Materials linked from the May 3, 2013 Curriculum Council agenda. MOUforNewOnlineProgram
Development:MasterofBusiness
Administration,ExecutiveLeadership
Track
OSU Extended Campus welcomes this opportunity to make this graduate program
available to an off-campus audience. This degree will be an important addition to OSU
online programs.
Upon signing of this agreement, Ecampus will initiate the review process required by the
Faculty Senate’s Curriculum Council in order to gain approval to offer the program via
Ecampus. In addition to copies of this MOU and the College of Business’ program
proposal, the Curriculum Council requires a written description of the program’s
assessment plan. Note that Ecampus can offer and promote the ELMBA only after the
Curriculum Council has this documentation and approved the program for delivery
through Ecampus, and additionally, once the necessary Admissions and Registrar
administrative components are in place. These components include the addition of
Banner coding to signify that all coursework needed to complete the ELMBA is offered
through Ecampus; to delineate courses that are associated with the Ecampus program
offerings, thus allowing for appropriate billing of differential tuition; and updating the
OSU Catalog to signify that the ELMBA can be completed through Ecampus course
offerings.
The College of Business has provided a copy of the program’s assessment plan for
Curriculum Council’s review.
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ProgramPersonnel
Development Coordination
The College of Business, hereafter referred to as “the College,” agrees to assign a 0.25 FTE year-round
(12 month) program coordinator to serve as the main contact person to coordinate development of the
MBA, Executive Leadership Track degree program with Ecampus, and to help address any issues that
may arise. Marketing decisions and coordination will be made with College of Business, Director of
Marketing.
In general, the program coordinator acts as the main point of contact between the College and Ecampus
personnel (course development, learner services, etc.). Program coordinator responsibilities include:
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
Program Development
o Create course development plan and schedule
o Identify course developers
o Ensure the program is developed according to the agreed upon timeline
o Act as liaison between Ecampus and College when needed
o Act as liaison for any courses from outside Colleges if needed
o Attend Ecampus orientation for new staff
o Course Development
 Ensure courses are developed according to the agreed upon timeline
o Ongoing
 Identify instructor/TA course development/facilitation training needs, coordinating
with Ecampus to plan and schedule training
 Attend meetings as needed with Ecampus
Marketing
o Program coordinator and College of Business Director of Marketing will meet with the
Ecampus marketing team pre-program launch to create an annual marketing plan drafted
by Ecampus.
o During this pre-program launch time, the College will identify key marketing audiences,
enrollment goals, and keywords for website optimization with search engines (SEO).
This will be done in coordination with COB Director of Marketing, who will get approvals
from the MBA team.
The foundation of Ecampus marketing rests on a “microsite” hosted on the Ecampus website, which will
specifically promote the hybrid MBA. Prior to this site going live, the COB Director of Marketing and the
program coordinator will ensure that the following is listed on this microsite: clear one-year path of course
offerings, e.g., consistent day(s), time and location of classes known in advance. Additionally, type of
admissions options will be articulated, e.g., rolling, cohort, non-degree.
Per the COB, classes offered during the 2013-14 academic year will continue to be scheduled during
weeknights; however, weekend scheduling will be explored after this timeframe. The marketing plan
agreed upon by both Ecampus and COB marketing will determine how unique URLs are used to
advertise this program externally.
o
o
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Hybrid course offerings will entail up to four site-based sessions per course each term.
The site based component will be held weeknights (typically Thursday evenings), 6:009:00 p.m., at a location on the OHSU campus. Scheduling of the site-based component
of hybrid courses is subject to change. The COB will inform Ecampus and students of
future course offerings six months in advance of the academic term.
COB Director of Marketing and program coordinator will provide ongoing review of
marketing materials from the plan, including program website creation, program flyer,
ads, press releases, follow-up communication plan with prospects, etc.
Position funding is described below.
