ASSESSMENT REPORT

UAM

SCHOOL OF BUSINESS

2005

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

ASSESSMENT REPORT

UMA

SCHOOL OF BUSINESS

2005

 

 

 

 

 

 

 

 

 

 

 

 

CASAA Guiding Question 1.  Describe how your academic unit’s mission statement and goals flow from and contribute to the University’s mission statement.

 

 

The mission of the University of Arkansas at Monticello is stated as follows:

 

The mission the University of Arkansas at Monticello shares with all universities

is the commitment to search for truth and understanding through scholastic

endeavor. The University seeks to enhance and share knowledge, to preserve and

promote the intellectual content of society, and to educate people for critical

thought. The University provides learning experiences that enable students to

synthesize knowledge, communicate effectively, use knowledge and technology

with intelligence and responsibility, and act creatively within their own and other

cultures.

The University strives for excellence in all its endeavors. Educational opportunities

encompass the liberal arts, basic and applied sciences, selected professions,

and vocational/ technical preparation. These opportunities are founded in a strong

program of general education and are fulfilled through contemporary disciplinary

curricula, certification programs, and vocational/technical education or workforce

training. The University assures opportunities in higher education for both

traditional and non-traditional students and strives to provide an environment that

fosters individual achievement and personal development.

The University of Arkansas at Monticello seeks to fulfill its mission by:

1. Offering quality educational opportunities in the form of master’s, baccalaureate,

and associate degree preparation, as well as certification in a variety of

vocational/technical programs, or workforce training;

2. Offering a well-rounded program of general education designed to broaden

and enrich students’ awareness of the world around them;

3. Providing contemporary curricula which prepare students for careers in

selected fields, for personal development, and for meeting societal needs;

4. Strengthening students’ capabilities as thoughtful contributors to society by

encouraging them to take personal responsibility and seeking the benefits of lifelong

learning;

5. Providing support programs which increase the probability of success for

those students needing additional academic preparation to meet college standards;

6. Assisting students in developing interpersonal skills needed by responsible

and productive members of society;

7. Providing viable programs of public service, continuing education in selected

areas, and cooperative programs with other educational institutions;

8. Promoting research programs which strengthen the institution and contribute

new information to the existing body of knowledge and the extension of

knowledge to serve the public;

9. Providing cultural and aesthetic experiences that will serve to enhance

appreciation of the arts;

10. Maintaining regional and national recognition of the institution and its

academic and technical programs by continuing to meet the standards of accrediting

bodies, available but yet to be achieved; and

11. Preparing students to live and work in a technological and global society.

 

 

The mission of the UAM School of Business is as follows:

 

1. The mission of the School of Business is to serve the undergraduate educational

needs of business students in southeast Arkansas and the region.

2. Teaching and student learning are the highest priorities of a faculty dedicated to effective classroom instruction and advising.

3. The School of Business faculty are also dedicated to providing service to the University, the profession, and the community; and they are actively engaged in scholarship that strengthens classroom instruction and assists the business community and the profession.

4. The School of Business is firmly committed to continuous improvement in all three areas: teaching, service, and scholarship.

5. The programs in Accounting and Business Administration share the common goal of preparing students to participate effectively in the complex business environment of the future.

 

The goals and objectives of the School of Business flow directly from the mission statement of the university as shown in each of the following matches.

 

UAM MISSION 1. Offering quality educational opportunities in the form of master’s, baccalaureate, and associate degree preparation, as well as certification in a variety of

vocational/technical programs, or workforce training;

 

School of Business 1. The mission of the School of Business is to serve the undergraduate educational needs of business students in southeast Arkansas and the region.

 

The School of Business offers undergraduate study at the baccalaureate level awarding the Bachelor of Business Administration (BBA) in either Accounting or Business Administration.

 

UAM MISSION 2.  Offering a well-rounded program of general education designed to broaden and enrich students’ awareness of the world around them;

 

The BBA requires, as part of the degree requirement, the completion of  the general education requirements to broaden and enrich students’ awareness of the world around them.

