STUDENT LEARNING ASSESSMENT PROGRAM SUMMARY FORM AY 2010-2011

Degree and Program Name: Submitted By:

&BA (r. Bohn $. Willems +oordinator of ,raduate Business Studies

Please use size 10 font or larger. PART ON

What are the learning objectives? 1. Pro!ose and e"aluate business de#isions using a!!ro!riate !ro#esses. '.' Conduct appropriate research. How, where, and when are they assessed? This is a learning goal. below "or the learning objectives. Resear#$ Pro%e#ts (r. Wollan %&# )**+, -our .ndependent /tudies -all 0+'+ 1 /pring 0+'' oo!

8lease complete a separate wor!sheet "or each academic program ;major, minor< at each level ;undergraduate, graduate< in your department. Wor!sheets are due to C#/# this year by 'une 1() *011. Wor!sheets should be sent electronically to !jsanders=eiu.edu and should also be submitted to your college dean. -or in"ormation about assessment or help with your assessment plans, visit the #ssessment webpage at http>//www.eiu.edu/?assess/ or contact @arla /anders in C#/# at )A',7+)7.

What are the expectations?

What are the results?

Committee/ person responsible? How are results shared? #ll graduate "aculty. $esult shared using the %&# assessment "eedbac! loop.

4+5 score at 6 or above on the 7 point &usiness $esearch 8aper $ubric

#bstract 9 6/6 or '++5 at 6 or above .ntroduction 9 6/6 or '++5 at 6 or above Theoretical &ac!ground and Theory (evelopment 9 6/6 or '++5 at 6 or above $esearch %ethods 9 6/6 or '++5 at 6 or above Test o" Hypothesis and $esults 9 6/6 or '++5 at 6 or higher -indings, Contributions, Conclusions and -uture $esearch 9 6/6 or '++5 at 6 or higher $e"erences 9 6/6 or '++5 at 6 or above .denti"ication o" research objective 9 7/7 or '++5 at 6 or higher $esearch sources 9 7/7 or '++5 at 6 or higher :se o" research in"ormation 9 7/7 or '++5 at 6 or higher (ocumentation o" sources 9 7/7 or '++5 at 6 or higher

(r. &oggs %&# )**+, Two .ndependent /tudies -all 0+'+ 1 /pring 0+'' (r. Chiou led one research project with 2# in -all 0+'+ (r. (obbs %&# )**+, 3ne .ndependent /tudy /pring 0+''

4+5 score at 6 or above on the 7 point 2eneral &usiness $esearch $ubric

(r. /hinde %&# )**+, 3ne .ndependent /tudy /pring 0+'' %&# )*+) 9 3ne &usiness research 8roject /pring 0+'' &ar-eting Plan %&# )))+ -all 0+'+ 1 /pring 0+'' 4+5 score at 6 or above on the 7 point 2eneral &usiness $esearch $ubric Combined -all 0+'+ 1 /pring 0+'' .denti"ication o" research objective 9 A/A or '++5 at 6 or higher $esearch sources 9 7/A or 4)5 at 6 or higher :se o" research in"ormation 9 4/A or A4.)5 at 6 or higher (ocumentation o" sources 9 4/A or A4.)5 at 6 or higher .denti"ication o" research objective 9 '7/'7 or '++5 at 6 or higher $esearch sources 9 '7/'7 or '++5 at 6 or higher :se o" research in"ormation 9 '7/'7 or '++5 at 6 or higher (ocumentation o" sources 9 '7/'7 or '++5 at 6 or higher .denti"ication o" research objective 9 0A/0* or *7.75 at 6 or higher $esearch sources 9 0A/0* or *7.75 at 6 or higher :se o" research in"ormation 9 0A/0* or *7.75 at 6 or higher (ocumentation o" sources 9 0A/0* or *7.75 at 6 or higher .denti"ication o" research objective 9 */'+ or *+5 at 6 or higher $esearch sources 9 4/'+ or 4+5 at 6 or higher Use of research information 5/10 or 50% at 4 or higher (ocumentation o" sources 9 */'+ or *+5 at 6 or higher /pring 0+'' 4/6 or 66.6% at 4 or higher /ummer 0+'+ )+/)0 or *7.05 at C or higher -all 0+'+ 46/A0 or *+.05 at C or higher /pring 0+'' ''4/'0' or *7.45 at C or higher

.o#used Resear#$ Pa!er %&# )74+ -all 0+'+

4+5 score at 6 or above on the 7 point 2eneral &usiness $esearch $ubric

+om!any +ase Study Pro%e#t %./ )'+) /pring 0+''

4+5 score at 6 or above on the 7 point 2eneral &usiness $esearch $ubric

,rou! Resear#$ Pro%e#t %&# )+++ -all 0+'+ '.0 #pply critical thin!ing s!ills. S/OT De"elo!ment %&# )+++ /pring 0+'' &anager0s 1ot Seat +ase Pa!ers %&# )7A+ /ummer 0+'+, -all 0+'+ 1 /pring 0+''

4+5 score at 6 or above on the 7 point 2eneral &usiness $esearch $ubric 4+5 score at 6 or above on the 7 point rubric 4+5 score at C or above on the 6 point rubric

Randomly Sele#ted &anager0s 1ot Seat +ase Pa!ers %&# )7A+ -all 0+'+ 1 /pring 0+''

4+5 score at 6 or above on the 7 point Critical Thin!ing $ubric

-all 0+'+ 8roblem .denti"ication> '4/0' or A'.+5 at 6 or above #lternatives> '4/0' or A'.+5 at 6 or above 3wn 8erspective> 0+/0' or *).05 at 6 or higher Dvidence> 'A/0' or A).45 at 6 or higher #nalysis> 'A/0' or A).45 at 6 or higher Conclusion> '*/0' or *+.)5 at 6 or higher /pring 0+'' 8roblem .denti"ication> 0+/06 or AC.C5 at 6 or above #lternatives> 0'/06 or A4.)5 at 6 or above 3wn 8erspective> 00/06 or *'.45 at 6 or above Dvidence> 0'/06 or A4.)5 at 6 or above #nalysis> '*/06 or 4*.05 at 6 or above Conclusion> '*/06 or 4*.05 at 6 or above

+O&P23& Board 4ueries and Simulation %&# )*++ /ummer 0+'+, -all 0+'+ 1 /pring 0+''

7+5 at C)+ points or higher out o" )++

/ummer 0+'+ &oard Eueries> '4/0' or A'.+5 at C)+ or higher /imulation> 'C/0' or 7'.*5 at C)+ or higher -all 0+'+ Board Queries: 8/17 or 47.1% at 50 or higher !imu"ation: #/17 or 5$.#% at 50 or higher /pring 0+'' &oard Eueries> ''/'4 or 76.45 at C)+ or higher /imulation> ''/'4 or 76.45 at C)+ or higher Combined /u'+, -a'+ 1 /p'' &oard Eueries> C7/)) or 7).)5 at C)+ or higher /imulation> CC/)) or 7+.+5 at C)+ or higher

