures,

and facial expressions to make the message more effective.

Exceeds Expectations The speaker maintains eye contact with the audience. Eye contact,

posture, gestures, movement, facial expressions enhance the

presentation and make it more compelling. The speaker appears

relaxed and confident.

Meets Expectations Most delivery techniques including eye contact, posture, gestures,

movement, and facial expressions are generally appropriate and do not

detract from the presentation. The speaker is generally relaxed but may

appear slightly uncomfortable or tentative at times.

Below Expectations Eye contact, posture, gestures, movement, facial expressions may be

inappropriate and they distract from the understandability of the

presentation. The speaker may appear to be generally uncomfortable

and tentative.

4. Organization

This is defined as the manner in which the presenter groups and presents ideas and supporting material

to make the message more effective and easy to follow. The presentation should offer a clear, logical,

interesting, and effective structure including an introduction, identifiable sections with well‐stated

points and smooth transitions, and appropriate conclusions. The effective use of communication aids

such as Power Point or slides may also provide evidence of more effective organizational skills.

Exceeds Expectations Organization is clearly and consistently observable. The presenter

skillfully presents a sequence of ideas in an orderly and logical manner

with identifiable sections and smooth transitions between sections,

making the content cohesive and easy for the listener to follow.

Conclusions logically follow and are appropriate to the presentation.

26

Communication aids are effective and professional, and serve to

enhance the presentation

Meets Expectations Presentation is generally clear and the organizational pattern is

observable. The organizational structure may be inconsistently

executed with some unclear transitions or occasional abrupt jumps

deviating from the topic and creating minor confusion for the audience.

Conclusions generally agree with the content. Communication aids

contribute to the organization but may not be particularly as

professional or complete as desired.

Below Expectations A clear organizational pattern may not be observable. Organization may

be haphazard and some arguments may not be presented in a logical

sequence. The presentation may be confusing to the audience;

transitions may be abrupt and difficult to follow. Conclusions may not

logically follow from the content of the presentation. Communication

aids may be unprofessional, poorly prepared, or inappropriate.

27

Attachment H: December 14, 2010

Assessment Form for MHA Learning Goal 2.a. Semester/Yr ___________________

Student Name: _______________________________________________


MBA Learning Goal 2.a. Students will exhibit professional oral communication skills.

Performance

Dimension


Place check the box for the appropriate factor level for each

dimension.

Below

Expectations

Meets

Expectations

Exceeds

Expectations

Factor 1: Content and

Supporting Material

Factor 2: Verbal

Delivery

Factor 3: Nonverbal

Delivery

Factor 4: Organization

28

Individual

Assessment

Result (check one)

___Learning Goal 2.a. has been met. The student is rated “Exceeds Expectations” or “Meets Expectations” in each of

the four performance dimensions.

___Learning Goal 2.a. has not been met. The student is rated at “Below expectations” in one or more of the four dimensions

of performance.

29



Communications & Relationship Management ‐ Written Communication

Purpose

This rubric has been developed to specify and explain a set of criteria for demonstrating student

achievement for the area of written communication. This rubric is specifically designed to address MHA

Learning Goal 2.b:

2.b. Students will exhibit professional written communication skills.

Written Communication

For purposes of this rubric written communication is defined as the development of ideas and the

expression of those ideas in writing. Exhibiting professional communication skills further implies that

this rubric is specifically focused on the individual Research Paper in the Health Administration Core

Course, MGT 701, Health Systems Organization. The paper incorporates criteria appropriate to the

conventions of health administration professional writing.

Background

The COBA policy indicates that:

“Students are expected to demonstrate research and writing proficiency appropriate to the

business environment. Significant written projects are required within each of the core courses.”

The language in the Graduate Catalog does not state or imply that this writing requirement can be part

of a group project and it has consistently and uniformly been interpreted to require a work produced by

a single individual.

Dimensions of Written Communication

These dimensions of written communication have been developed as a guide to the assessment of the

professional paper requirement in health administration. As such they include measures focusing on the

structure, content, and mechanics of the writing as well as the disciplinary conventions of the field.

They include the following:

30

1) Content

Content refers to the manner in which the paper develops, explores, analyzes, and explains its

topic to the reader. The author demonstrates the ability (1) to develop a central hypothesis with

clarity and appropriate scope, (2) to gather adequate and relevant evidence and supporting

documentation and to manage that information, (3) to provide an appropriate and balanced

analysis to support the arguments and assertions made by the author, and (4) to establish

appropriate, logical, and clear conclusions consistent with the evidence, the arguments

presented, and the scope of the assignment. The content will be evaluated within the context,

scope, and purpose of the assignment.

2) Structure and Organization

The paper is effective in presenting its arguments and ideas in a logical and orderly manner. The

paper presents clearly developed introductions, supporting arguments, and conclusions.

Sections and paragraphs are well‐designed, arranged in a clear and logical sequence, and

appropriate headings are used as transitional cues. Transitions are clear and arguments and

ideas flow smoothly from one section to another.

3) Composition Syntax and Mechanics

This dimension assesses the level of technical proficiency with which the paper is constructed. It

involves two criteria: (1) Syntax, defined as the degree to which the paper uses language to

convey meaning with clarity and purpose by selecting words and phrases with precision, and

writing with quality and richness, and (2) Mechanics, defined as the degree to which the paper is

free from errors in grammar, sentence structure, spelling, and punctuation. Both of these

criteria have to be satisfied for the paper to be technically acceptable.

4) Following Disciplinary Conventions of Sourcing and Other Guidelines

This dimension involves the use of sourcing and referencing and examines the degree to which

the paper appropriately and adequately recognizes the works of others. This dimension

requires that all quotations, paraphrased ideas from others’ works, all models, theories, and all

other material that is not the work of the author will be appropriately cited and referenced

based on guidelines established by the field or the professor. This dimension also recognizes the

degree to which a written work conforms to other guidelines provided for the assignment.

