introduction of aacsb accreditation ieet vs. aacsb aacsb accreditation provides many benefits to the...

College of

Business AACSB Accreditation September 4, 2013

College of Finance

●

http://www.aacsb.edu/

AACSB slogan of COB/COF

(1F, the Building of COB)

Introduction of AACSB Accreditation Introduction of AACSB Accreditation

19 Accreditation Units of COB/COF 19 Accreditation Units of COB/COF

Introduction of AACSB 21 Standards Introduction of AACSB 21 Standards

Student-related Standards Student-related Standards

Important Notification for Students during the AACSB On-Site Visit Important Notification for Students during the AACSB On-Site Visit

Content

Introduction of AACSB Accreditation

AACSB Accreditation in the world

AACSB Accreditation in the world

IEET vs. AACSBIEET vs. AACSB

In 1916, AACSB (The Association to Advance Collegiate Schools of Business) was established as a membership organization for business schools — a place where business schools could network and discuss issues that effected the business education industry and their institutions.

AACSB accreditation provides many benefits to the faculty and staff at its accredited schools by attracting higher quality students, providing greater research opportunities, and allowing for global recognition.

The Number of Accredited university in the world

618

The countries of the accredited universities

45

The Number of Accredited university in USA

422

The Number of Accredited university in Taiwan

8

IEETAACS

B

Internationalization

Language ChineseEnglis

h

Accredited unitsdepartme

ntcolleg

e

AACSB Accredited Universities of China/H.K.

China （ 9 universities ）Hong Kong ( 7 universities ）

清華大學 (2007)

中歐國際工商學院 (2008)

復旦大學 (2010)

西安交通大學 (2011)

上海交通大學 (2011)

北京大學 (2012)

南京大學 (2013)

人民大學 (2013)

中山大學 (2013)

香港中文大學 (1999)

香港科技大學 (2000)

香港城市大學 (2005)

香港理工大學 (2010)

香港浸會大學 (2010)

香港大學 (2010)

嶺南大學 (2010)

AACSB Membership (Universities in Taiwan)

16 Public Universities 15 Private Universities

中山大學、政治大學、交通大學臺灣大學、成功大學、中央大學中正大學、中興大學、臺北大學清華大學臺灣科技大學、雲林科技大學臺北科技大學、勤益科技大學高雄第一科技大學屏東科技大學

輔仁大學、元智大學逢甲大學、中華大學亞洲大學、長庚大學中原大學、義守大學淡江大學、東吳大學銘傳大學、東海大學文化大學、南台科技大學南榮技術學院

Including 8 AACSB-Accredited Universities

19 AACSB Accreditation Units of FCU

COF- 會計系- 企管系- 合經系- 經濟系- 財法所- 科管所- 國貿系- 行銷系- 財稅系- 統計系

- 商博- IMBA- BIBA- 商學進修班

- 財金系- 風保系- 金融碩專- 金融博

- EMBA

COB

School of Managemen

t

Membership申請入會

STAGE APre-Accreditation

前導認證階段1~5 年

STAGE BInitial

Accreditation 正式認證階段

1~2 年

STAGE CMaintenance

維持認證5~6 年

STAGE D

The Process of AACSB Accreditation

本校進度1.Submit Self-Evaluation Report (2013.07)

2.FCU On-site Visit (2013.11.16-20)

3.Earn Accredited (2013.12)

AACSB 21 Standards

Standard 1 : MISSION STATEMENT

Standard 2 :INTELLECTUAL CONTRIBUTIONS

Standard 3 : STUDENT MISSION

Standard 4 :CONTINUOUS IMPROVEMENT OBJECTIVES

Standard 5 : FINANCIAL STRATEGIES

Standard 6: STUDENT ADMISSION

Standard 7: STUDENT RETENTION

Standard 8: STAFF SUFFICIENCY-STUDENT SUPPORT

Standard 9:FACULTY SUFFICIENCY

Standard 10: FACULTY QUALIFICATIONS

Standard 11: FACULTY MANAGEMENT AND SUPPORT

Standard 12:AGGREGATE FACULTY AND STAFF EDUCATIONAL RESPONSIBILITY

Standard 13: INDIVIDUAL FACULTY EDUCATIONAL RESPONSIBILITY

Standard 14: STUDENT EDUCATIONAL RESPONSIBILITY

Standard 15: MANAGEMENT OF CURRICULA

Standard 16: UNDERGRADUATE LEARNING GOALS

Standard 17:UNDERGRADUATE EDUCATIONAL LEVEL

Standard 18:MASTER’S LEVEL GENERAL MANAGEMENT LEARNING GOALS

Standard 19:SPECIALIZED MASTER’S DEGREE LEARNING GOALS

Standard 20: MASTER’S EDUCATIONAL LEVEL

Standard 21: DOCTORAL LEARNING GOALS

Part II: Participants Standards

Part III: Assurance of Learning Standards

Part I: Strategic Management Standards

The mission of the College of Business (COB) and the College of Finance (COF) at Feng Chia University (FCU) is to enhance teaching and learning efficiency and improve the faculty’s intellectual contributions. The COB and COF aim to cultivate business management professionals for the needs of enterprise development in the Greater China Region.

Both Colleges are committed to:

1.Enhancing the faculty professional knowledge and teaching skills, as well as student learning outcome.

2.Encouraging faculty’s involvement in academic research and services in relation to promoting the overall competitiveness of the institute, enterprises and nation.

3.Cultivating student’s humanistic values, professional business knowledge, as well as social responsibility, and nurturing students to become business management professionals that meet the staffing needs of corporations in the Greater China Region.

Standard 1 : Mission

Standard 1 : Mission The development and review/revision of mission statement should include the

role played by various stakeholders (faculty, staff, student, alumni)

Department Chairs Meetings

Department chairs of the COB and COF assembled for the mission revision. After much deliberation, a revised mission statement was drafted for the stakeholders to discuss.

Consultation Meeting: Faculty

Faculty members of the COB and COF were convened to discuss the revised mission statement.

Consultation Meeting: Administrative Staff

Administrative staff members of the COB and COF were convened to discuss the revised mission statement.

Consultation Meeting: Student

Student members of the COB and COF were convened to discuss the revised mission statement.