5it 6nter"ie7s /ummer 0+'+, -all 0+'+ 1 /pring 0+'' '.C :se appropriate decision analysis tools. S+P: /eig$ted S/OT &atri5 %&# )+++ /pring 0+'' Statisti#s 5am and T7o &anagement S#ien#e 5ams %&# ))++ -all 0+'+ 1 /pring 0+''

#t least A+5 believing that there critical thin!ing and problem solving s!ills were greatly improved 4+5 score at 6 or above on the 7 point rubric

'0/'6 or A).45 believed that there critical thin!ing and business problems solving s!ills were greatly improved /pring 0+'' 7/7 or '++5 at 6 or above

4+5 score at 6 or above on the 7 point Euantitative $easoning $ubric

-all 0+'+ /election 9 04/04 or '++5 at 6 or higher #nalysis 9 0)/04 or *0.75 at 6 or higher .nterpretation 9 0)/04 or *0.75 at 6 or higher #pplication 9 06/04 or AA.*5 at 6 or higher

/pring 0+'' /election 9 0)/07 or *7.05 at 6 or higher #nalysis 9 06/07 or *0.C5 at 6 or higher .nterpretation 9 0)/07 or *7.05 at 6 or higher #pplication 9 00/07 or A6.75 at 6 or higher 0. 8se a strategi# a!!roa#$ to ma-ing business de#isions. 0.' (emonstrate "unctional !nowledge. This is a learning goal. below "or the learning objectives. oo! #ll graduate "aculty. $esult shared using the %&# assessment "eedbac! loop. 4+5 score at 6 or above on the 7 point rubric )/7 or AC.C5 score at 6 or above

&idterm and .inal 5ams %&# )+++ /pring 0+'' &ar-eting Plan %&# )))+ -all 0+'+ 1 /pring 0+''

4+5 score at C or above on the 6 point instructor developed rubric

Combined -all 0+'+ 1 /pring 0+'' /trategic #nalysis ;6Cs< 9 7/A or 4)5 at C or higher /egment #nalysis 1 Target %ar!eting 9 4/A or A4.)5 at C or higher 8ositioning 1 68s 9 7/A or 4)5 at C or higher %ontro" & %ontingenc' /8 or 7.5% at or higher )+.*5 correct

.inan#e 5am 4uestions %&# )76+ -all 0+'+ .inan#e 5am 4uestions %&# )76+ /pring 0+'' 5am 1) 5am * and .inal 5am %&# )7A+ /ummer 0+'+, -all 0+'+ 1 /pring 0+''

#verage )+5 correct on a sample o" 0) embedded Fuestions

45.8% correct

4+5 score at C or above on the 6 point rubric

/ummer 0+'+ Dxam ' 9 '6/'4 or A0.65 at C or higher Dxam 0 9 '7/'4 or *6.'5 at C or higher -all 0+'+ ()am 1 10/16 or 6$.5% at or higher Dxam 0 9 'C/'7 or A'.C5 at C or higher -inal 9 '7/'7 or '++5 at C or higher /pring 0+'' ()am 1 1 /$4 or 54.$% at or higher Dxam 0 9 0'/06 or A4.)5 at C or higher -inal 9 0C/06 or *).A5 at C or higher Combined ()am 1 7/57 or 64.#% at or higher

Dxam 0 9 )+/)4 or A4.45 at C or higher -inal 9 C*/6+ or *4.)5 at C or higher Total 9 '07/')6 or A'.A5 at C or higher +O&P23& Board 4ueries %&# )*++ /ummer 0+'+, -all 0+'+ 1 /pring 0+'' 7+5 at C)+ points or higher out o" )++ /ummer 0+'+ &oard Eueries> '4/0' or A'.+5 at C)+ or higher -all 0+'+ Board Queries: 8/17 or 47.1% at 50 or higher /pring 0+'' &oard Eueries> ''/'4 or 76.45 at C)+ or higher Combined /u'+, -a'+ 1 /p'' &oard Eueries> C7/)) or 7).)5 at C)+ or higher TS 5am 9 &ar-eting) &anagement) .inan#e) and &anagerial A##t. s#ores %&# )*++ /ummer 0+'+, -all 0+'+ 1 /pring 0+'' S+P: Strategi# O!tions %&# )+++ /pring 0+'' +O&P23& Simulation %&# )*++ /ummer 0+'+, -all 0+'+ 1 /pring 0+'' C year rolling average o" scores at or above national averages %ar!eting 9 7'.+5 ;G )*.)5 national average< %anagement 9 7+.45 ;G7+.75 national average< -inance 9 6A.'5 ;G66.A5 national average< %anagerial #ccounting 9 )0.C5 ;G )+.C5 national average< $/6 or . % at 4 or a*o+e

0.0 .ntegrate !nowledge across "unctional areas.

4+5 score at 6 or above on the 7 point rubric 7+5 at C)+ points or higher out o" )++

/ummer 0+'+ /imulation> 'C/0' or 7'.*5 at C)+ or higher -all 0+'+ !imu"ation: #/17 or 5$.#% at 50 or higher /pring 0+'' /imulation> ''/'4 or 76.45 at C)+ or higher Combined /u'+, -a'+ 1 /p'' /imulation> CC/)) or 7+.+5 at C)+ or higher

0.C .ncorporate evaluation o" external "orces including international, economic and

TS 5am 9 Strategi# 6ntegration s#ores %&# )*++ /ummer 0+'+, -all 0+'+ 1 /pring 0+'' S+P: n"ironmental) 6ndustry) +om!etitor Analyses

C year rolling average o" scores at or above national averages 4+5 score at 6 or above on the 7 point rubric

/trategic .ntegration 9 )).+5 ;G)C.75 national average<

4/6 or 66.6% at 4 or a*o+e

competitive "orces.

%&# )+++ /pring 0+'' &ar-eting Plan %&# )))+ -all 0+'+ 1 /pring 0+'' 4+5 score at C or above on the 6 point instructor developed rubric Combined -all 0+'+ 1 /pring 0+'' Dconomic 9 7/A or 4)5 at C or higher Technological 9 4/A or A4.)5 at C or higher 8olitical 1 egal 9 7/A or 4)5 at C or higher (emographic 9 7/A or 4)5 at C or higher /ocio,cultural 9 7/A or 4)5 at C or higher 8orter .ndustry #nalysis 9 7/A or 4)5 at C or higher #ll graduate "aculty. $esult shared using the %&# assessment "eedbac! loop. 4+5 score at 6 or above on the 7 point rubric 7/7 or '++5 at 6 or above

:. &a-e et$i#al and legal de#isions in#luding e"aluation of t$e organization0s so#ial res!onsibilities. C.' Dvaluate the social responsibilities o" businesses "rom the perspectives o" a variety o" sta!eholders. C.0 (istinguish legal and ethical responsibilities o" organiHations and o" individuals within organiHations.

This is a learning goal. below "or the learning objectives. S+P: &ission ; <alues %&# )+++ /pring 0+''

oo!