Advising – Prospects and Students
The College also agrees to assign an academic program advisor (0.25 FTE), whose responsibilities will
include the following:
 New student recruitment
o Ecampus, through its CRM will host the intake of prospects interested in the hybrid
MBA. Ecampus will report out on these numbers weekly to the COB advisor.
o The advisor, COB marketing team and Ecampus marketing team will decide on the
appropriate communication plan and points of contact with prospects, much of which will
be automated through email in the Ecampus CRM.
o Points of high touch with prospects, e.g., phone calls, from the advisor or Ecampus staff
will be logged into the CRM by the Ecampus or COB staff making the initial contact.
o Routine reporting by the advisor regarding prospective students, and any anticipated
conversion to admitted student status will be key in meeting enrollment goals for this
program.
o Ecampus marketing and enrollment services staff and COB marketing and advisor will
meet at least quarterly to discuss the communication plan and follow-up efforts with
prospects.
 Admitted student support
o Advising degree seeking distance students in this new online program;
o Coordinating with Extended Campus to ensure advising-related content is correct and upto-date in Ecampus publications and website;
o Assisting with pre-admission advising where appropriate;
o Participate in the annual Ecampus program check-in meetings; and
o Participate in annual program ‘check-in’ meetings to discuss the program’s progress,
student support issues if any, and course development/delivery issues if any.
 Academic Program Advisor: The COB will hire a .25 FTE program advisor. Ecampus requests
inclusion on the position search committee.
Position funding is described below.
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Development Scheduling
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Student Enrollment: Students may enroll as distance degree seeking students in this program
effective fall term, 2013.
Course Development: Course development will start spring term, 2013, and will be completed
by spring term, 2015. Course development will progress according to the development
planning chart, (see Appendix A). Ecampus recommends developing new courses over a
period of two terms. Course materials are due six weeks in advance of the initial term offering.
Schedule Adjustments: Adjustments to the development plan need to be submitted to Ecampus
in writing. If a development plan adjustment is requested, an amended development planning
chart should also be submitted. (See Appendix A)
Training Schedule: Course developers new to online course development or new to OSU will
participate in the Developing an Online Course workshop offered by Ecampus. This workshop is
offered online every term and is asynchronous. Participants will be introduced to Ecampus
services, procedures, and policies; best practices in online course design and facilitation; online
content resources; and tools within and outside of the learning management system. Ecampus
recommends that course developers participate in this workshop at least two terms prior to first
delivering the course.
Course Development
The College will develop 19 course(s) for online/hybrid delivery through Extended Campus including
 15 Executive Leadership MBA track courses and four foundation knowledge courses required for
students without prior college level business coursework. When development is complete, the
College must give approval for on-going offerings of each course in order to accommodate
student demand for the course and timely progress towards degree completion, and to allow
Ecampus to recoup development costs.
 The sequence and timing of course design, development, and offering are delineated in the
Development Plan below. (See Appendix A.) The course development plan included in this
proposal is only a tentative schedule. The COB intends to offer two new online/hybrid courses
each quarter until all 19 ELMBA program courses are available in online/hybrid format. The year
and quarter in which a particular course is developed and offered, as well as the faculty member
assigned to development and delivery will depend on student need and faculty availability as
determined by the COB Dean.
 Any changes to the course development plan schedule after the signing of this MOU will be upon
written agreement between Ecampus and the COB. For changes in the staffing of course
development and delivery, the COB will simply inform Ecampus in writing—i.e., Ecampus does
not need to approve COB staffing changes.
 All courses must have full curricular approval and be posted to OSU General Catalog and entered
into Banner before they can be offered for online delivery.
All courses making up the distance degree will be focused on outcome-based learning and aligned with
the accrediting standards for learning outcomes established by the OSU Office of Academic Programs,
Assessment and Accreditation. Preliminary syllabi for each of the courses are to be submitted to
Ecampus prior to course development. (syllabus templates are available.)
All courses in the proposed program will be developed in accordance with the Association to Advance
Collegiate Schools of Business (AACSB) standards and using the best practices framework for
instructional design for distance education courses and programs, aligned with OSU and national
standards for distance education courses and programs, employing the Blackboard course management
system. (Sample best practice courses are available for review.)
Whereas the COB will have final say in course content, the COB will work in partnership with Ecampus to
ensure use of best practices in online pedagogy and attainment of learning objectives.