Consultation Meeting: Alumni

Alumni members of the COB and COF were convened to discuss the revised mission statement.

Department Chairs Meetings

Department chairs of the COB and COF assembled again to make a second revision of the mission statement to include the opinions of all stakeholders.

College Affairs Meeting

The second revised mission statement was placed on the agenda of the College Affairs Meeting for approval. The meeting was attended by all department chairs as well as faculty representatives.

The approved mission statement was posted on the websites of the COB and COF.

Feedback from the AACSB mentor and annual reports

Standard 1 : MissionMission vs. Curriculum

Standard 1 : Mission

商學院使命Mission

學習目標Learning Goals

中長程發展策略Development Plans

The Mission of COB/COF vs. Learning Goal and Development Plans

FCU

COB/COF

A comprehensive university equally

emphasizing excellence of teaching and

research.

A well-known university with

teaching excellence and research

breakthroughs in the Asia Pacific.

Cultivate students’ humanistic values and

professional knowledge to become modernized

democratic citizens.

Teaching excellence, research

breakthroughs, alumni support and a favorite

hiring source of companies

Enhancing teaching and learning efficiency ● ● ● ●

Improving faculty intellectual contribution ● ●

Encouraging faculty involvement in academic research and services.

● ● ●

Cultivating student’s humanistic values, professional business knowledge, and social responsibility.

● ●

Nurturing students to become business management professionals that meet the staffing needs of corporations in the Greater China Region.

● ●

Standard 1 : MissionThe Mission Relations between FCU and COB/COF

Standard 4 -5 : Continuous Improvement Objectives and Financial Strategies

To meet the above mission, the COB/COF designated a “MAGIC” strategy in accordance with enhancing teaching and learning efficiency, and a “4I” strategy for teachers to develop intellectual contributions, as shown in Figure (next page).

Each plan includes quantitative and qualitative indicators.

After the plan is implemented, it is followed by an improvement recommendation and self-review.

The COB and COF allocate, use and develop resources in accordance with the actions in the “MAGIC” and “4I” strategy.

Standard 4 -5 : Continuous Improvement Objectives and Financial Strategies

Faculty-related: Standard 2, 9-13, 15-21

1.Standard 2: 教師智慧貢獻須符合 mission Intellectual Contributions

2.Standard 9-10: 教師質量須符合標準 Faculty Sufficiency/Qualifications

3.Standard 11: 教師管理與支援 Faculty Management and Support

4.Standard 12: 整體與個別教師之教育責任 Aggregate/Individual Faculty and Staff Educational

Responsibility

5.Standard 15-21: 學生學習評量 Assurance of Learning

Student-related: Standard 3, 6-8, 14, 15-21

1.Standard 3: 招生須符合 mission Student Mission

2.Standard 6: 學生入學方式 Student Admission

3.Standard 7-8: 學生學習輔導 Student Retention/Staff Sufficiency – Student Support

4.Standard 14: 學生之教育責任 Student Educational Responsibility

5.Standard 15-21: 學生學習評量 Assurance of Learning

Standard 3 : Student MissionThe COB/COF target Taiwan as the major source of students and consider foreign

countries as the auxiliary source of students. Further, the COB/COF have been actively recruiting students from China, Hong Kong, and Macau in recent years, which also

demonstrates consistency with the stated school mission of focusing on Greater China.

Degree Programs

FCU COB COFNumber of

students Percentage Number of students Percentage Number of

students Percentage

Undergraduate 17,184 83.47% 4,970 88.88% 1,243 89.42%Master 3,007 14.60% 526 9.40% 129 9.28%Doctoral 397 1.93% 96 1.72% 18 1.30%Total 20,588 100.00% 5,592 100.00% 1,390 100.00%

Academic Year 2008 2009 2010 2011 2012

Number of students from China in COB/COF 0 0 0 9 44Number of students from Hong Kong and

Macau in COB / COF 12 23 29 39 61

International Students in COB 101 152 212 261 344

International Students in COF 11 15 17 26 43

Student Number in 2012 academic year

Students from China, HK, Macau and International Students (2008-2012 year)

Standard 6 : Student Admission 1. Undergraduate Students The admission policy of the COB/COF undergraduate program relies mainly on

“individual application” (the rate has increased to 70% in 2013), while “assigned subject exam” subsidiary, to recruit excellent students who satisfy the mission/learning goal. Those who meet the requirement of grades could obtain entrance scholarships.

2. Master Students The admission policy of COB/COF master’s program relies mainly on excellent

students who have research potential and future development. Each master’s program would require students to submit research proposal in the written documents of qualifying examination (QE), and observe their communication skill during the interview.

3. Ph.D. Students The admission policy of COB/COF Ph.D. program relies mainly on excellent

students who have research potential and future development. Each Ph.D. program would require students to submit thesis and research proposal in the written documents of application, and observe their communication skill during oral test.

Standard 7 : Student Retention

Undergraduate Master Ph.D.Enhanced academic assistance ◎ ◎

Post-midterm academic assistance ◎

Faculty office hours ◎ ◎ ◎Faculty weekly teaching and service hours

◎ ◎ ◎

Support of instruction for core courses ( 核心精熟課程 )

◎

Student Intervention The Process of Academic Warning System

The Process for Promoting Core Course

The students who do not perform well in learning (for example, failed half of their courses or have to re-take required courses)

Academic warning system ●At the beginning of each semester (e.g. five weeks after the beginning of semester) ●Midterm warning (at the beginning of midterm examination)

Counseling service of class advisor Refer to the related institution and keep tracking

Pass

Counseling Center

Enhanced academic assistance

Suspended

Temporary withdrawal from school

Drop Course

Standard 8 : Staff Sufficiency – Student Support

1.Academic assistance and advising (TA)

2.Career Advising

(Alumni Liaison and Job Placement Office) (1) Promoting the concepts of career development (2) Promotion of professional internship (3) Campus recruitment (4) Building up an employment platform (5) Alumni program and services

Standard 8 : Staff Sufficiency – Student Support

3. Consultation in the Counseling Center ( 諮商中心 ) (1) Mental health counseling (2) Individual interviews

4.Guidance of college life ( 生活輔導 )

(Student Affairs Office)

(1) The student-teacher discussion seminar is held every year by the three levels of University, College and Department

(2) Off-Campus Housing Guidance and Monitoring

Standard 14: Student Educational Responsibility

1. The motto of FCU is: “Loyalty, Honesty, Diligence and Sincerity.”

2. FCU educates students to possess soft learning skills in the six aspects of communication skills, team work skills, problem-solving skills, innovation skills, self-management skills and lifelong learning skills.

