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1 Assessment of Learning Report to This document summarizes the learning assurance measures collected for Fall, Winter, and Spring to for the MBA and MPAc courses taught by GSM senate and non- senate faculty. The AOL plan requires faculty members to develop learning goals for their courses and to rate each student in each class on the basis of meets expectations or does not meet expectations regarding each goal or subgoal. The GSM has adopted four learning goals and 15 sub- goals. Each instructor was requested to measure learning on at least two goals. This is the fourth assessment year. The advantages of learning assurance assessment should increase as we gather more data. Because the data are gathered at the student level (based on student identification number), this report summarizes additional analysis to understand relations between learning scores and some (independent) student measures. The measures in the tables and charts of the next few pages are based on means across teaching areas and across quarters. Some means are based on small sample sizes. These data should not be used for program analysis and review unless accompanied by additional information. No data on the MPAc program were collected in and Goals and subgoals Goal 1: Work well in teams and lead them. Goal 2: Apply moral and ethical standards to management decisions. Goal 3: Use appropriate models for analysis and planning. Goal 4: Understand multiple functional areas. Subgoal 1: Study and apply the principles of leadership. Subgoal 2: Communicate effectively in oral form. Subgoal 3: Communicate effectively in written form. Subgoal 4: Use modern technologies to learn and communicate. Subgoal 5: Understand group dynamics and become a contributing team member. Subgoal 6: Understand and appreciate the impact of demographic and cultural diversity. Subgoal 7: Use team building skills to accomplish group tasks. Subgoal 8: Appreciate how ethical judgment enters into business decisions. Subgoal 9: Develop an awareness of ethical issues in an area related to career choice. Subgoal 10: Recognize problems and opportunities. Subgoal 11: Be able to critically analyze alternatives. Subgoal 12: Analyze data and possess proficiency in the use of data. Subgoal 13: Integrate functional areas of business when analyzing problems. Subgoal 14: Understand the impact of the international dimension on business decisions. Subgoal 15: Understand the political, legal, and social environment in which businesses operate. Observations Each table or chart highlights the key observations or implications of the data on program learning.

2 Table 1: Mean AOL learning scores: to This table describes the observations by Goal and mean Learning Score for each year. Key observation: More scores relate to Goals 1 and 3. Fewer scores relate to Goals 2 and 4. Conclusion: More scores needed to assess morals and ethics. Learning score = 1 At or above expectations Learning score = 0 Below expectations Goal Goal N Work well in teams and lead them 12, Apply moral and ethical standards to management decisions 2, Use appropriate models for analysis and planning 19, Understand multiple functional areas 2, All All 37, Table 2: Mean AOL learning scores by subgoal: to This table describes the observations by subgoal and learning score by year. Under- represented subgoals. 1. Study and apply the principles of leadership 2. Understand and appreciate the impact of demographic and cultural diversity 3. Develop an awareness of ethical issues in an area related to career choice. Conclusion: Not enough assessment of leadership, diversity, and ethics. N All Study and apply the principles of leadership Communicate effectively in oral form 3, Communicate effectively in written form 4, Use modern technologies to learn and communicate 1, Understand group dynamics and become a 1, contributing team member 6 Understand and appreciate the impact of demographic and cultural diversity 7 Use team building skills to accomplish group tasks Appreciate how ethical judgment enters into 1, business decisions 9 Develop an awareness of ethical issues in an area related to career choice 10 Recognize problems and opportunities 5, Be able to critically analyze alternatives 6, Analyze data and possess proficiency in the use of 6, data 13 Integrate functional areas of business when analyzing 1, problems 14 Understand the impact of the international dimension on business decisions 15 Understand the political, legal, and social 1, environment in which businesses operate All 37,