 

UAM MISSION 3.  Providing contemporary curricula which prepare students for careers in selected fields, for personal development, and for meeting societal needs.

 

School of Business 1  The mission of the School of Business is to serve the undergraduate educational needs of business students in southeast Arkansas and the region.

 

School of Business  5. The programs in Accounting and Business Administration share the common goal of preparing students to participate effectively in the complex business environment of the future

 

The BBA in Accounting and in Business Administration each consist of traditional based curricula in the functional areas of business administration.  These curricula have a time tested value in preparing students for careers in their major areas of study, develop personal habits and traits for future development and meet the needs for industry and society.  The standards of the several accrediting agencies in business education are adhered to in developing changes.  In the past 5 years, several changes have been made to update the then existing curriculum and to bring it in conformity with changing standards of AACSB.  One new course in the Economics of Personal Finance has been added to offer as an elective to business students and as a social science elective in the general education requirements.  This course deals with many simple business concepts applied to personal finance that have proved useful to all students.

 

UAM MISSION 4. Strengthening students’ capabilities as thoughtful contributors to society by encouraging them to take personal responsibility and seeking the benefits of lifelong learning;

 

School of Business 2. Teaching and student learning are the highest priorities of a faculty dedicated to effective classroom instruction and advising.

 

The School of Business tries to impart a sense of personal responsibility by commencing classes on time, requiring homework to be submitted on time, and by advising students of their responsibility in scheduling their classes and their academic workload.

 

Faculty are available during regular office hours (minimum of 10 posted hours per week) and at all preadvising and post-advising periods as well as at significant drop and add days.

 

UAM MISSION 5. Providing support programs which increase the probability of success for those students needing additional academic preparation to meet college standards;

School of Business 2. Teaching and student learning are the highest priorities of a faculty dedicated to effective classroom instruction and advising.

 

The primary source of this portion of UAM’s mission is done by individual faculty members in the classroom and during office hours which the student may or may not choose to avail themselves of during non-classroom time.

 

UAM MISSION 6. Assisting students in developing interpersonal skills needed by responsible and productive members of society;

 

School of Business  students are encouraged to participate in class discussions; some classes require team projects, including team exams; a student lab/lounge is available for student gathering and is equipped with four reconditioned PC’s and one server and one printer; and one business club is available for students to join.  Phi Beta Lambda sponsored an interim trip to Chicago for students desiring an off campus learning experience.  

 

UAM MISSION 7. Providing viable programs of public service, continuing education in selected areas, and cooperative programs with other educational institutions;

 

School of Business 4. The School of Business faculty are also dedicated to providing service to the University, the profession, and the community; and they are actively engaged in scholarship that strengthens classroom instruction and assists the business community and the profession.

 

The School of Business faculty has offered and continues to offer expertise in the areas of business and economic development to the local and area communities.  The Economic Index has been published for southeast Arkansas and is scheduled to publish another update this year.  A faculty member serves on a Cornerstone Coalition committee on business development.

 

UAM MISSION 8. Promoting research programs which strengthen the institution and contribute new information to the existing body of knowledge and the extension of

knowledge to serve the public;

 

School of Business 4. The School of Business faculty are also dedicated to providing service to the University, the profession, and the community; and they are actively engaged in scholarship that strengthens classroom instruction and assists the business community and the profession.

 

 

Faculty members have published and continue to publish in various academic journals in their chosen fields of study.  Various presentations have been made at professional meetings and conferences.

 

 

 

UAM MISSION 9. Providing cultural and aesthetic experiences that will serve to enhance appreciation of the arts;

 

The School of Business  faculty attend such events as are offered by the  performing arts units and by the athletic department.

 

UAM MISSION 10. Maintaining regional and national recognition of the institution and its academic and technical programs by continuing to meet the standards of accrediting

bodies, available but yet to be achieved;

 

School of Business  5. The programs in Accounting and Business Administration share the common goal of preparing students to participate effectively in the complex business environment of the future

 

The School of Business develops in curriculum based upon accrediting standards of the AACSB and the ACBSP, both accrediting bodies in the business discipline.  We will be members of the ACBSP beginning in fall 05.