31

Assessing this dimension should involve consideration of the context, scope, and purpose of the

assignment.

Using the Rubric to Assess Written Communication

Three levels of performance are described for each of the four performance dimensions for written

communication. These levels are labeled as:

Exceeds Expectations An evaluation that recognizes the student has exhibited a superior level

of skill in written communication. Assessment at this level exceeds that required for MHA Learning Goal 2.b.

Meets Expectations An evaluation that recognizes the student has exhibited a level of skill in

written communication expected of a student at his or her level.

Assessment at this level minimally meets MHA Learning Goal 2.b.

Below Expectations An evaluation that recognizes the student has failed to exhibit a level of

skill in written communication expected of a student at his or her level.

Assessment at this level does not meet MHA Learning Goal 2.b.

The Multiple‐Cutoff for Assessment

This assessment uses a multiple‐cutoff approach to assessing student performance.

Performing at or above the expected level of performance in all four performance dimensions is necessary to establish an expected level of skill in professional written communication.

In other words, for any student to meet MHA Learning Goal 2.b., he or she must be assessed at “Exceeds

Expectations” or “Meets Expectations” in each of the four performance dimensions. If a student is

assessed at “Below Expectations” for any of the four performance dimensions he or she will not be

considered to have met the requirements of MHA Learning Goal 2.b.

32

Defining Dimension Factor Levels

Factor 1: Content

Content refers to the manner in which the paper develops, explores, analyzes, and explains its

topic to the reader. The author demonstrates the ability (1) to develop a central research

question with clarity and appropriate scope, (2) to gather adequate and relevant evidence and

supporting documentation and to manage that information, (3) to provide an appropriate and

balanced analysis to support the arguments and assertions made by the author, and (4) to

establish appropriate, logical, and clear conclusions consistent with the evidence, the arguments

presented, and the scope of the assignment. The content will be evaluated within the context,

scope, and purpose of the assignment.

Exceeds Expectations The central purpose of the paper is presented with clarity and skill and

its scope is appropriate to the assignment. Given the paper’s purpose its

arguments are skillfully supported with relevant and compelling

evidence and supporting documentation. The analysis is balanced, it

skillfully synthesizes the evidence, and the conclusions integrate and

expand the evidence to clearly support the paper’s central purpose.

The paper clearly conveys the author’s mastery of the content.

Meets Expectations The paper presents a central thesis or purpose that is appropriate to the

scope of the assignment. The author uses evidence and documentation

appropriate to the scope of the assignment to support the paper’s

arguments. The analysis may be uneven, but the author demonstrates

the ability to generate basic and logical conclusions from the evidence

that are relevant to the paper’s central purpose. The paper

demonstrates that the author has a satisfactory understanding of the

topic.

Below Expectations The central purpose or thesis of the paper is not well‐specified and the

scope of the paper may not be appropriate to the assignment. The

evidence presented in the paper may not be representative of the topic

area, it may lack relevance, or it may be insufficient to support the

arguments advanced by the author. The analysis may not be balanced

33

or the evidence may be interpreted in a biased, inconsistent, or illogical

manner. Conclusions may not be consistent with the evidence or the

central purpose of the paper. The paper does not demonstrate the

author understands the topic.


The paper is effective in presenting its arguments and ideas in a logical and orderly manner. The

paper presents clearly developed introductions, supporting arguments, and conclusions.

Sections and paragraphs are well‐designed, arranged in a clear and logical sequence, and

appropriate headings are used as transitional cues. Transitions are clear, and arguments and

ideas flow smoothly from one section to another.

Exceeds Expectations The paper displays clarity and logic in its structure and organization.

The introductions, supporting arguments, and conclusions follow a

logical sequence. The paper incorporates the use of headings and other

transitional devices that allow the reader to follow the progression of

ideas without effort. Transition states are carefully crafted to insure

clarity, and sections and paragraphs are linked to provide continuity and

logic to the paper.

Meets Expectations The paper has the appropriate structural and organizational tools for

the scope of the assignment. The paper incorporates appropriate

conventions of style that generally allow the reader to follow a logical

progression of ideas from introduction to conclusion. The paper

includes appropriate transition devices such as section headings and

transitional paragraphs that allow the reader to, for the most part,

follow the author’s arguments. Length and content of paragraphs are

generally appropriate, and the transition from one to the next is

generally appropriate

Below Expectations The paper lacks the proper structural and organizational tools and style

conventions that allow the reader to follow the logic and arguments of

the author. The paper may not follow a logical structural sequence

from introduction to conclusions. Sections may lack transitional devices

34

such as headings that allow the reader to logically navigate the paper,

and transitional language is inadequate. There may be too few

paragraphs of excessive length containing unrelated content. Serious

and persistent errors in organization limit understanding and confuse

the reader.


This dimension assesses the level of technical proficiency with which the paper is constructed. It

involves two criteria: (1) Syntax defined as the degree to which the paper uses language to

convey meaning with clarity and purpose by selecting words and phrases with precision, and

writing with quality and richness, and (2) Mechanics, defined as the degree to which the paper is

free from errors in grammar, sentence structure, spelling, and punctuation. Both of these

criteria have to be satisfied for the paper to be technically acceptable.

Exceeds Expectations The paper shows considerable skill in language and word usage.

Language is compelling and words are selected with precision.