3. Service Learning.

4. System of Rewards and Punishment in FCU.

Standard 14: Student Educational Responsibility

Students achieve learning goals by taking courses and attending activities provided by department/program.

1. Courses provided by departments fulfilling learning goals.

2. Activities provided by departments fulfilling leaning goals, such as speeches, contests, competitions, business internships, business visitations, field trips, summer/winter camps, career development advising by alumni, etc.

3. Student projects and other materials satisfying learning goals (1) publication/rewards of master’s and doctoral academic papers, (2) FCU students’ excellent reports reserved in the FCU main library (3) winners of academic competitions and exhibitions (4) professional certificates, etc.

Standard 15: Management of Curricula

Outcome-Oriented Dual Loop Curriculum Planning

The process of AoL

Step 1 : Establishing Program/Department Learning Goals and Objectives

Step 2: Aligning Curriculum with Program Learning Goals

Step 3: Constructing Assessment Methods and Rubrics

Step 4: Collecting Data

Step 5: Analyzing Learning Outcomes

Step 6: Taking Action to Improve the Curriculum (closing the loop)

a. The planned improvements provided by course lecturer / Fundamental Course Committee

b. Opinions by Department Curriculum Committee (core course)

c. Evaluation by College Assurance of Learning Committee

Standard 16-21 Assurance of Learning


Learning Goal A: Students possess basic knowledge and understanding in relation to business and management. 學生具備商管基礎專業知識

Learning Objectives: Students will demonstrate an understanding of principles and theories in relation

to basic knowledge of business and management. Students will demonstrate an understanding of topics/issues and implications in

relation to basic knowledge of business and management.

Learning Goal B: Students are able to be effective communicators. 學生具備溝通技巧 Learning Objectives: Students will demonstrate appropriate written communication skill in relation to

business and management. Students will demonstrate appropriate oral presentation skill in relation to

business and management.Learning Goal C: Students are able to demonstrate awareness of ethical concepts and

attitudes in the business environment. 學生具備專業倫理觀念與態度Learning Objectives:

Students will be acquainted with the importance of ethical aspects in the business environment.

Students will demonstrate responsible and ethical working attitudes in business practice.

Learning Goal D: Students possess problem solving skills, supported by appropriate analytical techniques. 學生具備分析與解決問題之能力

Learning Objectives: Students will apply business concepts/disciplines and demonstrate analytical

techniques Students will generate solutions and demonstrate problem-solving skills

Undergraduate Degree Program - Learning Goals/Objectives (COB/COF)

Learning goal AStudents possess basic knowledge and understanding in relation to business and

management

學生具備商管基礎專業知識Learning Objectives:

Students will demonstrate an understanding of principles and theories in relation to basic knowledge of business and management.

Students will demonstrate an understanding of topics/issues and implications in relation to basic knowledge of business and management.

Level Criteria

Excellent Good Fair Below Standard

4 3 2 1

Professional terminologies of business and management

Student completely identifies and understands all of the professional terminologies of business and management.

Student identifies and understands most of the professional terminologies of business and management.

Student identifies and understands some of the professional terminologies of business and management.

Student understands professional terminologies of business and management limitedly, and cannot identify.

Principles/theories of business and management

Student demonstrates thoughtful comprehension of principles/theories of business and management.

Student demonstrates adequate comprehension of principles/theories of business and management.

Student demonstrates partial comprehension of principles/theories of business and management.

Student demonstrates surface comprehension of principles/theories of business and management.

Topics/issues of business and management

Student demonstrates thoughtful comprehension of topics/issues of business and management.

Student demonstrates adequate comprehension of topics/issues of business and management.

Student demonstrates partial comprehension of topics/issues of business and management.

Student demonstrates surface comprehension of topics/issues of business and management.

Implications for professional knowledge of business and management

Student is able to insightfully discuss in detail relevant implications of professional knowledge of business and management.

Student is able to discuss relevant implications of professional knowledge of business and management.

Student is able to present relevant implications for professional knowledge of business and management..

Student is unable to present relevant implications for professional knowledge of business and management.

Learning goal BStudents are able to be effective communicators.

學生具備溝通技巧 ( 書面溝通 ) Learning Objectives:

Students will demonstrate appropriate written communication skill in relation to business and management.

Students will demonstrate appropriate oral presentation skill in relation to business and management.

Level Criteria

Excellent Good Fair Below Standard4 3 2 1

Context of and Purpose for Writing

Students demonstrate a thorough understanding of context, audience, and purpose that is responsive to the assigned task(s) and focuses all elements of the work.

Students demonstrate adequate consideration of context, audience, and purpose and a clear focus on the assigned task(s).

Students demonstrate awareness of context, audience, purpose, and to the assigned tasks(s).

Students demonstrate minimal attention to context, audience, purpose, and to the assigned tasks(s).

Content Development Students use appropriate, relevant, and compelling content to illustrate mastery of the subject, conveying the writer's understanding, and shaping the whole work.

Students use appropriate, relevant, and compelling content to explore ideas within the context of the discipline and shape the whole work.

Students use appropriate and relevant content to develop and explore ideas through most of the work.

Students u ses appropriate and relevant content to develop simple ideas in some parts of the work.

Genre and Disciplinary Conventions

Students demonstrate detailed attention to and successful execution of a wide range of conventions particular to a specific discipline and/or writing task (s) including organization, content, presentation, formatting, and stylistic choices

Students demonstrate consistent use of important conventions particular to a specific discipline and/or writing task(s), including organization, content, presentation, and stylistic choices

Students follow expectations appropriate to a specific discipline and/or writing task(s) for basic organization, content, and presentation

Students attempt to use a consistent system for basic organization and presentation.

Sources and Evidence

Students demonstrate skillful use of high-quality, credible, relevant sources to develop ideas that are appropriate for the discipline and genre of the writing

Students demonstrate consistent use of credible, relevant sources to support ideas that are situated within the discipline and genre of the writing.