3 Table 3: Coverage of sub- goals by area: to Most coverage of all subgoals: Marketing, MIS and Operations Research, MPAc, and Strategic Management Least coverage of all subgoals: Accounting, Economics, Finance, Organizational Theory, Statistics and Forecasting. Conclusion: High variation in subgoal coverage across areas: Diversity not well covered. Accounting Economics Finance Marketing Subgoal Mean and N for learning score Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N 1 Study and apply the principles of leadership 2 Communicate effectively in oral form ,497 3 Communicate effectively in written form , ,326 4 Use modern technologies to learn and ,257 communicate 5 Understand group dynamics and become ,952 a contributing team member 6 Understand and appreciate the impact of demographic and cultural diversity 7 Use team building skills to accomplish group tasks 8 Appreciate how ethical judgment enters ,953 into business decisions 9 Develop an awareness of ethical issues in an area related to career choice 10 Recognize problems and opportunities , , , , Be able to critically analyze alternatives , , , , , , Analyze data and possess proficiency in , , , , ,448 the use of data 13 Integrate functional areas of business ,420 when analyzing problems 14 Understand the impact of the international dimension on business decisions 15 Understand the political, legal, and social ,400 environment in which businesses operate All , , , , , , , , ,021 MIS and Operations Research MPAc Organization Theory and Behavior Statistics and Forecasting Strategic Management All

4 Table 4: Teaching areas by goal: to Goal All Area Mean Mean Mean Mean Mean Accounting Economics Finance Marketing MIS and Operations Research MPAc Organization Theory and Behavior Statistics and Forecasting Strategic Management Work well in teams and lead them Apply moral and ethical standards to management decisions Use appropriate models for analysis and planning Understand multiple functional areas All Figure 1: Teaching areas by combined Goals Mean Learning Score

5 Table 5. Descriptive Characteristics of variables in regression analysis Program Female Male GMAT Married Unmarried Vetted Salary Vetted Work Experience School GPA Age at Submit ACC $55, MGB ,057 6,268 $82, MGP ,904 3,851 $77, MGT ,898 6,949 $50, Observations. 1. MGTs have lowest work experience. 3. MGTs have highest GMAT. 2. Observations less than 37,021 due to missing independent variable observations.

6 Table 6: OLS Regression of learning score on six explanatory variables: to This table regresses Learning Score on six explanatory variables. Summary of Fit RSquare 0.19% RSquare Adj 0.16% Root Mean Square Error 20.68% Mean of Response Observations (or Sum Wgts Parameter Estimates Term Estimate Std Error t Ratio Prob> t Intercept <.0001 Age at Submit Years of Fulltime Employment School1_GPA Vetted_Salary Gender[Female] Marital Status[Married] Conclusion: Better learning scores for younger students, those with more year of full time employment, higher GPA, and higher pre- MBA salary. First year of data has lowest scores. Gender and marital status have no effect. Low explanatory power of the model. Expanded model Summary of Fit RSquare 0.38% RSquare Adj 0.30% Root Mean Square Error 20.47% Mean of Response Observations (or Sum Wgts Parameter Estimates Term Estimate Std Error t Ratio Prob> t Intercept <.0001 Age at Submit Years of Fulltime Employment School1_GPA Vetted_Salary Gender[Female] Marital Status[Married] CitizenshipStatus[International] CitizenshipStatus[Permanent Resident] CourseID[ACC] CourseID[MGB] CourseID[MGP] Vetted_GMAT sysay_applicationyear[201010] <.0001 sysay_applicationyear[201110] sysay_applicationyear[201210]

7 Table 7: OLS Regression of learning score on six explanatory variables: to Conclusion: When the regression model is split by area, additional variables show as significant. 1. Women learn better in MGT Men learn better in MGB 2. Non- international learn better in MGT only. Response Learning Score CourseID=MGB RSquare 0.51% RSquare Adj 0.41% Root Mean Square Error 20.12% Mean of Response Observations (or Sum Wgts 7656 Parameter Estimates Term Estimate Std Error t Ratio Prob> t Intercept <.0001 Age at Submit Years of Fulltime Employment School1_GPA Vetted_Salary Gender[Female] <.0001 Marital Status[Married] CitizenshipStatus[International] CitizenshipStatus[Permanent Resident] Response Learning Score CourseID=MGP RSquare 0.11% RSquare Adj % Root Mean Square Error 20.90% Mean of Response Observations (or Sum Wgts Parameter Estimates Term Estimate Std Error t Ratio Prob> t Intercept <.0001 Age at Submit Years of Fulltime Employment School1_GPA Vetted_Salary Gender[Female] Marital Status[Married] CitizenshipStatus[International] CitizenshipStatus[Permanent Resident] Response Learning Score CourseID=MGT RSquare 0.72% RSquare Adj 0.58% Root Mean Square Error 21.14% Mean of Response 95.29% Observations (or Sum Wgts Parameter Estimates Term Estimate Std Error t Ratio Prob> t Intercept <.0001 Age at Submit Years of Fulltime Employment School1_GPA Vetted_Salary Gender[Female] Marital Status[Married] CitizenshipStatus[International] CitizenshipStatus[Permanent Resident]