Appendix B, Ecampus Essentials, and Appendix C, Overview of Best Practices for Online Course Design,
elaborate on these best practices. In order to be deemed complete and to receive development funding,
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courses will need to demonstrate the items in Appendix B, Ecampus Essentials. Exceptions must be
approved by the Director of Course Development and Training, Shannon Riggs. The Ecampus Course
Development Team strongly recommends the practices outlined in Appendix C.
Each Course Developer will be assigned to work with an Instructional Designer from Ecampus. The
Course Developers will engage in continued collaboration with the Instructional Design Team from project
inception and will ensure course completion and approval of the course at least 6 weeks prior to the initial
term start. Completion status of the course is determined by the Senior Instructional Designer and the
Extended Campus Director of Course Development and Training (CDT) in consultation with the College
designee. Courses will be reviewed by designee(s) from the College and Ecampus upon completion and
approval prior to initial course offering.
If the course materials are not received at least 6 weeks prior to the start of initial term, the CDT Director
or Senior Instructional Designer will consult with the College concerning advisability of course
cancellation.
To help ensure courses high quality and meet best practices for online/hybrid delivery, Ecampus will
provide (at no project cost) course development and production support including: instructional design
with best practices covering accessibility and copyright, project management, media development,
Blackboard course development, training, marketing, and on-going student and instructor support.
Use of Course and Materials
The Course Developers will have control of the substantive and intellectual content of materials subject to
review and approval of the College. Course Developers shall receive credit as a named author or a
principal developer of the course. The College may add additional authors in accordance with their
contribution to the course and as determined by the Course Developers. Course Developers have the
right to remove his or her name from the course at any time, in coordination with the College and
Extended Campus. The College can appoint others to teach the courses. Consistent with the rules of the
State Board of Higher Education, the Board owns the course and materials and OSU shall have the
exclusive right to offer the course, whether through internet, video transmission, IP Video, interactive TV,
or by other means, to any student at any location.
Link to the Oregon University System policies relating to intellectual property:
http://arcweb.sos.state.or.us/pages/rules/oars_500/oar_580/580_043.html
Course Content: Course content developed for Ecampus online/hybrid course delivery may be used by
COB faculty in association with campus-based courses offered by the COB. This includes, but is not
limited to: videos, readings, assignments, learning activities, video recordings of guest speakers and all
other course content deemed appropriate by COB faculty.
End of Project Report
Please submit a final report after completion of the project to include:
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Description of the development process,
Two-year schedule for continued course and program delivery,
Student feedback on their experience taking the courses,
Data on course evaluation,
Faculty response to the development activity,
Final expense report,
Plans for program sustainability.
After submission and acceptance of the final report, the Ecampus review team will verify that all program
components are in place upon which time the remaining funds will be released.
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Additional Agreements and Understandings:
Differential Tuition: The COB has received permission from the Provost to charge differential tuition for
Ecampus offerings. At this time an 80/10/10 distribution is applicable, however, this arrangement will be
reviewed by the Provost Council later this academic year (2012-2013).
Tuition and Distance Education Fee Waivers for OHSU Pharmacy Students: Up to 12 PharmD/MBA
students per foundation course Ecampus offering (i.e., BA 514; BA 515 and BA 516 only) will receive
tuition and distance education fee waivers. This policy will be reevaluated after the first year.
Process:
(1) The College of Business (currently Jim Coakley) will work with the College of Pharmacy (currently
Paige Clark) to determine which OSU/OHSU Pharmacy students will receive these waivers.
(2) The College of Business will send the names of these students to Ecampus (currently Alfonso
Bradoch) and the Student Accounts Office (currently George Windom).
(3) The Student Accounts Office will then handle billing of these students to ensure that these students
are not billed for tuition or distance education fees for these courses.
(4) The College of Business and the College of Pharmacy will also communicate directly with these
students to keep them informed.
(5) The MBA Team will act as point of referral for students with questions/concerns regarding the
policy/process for accommodating OHSU Pharmacy students in the ELMBA.