 

UAM MISSION 11. Preparing students to live and work in a technological and global society.

 

School of Business  5. The programs in Accounting and Business Administration share the common goal of preparing students to participate effectively in the complex business environment of the future

 

Our course content is designed for the purpose of preparing the student for the changes that are inherent in the 21st century.

 

 

 

CASAA Guiding Question 2.  Describe how the major field assessments are based on the mission and goals of the academic unit.

 

The current status of assessment in the School of Business consists of the materials indicated in the initial assessment report submitted to the Vice Chancellor for Academic Affairs as shown in Appendix A.

 

CASAA Guiding Question 3.  Describe how data being gathered is being used to assess your unit’s progress.  The primary data has been collected in the Capstone Course (MGMT 4653 STRATEGIC MANAGEMENT) which is traditionally offered in the Management area of business programs. See APPENDIX A.   Data is collected with a pre-test and a post-test to determine the following:

  1. the initial level of knowledge in each of the functional areas of business
  2. the exiting level of knowledge in each of the functional areas of business
  3. determining the differences that can be attributed to the capstone experience
  4. analysis of results to determine the statistical significance of any of the findings

Prior years were spent accumulating sufficient data to be able to obtain statistically significant data.  We have now arrived at that point in the spring 05 semester.  The discussion of a  new program of assessment for additional classes in the functional areas has begun and, if approved, will begin during the 05-06 AY.

 

 

 

CASAA Guiding Question 4.  Describe how faculty is involved in your unit’s assessment process.  At present, the faculty involvement has been rather minimal.  Dr. Patterson is the instructor in the capstone course, MGMT 4653 STRATEGIC MANAGEMENT.  The examinations are administered in his course and he does that analytic work on the data obtained.  It is anticipated that additional faculty will become involved if the new process is implemented.  

 

 

CASAA Guiding Question 5.  Describe multiple measures used in making programmatic changes. 

 

This question does not appear to apply to our process.

 

 

CASAA Guiding Question 6.  Omitted from list of Guiding Questions

 

NA

 

CASAA Guiding Question 7.  Describe feedback from both students and faculty.

 

Feedback has been nominal to nonexistent.  The dean has expressed a need to expand to additional classes.

 

 

CASAA Guiding Question 8.  Describe how the unit plan is cost effective and reflects access, equity, and diversity.

 

The current situation is very cost effective.  It costs nothing except donated time from Dr. Patterson. 

 

 

CASAA Guiding Question 9.  Describe how your unit assessment system links to research regarding learning theories, active learning strategies, and student centered learning.

 

To date, curriculum changes have been induced by the accreditation organizations which bases all of their standards on the above.

 

 

 

 

 

CASAA Guiding Question 10.  Describe how students’ verbal and written explanations of their work products demonstrate attainment of your unit’s publicly stated goals and objectives for learning.

 

Performance of the student on classroom examinations, take-home examinations, projects, quizzes and “quizzers” (one instructor), term papers, homework, classroom discussion are material indicators of how well the student has learned the appropriate materials covered in class.

 

Instructors in the School of Business utilize all of the modern testing methodology including item set, true/false, problems, and essay examinations.  Some are constructed by the instructor and some are included with the text in tested (and presumably valid) questions  . 

 

 

CASAA Guiding Question 11.  Describe how course syllabi state measurable objectives for student learning and provide for assessment of students’ academic achievement.

 

At present there is much work to be done in this area.  Dr. Patterson has taken the lead with his syllabi.  This is one of the projects that will be worked on during 05-06 AY

 

 

CASAA Guiding Question 12.  Describe how students are involved in the assessment process and how they participate in your unit’s assessment committee activities.

