California State University, Chico College of Business Graduate Business Program Program Alignment Matrix Academic Year
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1 California State University, Chico College of Business Graduate Business Program Academic Year The program alignment matrix illustrates how well individual courses are contributing to the program s learning goals, and how well the learning goals are embedded into the core curriculum. Table 1 summarizes how well the learning goals are being addressed across the eight MBA core courses. Table 2 details how each course contributes to the learning goals. The data suggest that the MBA core curriculum is doing an excellent job integrating written and oral communication skills. Furthermore, the learning goal concerned with the integration of business data with core competencies appears to be well integrated into the core courses. Given that integration of business processes is highlighted in the mission, it is noteworthy and important to have data that supports the mission statement. The mission also highlights information technology as a competitive advantage. However, the information technology learning goal received mixed ratings. Given information technology is stated in the mission as a competitive advantage of the program, information technology should be more strongly woven into the MBA core curriculum. Finally, the alignment matrices demonstrate that the MBA core is not doing a very good job of integrating ethics into the curriculum.
2 Summary: Contribution to Learning Goals Across Courses The following table represents the degree to which the MBA core classes are contributing to the learning goals. This table summarizes data from the alignment matrix. Contribution to Program Learning Goals: VS Very Strong Contribution to Program Learning Goal S - Strong Contribution to Program Learning Goal M - Moderate Contribution to Program Learning Goal W- Weak Contribution to Program Learning Goal o Contribution to Program Learning Goal Table 1: Course-Learning Goal Alignment Matrix Summary Aggregate for Learning Goal, across Courses Written communication student's writing Oral communication student's oral presentation Information technology student's proficiency in the use of information technology and its application across business disciplines Integration of Business Data with Core Competencies ability to integrate business data with core business knowledge in order to make tactical and strategic business decisions in unpredictable Summary of Core Courses Contribution to Learning Goals W M S VS Analysis and Application of Financial Data ability to understand and use financial information in order to make business decisions Leadership and Teamwork demonstrate effective leadership skills in a multicultural team environment both as a team member and team leader Ethics understanding of his/her general ethical responsibilities to society
3 California State University, Chico College of Business Graduate Business Program Academic Year The following table represents the degree to which individual core classes are contributing to particular learning goals, and the manner in which the learning goal could possible be assessed in the course (e.g., a project, a paper, a presentation, a spreadsheet assignment). Using the scale below, for each class that you teach, please evaluate the degree to which you believe the course contributes to each learning goal. By no means would one expect any particular class to address all or a large number of the learning goals. In addition, for each class that you teach that is contributing to the learning goals, please specify what you do in the class that allows the students to demonstrate learning of this goal. Please be specific. Key for Degree of Contribution to Program Learning Goals: VS Very Strong Contribution to Program Learning Goal S - Strong Contribution to Program Learning Goal M - Moderate Contribution to Program Learning Goal W- Weak Contribution to Program Learning Goal o Contribution to Program Learning Goal Table 2: Detailed Alignment Matrix Learning Goals BADM 638 BADM 610 BADM 693 ACCT 623 FI 655 MGMT 635 MKTG 673 SCMS 607 Written communication student's writing VS Three 2-4 page individual, 20 page team report (Industry analysis) M The students must write up their problem analysis for each homework assignment. There is at least one assignment each week. All homework assignments are group assignments. S -- Strategic Plan pages plus supporting data. 100 pages total. M 10 individual case write-ups and one major group case analysis. M -- six 2 page group reports S Two 2-page papers. Weekly one page papers. Exams are take home case writeups (about ten pages each). S Lots of writing. 8 group projects, 10 pages each. Uses cases, quantitative analysis in marketing. S a term paper is required for each student. Oral communication student's oral presentation VS -- 2 individual oral, 1 team presentation M -- Students must make two student during the semester. Both of these are group where each member of the group must present. VS -- Strategic plan (3) M -- One oral presentation of a case analysis M -- two group oral VS Required, debates, discussion, role plays, etc. S Each group makes minutes each. M teams will present assigned cases