&anager0s 1ot Seat +ase = 2 Analysis Se#tion %&# )7A+ /ummer 0+'+ &anager0s 1ot Seat +ase = 2 Analysis Se#tion %&# )7A+ -all 0+'+ &anager0s 1ot Seat +ase = 2 Analysis Se#tion %&# )7A+ /pring 0+'' 5am 1) ssay B %&# )7A+ -all 0++* 5am 1) ssay B %&# )7A+ /pring 0+'+ t$i#al Analysis Pro%e#t %&# )74+ -all 0+'+

4+5 score at C or above on the 6 point rubric

*/* or '++5 at C or higher

4/4 or '++5 at C or higher

''/'' or '++5 at C or higher

4+5 score at C or above on the 6 point rubric

'C/'7 or A'.C5 at C or higher

06/06 or '++5 at C or higher 4+5 score at 6 or above on the 7 point Dthical #nalysis $ubric .denti"ication o" Dthical .ssues 9 '7/'7 or '++5 at 6 or higher Consideration o" /ta!eholders 9 '7/'7 or '++5 at 6 or higher

C.C #nalyHe the ethical issues relevant to business decisions using multiple ethical theories and

"ramewor!s.

#nalysis o" .ssue "rom %ultiple Dthical Theories or 8erspectives 9 '7/'7 or '++5 at 6 or higher (iscussion o" 3ptions 9 '7/'7 or '++5 at 6 or higher 8roposal o" (ecision 9 '7/'7 or '++5 at 6 or higher &anager0s 1ot Seat +ase 1 2 +ontent and Analysis Se#tions %&# )7A+ /ummer 0+'+ &anager0s 1ot Seat +ase 1 2 +ontent and Analysis Se#tions %&# )7A+ -all 0+'+ &anager0s 1ot Seat +ase 1 2 +ontent and Analysis Se#tions %&# )7A+ /pring 0+'' &anager0s 1ot Seat +ase 1 %&# )7A+ -all 0+'+ 4+5 score at 6 or above on the 7 point Dthical #nalysis $ubric 4+5 score at C or above on the 6 point rubric Content 9 '+/'+ or '++5 at C or higher #nalysis 9 '+/'+ or '++5 at C or higher

Content 9 '0/'0 or '++5 at C or higher #nalysis 9 '+/'0 or AC.C5 at C or higher

Content 9 '0/'0 or '++5 at C or higher #nalysis 9 '0/'0 or '++5 at C or higher

.denti"ication o" Dthical .ssues 9 */* or '++5 at 6 or higher Consideration o" /ta!eholders 9 4/* or 44.A5 at 6 or higher #nalysis o" .ssue "rom %ultiple Dthical Theories or 8erspectives 9 A/* or AA.*5 at 6 or higher (iscussion o" 3ptions 9 A/* or AA.*5 at 6 or higher 8roposal o" (ecision 9 A/* or AA.*5 at 6 or higher .denti"ication o" Dthical .ssues 9 '0/'0 or '++5 at 6 or higher Consideration o" /ta!eholders 9 ''/'0 or *'.45 at 6 or higher #nalysis o" .ssue "rom %ultiple Dthical Theories or 8erspectives 9 ''/'0 or *'.45 at 6 or higher (iscussion o" 3ptions 9 ''/'0 or *'.45 at 6 or higher 8roposal o" (ecision 9 '0/'0 or '++5 at 6 or higher #ll graduate "aculty. $esult shared using the %&# assessment "eedbac! loop.

&anager0s 1ot Seat +ase 1 2 +ontent and Analysis Se#tions %&# )7A+ /pring 0+''

>. Demonstrate !rofessional #ommuni#ation s-ills. 6.' Create e""ective written business communications.

This is a learning goal. below "or the learning objectives. Arti#le Re"ie7 %&# ))++

oo!

4+5 score at C or above on the 6 point Writing rubric

-all 0+'+ (evelopment and 8urpose 9 07/04 or *7.C5 at C or higher

-all 0+'+ 1 /pring 0+''

3rganiHation 9 04/04 or '++5 at C or higher /tyle 9 0C/04 or A).05 at C or higher $esearch/data in"ormation and integration 9 Iot applicable %anagerial $esponse 9 Iot applicable %echanics 9 06/04 or AA.*5 at C or higher /pring 0+'' (evelopment and 8urpose 9 07/07 or '++5 at C or higher 3rganiHation 9 07/07 or '++5 at C or higher /tyle 9 00/07 or A).75 at C or higher $esearch/data in"ormation and integration 9 Iot applicable %anagerial $esponse 9 Iot applicable %echanics 9 0C/07 or AA.)5 at C or higher

&ar-eting Plan %&# )))+ -all 0+'+ 1 /pring 0+''

4+5 score at C or above on the 6 point Writing rubric

Combined -all 0+'+ 1 /pring 0+'' (evelopment and 8urpose 9 A/A or '++5 at C or higher 3rganiHation 9 7/A or 4)5 at C or higher /tyle 9 A/A or 4)5 at C or higher $esearch/data in"ormation and integration 9 7/A or 4)5 at C or higher %anagerial $esponse 9 7/A or 4)5 at C or higher %echanics 9 4/A or A4.)5 at C or higher -all 0+'+ (evelopment and 8urpose 9 '+/'+ or '++5 at C or higher 3rganiHation 9 '+/'+ or '++5 at C or higher /tyle 9 '+/'+ or '++5 at C or higher $esearch/data in"ormation and integration 9 Iot applicable %anagerial $esponse 9 '+/'+ or '++5 at C or higher %echanics 9 A/'+ or A+5 at C or higher /pring 0+'' (evelopment and 8urpose 9 )/) or '++5 at C or higher 3rganiHation 9 )/) or '++5 at C or higher /tyle 9 )/) or '++5 at C or higher $esearch/data in"ormation and integration 9 Iot applicable %anagerial $esponse 9)/) or '++5 at C or higher %echanics 9 )/) or '++5 at C or higher

,rou! #ase analysis %&# )77+ -all 0+'+ 1 /pring 0+''

.i"e &anager0s 1ot Seat +ases 2 Organization) ?anguage) +ontent) and

4+5 score at C or above on the 6 point rubric

3rganiHation 9 '4/'4 or '++5 at C or higher anguage 9 '4/'4 or '++5 at C or higher Content 9 '7/'4 or *6.'5 at C or higher

Analysis Se#tions %&# )7A+ /ummer 0+'+ .i"e &anager0s 1ot Seat +ases 2 Organization) ?anguage) +ontent) and Analysis Se#tions %&# )7A+ -all 0+'+ .i"e &anager0s 1ot Seat +ases 2 Organization) ?anguage) +ontent) and Analysis Se#tions %&# )7A+ /pring 0+'' ,rou! !resentation of #ases %&# )77+ -all 0+'+ 1 /pring 0+''

#nalysis 9 '4/'4 or '++5 at C or higher

3rganiHation 9 '7/'7 or '++5 at C or higher anguage 9 '7/'7 or '++5 at C or higher Content 9 '7/'7 or '++5 at C or higher #nalysis 9 '7/'7 or '++5 at C or higher

3rganiHation 9 06/06 or '++5 at C or higher anguage 9 06/06 or '++5 at C or higher Content 9 06/06 or '++5 at C or higher #nalysis 9 06/06 or '++5 at C or higher 4+5 score at C or above on the 6 point 3ral 8resentation rubric -all 0+'+ 3rganiHation 9 )/) or '++5 at C or higher anguage 9 )/) or '++5 at C or higher Content 9 )/) or '++5 at C or higher Ionverbal (elivery 9 )/) or '++5 at C or higher Jerbal (elivery 9 )/) or '++5 at C or higher /pring 0+'' 3rganiHation 9 7/7 or '++5 at C or higher anguage 9 7/7 or '++5 at C or higher Content 9 7/7 or '++5 at C or higher Ionverbal (elivery 9 7/7 or '++5 at C or higher Jerbal (elivery 9 7/7 or '++5 at C or higher

6.0 %a!e e""ective "ormal and in"ormal business presentations.