Sentences are crafted without error and with variety in structure and

the flow and transitions are smooth. The paper conveys meaning with

considerable richness and clarity. There are few if any errors in

grammar, punctuation, spelling, and other mechanics,

Meets Expectations Language and word choice are generally adequately chosen and

consistent. While there may be some words used inappropriately, the

errors do not seriously detract from the meaning of the paper. The use

of clichés or colloquial language is generally avoided and the tone of the

paper is appropriate to the assignment. Sentence structure is adequate

and the paper conveys meaning with clarity. There may be occasional

errors in grammar, punctuation, spelling, and other mechanics, but the

nature and extent of these errors do not distract the reader

Below Expectations Language and word usage is often inappropriate, characterized by

imprecision, the use of clichés, the use of colloquial language, and/or

inappropriate tone. Sentences may be poorly constructed or structurally

ambiguous. Errors in language and word choice affect the clarity of the

35

message and errors impede meaning. The paper may also be deficient

due to multiple and serious errors in grammar, punctuation, spelling,

and other mechanics

Factor 4: Disciplinary Conventions of Sourcing and Other Guidelines

This dimension involves the use of sourcing and referencing and examines the degree to

which the paper appropriately and adequately recognizes the works of others.

This dimension requires that all quotations, paraphrased ideas from others’ works,

all models, theories, and all other material that is not the work of the author will be

appropriately cited and referenced based on guidelines established by the field or the

professor. This dimension also recognizes the degree to which a written work conforms to

other guidelines provided for the assignment. Originality software such as Turnitin may be

used to aid in the evaluation of this factor. Assessing this dimension should

involve consideration of the context, scope, and purpose of the assignment.

Exceeds Expectations The author takes great care to insure that all claims, assertions,

quotations, paraphrased ideas, and references to the work of others are

consistently and accurately documented with appropriate citations and

references. All references and citations conform to the required format

of the discipline or assignment, and are accurate and complete. The

assignments follow all discipline‐specific guidelines and all specific

assignment guidelines.

Meets Expectations References to support claims and the works of others are generally

present. References and citations generally conform to the required

format of the discipline or assignment. There may be some errors and

inconsistency in citations and referencing, but the errors are minor. The

assignments generally meet discipline‐specific guidelines and the

specific assignment guidelines. Omissions or mistakes

Below Expectations Information in the paper that paraphrases or quotes the work of others

may not be cited or referenced, or the citations or references may be

inadequate. References and citations may not be completed in the style

specific to the discipline or the assignment, or they may be incomplete

36

with missing information. Citations and references may not be

consistent with one another. In some situations the paper may not be

completed in a manner consistent with discipline‐specific guidelines or

other guidelines or instructions provided by the professor.

37

Attachment I: December 14, 2010

Assessment Form for MHA Learning Goal 2. Communications & Relationship Management

Written Communications (Goal 2.b) Semester/Yr ___________________

Student Name: _______________________________________________


MHA Learning Goal 2.b. Students will exhibit professional written communication skills.

Performance

Dimension


Place check the box for the appropriate factor level for each

dimension.

Exceeds

Expectations

Meets

Expectations

Below

Expectations

Factor 1:

Content

Factor 2:


Factor 3:

Composition Syntax and

Mechanics

Factor 4:

Disciplinary Conventions of

Sourcing and Other Guidelines

38

Individual

Assessment

Result (check one)

___Learning Goal 2.b. has been met. The student is rated “Exceeds Expectations” or “Meets Expectations” in each of

the four performance dimensions.

___Learning Goal 2.b. has not been met. The student is rated at “Below expectations” in one or more of the four


39

Assessment Form Attachment J: December 14, 2010

MHA Learning Goal 2. Communications & Relationship Management Semester/Yr __________________

Teamwork (Goal 2.c.)

Teamwork


Meets Expectations


Group Member Name/Rating

0 1 2


The member rarely

showed a

willingness to

perform those

activities.

The member

frequently

showed a

moderate

willingness to

perform those

activities.

The member

usually showed

a willingness to

perform such

tasks as typing,

taking notes

during

meetings, and

miscellaneous

activities.


The member

frequently missed

meetings and was

rarely prepared.

The member

attended most

meetings and

was usually

prepared.

The member

attended all

meetings and

always came

prepared.

40


The member rarely

volunteered ideas

and/or offered

suggestions to

others that

advanced the group

toward its goals.

The member

occasionally

volunteered

ideas and/or

offered

suggestions to

others that

advanced the

group toward

its goals.

The member

frequently

volunteered

ideas and/or

offered

suggestions to

others that

advanced the

group toward

its goals.


The member

frequently engaged

in negative conflict

(personality based)

and/or rarely

handled tense

situations

effectively.

The member

rarely

engaged in

negative

conflict

(personality

based) and/or

sometimes

handled tense

situations

effectively.

The member

never engaged

in negative

conflict

(personality

based) and/or

frequently

handled tense

situations

effectively.

Individual Assessment Result

(Check one)

Learning Goal 2.c. has been met.

Learning Goal 2.c. has not been

met.

41

Assessment Form Attachment K: December 14, 2010 MHA Learning Goal 3. Leadership

Leadership Capacity (Goal 3.a.) Semester/Yr ____________________

Student Name: _______________________________________________


MHA Learning Goal 3.a. Students will exhibit leadership capacity as a course discussion leader.

Performance

Dimension

Performance Level


each dimension.

Meets

Expectations

Below

Expectations

Factor 1:

Topic Selection & Quality of Topic

Information Posted for Discussion

Factor 2:

Facilitation of online Discussion

Factor 3:

Summary of Discussions & Class

Presentation

42

Factor 4:

Leading Class Discussions & Addressing

Student Questions

Individual

Assessment

Result (check one)

___Learning Goal 3.a. has been met. The student is rated “Meets Expectations” in each of the performance dimensions.

___Learning Goal 3.a. has not been met. The student is rated at “Below expectations” in one or more of the four dimensions

of performance.

43



Leadership ‐ Critical Thinking

Purpose

To specify and explain a set of criteria for demonstrating student achievement in the area of critical

thinking. This rubric is specifically designed to address MHA Learning Goal 3.b:

3.b. Students will analyze cases and/or problems and apply appropriate research, problem solving, and/or decision‐making skills.