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Appendix A: Development Plan (updated April 26, 2013)
O
D
D
P
O
O
D
P
D
O
D
P
D
D
P
O
D
O
P
D
O
P
D
O
P
D
O
P
O
O
P
P
D
D
P
O
O
x
x
x
x
x
x
x
x
x
O
P
P
Ecampus
O
Spring 2015
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P
P
D
Corvallis Campus
Key: P = Plan, D = Develop, O = Offer
O
Fall 2014
3
3
3
3
3
15
D
P
Winter 2015
Erik Larson
Erik Larson
Erik Larson
Erik Larson
Erik Larson
ELMBA Track (Online/Hybrid)
BA 5X1 MANAGING FOR ETHICS, COMPLIANCE, AND SOCIAL RESPONSIBILITY Keith Leavitt
BA 5X2 MANAGING HUMAN CAPITAL Michele Swift
BA 5X4 THE ART AND SCIENCE OF NEGOTIATING David Baldridge
BA 5X5 EXECUTIVE LEADERSHIP INTEGRATIVE CAPSTONE COURSE Erik Larson
BA 5X6 EXECUTIVE LEADERSHIP CAPSTONE PROJECT SEMINAR Erik Larson
P
Spring 2014
3
3
3
3
3
3
3
3
3
3
30
D
Summer 2014
Roger Graham
Ping‐Hung Hsieh
Ray Brooks
Erik Larson
Ping‐Hung Hsieh
Ping‐Hung Hsieh
Erik Larson
Bobby Garrett
Rene Reitsma
Hal Koenig
O
Winter 2014
KC Lin
Nancy King
John Becker‐Blease
David Baldridge
Ping‐Hung Hsieh
Zhaohui Wu
Lacey McNeely
Todd Moss
VT Raja
Amy Huff
D
O
P
Fall 2013
MBA Core (Online/Hybrid)
BA 528 FINANCIAL AND COST ANALYSIS
BA 533 BUSINESS LAW FOR MANAGERS
BA 540 CORPORATE FINANCE
BA 550 ORGANIZATION MANAGEMENT
BA 555 PRACTICAL BUSINESS ANALYSIS
BA 561 SUPPLY CHAIN MANAGEMENT
BA 562 MANAGING PROJECTS
BA 569 ADVANCED STRATEGIC MANAGEMENT
BA 572 ADVANCED INFORMATION SYSTEMS
BA 590 NEW PRODUCT DEVELOPMENT
P
D
Spring 2013
3
4
4
4
15
Summer 2013
Ping‐Hung Hsieh
Ping‐Hung Hsieh
Roger G & Ray B
Erik L & Hal K
Fall 2012 John Hasbrook
Randal Smith
John Mentler
Mark Elton
Winter 2013 Credit Hours
Discipline Directors
Course Developers
Course
MBA Foundation (100 percent online)
BA 513 THE ESSENCE OF BUSINESS‐‐BUSINESS LEGAL ENVIRONMENT
BA 514 THE ESSENCE OF BUSINESS‐SUSTAINABLE BUSINESS OPERATIONS
BA 515 THE ESSENCE OF BUSINESS‐‐ACCOUNTING AND FINANCE
BA 516 THE ESSENCE OF BUSINESS‐‐MANAGEMENT AND MARKETING
D
x
x
x
x
x
x
x
x
O
Appendix B: Ecampus Essentials
The course-design rudiments listed below are considered “Ecampus Essentials.” In order for a
course development to be deemed complete and funding processed, these requirements need
to be met. (In rare cases where an exception may be warranted, the course developer should
consult with the Senior Instructional Designer.)
1. Faculty developers work in collaboration with Ecampus personnel and must meet
agreed-upon course development deadlines.
2. All OSU-required syllabus and course schedule information is present, including special
curricular instructions for Bacc Core, WIC, and DPD. (Note that Bacc core courses must
use the prescribed course outcomes.)
3. Outcomes, course content, learning activities, and assessments are aligned in terms of
content and cognitive level.
4. Courses are organized with student-centered navigation, using a units/themes/week-byweek folder structure (as opposed to lengthy menus or a mass collection of files without
a discernible organization).