&anager0s 1ot Seat ,rou! Presentations %&# )7A+ /ummer 0+'+

4+5 score at C or above on the 6 point rubric

/ummer 0+'+ .ntroduction 9 4/4 or '++5 at C or higher 3rganiHation 1 Content 9 4/4 or '++5 at C or higher (elivery 9 4/4 or '++5 at C or higher Conclusion 9 )/4 or 4'.65 at C or higher -all 0+'+ .ntroduction 9 7/4 or A).45 at C or higher 3rganiHation 1 Content 9 4/4 or '++5 at C or higher (iscussion o" eadership 9 4/4 or '++5 at C or higher (elivery 9 4/4 or '++5 at C or higher Conclusion 9)/4 or 4'.65 at C or higher /pring 0+'' .ntroduction 9 4/4 or '++5 at C or higher

&anager0s 1ot Seat ,rou! Presentations %&# )7A+ -all 0+'+ &anager0s 1ot Seat ,rou! Presentations

%&# )7A+ /pring 0+'+

3rganiHation 1 Content 9 4/4 or '++5 at C or higher (iscussion o" eadership 9 4/4 or '++5 at C or higher (elivery 9 4/4 or '++5 at C or higher Conclusion 9 4/4 or '++5 at C or higher 3rganiHation 9 C/C or '++5 at C or higher anguage 9 C/C or '++5 at C or higher Content 9 C/C or '++5 at C or higher Ionverbal (elivery 9 C/C or '++5 at C or higher Jerbal (elivery 9 C/C or '++5 at C or higher

Resear#$ Pro%e#t Presentations (r. Wollan %&# )**+, Three .ndependent /tudies /pring 0+'' ;Continue objectives as needed. Cells will expand to accommodate your text.<

PART T/O
(escribe your programKs assessment accomplishments since your last report was submitted. (iscuss ways in which you have responded to the C#/# (irectorKs comments on last yearKs report or simply describe what assessment wor! was initiated, continued, or completed. The visit by the ##C/& accreditation team in -ebruary 0+'+ resulted in suggestions that the %&# program ;and the undergraduate business program< needed new program learning goals and objectives. The accreditation team suggested that C to ) program learning goal that were applicable to the entire core o" %&# classes would better "it with recent advances in assessment theory. Thus during the /pring 0+'+ semester the /chool o" &usiness 2raduate Committee created 6 new program learning goals with 'C new learning objectives. The /chool o" &usiness 2raduate Committee also created the "ollowing "ive rubrics "or assessing program learning objectives ;%&# 2eneral &usiness $esearch $ubric, %&# &usiness $esearch 8aper $ubric, %&# Critical Thin!ing /!ills $ubric, %&# Dthics $ubric, and the %&# Euantitative $easoning $ubric<. /ince the last assessment report was submitted, the 2raduate -aculty in the /chool o" &usiness decided to lower the number o" learning objective "rom 'C to''. Two o" the learning objectives were eliminated as they were not applicable to the %&# program as a whole and were really learning goals "or a class or two in the program. The eliminated learning objectives were> C.' .denti"y relevant principles and practices o" e""ective corporate governance.L 6.C (emonstrate e""ective group communication s!ills. The new program learning goals and learning objectives are now true assessment criteria "or the entire &BA !rogram. The program learning goals and objectives that are contained in this report represent the collective wisdom o" the graduate "aculty at the retreat. #ll o" the 2raduate -aculty in the /chool o" &usiness were invited to the %&# #ssessment $etreat held on %ay 7, 0+''. The "aculty decided that we would ma!e recommendations on goals ' and 6 at this %ay meeting and ma!e recommendations on goals 0 and C at the meeting to be held in /eptember. This retreat produced the "ollowing "our assessment accomplishment "or the %&# program. '. 8rogram learning goal number 6 and its two learning objectives were "ully discussed. 'a. The recommendation was to continue with no changes as we are exceeding our expectation and per"orming very well on objective 6.' ;written communications s!ills<. 'b. The recommendation "or objective 6.0 ;business presentation s!ills< was to "ormaliHe a process where students presenting their independent student research project would have their presentations evaluated using the approved /chool o" &usiness 3ral 8resentation rubric by "aculty members attending the presentation. 3ther than that no other changes were recommended "or objective 6.0 as we are more than meeting our expectations "or this objective.

0. 8rogram learning goal number ' and its three learning objectives were "ully discussed. 0a. -or learning objective '.' ;research s!ills< the recommendation was develop ways to promote additional interest in research by students in support o" the learning objective 0.C.0 o" the /chool o" &usiness strategic plan which set a goal o" having '6 "aculty,led student research experiences in the %&# program by 0+'). This past year there were '' "aculty led student research projects that were presented and this was the most in the program history but it was "elt that with dedication and proper planning we should be able to reach our goal o" '6 by 0+'). 0b. -or learning objective '.0 ;critical thin!ing s!ills< the recommendation was to continue collecting data in %&# )7A+ using the critical thin!ing rubric and to continue collecting data "rom the C3%8,M% board Fueries and simulation and to "ind one additional course in the program to use the critical thin!ing rubric "or assessment purposes. Io other changes were recommended at this point. 0.c The recommendation "or objective '.C ;decision analysis tools< was to "ind decision analysis tools in the accounting or operations class to use to assess this objective. 3ther than that no other changes were recommended as we are again doing well on this learning objective. C. The graduate "aculty decided that the two annual assessment meeting by the 2raduate -aculty should be scheduled "or mid to late %arch and mid to late /eptember. The /eptember meeting could be used to ma!e recommendations "or curriculum changes based on the annual assessment report and to evaluate the "eedbac! "rom the annual report to C#/#. The meeting in %arch would be used to ma!e additional recommendations "or curriculum changes based on the annual assessment report and to ma!e sure that the data "or the upcoming report is being collected. These meeting will serve to support the #ssessment -eedbac! oop which was approved ;the assessment "eedbac! loop is attached in A!!endi5 B o" this report< last year. 6. The expectations "or the %&# program learning objectives that are contained in this report were rea""irmed as being appropriate. This was important as we continue to support the expectations that were set last year even a"ter having used them "or a year. Iote that the new %&# program learning objectives include a research objective ;'.' Conduct appropriate research.< that will help the %&# program to better align with -irst Choice 8rogram criteria 6 and ). Creating a speci"ic research learning objective was suggested in the annual assessment summary o" %&# program "or #N 0++A,0++*. 6n addition) t$ree of t$e four general learning goals !ut fort$ by +AS? and t$e <PAA are in#luded in t$e ne7 &BA !rogram learning ob%e#ti"es as follo7s: 1. 68 graduates 7ill demonstrate t$e ability to 7rite effe#ti"ely. &BA !rogram learning ob%e#ti"e >.1. *. 68 graduates 7ill demonstrate t$e ability to s!ea- effe#ti"ely. &BA !rogram learning ob%e#ti"e >.*. :. 68 graduates 7ill demonstrate t$e ability to t$in- #riti#ally. &BA !rogram learning ob%e#ti"e 1.*. >. 68 graduates 7ill demonstrate t$e ability to fun#tion as res!onsible global #itizens. T$e 68 &BA !rogram e5#els in offering an abundan#e of integrati"e learning e5!erien#es li-e t$e strategi# #onsulting !ro%e#t in &BA (000) t$e mar-eting !lan !ro%e#t in &BA (((0) t$e manager0s $ot seat #ases in &BA (@=0) t$e simulation in &BA (A00) t$e inde!endent study !ro%e#t being done in &BA (AA0) t$e e5ternal ,A !ositions and t$e interns$i!s. "en t$oug$ integrati"e learning is not yet a learning goal !ut fort$ but +ASA it is a !riority of t$e &BA !rogram. 6n t$e !ast year &BA assessment be#ame a s$ared res!onsibility. ig$t of t$e nine #ore &BA #lasses #olle#ted assessment data for t$is re!ort.