Critical Thinking

For purposes of this rubric, critical thinking is defined as the mental process of actively and skillfully

conceptualizing, applying, analyzing, synthesizing, and evaluating information to reach an answer or

conclusion. (Dictionary.com's 21st Century Lexicon. Retrieved October 30, 2010, from Dictionary.com

website: http://dictionary.reference.com/browse/critical thinking.)

Dimensions of Critical Thinking

1. Selection of Decision Criteria

Critical thinking requires that a correct decision criteria be selected based on the problem or issue

being examined. Not all decision criteria are equally valid for a given question. Students will

demonstrate the ability to select the appropriate decision criteria for the question at hand

conditional upon the information provided in the case or problem.

2. Selection of Appropriate Data

Once a decision criterion has been selected, appropriate data must be analyzed to determine

whether the condition set forth in the decision criterion is met. Not all data are useful for

examination of all questions. Students will demonstrate the ability to select the appropriate data for

evaluation of the question at hand using the decision criterion selected.

44

3. Decision Making

Once a decision criterion and appropriate data have been selected to examine a question or

problem, a logical decision process must be used to make a decision. Students will demonstrate the

capacity to make logical decisions based on the criterion and data. Any decision or assessment that

logically flows from the data and criteria will be considered correct, as more than one logical

conclusion might be possible given the same decision criteria and data.

4. Recommendation Formulation

Analysis without action in the world of healthcare is useless. Logical thinking in combination with

education allows the formulation of a reasonable response based on the information provided in

the project or assignment.

5. Support of Recommendations

Organizational superiors and key stakeholders are unlikely to accept recommendations unless they

are supported by facts and logic. Students will demonstrate the capacity to support their

recommendations with facts and correct logic.

Using Projects and Assignments to Assess Critical Thinking

Major research projects and individual student assignments will be utilized to assess the students’ ability

to conceptualize, apply, analyze, synthesize and evaluate information. For any student to meet MHA

Learning Goal 3.b., he or she must be assessed at an acceptable performance level, 70% score, in an

overall evaluation involving the six performance dimensions.

45

Assessment Form Attachment L: December 14, 2010 MHA Learning Goal 3. Leadership

Critical Thinking (Goal 3.b.) Semester/Yr ____________________

Student Name: _______________________________________________


MHA Learning Goal 3.b. Students will analyze case and/or problems and apply appropriate research, problem‐solving and decisions‐making skills.

Performance

Dimension

Performance Level


each dimension.

Meets

Expectations

Below

Expectations

Factor 1:

Selection of Decision Criteria

Factor 2:

Selection of Appropriate Data

Factor 3:

Decision‐making

46

Factor 4:

Recommendation Formulation

Factor 5:

Support of Recommendations

Individual

Assessment

Result (check one)

___Learning Goal 3.b. has been met. The student is rated “Meets Expectations” in each of the performance dimensions.

___Learning Goal 3.b. has not been met. The student is rated at “Below expectations” in one or more of the dimensions of

performance.

47



Professionalism ‐ Ethical Reasoning Competency

Purpose

This rubric specifies and explains a set of criteria for demonstrating student achievement in the

area of ethical reasoning. It supports MHA learning goal 4.a.

Learning Objective 4.a: Students will incorporate ethical reasoning in organizational decision‐making and evaluate those decisions with regard to their impact on the health care environment, patients and the greater community.

Method of Assessment

All MHA students take MGT 701, Health Systems Organization, in which each student completes

an individual, 15‐page research paper on a highly topical issue in healthcare. Each student will devote

the final 3 pages of the 15 page content to an analysis of one or more ethical issues discovered in the

students previously investigated topic. The student will be asked to cover each of the five dimensions of

ethical theories discussed below.

Ethical Theories

The field of ethics (or moral philosophy) is a brance of philosophy that addresses questions

about right and wrong behavior. There are a number of ethical theories that may apply in any particular

case depending on its context. Five dimensions have been identified for determining ethical

competency: problem, stakeholders, approach, ramifications and position.

Problem: in an area of organizational concern to health administrators, a student should be

able to identify at least one potential (or actuality or) ethical concern

Stakeholders: for a particular ethical problem, the student should be able to identify the

stakeholders impacted and the impact of the problem on each identified stakeholder

Approach: for a particular ethical problem, the student should be able to describe the ethical

theory that defines the situation as a problem

48

Ramifications: the student should be able to identify the ethical ramifications of at least two

solutions to the problem

Position: the student should choose a solution and defend it with adequate reasoning

Assessment Result Below Expectations Meets Expectations Exceeds Expectations

<3 dimensions well addressed

=3 dimensions well addressed

4‐5 dimensions well addressed

Individual’s Results Goal 4.a. has not

been met

Goal 4.a. has

been met

Goal 4.a. has

been met

49

Assessment Form Attachment M: December 14, 2010 MHA Learning Goal 4. Professionalism

Ethical Reasoning (Goal 4.a.) Semester/Yr ________________________

Student Name: _______________________________________________


MHA Learning Goal 4.a. Students will incorporate ethical reasoning in organizational decision‐making and evaluate those decisions with regard to their impact on the health care environment, patients and the greater community.

Performance

Dimension

Performance Level


each dimension.

Meets

Expectations

Below

Expectations

Factor 1:

Problem

Factor 2:

Stakeholders

Factor 3:

Approach

Factor 4:

Ramifications

50

Factor 5:

Position

Individual

Assessment

Result (check one)

___Learning Goal 4.a. has been met. The student is rated “Meets Expectations” in three of more of the performance

dimensions.

___Learning Goal 4.a. has not been met. The student is rated at “Below expectations” in two or more of the dimensions of

performance.

51



Health Care Environment ‐ Diversity

Purpose

To identify a set of criteria for demonstrating student achievement in the area of diversity within the

health care environment. This rubric is specifically designed to address MHA Learning Goal 5.a:

5. a. Students will integrate diversity issues into organizational decision‐making and/or evaluate implications of diversity on the effectiveness of the health care delivery systems.