5. Three forms of interaction are present, in some form, in the course:
a. Student/content (such as discussion board, readings, video, research projects)
b. Student/instructor (such as discussion board, response to assignments, inclusion
of a general discussion forum the instructor will facilitate)
c. Student/student (such as discussion board, group projects, peer reviewed
assignments, blogs)
6. Appropriate tools are used for their intended purposes (for example: assignment tool for
homework rather than having students emailing assignments, grade center for
communicating grades). Tracking assignments and student progress through
Blackboard helps us create an archive of the class once it is over, which we can
reference in case of a clerical error on a student transcript or a grade challenge.
Tracking assignments and student progress through Blackboard also helps Financial Aid
determine if a student has been “present” in an online class.
7. Copyright permissions for any borrowed images, textual content, film, or other source
materials have been requested (course developers provide publication information;
Ecampus processes requests).
8. Audio and visual quality must be clear for all multimedia, and multimedia should be
presented for an audience of online students.
9. Course content is posted in accessible format (such as a PDF file with document tags, or
PowerPoint presentations with sufficient contrast between the background and text).
10. Information about learner support is provided, such as the Important Links page present
in most Ecampus courses (http://oregonstate.edu/instruct/dce/importantlinks.html).
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Appendix C: Overview of Best Practices for Online Course Design
This chart provides an overview of best practices for online course design and is based upon the Quality Matters Rubric.
General Standard
Course Overview and
Introduction
(Navigation)
Learning Objectives
Detailed Standards
 Course opens to announcement area
 Menu buttons kept to a minimum, unused buttons deleted
 Course structured into intuitive sections (weeks, units, etc.), with all materials for
each section housed within that section
 Avoid folders-within-folders and other confusing navigational structures
 All OSU-required syllabus information is present (instructor’s name, OSU email
address, contact information, grading policies, etc.)
 A course schedule with due dates is provided (within the syllabus or as a separate
document)
 Syllabus also includes information for online students, such as netiquette
requirements and technical support info
 Required special curricular instructions are provided for Bacc Core, WIC, and DPD
courses
 Course outcomes are measurable and observable (avoiding ambiguous verbs such
as “understand,” or “comprehend”)
 Course outcomes are equivalent to on-campus offerings of the same course
 Weekly learning objectives or a weekly introduction is provided
Assessment and
Measurement
 Grading policies are stated clearly (such as stating grading criteria or supplying a
rubric)
 Assessments (assignments, exams, projects, discussions, etc.) are aligned with
course outcomes in content and cognitive level
 All assessments are collected within Blackboard
 If proctored exams are desired, proctoring requirements are established with the
testing coordinator
Instructional Materials
 Instructional materials are in alignment with the course outcomes
 Instructional materials are appropriately cited
 Copyright permissions for any borrowed images, textual content, film, or other
source materials have been requested; in cases where permissions are denied or
when fees are not feasible, the source materials in question are removed
 Instructional materials are presented in formats demonstrating best practices for
distance education
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Why it’s important
Clear navigation and
overview/introductory materials
help students find what they need,
reducing frustration, and they help
students avoid missing important
instructions or assignments.
Learning outcomes are the
roadmap for the course. Clear
outcomes tell us exactly what
should be covered and at which
depth.
Clear expectations help students
succeed. Assessments should be
aligned with outcomes to ensure
that outcomes are being met.
Collection within Blackboard is
important for record-keeping and
financial aid purposes.
Instructional materials should
prepare students for assessments.
Copyright laws must be followed.
Research shows that adherence to
best practices for presenting
o
o
o
o
o
Learner Interaction and
Engagement
Course Technology
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Learner Support
Accessibility
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Appeal to various learning styles (readings, audio, visual, multimedia, etc.)
Lecture content is brief (<20 mins.)
No recordings of on-campus lectures
Audio and visual quality must be clear for all multimedia
Lectures are not required; it is fine to use existing materials such as links to
open education resources, readings, activities, etc.