A!!endi5 A contains the rubrics that were used to assess many o" our program learning goals. A!!endi5 B contains a description o" the assessment "eedbac! loop being used to ma!e curriculum recommendations based on analysis o" our assessment data and reports. # !!endi5 + contains a description o" all o" the assignments used to collect assessment data "or this report organiHed by the class "rom which it was collected.

PART T1R
/ummariHe changes and improvements in #urri#ulum) instru#tion) and learning that have resulted "rom the implementation o" your assessment program. How have you used the data? What have you learned? .n light o" what you have learned through your assessment e""orts this year and in past years, what are your plans "or the "uture? Re#ent A!!lied &anagement O!tion and Resear#$ O!tion Program Re"isions #s part o" the revision o" the %&# curriculum that started in -all 0++A when the 2eneral %anagement %&# program was replace with the #pplied %anagement %&# program, #dministrative 8olicy ;%&# )A*+< was replaced by a new %anagement /imulation ;%&# )*++< course, and a new course, /trategic %anagement ;%&# )+++< became part o" the core. The "eedbac! on these two new courses in the exit interviews has been very positive. 6n t$e e5it sur"ey t$at is sent to all graduating students) t$ey 7ere as-ed to list t$e most influential #ourses in t$e &BA !rogram. T$e &BA (A00 B&anagement SimulationC #lass 7as ran-ed as t$e most influential #lass in t$e &BA !rogram by "irtue of being #$osen as one of t$e most influential #ourses by more students #om!leting t$e e5it sur"ey last year t$an any ot$er #ourse B= of t$e 1> students #om!leting t$e e5it sur"ey last yearC. T$e &BA (A00) &anagement Simulation #ourse ser"es as a true #a!stone and integrati"e learning e5!erien#e for t$e &BA !rogram. .n the %&# )+++ class, students receive an overall view o" the "unctional operations o" the "irm, which gives them a "ramewor! "or what they will be learning in the %&# program. T$e assessment data from t$e TS &a%or .ield Test in Strategi# 6ntegration s$o7s t$at 7e re#ei"ed (DE) (@E and @1E of t$e Fuestions #orre#t !la#ing us in t$e @() @0 and =0 !er#entile res!e#ti"ely. Our goal of a : year rolling a"erage at or abo"e t$e national a"erage 7as met B /trategic .ntegration 9 )).+ 5 ;G)C.75 national average<<. /e 7ill #ontinue to tra#- t$e TS assessment data for Strategi# 6ntegration to see if our e5!e#tation of im!ro"ed !erforman#e in t$at area #ontinues to $old true. The second revision to the %&# curriculum that started in -all 0++A was to created a $esearch 3ption %&# program. This new program option was expected to graduate a small number o" students annually as the program option was designed "or students interested in pursuing 8h(Ks in business a"ter completing their %&# degrees. The program teaches students how to produce research suitable "or publication in respected business journals. Dere%e Abebe 7as t$e first graduate of t$is ne7 o!tion 7$en $e graduated in .all *010 and G$eng$ong 1ou 7as t$e se#ond 7$en s$e graduated in S!ring *011. Dere%e and Dr. lmuti $a"e already #ollaborated to !ublis$ed one !eer2re"ie7ed arti#le. 6n addition) t$eir &BA (A0( resear#$ !ro%e#t is e5!e#ted to !rodu#e at least one more !ubli#ation. G$eng$ong and Dr. S$inde $a"e already #ollaborated to !ublis$ed one !eer2re"ie7ed arti#le and one !resentation at a #onferen#e. 6n addition) t$eir &BA (A0( resear#$ !ro%e#t is e5!e#ted to !rodu#e at least one more !ubli#ation. P$ase 6 PrereFuisite &odules The %&# program began o""ering modules which can be used in place o" the semester long undergraduate business prereFuisites. %odules were developed to attract students to the %&# program who were not undergraduate business majors or minors so that the process o" completing '' undergraduate business prereFuisites could be completed more rapidly. -our modules were o""ered last academic year that served 6' students. 3ut o" these 6' students CA passed their module by earning at least 4+5 on the graded assignments. The "eedbac! on these "our modules has been very positive. Out of t$e := students 7$o too- and !assed modules last year D too- t$e &BA #lass t$at t$e module 7as a !rereFuisite for and all D !assed t$at &BA #ourse 7it$ a grade of B or better B@ A0s and 1 BC. Students 7$o $a"e ta-en t$e modules !erform as 7ell in t$e &BA !rogram as t$ose 7$o $a"e ta-en traditional semester long #ourses for t$eir !rereFuisites. +urri#ulum +$anges based u!on Assessment Data $eplacing %&# )7+) with %&# )+'+ -ocus groups o" recent %&# graduates and DT/ %ajor -ield test scores both suggested that the our %&# students needed to improve their "inancial accounting s!ills. The existing core accounting class in the %&# program, %&# )7+) ;%anagerial #ccounting Control<, covered only managerial accounting. Thus the