Diversity

For purposes of this rubric, diversity is defined as: “(1) the fact or quality of being diverse; difference,

and (2) a point in which things differ.” (The American Heritage Dictionary of the English Language, 4th

ed.). Dreachslin (1998) further defined diversity as “the full range of human similarities and differences

in group affiliation including gender, race/ethnicity, social class, role within an organization, age,

religion, sexual orientation, physical ability and other group identities” (p. 813).

Dreachslin, J. (1998). Conducting effective focus groups in the context of diversity: Theoretical underpinnings and

practical implications. Qualitative Health Research, 8(6), 813‐820.

Performance Dimensions

1. Understand the changing demographics of the U.S. population

2. Comprehend the implications of diversity as it affects the delivery of health services; from the

perspective of both the patient as well as the healthcare employee

52

3. Define strategies to be utilized by health care leaders (diversity management) in addressing the

changing demographics of the patient population and the healthcare workforce.

4. Apply specific resolution & negotiation management skills to diversity‐related conflicts.

Using Assignments and Exam Questions to Assess Knowledge of Diversity‐related issues in health care

Essay questions and individual student assignments will be utilized to assess the students’ ability to

develop the knowledge and skills necessary to embrace diversity management with the health care

environment. For any student to meet MHA Learning Goal 5.a.., he or she must be assessed at an

acceptable performance level, 70% score, in an overall evaluation involving the four performance

dimensions.

53

Assessment Form Attachment N: December 14, 2010

MHA Learning Goal 5. Knowledge of the Health Care Environment

Diversity (Goal 5.a.) Semester/Yr ________________________

Student Name: _______________________________________________


MHA Learning Goal 5.a. Students will demonstrate the knowledge and ability to integrate diversity issues into organizational decision‐making and/or evaluate implications of diversity on the effectiveness of the health care delivery systems. .

Performance

Dimension

Performance Level


each dimension.

Exam

Question(s)

Meets

Expectations

Below

Expectations

Factor 1:

Understanding changing

demographics

Factor 2:

Implications of diversity

Factor 3:

Diversity strategies

Factor 4:

Conflict management

54

Individual

Assessment

Result (check one)

___Learning Goal 5.a. has been met. The student is rated “Meets Expectations” in each of the performance

dimensions.

___Learning Goal 5.a. has not been met. The student is rated at “Below expectations” in one or more of the four


The SOA Curriculum Committee will use the following scale to monitor student achievement in the MAcc required courses:

Student Benchmark80-100% demonstrated acceptable performance.

60-80% demonstrated acceptable performance.

Less than 60% demonstrated acceptable performance.

Action Required

No action required, continue to monitor.

Discussion required and continuous monitoring.


The basic philosophy of the plan is to have each student demonstrate competency by completing a required assessment activity in each of the required MAcc courses (see Attachment A). Each assessment activity will be the same for the specified learning goal (objective). Faculty teaching the required MAcc courses will develop these activities (see Attachments C - G.) The faculty then will use the activity for evaluating a required project (i.e. graded) in the course. Each faculty member will judge the student’s performance to be acceptable or not. Then the assessments activities will be forwarded to the MAcc program Director’s office to be tallied (See Attachment B). Compiled data will be distributed to the SOA Curriculum Committee for review.

School of AccountancyCollege of Business Administration

Missouri State UniversityMAcc Program – Assurance of Learning Plan

The School of Accountancy (SOA) at Missouri State University (MSU) has adopted the following Assurance of Learning Plan as a way of assessing the Masters of Accountancy (MAcc) program. The purpose of the plan is threefold: 1) to determine if the MAcc program is accomplishing its program mission; 2) to determine if MAcc students are achieving the learning goals (see Attachment A); and 3) to develop a systematic plan for continuous improvement.

MAcc Course(s) Method

1.

a.Graduates will possess the ability to identify relevant issues ACC 705 and 613(1) Critical Thinking Rubric

b.Graduates will possess the ability to research and apply appropriate authority ACC 705 and 613(1) Critical Thinking Rubric

c.Graduates will possess the ability to reach well-reasoned conclusions ACC 705 and 613(1) Critical Thinking Rubric

2.

a. Graduates will have an awareness of differences in backgrounds, ideas, and organizational roles ACC 790 Professionalism Rubric

b. Graduates have the ability to research authoritative literature ACC 703 Professionalism Rubricc. Graduates understand and appreciate the professional demeanor required to succeed as a

professional accountant ACC 790 Professionalism Rubric

3.

a. Graduates demonstrate professional verbal communication skills ACC 703 and 790 Verbal Communication Rubric

b. Graduates demonstrate professional writing skills ACC 703 and 790 Written Communication Rubric

4.

a. Graduates are able to recognize and analyze ethical dilemmas commonly occurring in the workplace ACC 790 Ethical Competency Rubric

b. Graduates are able to apply principled-reasoning in the analysis of ethical dilemmas ACC 790 Ethical Competency Rubric

(1) Course assessed was ACC 715. It was changed to ACC 613 for the Fall 2012 assessment.

MAcc LEARNING GOALS – Adopted (5/5/2010)

Graduates will demonstrate professional communication skills

Graduates understand the ethical expectations of the accounting profession including the ability to recognize and respond appropriately to ethical dilemmas

Learning Goals

Graduates will apply enhanced analytical skills to resolve complex problems

Graduates will understand the legal, regulatory, and professional environment of accounting

SOA MAcc Assurance of Learning Attachment A

Learning Goals Learning Objectives MeasurementData gathered

where?Raw data to

whom? Report to whom?Review & Analysis Decision

→ Identify Issues →Critical Thinking Rubric

Attachment C →ACC 705 and

613(1) →

→

Research appropriate authorities

→Critical Thinking Rubric


613(1) →

→Well-reasoned

conclusions →Critical Thinking Rubric


613(1) →

→

Backgrounds, ideas,

organizational roles→

Professionalism Rubric Attachment D → ACC 790 →

→

Research authoritative

literature→


→Professional demeanor →


→Verbal

communications →Verbal Communications

Rubric Attachment E →ACC 703 and

790 →

→Professional writing

skills →Written Communications

Rubric Attachment F →AC C703 and

790 →

→

Recognize and analyze ethical

dilemmas→

Ethical Competency Rubric Attachment G → ACC 790 →

→Apply principled

reasoning →Ethical Competency Rubric Attachment G → ACC 790 →

(1) Course assessed was ACC 715. It was changed to ACC 613 for the Fall 2012 assessment.