8 Appendix: The raw data by number of observations per course: to CourseID CourseNumber All ACC All MGB 200A B A B A B A B All MGP 200A B A B A B A B

9 All MGT 200A B A B A B A B

10 All = data not collected.

11 Sample of Curriculum Map for one GSM course, 271 Strategic Cost Management (does not include all rows) How deeply this concept/skill is covered in your course: 1= mentioned by not covered in depth, 2= discussed, but not a core focus of the course, 3= a core focus of the course Course Title and Number 271 Strategic Cost Mgmt. GENERAL Rank CSLT rank FIN rank MKT rank Skill # Oral Communication Instructor Skill Description by GSM Recruiters Effective verbal presentations and speaking to large and small groups, Soft skills - ability to be insightful and present in front of a room, ability to simplify complex issues in presentations, very important for driving virtual meetings, Effectively present ideas to press and for PR, Ability to advocate well over the phone since that's the environment we're in now. Ability to drive responses, solutions and results over the phone Anderson 2- not taught but used extensively in two required team projects that have oral and written reports # Written Communication Know how to write a business plan, written communication is key since you are in a client setting and fully funded by the client, need to know how to write concisely, Communication: applying frameworks to situations be better able to communicate complex issues, Ability to write business cases: roadmaps, prioritizing investment decisions 2- not taught but used extensively in two required team projects that have oral and written reports # Presentation Skills and Meeting Facilitation Ability to create and deliver presentations, being concise in presentations, Presentation skills (PowerPoint, Visio), Presentation skills: ability to deliver to small and very large audiences. PowerPoint skills are crucial, Ability to deliver presentations to senior management. 2- not taught but used extensively in two required team projects that have oral and written reports #12 10 Negotiation Skills Negotiation skills: both internal (who you want on your team, negotiate rates, negotiate hours) and external (negotiate contracts with clients, have a sense of the market). conflict management, negotiation skills, emotional 1 1 P age

12 #12 10 Negotiation Skills intelligence, find creative solutions to resolve conflict Understand influence tactics and processes, Implement a solution through organization, galvanizing support, and being influential. Understanding organizational dynamics/politics: case studies about politics (i.e., dealing with a tyrannical boss). Knowledge about how big businesses operate and their politics. 1 # Adaptability Understand when and where to compromise on teams and in leadership positions 2- not taught but used extensively in two required team projects # Ability to Value Opinions of Others and Follow a Leader # Ability to Value Opinions of Others and Follow a Leader Understanding of teams, Group dynamics, become a contributing team member and respecting leadership, understand group dynamic, understand group problem solving, Develop yourself first, then others. Pursue the "lead yourself, lead the team, lead the business" model. Skills to create development plans for your team, Facilitate dialog within your group, ability to work in teams and build consensus, informal power, Team dynamics: example setting for your team - foster team's success and ability to give credit where due. Ability to work with product design and engineering, Service mind-set: willingness to help other people on your team or in other units. 2- not taught, but used extensively in two required team projects 2- not taught but used extensively in two required team projects # Cross-Cultural Sensitivity # Cross-Cultural Sensitivity # Cross-Cultural Sensitivity Understanding how to work on diverse teams and being adaptable to new team environments, being part of team is very important in the beginning, Collaboration skills, empathy and incorporating feedback from others, Ability to recognize other's priorities and how to implement their agenda. Understanding culture and cultural diversity, Need to understand business culture, Organizational Dynamics - Culture and how to understand local culture. Social norms of organizations (time frame to answer s, when to IM or send note, etc.). Understanding the international dimension, Global understanding - ability to manage global projects, international dimensions is especially important in finance 2- not taught but used extensively in two required team projects 1 1 Page 2