Learning activities are aligned with course outcomes
Opportunities for active learning are provided
The instructor’s response times for communications and grading are clearly stated
Three forms of interaction are present in the course:
o Student/content (such as discussion board, readings, video, research
projects)
o Student/instructor (such as discussion board, response to
assignments, inclusion of a general discussion forum the instructor will
facilitate)
o Student/student (such as discussion board, group projects, peer
reviewed assignments, blogs)
Appropriate tools are used for their intended purpose (assignment tool for
homework, exam tool for exams, rather than having students email assignments, for
example)
Tools outside of Bb are used in ways that comply with FERPA regulations and
student completion of work is logged within Bb
Grades are communicated to students using the Bb grading center
Hidden and duplicate columns are deleted from the grade center
Links to outside resources are functional
The Important Links page is included in the Course Information area
(http://oregonstate.edu/instruct/dce/importantlinks.html)
Library course guides are used, when appropriate to the course
Menu buttons are used (not links), simple color scheme
Visuals, such as PowerPoint presentations, contain sufficient contrast from
background color to foreground text
Documents are posted in accessible format (such as a PDF file with document
structure tags)
instructional materials helps
students learn more effectively.
Materials for online classes should
be created for the audience of
online students. Online students
feel at a disadvantage when they
are merely given recordings of oncampus activities or lectures.
Research shows that active
learning opportunities, as well as
the three forms of interaction, are
effective in online classes and for
adult students.
Response times help create a
structure of interaction.
FERPA adherence is required by
law. Tracking student participation
and progress within Blackboard
helps us keep records and helps
the financial aid office determine
eligibility.
Online students pay for access to
student services.
Providing accessible content is
required by law.
Appendix D: MBA – Executive Leadership Track Assessment Plan
Program Goals and Objectives
The learning goals (MBA-LG) and objectives (MBA-LO) of the MBA program are presented
below under the appropriate OSU Graduate Learning Outcome.1 All students that complete the
MBA – Executive Leadership (EL) track are expected to have met the MBA learning goals and
objectives as well as the goals and objectives that are specific to this track. The goals/objectives
that are specific to the EL track are noted explicitly below using the EL designator.
OSU Learning Outcome (a). Conduct research or produce some other form of creative work.
MBA - LG1. Integrative experience and experiential learning.
MBA - LO1a. Formulate an integrative business project through the application of
multidisciplinary knowledge.
MBA – LG4. Strategic and innovative thinking skills to enable effective decision-making and problem
solving.
MBA – LO4a. Develop skills to generate novel and value-creating products, processes, or
organizational forms.
MBA – LO4b. Identify problems, define objectives collect and analyze information, evaluate risks
and alternatives, and leverage technology to enable qualitative and quantitative methods to solve
problems.
MBA – LO4c. Assess environment and opportunities; align business activities and develop and
implement strategic change in complex and uncertain conditions.
OSU Learning Outcome (b). Demonstrate mastery of subject material.
MBA – LG5. Effective oral, written, and presentation communication skills.
MBA – LO5a. Prepare logically constructed and relevant oral and written arguments and
information.
MBA – LO5b. Demonstrate professional interaction and communication skills.
MBA- LG 6. Team participation and leadership.
MBA – LO6a. Participate in producing positive team objectives.
MBA – LO6b. Describe and apply appropriate influence tactics.
MBA – LO6c. Describe best practices for effective leadership and demonstrate the ability to lead
in organizational situations.
1
The College of Business faculty approved the current set of program learning goals during the Fall 2012 term. 11 | P a g e
MBA – LG7. Functional business knowledge of marketing, operations, information technology, finance,
accounting, statistics, and quantitative analysis.
MBA – LO7a. Analyze and apply accounting information to facilitate strategic decision making.
MBA – LO7b. Employ financial decision models to select appropriate projects for a business
enterprise and manage firm growth through strategies such as mergers, acquisitions, international
expansion, and new venture development.
MBA – LO7c. Discuss and analyze how value is created through the integrated production and
distribution of goods, services, and information.
MBA – LO7d. Use statistical and management science tools to support organizational decision
making.
MBA – LO7e. Recognize the role of and utilize information technologies as they influence the
structure and processes of organizations and economies, and as they influence the roles and
techniques of management.
MBA – LO7f. Explain core marketing concepts and effectively communicate and apply the ideas,
strategies, and tactics that result from them.