Students demonstrate an attempt to use credible and/or relevant sources to support ideas that are appropriate for the discipline and genre of the writing.

Students demonstrate an attempt to use sources to support ideas in the writing.

Control of Syntax and Mechanics

Students use graceful language that skillfully communicates meaning to readers with clarity and fluency, and is virtually error-free.

Students use straightforward language that generally conveys meaning to readers. The language in the portfolio has few errors.

Students use language that generally conveys meaning to readers with clarity, although writing may include some errors.

Students use language that sometimes impedes meaning because of errors in usage.


學生具備溝通技巧 ( 口語溝通 )Learning Objectives:



Level Criteria


Organization

Students have organizational pattern (specific introduction and conclusion, sequenced material within the body, and transitions) is clearly and consistently observable and is skillful and makes the content of the presentation cohesive.

Students have organizational pattern (specific introduction and conclusion, sequenced material within the body, and transitions) is clearly and consistently observable within the presentation.

Students have organizational pattern (specific introduction and conclusion, sequenced material within the body, and transitions) is intermittently observable within the presentation.

Students have organizational pattern (specific introduction and conclusion, sequenced material within the body, and transitions) is not observable within the presentation.

Language Students have language choices are imaginative, memorable, and compelling, and enhance the effectiveness of the presentation. Language in presentation is appropriate to audience.

Students have language choices are thoughtful and generally support the effectiveness of the presentation. Language in presentation is appropriate to audience.

Students have language choices are mundane and commonplace and partially support the effectiveness of the presentation. Language in presentation is appropriate to audience.


Delivery Students have delivery techniques make the presentation compelling, and speaker appears polished and confident.

Students have delivery techniques make the presentation interesting, and speaker appears comfortable.

Students have delivery techniques make the presentation understandable, and speaker appears tentative.

Students have delivery techniques detract from the understandability of the presentation, and speaker appears uncomfortable.

Supporting Material

Students have a variety of types of supporting materials to make appropriate reference to information or analysis that significantly supports the presentation or establishes the presenter's credibility/authority on the topic.

Students have supporting materials to make appropriate reference to information or analysis that generally supports the presentation or establishes the presenter's credibility/authority on the topic.


Students have insufficient supporting materials make reference to information or analysis that minimally supports the presentation or establishes the presenter's credibility/authority on the topic.

Central Message

Students have central message which is compelling (precisely stated, appropriately repeated, memorable, and strongly supported.)

Students have central message which is clear and consistent with the supporting material.

Students have central message which is basically understandable but is not often repeated and is not memorable.

Students have central message which can be deduced, but which is not explicitly stated in the presentation.

Learning goal CStudents are able to demonstrate awareness of ethical concepts and attitudes in the business environment

學生具備專業倫理觀念與態度Learning Objectives:

Students will be acquainted with the importance of ethical aspects in the business environment.

Students will demonstrate responsible and ethical working attitudes in business practice.

Level Criteria


4 3 2 1Recognize an issue in business has ethical implications

Student recognizes, analyzes ethical dilemmas and analysis has greater depth and clarity.

Student recognizes, analyzes ethical dilemmas and has detailed analysis.

Student elaborates on the ethical implications of the issue and has pertinent analysis.

Student elaborates on the ethical implications of the issue but fails to grasp complexity or interrelationships.

Explain the importance of ethics and social responsibility

Student integrates concepts or cases from business or non- business disciplines to explain the importance of ethics.

Student uses concepts or cases to explain the importance of ethics in detail.

Student uses concepts or cases to explain the importance of ethics.

Student uses societal moral standards to explain the importance of ethics.

Awareness the impact of unethical behavior

Student describes the impact of unethical behavior in an organization and illustration has greater depth and clarity. .

Student describes the impact of unethical behavior in an organization in detail.

Student describes the impact of unethical behavior in an organization.

Student describes the impact of unethical behavior in an organization but vague or incomplete.

Awareness of working in an ethical manner

Student is aware that student has a responsibility to work in an ethical and professional manner and demonstrates ethical and professional business work in their responses to the case studies. The illustration has greater depth and clarity.

Student is aware that student has a responsibility to work in an ethical and professional manner and demonstrates ethical and professional business work in their responses to the case studies with detailed analysis.

Student is aware that student has a responsibility to work in an ethical and professional manner and demonstrates ethical and professional business work in their responses to the case studies

Students is aware that student has a responsibility to work in an ethical and professional manner but fails to demonstrate ethical and professional business work in their responses to the case studies .

Learning goal DStudents possess problem solving skills, supported by appropriate analytical

techniques學生具備分析與解決問題之能力

Learning Objectives: Student will apply business concepts/disciplines and demonstrate

analytical techniques. Students will generate solutions and demonstrate problem-solving skills.

Level Criteria


4 3 2 1Existing Knowledge, Research, and/or Views

Student is able to synthesize in-depth information from relevant sources representing various points of view/approaches.

Student is able to present in-depth information from relevant sources representing various points of view/approaches.

Student is able to present information from relevant sources representing limited points of view/approaches.

Student is able to present information from irrelevant sources representing limited points of view/approaches.

Analysis Student is able to organize and synthesize evidence to reveal insightful patterns, differences, or similarities related to focus.

Student is able to organize evidence to reveal important patterns, differences, or similarities related to focus.

Student is able to organize evidence, but the organization is not effective in revealing important patterns, differences, or similarities related to focus.

Student is able to list evidence, but it is not organized and/or is unrelated to focus.

Propose Solutions/Hypotheses

Student is able to propose one or more solutions/hypotheses that indicates a deep comprehension of the problem. Solution/hypotheses are sensitive to contextual factors as well as all of the following: ethical, logical, and cultural dimensions of the problem.

Student is able to propose one or more solutions/hypotheses that indicates comprehension of the problem. Solutions/hypotheses are sensitive to contextual factors as well as the one of the following: ethical, logical, or cultural dimensions of the problem.

Student is able to propose one solution/hypothesis that is “off the shelf” rather than individually designed to address the specific contextual factors of the problem.

Student proposes a solution/hypothesis that is difficult to evaluate because it is vague or only indirectly addresses the problem statement.