ASSURANCE OF LEARNING PLAN

SOA Graduate Faculty

SOA Curriculum Committee

Chair of SOA Curriculum Committee

→ →MAcc Program

Director →

Enhance analytical skills to resolve

complex problems

Understand the legal, regulatory, and

professional environment

Demonstrate professional

communication skills

Understand ethical expectations

SOA MAcc Assurance of Learning Attachment B

Below Meets ExceedsExpectations Expectations Expectations

(0 points) (1 point) (2 points)Identify issues

Student should be able to identify the relevant issues or problems.

Research

Student uses appropriate research methods and applies appropriate authoritative sources.

Well-reasoned conclusionsStudent reaches well-reasoned conclusions and recommendations.

Total

Extensively uses appropriate research methods and appropriate authoritative sources to solve problem.

Student Name: Learning Goal 1 Graduates will apply enhanced analytical skills to resolve complex problems

Dimension Factor LevelIndicate the score of the appropriate factor level for each dimension.

Score

_____ Learning Goal 1 has been met. The sum of all the three performance dimensions is equal to or greater than three points.

_____ Learning Goal 1 has NOT been met. The sum of all the three performance dimensions is less than three points.

SOA MAcc Program - Critical Thinking Rubric




Adequately formulates an implementation plan based on a clear position that delineates the execution of the decision.

Extensively formulates an implementation plan that delineates the execution of the decision and that evidences a thoughtful reflection on the benefits and risks of action.

Has a vague idea of what the relevant issue or problem is and is uncertain what must be decided.

Adequately identifies the idea or problem, including pertinent facts, and ascertains what must be decided.

Extensively describes the issue or problem in detail having gathered pertinent facts. Ascertains exactly what must be decided.

Is unsure as to what method or authoritative source.

Adequately determines appropriate research method and appropriate authoritative sources.

SOA MAcc Assurance of Learning Attachment C


(0 points) (1 point) (2 points)Awareness

Student should have an awareness of differences in backgrounds, ideas, and organizational roles.

Research Student has the ability to research authoritative literature.Professional demeanor

Student understands and appreciates the professional demeanor required to succeed as a professional accountant.

Total

Performance Dimension Score

SOA MAcc Program - Professionalism RubricStudent Name:

Learning Goal 2 Graduates will understand the legal, regulatory, and professional environment of accountingDimension Factor Level

Indicate the score of the appropriate factor level for each dimension.

Has a vague idea of the differences

Adequately identifies the differences and the reasons for differences

Extensively identifies of the differences and reasons for differences

Is unsure as to what method or authoritative source.

Adequately determines appropriate research method and appropriate authoritative sources

Extensively uses appropriate research methods and appropriate authoritative sources to solve problem

Has a vague idea of professional behavior required of a professional accountant

Adequately understands the professional behavior required of a professional accountant

Extensively understands the professional behavior required of a professional accountant



_____ Learning Goal 2 has NOT been met. The sum of all the three performance dimensions is less than three points.

SOA MAcc Assurance of Learning Attachment D

Below Meets ExceedsExpectations Expectations Expectations(0 points) (1 point) (2 points)

Content

Student uses accurate and appropriate content with credible supporting material.

DeliveryStudent uses verbal delivery that is varied, expressive and dynamic.Nonverbal

Student uses nonverbal delivery which includes eye contact, posture, gestures and facial expressions.

Organization

Student organizes presentation so it is effective and easy to follow.

Total


___Learning Goal 3a has been met. Sum of all the four performance dimensions is equal to or greater than four points.

___Learning Goal 3a has not been met. The sum of the four performance dimensions is less than four points.

Vaguely Adequately Extensively


Score


SOA MAcc Program - Verbal Communications RubricStudent Name: International Student? ____Yes _____NoSOA Learning Goal 3a Student demonstrate professional verbal communication skills





SOA MAcc Assurance of Learning Attachment E


0 points 1 point 2 pointsContent

Student develops, explores, analyzes, and explains topic to the reader.

Structure and OrganizationStudent presents arguments and ideas in a logical and orderly manner.CompositionStudent uses clear and logical language that is free of grammar mistakes.Documentation

Student uses proper references to cited works.

Editorial Skills

Student uses spell check, grammar check, turnitin when appropriate.

Total


SOA MAcc Program - Written Communications RubricStudent Name: International Student? ____Yes _____No

Learning Goal 3b Graduates will demonstrate professional written communication skillsDimension Factor Level

___Learning Goal 3b has not been met. Sum of all the five performance dimensions is less than five points.




___Learning Goal 3b has been met. Sum of all the five performance dimensions is equal to or greater than five points.

Vaguely



Score


Adequately Extensively

SOA MAcc Assurance of Learning Attachment F


(0 points) (1 point) (2 points)Recognize

Student is able to recognize ethical dilemmas commonly occurring in the workplace.

Analyze

Student is able to analyze ethical dilemmas commonly occurring in the workplace.

Apply

Student is able to apply principled-reasoning in the analysis of ethical dilemmas.

Total

Individual Assessment

Result (Check one)

Student name:

SOA Learning Goal 4. Graduates will understand the ethical expectations of the accounting profession including the ability to recognize and respond appropriately to ethical dilemmas.