EL – LG1. Prepare students for executive leadership roles.
EL – LO1a. Understand, analyze, and apply ethics frameworks to facilitate corporate social
responsibility and ethical decision making.
EL – LO1b. Understand, analyze, and apply human resource management information to facilitate
executive level strategic decision making.
EL – LO1c. Understand, analyze, and apply classical and modern leadership theories and
techniques to facilitate leadership effectiveness.
EL – LO1d. Understand, analyze and apply negotiation techniques toward attainment of
organizational objectives.
OSU Learning Outcome (c). Be able to conduct scholarly or professional activities in an ethical manner.
MBA – LG2. Social, legal, and ethical responsibilities of organizations and society
MBA – LO2a: Analyze the impact of decisions and actions on stakeholders including
interpersonal, societal, environmental, and organizational considerations.
MBA – LO2b. Apply appropriate frameworks for evaluating and creating effective organizational
responses to diversity.
MBA – LO2c. Demonstrate awareness of economic, environmental, political, ethical, legal, and
regulatory contexts of global business practice.
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MBA – LG3. Effect of global environment on business
MBA – LO3a. Employ effective cross-cultural communication.
MBA – LO3b. Demonstrate ability to manage in circumstances where business practices and
social conventions are different than those in the graduate’s native country.
MBA – LO3c. Demonstrate awareness of commonalities among international business activities
and customs.
Assessment of Objectives
The majority of the program/track learning objectives will be assessed using course-embedded
measures. These include exam questions, case analyses, class discussion, class projects and
presentations. Appendix 1 provides a mapping of the program/track learning objectives to
specific courses in which the objective will be assessed. Each program/track objective will be
assessed at least once every two years. The ‘off’ assessment year will allow the course/discipline
coordinator to analyze the data from the previous assessment and implement changes to
coverage, delivery, etc. if it was deemed necessary. The subsequent assessment will allow us to
‘close the loop’, or evaluate the impact of changes implemented related to the objective. If no
changes were made, this second assessment will allow us to continue to monitor whether
students are achieving the learning objective. Note that given the integrative nature of the
program, coverage of a particular learning objective may take place in multiple courses or across
courses.
Every course coordinator whose course is included in the mapping will be expected to complete
the learning objectives template in Appendix 2 for each program/track learning objective that the
course is responsible for assessing.2
In addition to the direct, course-embedded measures, the College collects indirect assessment
data through surveys and job placement information. The College does an annual exit survey of
MBA students in which we assess satisfaction and value of the program. The College also
collects post-graduation information to evaluate the success of MBA students in finding jobs.
2
Assessment data for BA 540, BA 550 and BA 572 will be collected during the Spring 2013 term. 13 | P a g e
Appendix 1. Assessment Mapping of MBA Program and Executive Leadership Track Learning Objectives
MBA – LG1. Integrative Experience and Experiential Learning
MBA-LO1a. Formulate an integrative business project through the application of multidisciplinary knowledge.
MBA – LG2. Social, Legal, and Ethical Responsibilities of Organizations and Society
MBA-LO2a. Analyze the impact of decisions and actions on stakeholders including interpersonal, societal, environmental,
and organizational considerations.
MBA-LO2b. Apply appropriate frameworks for evaluating and creating effective organizational responses to diversity.
MBA-LO2c. Demonstrate awareness of economic, environmental, political, ethical, legal, and regulatory contexts of
global business practice.
MBA – LG3. Effect of Global Environment on Business
MBA – LO3a. Employ effective cross-cultural communication.
MBA – LO3b. Demonstrate ability to manage in circumstances where business practices and social conventions are
different than those in the graduate’s native country.
MBA – LO3c. Demonstrate awareness of commonalities among international business activities and customs.
MBA – LG4. Strategic and Innovative Thinking Skills to Enable Effective Decision-Making and Problem Solving
MBA – LO4a. Develop skills to generate novel and value-creating products, processes, or organizational forms.
MBA - LO4b. Identify problems, define objectives collect and analyze information, evaluate risks and alternatives, and
leverage technology to enable qualitative and quantitative methods to solve problems.