Implement Solution

Student implements the solution in a manner that addresses thoroughly and deeply multiple contextual factors of the problem.

Student implements the solution in a manner that addresses multiple contextual factors of the problem in a surface manner.

Student implements the solution in a manner that addresses the problem statement but ignores relevant contextual factors.

Student implements the solution in a manner that does not directly address the problem statement.


Learning Goal A: Students possess advanced program-specific knowledge and understanding in relation to business and management. 學生具備商管進階專業知識

Learning Objectives: Students will demonstrate an advanced knowledge in business and

management. Students will demonstrate an understanding of implication and application of

advanced business and management knowledge.Learning Goal B: Students are able to be effective communicators. 學生具備溝通技巧 Learning Objectives: Students will demonstrate business management written communication skills. Students will demonstrate business management oral presentation skills.Learning Goal C: Students are able to demonstrate awareness of business ethics

and social responsibility. 學生具備企業倫理與社會責任理解能力Learning Objectives:

Students will be acquainted with the importance of ethics and social responsibility.

Students will demonstrate the abilities to propose, defend and implement a resolution for ethical dilemmas.

Learning Goal D: Students possess the abilities to solve problems by using information technology.

Learning Objectives: 學生具備使用資訊科技以解決問題之能力 Students will demonstrate effective use of information technology and software. Students will generate solutions and demonstrate problem-solving skills.Learning Goal E: Students possess the abilities of leadership. 學生具備領導能力

Learning Objectives: Students will develop effective leadership skills.

Master’s Level General Management Learning Goals/Objectives -IMBA and Master Level Degree of Business Administration (IMBA及企管碩士

班 )

Learning Goal A: Students possess advanced program-specific knowledge and understanding in relation to business and management. 學生具備商管進階專業知識

Learning Objectives: Students will demonstrate an advanced knowledge in business and

management. Students will demonstrate an understanding of implication and application of

advanced business and management knowledge.Learning Goal B: Students are able to be effective communicators. 學生具備溝通技巧 Learning Objectives: Students will demonstrate business management written communication skills. Students will demonstrate business management oral presentation skills.

Learning Goal C: Students are able to demonstrate awareness of business ethics and social responsibility. 學生具備企業倫理與社會責任理解能力

Learning Objectives: Students will be acquainted with the importance of ethics and social

responsibility. Students will demonstrate the abilities to propose, defend and implement a

resolution for ethical dilemmas.Learning Goal D: Students possess the abilities to solve problems by using

information technology. 學生具備使用資訊科技以解決問題之能力Learning Objectives:

Students will demonstrate effective use of information technology and software. Students will generate solutions and demonstrate problem-solving skills.


Specialized Master’s Degree Learning Goals/Objectives (COB/COF)專業碩士班

Learning goal AStudents possess advanced programme-specific knowledge and understanding in

relation to business and management

學生具備商管進階專業知識Learning Objectives:

Students will demonstrate an understanding of advanced knowledge in relation to business and management.

Students will demonstrate an understanding of implication and application in relation to advanced business and management knowledge.

Level Criteria


4 3 2 1

Advanced professional terminologies of business and management

Student completely dentifies and understands all of the advanced professional terminologies of business and management.

Student dentifies and understands most of the advanced professional terminologies of business and management.

Student dentifies and understands some of the advanced professional terminologies of business and management.

Student understands advanced professional terminologies of business and management limitedly, and cannot identify.

Advanced theories of business and management

Student demonstrates thoughtful comprehension of advanced theories of business and management.

Student demonstrates adequate comprehension of advanced theories of business and management.

Student demonstrates partial comprehension of advanced theories of business and management.

Student demonstrates surface comprehension of advanced theories of business and management.

Implications for advanced professional knowledge of business and management

Student is able to insightfully discuss in detail relevant implications of professional advanced knowledge of business and management.

Student is able to discuss relevant implications of advanced professional knowledge of business and management.

Student is able to present relevant implications for advanced professional knowledge of business and management..

Student is able to present implications for advanced professional knowledge of business and management, but they are possibly irrelevant.

Synthesis/Application for advanced professional knowledge of business and management

Student is able to synthesize, analysize and apply advanced professional business and management knowledge in depth and clarity.

Student is able to synthesize advanced professional business and management knowledge, as well as analysize and apply appropriately.

Student partially synthesizes advanced professional business and management knowledge, as well as analysize and apply limitedly.

Student is unable to synthesize, analysize and apply advanced professional business and management knowledge.


學生具備溝通技巧 ( 書面溝通 ) Learning Objectives:



Level Criteria


Context of and Purpose for Writing

Students demonstrate a thorough understanding of context, audience, and purpose that is responsive to the assigned task(s) and focuses all elements of the work.

Students demonstrate adequate consideration of context, audience, and purpose and a clear focus on the assigned task(s).

Students demonstrate awareness of context, audience, purpose, and to the assigned tasks(s).

Students demonstrate minimal attention to context, audience, purpose, and to the assigned tasks(s).

Content Development Students use appropriate, relevant, and compelling content to illustrate mastery of the subject, conveying the writer's understanding, and shaping the whole work.

Students use appropriate, relevant, and compelling content to explore ideas within the context of the discipline and shape the whole work.

Students use appropriate and relevant content to develop and explore ideas through most of the work.

Students u ses appropriate and relevant content to develop simple ideas in some parts of the work.

Genre and Disciplinary Conventions

Students demonstrate detailed attention to and successful execution of a wide range of conventions particular to a specific discipline and/or writing task (s) including organization, content, presentation, formatting, and stylistic choices

Students demonstrate consistent use of important conventions particular to a specific discipline and/or writing task(s), including organization, content, presentation, and stylistic choices

Students follow expectations appropriate to a specific discipline and/or writing task(s) for basic organization, content, and presentation

Students attempt to use a consistent system for basic organization and presentation.

Sources and Evidence Students demonstrate skillful use of high-quality, credible, relevant sources to develop ideas that are appropriate for the discipline and genre of the writing

Students demonstrate consistent use of credible, relevant sources to support ideas that are situated within the discipline and genre of the writing.

Students demonstrate an attempt to use credible and/or relevant sources to support ideas that are appropriate for the discipline and genre of the writing.

Students demonstrate an attempt to use sources to support ideas in the writing.