accounting "aculty and the /chool o" &usiness 2raduate Committee approved replacing %&# )7+) with %&# )+'+ ;#ccounting "rom a %anagement 8erspective< as a core class in the %&# program since %&# )+'+ covers both "inancial and managerial accounting. #llowing %&# students to ta!e a combined "inancial and managerial accounting class will better prepare them "or the business world and it is expected to improve our DT/ %ajor -ield test scores in "inance and accounting. T$e assessment data from t$e TS &a%or .ield Test in .inan#e and A##ounting s$o7s t$at 7e are meeting our goal of a : year rolling a"erage at or abo"e t$e national a"erage B-inance 9 6A.'5 ;G66.A5 national average<L #ccounting 9 )0.C5 ;G)+.C5 national average<<. /e 7ill #ontinue to tra#- t$e TS assessment data in t$ese areas to see if our e5!e#tation of im!ro"ed !erforman#e in t$at area #ontinues to $old true. #ccounting Certi"icate Changes The second curriculum change involved the #ccounting Certi"icate program. This certi"icate program changed "rom allowing students to pic! 7 graduate level accounting classes "rom an approved list o" classes, to reFuiring students ta!e the same three classes reFuired by the %&# with #ccountancy Concentration 8rogram ;#CC )0++, #CC )6++ and #CC )6)+< and allowing students to pic! C graduate level accounting classes "rom an approved list o" classes. The accounting classes reFuired in the %&# with #ccountancy Concentration 8rogram were designed to prepare students "or ta!ing the C8# exam. $ecent pass rates on the three o" the "our section o" the C8# exam ;#uditing and #ttestation, -inancial #ccounting and $eporting, and $egulation< were much above the average o" public institutions in .llinois while the "ourth section ;&usiness Dnvironment and Concepts< scored at the average o" public institutions in .llinois. To better prepare our accounting certi"icate students "or passing the C8# exam we changed the reFuirements to include classes in #uditing, -inancial #ccounting and $egulation ;#CC )6++, #CC )0++ and #CC )6)+<. Assessment Plans for Ne5t Hear #. To create a &usiness /ocial $esponsibilities rubric and to improve the %&# &usiness $esearch 8aper $ubric. &. To collect assessment data in all o" the %&# core classes including %&# )+'+. C. To continue to collect ;most o"< the assessment data contained in this report on an annual basis. (. To close additional assessment loops by implementing curriculum changes based on the analysis o" trends in the assessment data examined using the assessment "eedbac! loop given below and in appendix &. OAssessment .eedba#- ?oo!> $egular #ssurance o" earning meetings by the /chool o" &usiness 2raduate Committee and an end o" semester #ssessment %eeting with all o" the members o" the 2raduate &usiness -aculty late spring and end o" "all semester as needed. The /chool o" &usiness 2raduate Coordinator writes an end o" year assessment report which is given to Chair o" the /chool o" &usiness and the :niversity Committee "or the #ssessment o" /tudent earning ;C#/ <. #n #ssessment /ummary $eport is given to the /chool o" &usiness 2raduate -aculty and the -aculty Council with recommendations "rom the /chool o" &usiness 2raduate Committee by the end o" /eptember in the "all semester. 2raduate -aculty in each discipline and the #ssistant Chair discuss results with discipline unitsL (iscipline units respond bac! to /chool o" &usiness 2raduate Committee with additional recommendationsL /chool o" &usiness 2raduate Committee and 2raduate Coordinator initiate changes as needed.

A!!endi5 A 9 &BA Assessment Rubri#s

astern 6llinois 8ni"ersity &BA ,eneral Business Resear#$ Rubri#

merging 1 22222222222222222222222222* De"elo!ing : 22222222222222222222222222>

Graduate Committee Meeting May 4, 2010

&astering ( 22222222222222222222222222@ -ully and clearly identi"ies research objective :ses a rich variety o" appropriate research sources that are timely and relevant Thoroughly synthesiHes and integrates in"ormation "rom a variety o" sources imits use o" Fuotations to particularly apt or e""ective statements Thoroughly documents sources using in,text citations and wor!s cited page Consistently uses appropriate citation "ormat 8rovides complete and accurate citation in"ormation

1. *.

6dentifi#ation of resear#$ ob%e#ti"e Resear#$ sour#es

-ails to identi"y research objective or merely implies research objective :ses "ew research sources or uses mostly sources that are inappropriate, not timely, or irrelevant .nadeFuately synthesiHes or integrates in"ormation :ses limited or no variety o" sources -reFuent inappropriate use o" Fuotations (oes not document or inadeFuately documents sourcesL in,text citations or wor!s cited page may be missing or incomplete (oes not use appropriate citation "ormat or generally uses inconsistent citation "ormats %uch citation in"ormation is missing, incomplete, or inaccurate

Clearly identi"ies research objective but may lac! clarity or details :ses an adeFuate variety o" research sources but some may be inappropriate, not timely or irrelevant #deFuately synthesiHes in"ormation "rom various sources but may be disjointed or not "ully integrated in places 2enerally uses Fuotations appropriately #deFuately documents sources using in,text citations and wor!s cited page but may omit appropriate citations 2enerally uses appropriate citation "ormat but may include some inconsistent use o" "ormat 8rovides citation in"ormation but some may be incomplete or inaccurate

:.

8se of resear#$ information

>.

Do#umentation of sour#es

astern 6llinois 8ni"ersity &BA Business Resear#$ Pa!er Rubri#

merging 1 22222222222222222222222222* De"elo!ing : 22222222222222222222222222> .ncludes abstract but may be o" inappropriate length #deFuately provides overview o" paper but some points may be unclear or incomplete

Graduate Committee Meeting May 4, 2010

&astering ( 22222222222222222222222222@ .ncludes clear abstract o" about '++ words 8rovides clear overview o" entire paper

1.

Abstra#t

Io abstract or abstract is not summary or overview o" entire paper

*.

6ntrodu#tion

Io introduction or inadeFuate introduction that> o -ails to describe or inadeFuately describes connections to existing research, "indings, and managerial practice o -ails to describe or inadeFuately describes motivation "or or purpose o" the study or research Fuestion but some details may be unclear or incomplete o 8rovides little or no overview o" paper %any points are unclear and lac! su""icient detail

.ncludes generally clear introduction to paper and topic that> o #deFuately describes connections to existing research, "indings, and managerial practice o #deFuately describes motivation "or or purpose o" the study or research Fuestion o 8rovides overview o" paper but some details may be unclear or incomplete or may lac! de"inition o" !ey terms /ome points may be unclear or lac! su""icient detail

.ncludes clear introduction to paper and topic that> o -ully describes connection to existing research, "indings, and managerial practiceL o Clearly and "ully describes motivation "or and purpose o" the study or research FuestionL o 8rovides overview o" paper with de"initions o" !ey terms i" needed

merging 1 22222222222222222222222222*

De"elo!ing : 22222222222222222222222222> 8rovides adeFuate review o" literature, research and "indings relevant to the paper and topic that adeFuately> o Compares and contrasts existing literature o /ummariHes historical development o .denti"ies recent developments /ome points may be unclear or lac! su""icient detail

&astering ( 22222222222222222222222222@ 8rovides thorough and clear review o" literature, research, and "indings relevant to the paper and topic that> o Clearly and completely compares and contrasts existing literature showing areas o" agreement and disagreement among scholars o Clearly and "ully summariHes historical development o Clearly and "ully identi"ies recent developments -ormally states new ideas in the "orm o" a proposition ;i" data is not collected< or hypothesis ;i" wor! is empirically tested< -ully and completely discusses arguments that support the proposition or hypothesis 8rovides a visual image ;e.g., "igure, picture, table, matrix, graph< that accurately represents and elucidates the ideas

:.

T$eoreti#al Ba#-ground and T$eory De"elo!ment

8rovides inadeFuate review o" literature, research and "indings relevant to the paper and topic that "ails to or inadeFuately does the "ollowing> o Compares and contrasts existing literature o /ummariHes historical development o .denti"ies recent developments %any points are unclear or lac! su""icient detail

>.