4 Learning Goals BADM 638 BADM 610 BADM 693 ACCT 623 FI 655 MGMT 635 MKTG 673 SCMS 607 Information technology student's proficiency in the use of information technology and its application across business disciplines W Must use Word and PowerPoint VS This is what the entire course is about. All of the assignments deal with either using technology or interpreting the results produced by technology solutions. S -- Word, Excel, PowerPoint, Internet, system dynamics model computer simulation. M -- Significant use of Word and Excel S -- two SAP treasury management assignments, several EXCEL assignments/tests W Word, PowerPoint, Internet, limited Excel. VS entire course based on technology, statistical and mathematical models. Uses quantitative tools package. W currently only involved with using Word for term project, PowerPoint for case presentation and Excel for computation exercises However, I am working on incorporate SAP into cases to provide students decision making ability based on hard data. Integration of Business Data with Core Competencies ability to integrate business data with core business knowledge in order to make tactical and strategic business decisions in unpredictable S The decision support models covered in the course deal with improving the quality of business decision making. VS -- Yes. Strategic assessment and planning project. Discussion of critical thinking to aide in putting together persuasive argument for a business plan. S -- Major thrust of course is how accounting info is used to support operational and strategic decisions. Cross functional cases a key course pedagogy. S -- case assignments on capital investment decisions, hedging currency risk W Some in case and experiential exercises require this to some extent. VS integrate results from models to make decisions in business cases. Quantitative analysis. VS There are many, many mini cases involving using business data, analysis, and decision making, both tactical and strategic. Analysis and Application of Financial Data ability to understand and use financial information in order to make business decisions W While some of the models deal with financial data, the knowledge of the financial function is assumed. VS -- Yes. Liquidity/solvency Operating efficiency (financial ratios DuPont Analysis) Capital structure Cost of capital Economic profit Market valuation VS -- Obviously a major course component. Course content and assignments all revolve around the concept. S -- case assignments/exam/ quiz on comparative analysis of financial statements, financial planning M must conduct financial costs associated with decisions. S Many exercises (mini cases) used financial data as the base to analyze the problem at hand and making decision based on the analysis.
5 Learning Goals BADM 638 BADM 610 BADM 693 ACCT 623 FI 655 MGMT 635 MKTG 673 SCMS 607 Leadership and Teamwork demonstrate effective leadership skills in a multicultural team environment both as a team member and team leader VS Explicitly covers teamwork, lectures, readings, videos, team project, written assignment addressing team dynamics. Also cover cultural differences/diverse corporate through readings, videos, written assignment, and work in multicultural teams. M The students work in teams throughout the semester. However, there is no instruction on theory of team dynamics within the course. M -- Yes. Strategic planning project in teams of 3. M - Major group case analysis provides opportunity to exhibit teamwork skills. Planning and control issues in managing project teams a major course topic. M -- several group projects VS We cover this topic. Lectures and cases on teamwork. A semester long MBO (goal setting) project (leadership and coaching). Book on ethical leadership. VS all long cases done in teams. M -- Students form their teams for case and working on exercises and mini cases. Ethics understanding of his/her general ethical responsibilities to society M Covered in discussions about culture and teamwork, writing (discuss plagiarism, etc.) M -- Yes. Included in strategic planning project. W-last year, M in future - Light coverage last spring, but I plan a major component next spring, including Sarbanes- Oxley issues. W -- discussion on the Fall of Enron VS Integrated paper on personal integrity. Book on ethical leadership. M must consider ethical impact of decisions. ot much topics on ethics are included in this course.
Table 4 presents the information in the IPD format and is consistent with the findings in tables 1-3.
California tate University, Chico College of Business Business Administration (BAD) Assurance of Learning Program Alignment atrix Academic Year 2004-2005 Introduction An online survey was conducted November
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