Control of Syntax and Mechanics

Students use graceful language that skillfully communicates meaning to readers with clarity and fluency, and is virtually error-free.

Students use straightforward language that generally conveys meaning to readers. The language in the portfolio has few errors.

Students use language that generally conveys meaning to readers with clarity, although writing may include some errors.

Students use language that sometimes impedes meaning because of errors in usage.


學生具備溝通技巧 ( 口語溝通 )Learning Objectives:



Level Criteria


Organization

Students have organizational pattern (specific introduction and conclusion, sequenced material within the body, and transitions) is clearly and consistently observable and is skillful and makes the content of the presentation cohesive.

Students have organizational pattern (specific introduction and conclusion, sequenced material within the body, and transitions) is clearly and consistently observable within the presentation.

Students have organizational pattern (specific introduction and conclusion, sequenced material within the body, and transitions) is intermittently observable within the presentation.

Students have organizational pattern (specific introduction and conclusion, sequenced material within the body, and transitions) is not observable within the presentation.

Language Students have language choices are imaginative, memorable, and compelling, and enhance the effectiveness of the presentation. Language in presentation is appropriate to audience.

Students have language choices are thoughtful and generally support the effectiveness of the presentation. Language in presentation is appropriate to audience.



Delivery Students have delivery techniques make the presentation compelling, and speaker appears polished and confident.

Students have delivery techniques make the presentation interesting, and speaker appears comfortable.

Students have delivery techniques make the presentation understandable, and speaker appears tentative.

Students have delivery techniques detract from the understandability of the presentation, and speaker appears uncomfortable.

Supporting Material

Students have a variety of types of supporting materials to make appropriate reference to information or analysis that significantly supports the presentation or establishes the presenter's credibility/authority on the topic.



Students have insufficient supporting materials make reference to information or analysis that minimally supports the presentation or establishes the presenter's credibility/authority on the topic.

Central Message

Students have central message which is compelling (precisely stated, appropriately repeated, memorable, and strongly supported.)

Students have central message which is clear and consistent with the supporting material.

Students have central message which is basically understandable but is not often repeated and is not memorable.

Students have central message which can be deduced, but which is not explicitly stated in the presentation.

Learning goal CStudents are able to demonstrate awareness of business ethics and social

responsibility學生具備企業倫理與社會責任理解能力

Learning Objectives: Students will be acquainted with the importance of ethics and social

responsibility. Students will demonstrate the abilities to propose, defend and implement

a resolution for ethical dilemmas.

Level Criteria


4 3 2 1

Recognize an issue in business has ethical implications

Student recognizes, analyzes ethical dilemmas and analysis has greater depth and clarity.

Student recognizes, analyzes ethical dilemmas and has detailed analysis.

Student elaborates on the ethical implications of the issue and has pertinent analysis.

Student elaborates on the ethical implications of the issue but fails to grasp complexity or interrelationships.

Propose, defend and implement a resolution for ethical dilemmas

Student proposes pertinent reasons to select a resolution for practical business situations for ethical dilemmas and analysis has greater depth and clarity.

Student proposes pertinent reasons to select a resolution for practical business situations.

Student gives pertinent facts to ascertain what must be decided.

Student ascertains what must be decided

Describe the method of creating an ethical environment

Student provides a pertinent workable plan to create an ethical environment.

Student provides a workable plan to create an ethical environment.

Student demonstrates awareness of how to create an ethical environment

Student explicitly recognizes the importance of creating an ethical environment.

Explain the importance of ethics and social responsibility

Student integrates concepts or cases from business or non- business disciplines to explain the importance of ethics and social responsibility.

Student uses concepts or cases to explain the importance of ethics and social responsibility in detail.

Student uses concepts or cases to explain the importance of ethics and social responsibility.

Student uses societal moral standards to explain the importance of ethics and social responsibility.

Learning goal DStudents possess the abilities to solve problems by using information technology

學生具備使用資訊科技以解決問題之能力Learning Objectives:

Students will demonstrate using information technology and software. Students will generate solutions and demonstrate problem-solving skills

Level Criteria


4 3 2 1

Access the Needed Information by using Information Technology

Student accesses information using effective, well-designed search strategies and most appropriate sources, and seeks information beyond school with knowledge and skill.

Student accesses information using a variety of search strategies and some relevant information sources, and seeks information from libraries, electronic data bases, and other resources.

Student accesses information using simple search strategies, retrieves information from limited and similar sources, and seeks information with some assistance.

Student accesses information randomly, retrieves information that lacks relevance and quality, consistently requires help in finding information.

Use of Software Tools/Application

Student has excellent skills at using word processor, presentation software, statistical package, spreadsheet system and course management system (e.g. iLearn).

Student is able to use advanced functions of word processor, presentation software, statistical package, spreadsheet system and course management system (e.g. iLearn) easily.

Student is able to use word processor, presentation software, statistical package, spreadsheet system and course management system (e.g. iLearn) easily.

Student is able to use word processor, presentation software, statistical package, spreadsheet system and course management system (e.g. iLearn) with some interpretation.

Propose Solutions/Hypotheses

Student is able to propose one or more solutions/hypotheses that indicates a deep comprehension of the problem. Solution/hypotheses are sensitive to contextual factors as well as all of the following: ethical, logical, and cultural dimensions of the problem.

Student is able to propose one or more solutions/hypotheses that indicates comprehension of the problem. Solutions/hypotheses are sensitive to contextual factors as well as the one of the following: ethical, logical, or cultural dimensions of the problem.

Student is able to propose one solution/hypothesis that is “off the shelf” rather than individually designed to address the specific contextual factors of the problem.

Student proposes a solution/hypothesis that is difficult to evaluate because it is vague or only indirectly addresses the problem statement.

Implement Solution Student is able to implement the solution in a manner that addresses thoroughly and deeply multiple contextual factors of the problem.

Student is able to implement the solution in a manner that addresses multiple contextual factors of the problem in a surface manner.

Student is able to implement the solution in a manner that addresses the problem statement but ignores relevant contextual factors.

Student implements the solution in a manner that does not directly address the problem statement.