Resear#$ &et$ods

$esearch design that is inappropriate and/or does not address internal and external validity concerns. (oes not identi"y many o" the appropriate independent and dependent variables. (oes not provide constitutive and operational de"initions "or many o" the research concepts. (oes not use complex scales in many instances where they should be used. (oes not address concerns o" content, construct, and criterion,related validity "or many o" the measurement scales. (oes not address reliability concerns "or many o" the measurement scales. (evelops a sampling plan that is not appropriate "or research design. (oes not pretest the instrument or per"orms an inadeFuate pretest.

$esearch design that addresses most internal and external validity concerns. .denti"ies most but not all o" the appropriate independent and dependent variables. #ppropriate constitutive and operational de"initions "or most but not all o" the research concepts. :ses complex scales "rom previous research in most but not in every instance where appropriate. argely addresses concerns o" content, construct, and criterion,related validity "or most o" the measurement scales. argely addresses reliability concerns "or most o" the measurement scales. /ampling plan largely supports research design. 8retests instrument on convenient but not ideal respondents.

$esearch design that "ully supports the research objectives. -ully addresses internal and external validity concerns. .denti"ies all o" the independent and dependent variables. #ll research concepts have appropriate constitutive and operational de"initions. :ses complex scales "rom previous research where appropriate. -ully addresses concerns o" content validity "or all measurement scales. #ddresses concerns o" construct and criterion, related validity appropriately. -ully addresses reliability concerns "or all measurement scales. /ampling plan provides data that "ully supports research design. 8retests instrument on appropriate respondents and ma!es corrections as needed.

merging 1 22222222222222222222222222*

De"elo!ing : 22222222222222222222222222>

&astering ( 22222222222222222222222222@ Clearly and "ully describes empirical or other analysis 8rovides accurate correlation matrix o" test variables and control variables -ully and completely discusses and presents empirical "indings/results Clearly and completely discusses relevance o" ideas/"indings/contributions to all relevant audiences including scholars and managers Clearly and thoroughly discusses implications "or managerial practice and research Clearly identi"ies what remains un!nown about the topic Clearly and "ully discusses "urther research topics and methodology Clearly and "ully discusses application o" the paper to other settings ;e.g. other countries, industries< Clearly summariHes paper including summary o" contributions

(.

Tests of 1y!ot$eses and Results

@.

.indings) +ontributions) +on#lusions and .uture Resear#$

D.

Referen#es

8rovides comprehensive list o" re"erences ;C+ to )+P re"erences< o" which a substantial proportion are academic/scholarly journals %ay include re"erences to current events or topics covered in the popular or business press

astern 6llinois 8ni"ersity &BA +riti#al T$in-ing Rubri#

Graduate Committee Meeting May 4, 2010

merging 1 22222222222222222222222222*

De"elo!ing : 22222222222222222222222222> .denti"ies and summariHes the problem, Fuestion, or issue but some aspects may be incorrect or unclear Iuances and critical details are absent or glossed over #ddresses alternative perspectives to Fuali"y analysis but may investigate some perspectives only in limited way $oughly integrates multiple viewpoints and comparison o" ideas or perspectives %ay dismiss alternative views too hastily.

&astering ( 22222222222222222222222222@ Clearly identi"ies and summariHes the primary problem, Fuestion, or issue .denti"ies secondary or implicit issues. ." applicable, notes relationships among "actors in the situation and how they relate to each other. -ully addresses diverse perspectives drawn "rom outside in"ormation to Fuali"y analysis. -ully integrates ideas and perspectives "rom variety o" sources. .ntegrates own and othersK ideas through a complex process o" judgment and justi"ication. Clearly presents and justi"ies own view or hypothesis while respecting other views. 8resents position that demonstrates ownership by constructing !nowledge or "raming original Fuestions, integrating objective analysis and intuition. Clearly identi"ies own position on the issue, drawing support "rom experience, and in"ormation not available "rom assigned sources. Clearly presents and justi"ies own view or hypothesis while Fuali"ying or integrating contrary views or interpretations. 8osition or hypothesis demonstrates sophisticated, integrative thought and is developed clearly throughout. Dxamines the evidence and source o" evidenceL evaluates its accuracy, precision, relevance, completeness. Clearly distinguishes "act "rom opinion and recogniHes bias in evidence .n"ormation need is clearly de"ined and related to assignment :ses data and sources that clearly meet the in"ormation need

1. Problem 6dentifi#ation: 6dentifies and summarizes t$e !roblem) Fuestion) or issue.

(oes not identi"y or inaccurately identi"ies the problem, Fuestion, or issue (oes not summariHe or inaccurately summariHes the problem, Fuestion, or issue

*. +onsiders Alternati"e Pers!e#ti"es: 6ntegrates issue using ot$er !ers!e#ti"es and !ositions.

#ddresses only a single perspective -ails to discuss various perspectives, especially those held by others. #dopts a single idea or limited ideas with little Fuestion. #ddresses more than one perspective but does not integrateL alternatives are disjointed or bolted together. 8resents position or hypothesis that is clearly inherited or adopted with little original consideration. -ails to present and justi"y own opinion or "orward hypothesis. #ddresses a single source or view o" the argument, "ailing to clari"y the established position relative to oneKs own. 8resents position or hypothesis that is unclear or simplistic.

:. De"elo!s o7n !ers!e#ti"e) $y!ot$esis) or !osition.

8resents position that includes some original thin!ing or that ac!nowledges, re"utes, synthesiHes or extends other assertions, although some aspects may have been adopted. 8resents own position or hypothesis, though inconsistently. 8resents and justi"ies own position without addressing other views, or does so super"icially. 8osition or hypothesis is generally clear, although gaps may exist.

>. "aluates 4uality of "iden#e: 6dentifies) assesses) and analyzes t$e Fuality of su!!orting dataIe"iden#e.

$epeats in"ormation provided without Fuestion or ignores or dismisses evidence without adeFuate justi"ication. (oes not distinguish among "act, opinion, and value judgments. :ses data or sources that are inappropriate or not on topic. (emonstrates little or no s!ill in searching, selecting, and evaluating sources to meet the

:se o" evidence is Fuali"ied and selective, though perhaps unintentional. (iscerns "act "rom opinionL may recogniHe bias in evidence though attribution is spotty, inappropriate, or exaggerated. :ses data or sources that adeFuately meet the in"ormation need, though little evidence o" more than routine exploration. (emonstrates adeFuate s!ill in searching, selecting,

merging 1 22222222222222222222222222* in"ormation need.

De"elo!ing : 22222222222222222222222222> and evaluating sources to meet the in"ormation need. #nalyHes much but not all relevant evidence Conducts Fuantitative or Fualitative analysis that is appropriate and accurate, but rather super"icial. #nalysis provides limited help in clari"ying the issues and "acilitating decision,ma!ing .denti"ies some conclusions, implications, and conseFuences Conclusions re"lect in"luence o" some other perspectives, assumptions, and evidence that extend beyond a discipline or single issue. 8roposes solution to problem;s< that is somewhat related to previous dimensions noted in rubric. Con"uses correlations with cause. Considers !nowledge as relative collection o" opinions and perspectives, and ma!es little attempt to compare.