Score


_____ Learning Goal 4 has not been met. The sum of the three performance dimensions is less than three points.

Ethical Competency Rubric



Adequately formulates an implementation plan based on a clear position that delineates the execution of the decision.

Extensively formulates an implementation plan that delineates the execution of the decision and that evidences a thoughtful reflection on the benefits and risks of action.


Adequately identifies the dilemma, including pertinent facts, and ascertains what must be decided.

Extensively describes the dilemma in detail having gathered pertinent facts. Ascertains exactly what must be decided.


Adequately clarifies at least two alternatives and predicts their associated consequences in detail.

Extensively clarifies a number of alternatives and evaluates each on the basis of whether or not there is interest and concern over the welfare of all stakeholders.

SOA MAcc Assurance of Learning Attachment G

College of Business Administration Missouri State University

Department of Technology and Construction Management Masters of Project Management – Assurance of Learning Plan

Introduction The College of Business Administration (COBA) at Missouri State University (MSU) has adopted the following Assurance of Learning Plan as a way of assessing the Masters of Project Management (MPM) program. The purpose of the plan is threefold: 1.) to determine if the MPM program is accomplishing its program mission; 2.) to determine if MPM students are achieving the learning goals (see Attachment A); and 3.) to develop a systematic plan for continuous improvement. Students will demonstrate their level of competency for each of the learning goals by completing an assessment activity in selected MPM Core Courses (Attachment A). Faculty will develop and deliver consistent evaluation tools for each goal. The evaluation results will be shared with the MPM faculty and program coordinator where performance will be evaluated as acceptable or needing improvement. A performance improvement plan will be developed for those goals needing improvement. The following scale will be used to monitor student achievement in the MPM Core Courses:

Student Benchmark Action Required 80-100% demonstrated acceptable performance No action required, continue to monitor 60-80% demonstrated acceptable performance Discussion required and continuous monitoring Less than 60% demonstrated acceptable performance Develop action plan to address weakness identified.

Assessment Techniques The MPM includes Five Learning Goals as found in Attachment A. The following methods are used to assess student learning: Goal1 Faculty developed a multi-question assessment exam addressing the five project management focus areas. Faculty submitted multiple questions for each focus area that were reviewed by the MPM graduate faculty. Once reviewed and determined appropriate these questions formed the basis of the MPM exit exam which is delivered in TCM726- Seminar in Project Management. If less than 80% of the students are able to demonstrate achievement in one of the focus areas action will be required.

Goals 2-5 These goals are assessed utilizing various matrices found in Appendices C-F. Each matrix evaluates several dimensions of the associated goal and requires the faculty to assign a level of achievement. As indicated previously if less than 80% of the students are able to demonstrate appropriate achievement some action will be required.

Attachment A

Master of Project Management (MPM) Learning Goals

Goal 1 Students will possess knowledge of current theory and techniques of the Project Management Discipline.

a) Students will demonstrate knowledge of current management theory and techniques related to the five Project Management areas of focus: Project Selection and Initiation Project Planning Project Execution and Control Project Close Ethics and Professional Responsibility

Goal 1 Evaluation This will be assessed through a comprehensive exam administered in TCM 726 for students taking the Seminar Option and in TCM 799 for students taking the Thesis Option.

Goal 2 Students will demonstrate the ability to adapt and innovate through problem solving applied through project management techniques.

a) Students will demonstrate Project Management problem solving skills through assigned coursework. Goal 2 Evaluation This goal will be assessed through a rubric in TCM 651 and TCM 645.

Goal 3 Students will demonstrate critical thinking skills in the area of Project Management. a) Students will analyze cases and/or problems and apply appropriate Project Management research, critical thinking, and/or decision making skills. Goal 3 Evaluation This goal will be assessed through a rubric in TCM 750.

Goal 4 Students will understand the ethical implications of project Management decisions and be familiar with common ethical dilemmas associated with the discipline.

a) Students will analyze cases and/or problems and identify or incorporate ethical reasoning into solutions.

Goal 4 Evaluation This goal will be assessed through a rubric in TCM 710. Goal 5 Students will understand the impact of global perspectives on Project Management.

a) Students will analyze and evaluate the effect of global issues on Project Management opportunities and methods by conducting research or analyzing cases related to the topic.

Goal 5 Evaluation This goal will be assessed through a rubric in TCM 701.

Attachment B

Assurance of Learning Plan

1) Establish/Review Learning Goals and

Objectives

2) Measure Achievement of Goals/Objectives in Appropriate MPM Core Courses

3) Summarize Results by MPM

Program Coordinator

4) Analyze Results by MPM

Program Coordinator and PMP Graduate

Faculty

5) Develop Performance Improvement Plan as Needed

Attachment C Goal 2a Rubric Course ______________ Term _______________ Instructor_______________________ Assignment_______________________________________________________________ Student or Team _____________________________________________________ Assessment of Learning Goal 2a. Students will demonstrate Project Management problem solving skills through assigned coursework.Performance Dimension


Below Expectations Meets Expectations Exceeds ExpectationsIdentifies problem and main objective

Problem is defined incorrectly or too narrowly. Key information is missing or incorrect.

Problem statement has some ambiguity or misses some important issues.

Clearly defines the problem and outlines necessary objectives in an efficient manner.

Applies previous knowledge to problem

Unable to make connection to previous knowledge. Unwilling to review summaries of prior knowledge for useful information.

Applies limited amount of prior knowledge to current problem. Does not consistently use information effectively.

Effectively applies previous knowledge to current problem. Integrates with new information to assist problem solving process.

Identifies relevant information required to fully analyze problem

Fails to gather information, or obtains it from limited or inappropriate sources. Can’t make connection between information gathered and the problem.

Information gathered may not be extensive, or may have occasional difficulty using information effectively in problem solving.

Consistently gathers a broad spectrum of resources and information and integrates it with prior knowledge and problem-solving strategies.

Able to use data to draw valid conclusions and recommendations.