Learning goal EStudents possess the abilities of leadership

學生具備領導能力Learning Objectives:

Students will develop effective leadership skills

Level Criteria


4 3 2 1

Students demonstrate an understanding of leadership and leadership behavior

Student demonstrate an understanding of leadership and leadership behavior, and can clearly explain the relationship between the two

Student demonstrate an understanding of leadership and leadership behavior

Student demonstrate a partial understanding of leadership and leadership behavior

Student cannot demonstrate an understanding of leadership and leadership behavior

Students demonstrate an understanding of a leader’s source of authority

Student can recognize, point out and make suggestions regarding a leader’s source of authority

Student can recognize and point out a leader’s source of authority

Student can partially recognize and point out a leader’s source of authority, but cannot offer a clear description

Student cannot recognize and point out a leader’s source of authority

Students can point out effective leadership styles for different case scenarios

Student can describe the relationship between effective leadership and different case scenarios, and can point out which leadership style is most effective to a particular scenario

Student can describe the relationship between effective leadership and different case scenarios

Student can partially describe the relationship between effective leadership and different case scenarios

Student cannot describe the relationship between effective leadership and different case scenarios

Learning Goal A: Students possess professional knowledge in business management at a

high- level. 學生具備商管領域高階專業知識Learning Objectives:

Students will demonstrate a high-level knowledge in business and management. Students will demonstrate an understanding of implication and application of

high-level business and management knowledge.Learning Goal B: Students possess the research and analysis ability in business

management. 學生具備商管領域研究與分析的能力 Learning Objectives: Students will demonstrate using information technology and software. Students will generate solutions and demonstrate problem-solving skills.Learning Goal C: Students possess domain knowledge in planning and decision-

making skills. 學生具備應用專業知識規劃與決策的能力

Learning Objectives: Students will apply professional knowledge in decision making process. Students will develop effective leadership skills.Learning Goal D: Students possess communication ability in professional field. 學生具備參與專業領域交流活動的能力

Learning Objectives: Students will demonstrate business management written communication skills. Students will demonstrate business and management oral presentation skills.


Doctoral Degree Learning Goals/Objectives (Ph.D. in Business and Ph.D. in Finance) 商學博士班 /金融博士班

Learning goal AStudents possess professional knowledge in business management at a high-level

學生具備商管領域高階專業知識

Learning Objectives: Students will demonstrate an understanding of advanced knowledge in

relation to business and management. Students will demonstrate an understanding of implication and application

in relation to advanced business and management knowledge.

Level Criteria


4 3 2 1






Implications for advanced professional knowledge of business and management

Student is able to insightfully discuss in detail relevant implications of professional advanced knowledge of business and management.

Student is able to discuss relevant implications of advanced professional knowledge of business and management.

Student is able to present relevant implications for advanced professional knowledge of business and management..

Student is able to present implications for advanced professional knowledge of business and management, but they are possibly irrelevant.

Synthesis/Application for advanced professional knowledge of business and management

Student is able to synthesize, analysize and apply advanced professional business and management knowledge in depth and clarity.

Student is able to synthesize advanced professional business and management knowledge, as well as analysize and apply appropriately.

Student partially synthesizes advanced professional business and management knowledge, as well as analysize and apply limitedly.

Student is unable to synthesize, analysize and apply advanced professional business and management knowledge.

Learning goal BStudents possess the research and analysis ability in business management

學生具備商管領域研究與分析的能力Learning Objectives:

Students will demonstrate using information technology and software. Students will generate solutions and demonstrate problem-solving skills.

Level Criteria


4 3 2 1

Access the Needed Information by using Information Technology

Student accesses information using effective, well-designed search strategies and most appropriate sources, and seeks information beyond school with knowledge and skill.

Student accesses information using a variety of search strategies and some relevant information sources, and seeks information from libraries, electronic data bases, and other resources.

Student accesses information using simple search strategies, retrieves information from limited and similar sources, and seeks information with some assistance.

Student accesses information randomly, retrieves information that lacks relevance and quality, consistently requires help in finding information.

Existing Knowledge, Research, and/or Views

Student is able to synthesize in-depth information from relevant sources representing various points of view/approaches.

Student is able to present in-depth information from relevant sources representing various points of view/approaches.

Student is able to present information from relevant sources representing limited points of view/approaches.

Student is able to present information from irrelevant sources representing limited points of view/approaches.

Analysis Student is able to organize and synthesize evidence to reveal insightful patterns, differences, or similarities related to focus.

Student is able to organize evidence to reveal important patterns, differences, or similarities related to focus.

Student is able to organize evidence, but the organization is not effective in revealing important patterns, differences, or similarities related to focus.

Student is able to list evidence, but it is not organized and/or is unrelated to focus.

Learning goal CStudents possess domain knowledge in planning and decision-making skills

學生具備應用專業知識規劃與決策的能力Learning Objectives:

Students will apply professional knowledge in decision making process. Students will develop effective leadership skills.

Level Criteria


Identifying problems students have great ability to identify problems clearly

students have good ability to identify problems properly

students have fair ability to identify problems partially

students have difficulty in identifying problems

Problem evaluation ability

students are able to employ the obtained knowledge to evaluate and solve the problem thoroughly

students are able to use the gained knowledge to weigh the problem and provide appropriate solutions

students are able to apply the very limited knowledge in evaluating problems and problem solving ideas

students are only able to provide rough solutions

Problem-solving ability students are good at applying learned knowledge in processing and solving problems

students are capable of applying acquired knowledge in problem solving process

students can only use the limited ability to solve the problem

students can not target at the problem and provide possible solutions

Applying professional knowledge in decision making process

students can apply professional knowledge with various angles and consider different dimensions in decision making process

students can use professional knowledge in decision making process appropriately

students can only use the limited ability to solve the problem

students can not target at the problem and provide possible solutions

Learning goal DStudents possess communication ability in professional field

學生具備參與專業領域交流活動的能力Learning Objectives:



Level Criteria


Purpose of writing

As a writer student can clearly express the main idea to the reader

As a writer student can properly convey the main point of the writing

As a writer student can roughly deliver the message to the reader

As a writer student can not engage the reader in the writing content

Writing structure

For student, the writing has organized structure with excellent logic to convince the reader

For student, the writing has complete structure with good logic to convey the message to the reader

For student, the writing has basic structure to express writers’ thoughts to the reader

For student, the writing can only deliver very little message to the reader

Writing criterion

Students have 100% proper format and punctuation




Presentation style

Students have excellent opening, sequencing, pacing and closure

Students have clear opening, sequencing, pacing and closure

Students have fair opening, sequencing, pacing and closure

Students have poor opening, sequencing, pacing and closure

Presentation skill

Students make the whole presentation is right on target. Impress the audience.