 

They are not presently involved other than as the takers of the examinations with will provide the information for future changes

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

APPENDIX A

 

 

 

 

 

 

 

 

University of Arkansas at Monticello

School of Business

 

MEMO

 

DATE:            August 1, 2005         

           

 

TO:                 Mr. David Ray, Provost       

 

FROM:           Lou James, Dean

 

RE:                 School of Business Assessment Report

 

 

 

Attached is a copy of the School of Business Assessment Report for The past three semesters.

 

This exit exam is given in the Strategic Management course taught by Dr. Dennis Patterson.  The course is taken during the senior year by every major in the School of Business.  It is a longitudinal study which creates validity problems until sufficient data has been available and collected.  As indicated in the report, we are now at the point in time where validity is possible and some preliminary results are available.

 

First, it is found that students with higher scores on the exit exam also have higher GPA’s.  This is a result that we would hope for.

 

Second, Accounting Students (statistically significant) and Business Administration Concentration Students (statistically insignificant) scored higher than Administrative Support Systems Students.   The Administrative Support Systems program has been discontinued.

 

Third, older students also score higher than younger students.

 

 

 

Memorandum

 

To:       Dean Louis James

From:  Dr. Dennis Patterson

Date:    June 1, 2005

Re:       Exit exam results

 

The School of Business conducts exit exams every semester, in its capstone strategic management class, to assess student retention of core business subjects.  The exam (100 questions) has been given each semester  that Strategic Management is offered, with the following results:

 

            Mean              Median           Mode              Number of

            Score               Score                                       Students Tested

            51.4                 51.5                 55                    214

 

After the first 3 semesters statistical tests were conducted of the null hypothesis that the difference between sample means for each pair of samples is equal to zero.  Two-sample t-tests were run on each non-redundant sample pair, assuming equal variances and also assuming unequal variances.  The results of all three two-sample t-tests indicated that the null hypothesis cannot be rejected.  Thus, the conclusion, with 95% confidence, is that all the sample means are statistically equivalent from semester to semester.  After Spring 2002, all data have been pooled into one file.

 

Tests were run to determine if the scores, now that sufficient data have been collected, are normally distributed.  The results indicate that scores are normally distributed.  A probability plot of test scores against Z-values shows that all values lie within the confidence interval boundaries, indicating a normal distribution.

 

Additionally, the Pearson product moment correlation between cumulative GPA and the exit exam score was calculated.  The correlation between the two variables is 0.6254 (n=214, p<0.001), indicating that students with substantially higher GPAs earn higher scores.  The standardized Chronbach’s alpha for the exam is 0.7696, indicating significant validity for the overall exam.

 

Using the demographic variables of age, sex, and concentration, I ran ANOVAs using each demographic variable for the “treatments” and score as the dependent variable.  There is no difference in scores by gender;  males make marginally lower average scores than females, but the difference is not statistically significant (F=0.23, p=0.6357, 1, 212 d.f ).  Age does demonstrate a difference, with students over 40 years of age having higher scores (F=3.44, p <0.01, 5, 208 d.f.).  Because all age groups over 26 years old had no more than 15 members, and ANOVA is not reliable with cell counts of fewer than 30, I combined all cells for ages from 26 and over into one cell.  This resulted in cell counts of 105 for  less than or equal to age 22, 61 between 23 and 26, and 48 over 26

 

 

years of age.  The ANOVA for the combined age groups indicated that older students do better (F=4.22, p<0.05, 2, 211 d.f.).  The Tukey-Kramer multiple comparison test indicates that the two groups of younger students (<26 years old) both score lower than older students, but the difference is only significant for students between 23 and 26 years of age.

 

In terms of concentration, Accounting students score significantly higher than Administrative Support students and Finance students.  The ANOVA showed that students in the  Business Administration concentration scored higher than Administrative Support systems students.  However, this result is not strong, since only 8 students in the Business Administration concentration have ever taken the exam, and 2 have been suspended from the university, while 6 have graduated (all over 26 years of age). The differences between all other group means are not significant.