States conclusions without justification. Does not consider research question.

Draws correct conclusions from results, but may not relate them well to original research question.

Able to describe results and conclusions clearly and concisely. Relates results research question.


___Learning Goal 2.a. has been met. The student is rated “Exceeds

Expectations” or “Meets Expectations” in each of the four performance dimensions.

___Learning Goal 2.a. has not been met. The student is rated at

“Below expectations” in one or more of the four dimensions of performance.

Attachment D Goal 3a Rubric Course ______________ Term _______________ Instructor_______________________ Assignment_______________________________________________________________ Student or Team _____________________________________________________ Assessment of Learning Goal 3a. Students will analyze cases and/or problems and apply appropriate Project Management research, critical thinking, and/or decision-making skills. Performance Dimension


Below Expectations

Meets Expectations


Selects appropriate decision criteria to answer questions.

Rarely uses appropriate decision criteria.

Usually uses appropriate decision criteria.

Always uses appropriate decision criteria.

Uses appropriate data to calculate decision criteria.

Rarely uses appropriate data.

Usually uses appropriate data.

Always uses appropriate data.

Makes correct assessments based on decision criteria values.

Rarely makes correct assessment.

Usually makes correct assessment.

Always makes correct assessment.

Formulates reasonable recommendations and states them clearly.

Few recommendations are reasonable or stated correctly.

Most recommendations are reasonable and stated correctly.

All recommendations are reasonable and stated correctly.

Uses relevant data and correct logic to support recommendations.

Rarely supports recommendations with correct data and logic.

Usually supports recommendations with correct data and logic.

Always supports recommendations with correct data and logic.

Makes logical predictions based on extrapolations of available data.

Predictions are illogical given data and trends.

Most predictions are logical based on data and trends.

All predictions are logical based on data and trends.


___Learning Goal 3.a. has been met. The student is rated “Exceeds

Expectations” or “Meets Expectations” in each of the six performance dimensions.

___Learning Goal 3.a. has not been met. The student is rated at

“Below expectations” in one or more of the six dimensions of performance.

Attachment E Goal 4a Rubric

Course ___________________ Term ______________ Instructor __________________ Assignment _________________________________________________________ Student or Team _____________________________________________________ Project Management Learning Goal 4a, Students will analyze cases and or problems and identify and incorporate ethical reasoning into solutions. Performance Dimension


Below Expectations

MeetsExpectations

ExceedsExpectations

Factor 1: Problem Students should be able to identify the ethical dilemma aat hand.


Identifies the dilemma, including pertinent facts, and ascertains what must be decided.

Describes the dilemma in detail having gathered pertinent facts. Ascertains exactly what must be decided.

Factor 2: Stakeholders Students should be able to identify the stakeholders involved in the ethical issue and the potential impact of the ethical dilemma to each stakeholder.

Is unsure as to who should be involved in the decision-making process.

Determines who should be involved in the decision-making process and accurately identifies all the stakeholders.

Determines who should be involved in the decision-making process and thoroughly reflects on the viewpoints of the stakeholders and is also able to identify indirect stakeholders.

Factor 3: Approach Students should be able to state the approach to ethics (ethical theory) being used.

Student only names the major theory s/he uses.

Student can name the major theory or theories s/he uses and is only able to present the gist of the named theory.

Student names the theory or theories, can present the gist of said theory or theories, and accurately explains the details of the theory or theories used.

Factor 4: Ramifications Students should be able to identify the ramifications of various solutions.


Clarifies at least two alternatives and predicts their associated consequences in detail.

Clarifies a number of alternatives and evaluates each on the basis of whether or not there is interest and concern over the welfare of all stakeholders.

Factor 5: Position Students should be able to defend their chosen positionwith adequate reasoning.


Formulates an implementation plan based on a clear position that delineates the execution of the decision.

Formulates an implementation plan that delineates the execution of the decision and that evidences a thoughtful reflection on the benefits and risks of action.


___Learning Goal 4.a. has been met. The student is rated “Exceeds Expectations” or “Meets Expectations” in each of the five performance dimensions.

___Learning Goal 4.a. has not been met. The student is rated at “Below expectations” in one or more of the five dimensions of performance.

Attachment F Goal 5a Rubric

Course ______________ Term _______________ Instructor_______________________ Assignment_______________________________________________________________ Student or Team _____________________________________________________ Project Management Learning Goal 5a) Students will analyze and evaluate the effect of global issues on Project Management opportunities and methods by conducting research or analyzing cases related to the topic. Performance Dimension


Below Expectations Meets Expectations Exceeds Expectations

Identification of Global Events That Impact Project Management

No or incomplete identification of relevant global issues for any of the relevant factors/events.

Identifies a majority of the relevant global issues in oneor more of the relevant factors/events.

Clear Identification of all relevant global issues in one or more of the relevant factors/events.

Evaluation of Global Events on Project Management Opportunities and Methods

No evaluation or erroneous evaluation of impact of relevant global issues related to Project Management opportunities & goals for relevant factors/events.

Evaluation of impact of a majority of relevant global issues related to Project Management opportunities goals for relevant factors/events.

Clear, thorough and accurate evaluation of impact of relevant global issues related to Project Management opportunities & goals for relevant factors/events.

Integration of Global Issues in Domestic and/or Global Project Management Decisions

No analysis or incorrect analysis of global issues for relevant factors/events in domestic and global Project Management decisions.

Analysis of a majority of global issues for relevant factors/events in domestic and global Project Management decisions.

Detailed analysis of global issues for relevant factors/events in domestic and global Project Management decisions.

Individual Assessment Result (Select one)

________ Learning Goal 5.a. has been met. The student is rated “Exceeds Expectations” or “Meets Expectations” in each of the 3 performance dimensions. ________ Learning Goal 5.a. has not been met. The student is rated “Below Expectations” in one or more of the 3 performance dimensions.

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