Students make the delivered message is clear and correct

Students make the delivered message is understandable

Students make the delivered message is vague


Learning Goal A: Students possess professional knowledge in business management at a high-level. 學生具備高階商管專業知識

Learning Objectives: Students are able to demonstrate comprehension of advanced theory of

statistics, business and management. Students are able to analyze and apply advanced statistics, business and

management knowledge.Learning Goal B: Students possess the capability for quantitative research and

innovation.學生具備量化研究創新能力

Learning Objectives: Students are able to explain information presented in quantitative form. Students are able to describe assumptions and provide rationale for why each

assumption is appropriate.Learning Goal C: Students possess global academic vision. 學生具備國際學術視野

Learning Objectives: Students are able to participate in academic conferences and communicate with

participants. Students are able to grasp the international trend of thinking on some specific

issues.Learning Goal D: Students posses the ability to integrate research resources by

using information technology. 學生具備使用資訊科技以整合研究資源之能力Learning Objectives:

Students are able to communicate with other disciplines and organize research sources.

Students are able to use relevant software and demonstrate problem solving skills.

Doctoral Degree Learning Goals/Objectives (Ph.D. in Economics and Ph.D. in Statistics) 經濟博士班 /統計博士班

Learning goal AStudents possess professional knowledge in business management at a high-

level學生具備高階商管專業知識

Learning Objectives: Students are able to demonstrate comprehension of advanced theory of

statistics, business and management. Students are able to analyze and apply advanced statistics, business and

management knowledge.

Level Criteria


4 3 2 1






Analysis/Application for advanced professional knowledge of business and management

Student is able to analysize and apply advanced professional business and management knowledge in depth and clarity.

Student is able to analysize and apply advanced professional business and management knowledge appropriately.

Student is able to analysize and apply advanced professional business and management knowledge limitedly.

Student is unable to analysize and apply advanced professional business and management knowledge.

Learning goal BStudents posses the capability for quantitative research and innovation

學生具備量化研究創新能力Learning Objectives:

Students are able to explain information presented in quantitative form. Students are able to describe assumptions and provide rationale for why

each assumption is appropriate.

Level Criteria


4 3 2 1

Interpretational Ability on Quantitative Data

Student provides accurate explanations of information presented in quantitative form and makes insightful inferences based on that information in a way that contributes to a further and deeper understanding.

Student provides accurate explanations of information presented in quantitative form

Student provides inaccurate explanations of information presented in quantitative form.

Student does not provide explanations of information presented in quantitative form.

Quantitative Assumptions, Calculation and Reasoning

Student explicitly describes assumptions and provides rationale for why each assumption is appropriate.Performs accurate calculations which are sufficiently comprehensive to solve the problem.

Student somewhat explicitly describes assumptions and provides rationale for why each assumption is appropriate.Performs mostly accurate calculations which are sufficiently comprehensive to solve the problem.

Student vaguely describe assumptions and provides rationale for why Performs inaccurate calculations and reasoning which are insufficiently comprehensive to solve the problem.

Student does not explicitly describe assumptions and provides rationale for why each assumption is appropriate.Does not perform calculations and reasoning.

Learning goal CStudents posses global academic vision

學生具備國際學術視野Learning Objectives:

Students are able to participate in academic conferences and communicate with participants.

Students are able to grasp the international trend of thinking on some specific issues.

Level Criteria


4 3 2 1

The Ability to Capture the International trend of thinking on Specific Issues.

Student can fully capture the international trend of thinking on specific issues.

Student can well capture the international trend of thinking on specific issues.

Student can somewhat capture the international trend of thinking ona specific issues.

Student have difficulties in capturing the international trend of thinking on specific issues.

The Ability to Communicate in Academic Conferences.

Student has ever participated in academic conferences and presented papers many times.

Student has ever participated in an academic conference and presented a paper.

Student has ever participated in an academic conference and communicated with participants.

Student has not participated in any academic conference in any form.

Learning goal DStudents posses the ability to integrate research resources by using

information technology學生具備使用資訊科技以整合研究資源之能力

Learning Objectives: Students are able to communicate with other disciplines and organize

research sources. Students are able to use relevant software and demonstrate problem

solving skills.

Level Criteria


4 3 2 1

Access the Needed Research Resources by using Information Technology

Student has accesses research sources using effective, well-designed search strategies and most appropriate information technology.

Student has Accesses research sources using variety of search strategies and some relevant information technology.

Student has Accesses research sources using simple search strategies, retrieves sources from limited information technology.

Student has Accesses research sources randomly, retrieves sources that lacks relevance and quality.

Use of Software Tools and Application

Student has excellent skills at using statistical package and some relevant softwares.

Student is able to use advanced functions of statistical package and some relevant softwares easily.

Student is able to use statistical package and some relevant softwares.

Student has difficulty to use statistical package and some relevant softwares.

Use Research Resources to Accomplish a Specific Research Purpose

Student communicates, organizes and synthesizes research sources to fully achieve a specific purpose, with clarity and depth.

Student communicates, organizes and synthesizes research. Intended purpose is achieved.

Student communicates and organizes research sources. The research sources are not yet synthesized, so the intended purpose is not fully achieved.

Student communicates and organizes research sources is fragmented and/or used inappropriately (misquoted, taken out of context, or incorrectly paraphrased, etc.), so the intended purpose is not achieved.

Important Notification for students during AACSB on-site visit

1.Familiar with the mission of COB/COF

2.Familiar with learning goals

3.Familiar with the specific learning goal/criteria of the course taken

4 Familiar with the assistance provided to students, including academic assistance and advising, career advising, consultation in the counseling center, guidance of college life from Student Affairs, etc.

5.Familiar with student activities held by school/program.

6.Familiar with the school motto and teachers’ code of conduct with high level of integrity.

7.Be courteous and with good behavior.

Thanks forYour

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