Undergraduate Business Program
Learning Goals and Objectives
The Huntsman School has seven undergraduate majors: accounting, business administration, economics, finance, international business, management information systems, and marketing. All undergraduate business majors (excludes economics) share a common set of learning goals and objectives which can be viewed by clicking the goals listed below. In addition to this common set of learning goals and objectives, the undergraduate accounting program has a set of accounting specific learning goals and objectives, details of which can be found on the Undergraduate Accounting Program assessment page. The Undergraduate Economics Program, which is not a business oriented program, also has a set of goals and objectives, that can be found on the Undergraduate Economics Program page.
(*Denotes a recently revised or new objective and/or measurement method that is currently being evaluated. Results will be provided in the Outcomes Data as they become available.)
L1.1 Students will demonstrate a foundational understanding of financial measurement, reporting, and analysis.
L1.2 Students will demonstrate a foundational understanding of consumer markets and delivery systems used to serve them.
L1.3* Students will develop a foundational understanding of the role of human capital in organizations.
L2.1 Students will demonstrate effective oral and written communication.
L3.1 Students will demonstrate problem solving competence that embraces diversity of perspectives, ambiguity, and holistic thinking.
L3.2 Students will demonstrate the ability to utilize contemporary information technologies and methodologies to support business decision making.
L4.1* Students will identify key factors that influence the global enterprise and understand their impact on decision making.
L4.2 Students will demonstrate a foundational understanding of markets and economic institutions that frame business activity.
L5.1* Students will demonstrate an understanding of the principles of value creation, opportunity recognition and assessment.
L5.2 Students will demonstrate an understanding of process execution, continuous improvement, and innovation.
L6.1* Students will demonstrate competence in ethical and moral reasoning and judgment as it relates to business and broader societal issues.
L6.2 Students will demonstrate an understanding of the legal environment of business.
The Huntsman School Curriculum Committee and faculty reviewed the relationship between program learning goals and required undergraduate courses. The result of this review is presented in the following table, in which H, M, L represent high, medium, and low coverage respectively. This analysis forms the basis for course specific assessment. Courses for which a specific learning goal is ranked as "H" are candidates for course embedded assessment activities for that learning goal. From this analysis, assessment assignments are made to specific courses for each learning goal. Assessment of each objective generally occurs twice during each five-year period. More frequent assessments are carried out when warranted by the data or in response to major course revisions or changes in learning goals.
L1: Business Enterprise
Students will be proficient at oral and written communication.
|L3: Analytical Rigor
Students will be able to think critically and use analytical tools and reasoning skills to effectively support decision making.
|Course||Objective 1||Objective 2||Objective 3||Objective 1||Objective 1||Objective 2|
|(H) High focus in this course, (M) medium focus in this course, (L) low focus in this course.|
|L4: Global Vision
Students will understand the context within which business activity occurs.
|L5: Entrepreneurial Spirit
Students will be able to identify and effectively leverage opportunities to create value.
|L6: Ethical Leadership
Students will have a commitment to ethical leadership.
|Course||Objective 1||Objective 2||Objective 1||Objective 2||Objective 1||Objective 2|
|(H) high focus in this course, (M) medium focus in this course, (L) low focus in this course|
Assurance of learning is carried out using standardized exams and course embedded measurements. Visualizations of the results can be found at the following links:
Closing the Loop (Continuous Improvement)
By analyzing the data generated by the assurance of learning (AoL) process, the Huntsman School has been able to make changes to curricula that have had a positive impact on student learning and development. Some of these changes have been large, structural changes such as targeted hiring of faculty or curriculum changes, others have been more modest, at the individual course or instructor level. Full "Closing the Loop" details for each measurement are available in the Outcomes Data section, however, a few of the more recent improvements include
- Data acquired from the previously taught Legal and Ethical Environment of Business course suggested that the focus of the course had increasingly shifted towards ethics, resulting in gaps in student knowledge of the legal environment of business. This led to the repositioning of the course explicitly around Business Law. In addition, the Foundations of Business and Leadership course was introduced and uses ethics to frame discussion of the interface between business and society.
- Changes in the finance component of the business acumen resulted from data suggesting that students did not have a firm grasp of certain basic finance principles. In response, the two corresponding courses were expanded from two to three credits and repositioned, the first course emphasizing basic principles and tools and the second focusing on applied financial decision making.
- Data indicating gaps in MBA students’ abilities to apply key concepts led to the development of Excel based assignments in profit planning and forecasting, and changes in how valuation, analytics, and strategic planning were taught and student performance evaluated.
- Changes in the MHR program in the coverage of certain statistical tools, orientation practices related to ethical standards, and projects in the compensation course resulted from assessment data. Interview and assessment data from admissions processes were also used to improve measures of employability.
- Assessment data led to the revision of the capstone course in the MMIS program to emphasize agile software development, and to the expansion of coursework on analytics and business intelligence.