13 #17 3 Ability to Manage Relationships Inside and Outside of Organization #17 3 Ability to Manage Relationships Inside and Outside of Organization #17 3 Ability to Manage Relationships Inside and Outside of Organization Manage partnerships and create strategic alliances Ability to network effectively, Relationship building: know who you're dealing with. Build relationships with internal and external stakeholders, develop relationships both internally and externally and across levels, important regardless of level - will hold you back if you don't build relationships, know who to reach out to for help within the organization, important to develop business partnerships outside of your area, Manage partnerships and create strategic alliances, getting support for ideas, Manage client relationships - build, maintain and utilize networks of clients, become a trusted advisor to your client, stay genuine, develop trusting relationships. All of which turn into repeat business. Developing relationships. Get to know the breadth and depth of the organization. Be available on the side even if you're not being paid for it. Identify and address client needs. Oversee ongoing relationships and contracts, Make sure people know your story. Learn how to tell stories. 1 1 #9 7 4 General Quantitative and Qualitative Analysis #9 7 4 General Quantitative and Qualitative Analysis Lead budgeting activities and Compile, analyze and reconcile monthly budget and spending reports General quantitative and qualitative analysis skills, analyze data and possess proficiency in the use of data. Manage whole research process, identify hypotheses, collect data, analyze data, provide actionable plan. Evaluate what drove changes, rather than doing an elevator analysis (up or down). Communicate to decision maker how data was collected. Information gathering skills are important. Ability to look at your own data and suggest ways for your company to utilize your research. Quickly assess situation and know what analysis is needed. Analyze>predict>solve. You will never know what the future will look like, so you need to weigh opportunities, develop hypotheses, and test them. Recommend a way to test the solution through hypothesis test to see if it will be successful and you can refine, if needed case study analysis requires synthesis of quantitative and qualitative data to complete strategic analysis. Also, central focus on how to use cost data to 'test' assumptions about cost structure and to evaluate strategy as it relates to cost management Page 3

14 (Course Name) The following questions apply to the course 1. Please indicate the overall educational value of the course. excellent very good satisfactory fair poor 2. How would you characterize your knowledge of the subject area before you undertook this course? 3. How much do you feel this course has contributed to your knowledge of the subject area? 4. How would you compare the amount of time spent on this course with the amount you spent on other courses in this school? 5. How helpful did you find the main text? 6. How helpful did you find the other reading materials? 7. How helpful did you find the lectures? 8. How helpful did you find the class discussions? 9. How helpful did you find the written assignments?

15 10. How helpful did you find the examinations? 11. How helpful did you find the group projects? 12. Comments (Please provide additional information and/or elaborate on any aspect of your evaluation. Please write your comments below)

16 (Instructor Name) The following questions apply to the Instructor only. 1. Please indicate the overall teaching effectiveness of the instructor. excellent very good satisfactory fair poor 2. Evaluate the extent to which the instructor imparts enthusiasm. 3. Evaluate the extent to which the instructor is well prepared for class. 4. Evaluate the extent to which the instructor demonstrates practical knowledge about the application of course information. 5. Evaluate the extent to which the instructor presents his/her materials effectively. 6. Evaluate the extent to which the instructor is sensitive to student's questions. 7. Evaluate the extent to which the instructor has respect for student opinion. 8. Evaluate the extent to which the instructor grades fairly and impartially.

17 (Teaching Assistant) The following questions apply to the Teaching Assistant only. 1. Please indicate the overall teaching effectiveness of the teaching assistant. excellent very good satisfactory fair poor 2. TA exhibits clarity & organization of materials. 3. TA has a command of the subject matter. 4. Evaluate the extent to which the TA demonstrates practical knowledge about the application of course information. 5. TA is accessible outside of class (office hours). 6. TA exhibits enthusiasm & interest in class. 7. TA encourages independent thoughts. 8. Evaluate the extent to which the instructor grades fairly and impartially. 9. Overall comparison to other TAs at UCD. 10. What did you like most about the discussion section and feel should be retained? 11. What features of the discussion section did you like least, and how might they be improved?

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