MBA - LO4c. Assess environment and opportunities; align business activities and develop and implement strategic change
in complex and uncertain conditions.
MBA - LG5. Effective Oral, Written, and Presentation Communication Skills
MBA- LO5a. Prepare logically constructed and relevant oral and written arguments and information.
MBA - LO5b. Demonstrate professional interaction and communication skills.
MBA - LG6. Team Participation and Leadership
MBA - LO6a. Participate in producing positive team objectives.
MBA - LO6b. Describe and apply appropriate influence tactics.
MBA - LO6c. Describe best practices for effective leadership and demonstrate the ability to lead in organizational
situations.
MBA - LG7. Functional Business Knowledge of Marketing, Operations, Information Technology, Finance,
Accounting, Statistics, and Quantitative Analysis
MBA - LO7a. Analyze and apply accounting information to facilitate strategic decision making.
MBA - LO7b. Employ financial decision models to select appropriate projects for a business enterprise and manage firm
growth through strategies such as mergers, acquisitions, international expansion, and new venture development.
MBA - LO7c. Discuss and analyze how value is created through the integrated production and distribution of goods,
services, and information.
MBA - LO7d. Use statistical and management science tools to support organizational decision making.
MBA - LO7e. Recognize the role of and utilize information technologies as they influence the structure and processes of
organizations and economies, and as they influence the roles and techniques of management.
MBA - LO7f. Explain core marketing concepts and effectively communicate and apply the ideas, strategies, and tactics
that result from them.
EL – LG1. Prepare students for executive leadership roles
EL – LO1a. Understand, analyze, and apply ethics frameworks to facilitate corporate social responsibility and ethical
decision making.
EL – LO1b. Understand, analyze, and apply human resource management information to facilitate executive level strategic
decision making.
EL – LO1c. Understand, analyze, and apply classical and modern leadership theories and techniques to facilitate leadership
effectiveness.
EL – LO1d. Understand, analyze and apply negotiation techniques toward attainment of organizational objectives.
Note: BA 513, BA 514, BA 515 and BA 516 are foundation knowledge courses required for students without prior college level business coursework. These prerequisite courses, therefore, contribute indirectly rather than directly to program learning objectives. 14 | P a g e
Course
MGMT 575 /
MGMT 576
BA 540
BA 550
BA 540 / BA 533
BA 550
BA 550
BA 540
BA 569
BA 569
BA 572
BA 569
BA 569
BA 550
BA 550
BA 550
BA 528
BA 540
BA 572 / BA 561
BA 555 / BA 562
BA 572
BA 590
MGMT 571
MGMT 572
BA 550
MGMT 574
Appendix 2. Learning Objectives Template
Program Learning Objective and Number.
Term.
(Enter the) Course Learning Outcome. If multiple course learning outcomes are used to satisfy one program Learning Objective, please provide a
separate table for each relevant Course Learning Outcome.
Assessment
(Enter the) Learning Activities.+
Performance.*
Comments.*
Method.+ Be as
Identify Learning Activities Used to Cover Course
Tie back performance to
How have the students done
Learning Outcome. This speaks towards the coverage of
specific as possible.
each assessment method.
overall with respect to this
the learning outcome.
If the assessment is
Also, provide an overall
learning outcome?
not based on
performance assessment for
Examples:
multiple choice
this outcome (%exceeds,
Are there areas of concern that
questions on an
%meets, %below)
need to be addressed?
exam, provide a
 Text, ch. 2.
rubric for
Should the course content or
assessment.
Examples:
preparation (pre-requisites) for
 Baldridge and Mathew (2017) journal article
the course be adjusted?
 85% correct
Examples:
 Midterm Exam,
 76% responded
questions 1-5
satisfactorily
 Beavers Case
Analysis,
 75% achieved a 3 (meets
Questions 1-3
expectation) or greater.
 Term paper , see
attached rubric
Overall Performance
Exceeds Meets Below
*This is to be completed after the term and, if necessary, in conjunction with course or discipline coordinator/program director/assistant dean.
+
To be completed prior to the start of the term.
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