&astering ( 22222222222222222222222222@ (emonstrates strong s!ill in searching, selecting, and evaluating sources to meet the in"ormation needL notable identi"ication o" uniFuely salient resources. #nalyHes all relevant evidence Conducts Fuantitative or Fualitative analysis is appropriate, accurate, and thorough. #nalysis e""ectively clari"ies the issues and "acilitates decision,ma!ing. .denti"ies and discusses conclusions, implications, and conseFuences considering assumptions, data, and evidence. 8roposes solution to problem;s< based on previous dimensions noted in rubric. 3bjectively Fuali"ies own assertions. $ecogniHes limitations o" correlations or association and Fuali"ies implications o" assertions accordingly. Jiews !nowledge as the best available evidence within the given context, even in the "ace o" uncertainty and ambiguity.

(. Business Analysis: 8nderta-es a!!ro!riate Fuantitati"e or Fualitati"e analysis.

-ails to analyHe all or much relevant evidence Conducts Fuantitative or Fualitative analysis that is inappropriate, inaccurate, or super"icial #nalysis does not help clari"y the issues or "acilitate decision,ma!ing. -ails to identi"y conclusions, implications, and conseFuences o" the issue or identi"ies conclusions without consideration o" evidence -ails to discuss !ey relationships between the other elements o" the problem, such as other perspectives, assumptions, or data and evidence. (oes not propose solution to problem. %ista!es correlations with cause. Considers !nowledge as absolute when con"irmed by one or another authority.

@. Reasoned and ?ogi#al +on#lusion: 6dentifies and assesses #on#lusions) im!li#ations) and #onseFuen#es.

#dapted "rom Q2uide to $ating Critical and .ntegrative Thin!ing,R Washington /tate :niversity, -all 0++7

astern 6llinois 8ni"ersity &BA t$i#al Analysis Rubri#

merging 1 22222222222222222222222222* De"elo!ing : 22222222222222222222222222> (iscusses the ethical dilemma including some relevant "acts .denti"ies ethical issue but may be unclear or incomplete .denti"ies sta!eholders but may ignore some sta!eholders .denti"ies or implies potential impact on sta!eholders

Graduate Committee Meeting May 4, 2010

&astering ( 22222222222222222222222222@ -ully discusses the ethical dilemma including all relevant "acts Clearly states the primary ethical issues .denti"ies secondary and implicit issues Clearly identi"ies all sta!eholders -ully discusses potential impact on sta!eholders

1.

6dentifi#ation of t$i#al 6ssues

8rovides little or no discussion o" ethical dilemma or relevant "acts (oes not identi"y the ethical issues or inaccurately identi"ies the ethical issue (oes not identi"y sta!eholders .naccurately identi"ies sta!eholders

*.

+onsideration of Sta-e$olders

:.

Analysis of 6ssue from &ulti!le t$i#al T$eories or Pers!e#ti"es

8rovides cursory analysis o" ethical issue and/or analyHes issue "rom one theory/perspective -ails to identi"y and describe appropriate ethical theories/perspectives #pplies ethical theory/perspective in simplistic or mechanical way -ails to identi"y options "or resolving dilemma or identi"ies only one option "or resolving dilemma imited or no incorporation o" ethical theories/perspectives and consideration o" sta!eholders

#deFuately analyHes issues applying multiple ethical theories/perspectives (escribes appropriate ethical theories/perspectives but description may be unclear or inaccurate #pplies ethical theories/perspectives o" theories but "ails to "ully clari"y issues or provide basis "or decision,ma!ing (escribes at least two options "or resolving dilemma (iscusses some potential rami"ications o" options .ncorporates ethical theories/perspectives and consideration o" sta!eholders but discussion may be unclear, disjointed or super"icial 8roposes decision "or resolution supported by reasoning $elates proposed decision to analysis o" issues and options %ay provide some suggestions "or implementation

Thoroughly analyHes issue applying multiple appropriate ethical theories Clearly and accurately describes appropriate ethical theories/perspectives -ully applies ethical theories/perspectives to "acts clari"ying issues and providing basis "or decision, ma!ing Clearly identi"ies and describes various options "or resolving dilemma Clearly discusses potential rami"ications o" various options D""ectively integrates various ethical theories/perspectives and consideration o" sta!eholders in discussion o" options Clearly proposes decision "or resolution supported by logical and thorough reasoning 8roposed decision "ully integrates analysis o" issues and options -ormulates clear implementation plan

>.

Dis#ussion of O!tions

(.

Pro!osal of De#ision

-ails to propose decision "or resolution or proposes decision "or resolution with little or no support -ails to relate proposed decision to analysis o" issues and options

Quantitative Reasoning Rubric (Derived from St. Johns University)

Student: ______________________________________________ C ass: ___________________ Date: _________________ Graduate Committee Meeting May 4, 2010

!b"ectives Se ection

#merging $%%%%%%%%%%%%%%%%%%%%%%%%&
Infrequently selects the correct mathematical procedures to analyze data.

Deve o'ing (%%%%%%%%%%%%%%%%%%%%%%%%)

Generally selects the correct mathematical procedures to analyze data.

*astering +%%%%%%%%%%%%%%%%%%%%%%%%,
Consistently selects the correct mathematical procedures to analyze data.

Score

-na ysis

Infrequently performs the analysis correctly.

Generally performs the analysis correctly.

Consistently performs the analysis correctly.

.nter'retatio n

Infrequently interprets quantitative measures accurately.

Generally interprets quantitative measures accurately.

Consistently interprets quantitative measures accurately.

-'' ication

Infrequently utilizes quantitative measures to make informed decisions in a variety of contexts.

Generally utilizes quantitative measures to make informed decisions in a variety of contexts.

Consistently utilizes quantitative measures to make informed decisions in a variety of contexts.

Comments:

/ota :

Schoo of 0usiness 1riting Rubric (a''roved by Schoo of 0usiness Curricu um Committee2 *ay2 &334)
#5em' ary Deve o'ment and 6ur'ose
Clearly communicates purpose Clearly identifies and fully develops all ideas/themes Establishes and maintains clear focus Clearly and consistently or"anizes ideas Effectively structures and orders para"raphs %inks ideas &ith smooth and effective transitions

6roficient
Mostly communicates purpose Identifies and develops main ideas/themes but may lack clarity or depth Establishes focus but not fully maintained Consistently or"anizes ideas but structure may be formulaic or unsophisticated $or the most part effectively structures and orders para"raphs $or the most part effectively links ideas but transitions may be unclear or ineffective )ses effective and varied sentence structure )ses vocabulary and style that are mostly appropriate to the audience' some &ords may be used incorrectly

*argina
!a"uely communicates purpose #oes not identify or develop some main ideas/themes $ocus is va"ue and not fully maintained $requently does not or"anize ideas' structure is formulaic or unsophisticated (ften does not structure or order para"raphs %inks some ideas but transitions are missin" or unclear

Unacce'tab e
Mostly fails to communicate purpose #oes not identify or develop most ideas/themes Mostly fails to establish and maintain focus #oes not or"anize ideas $or the most part does not structure or order para"raphs #oes not link ideas

1eight__________________ !rgani7ation

1eight__________________ Sty e
)ses sophisticated and varied sentence structure )ses vocabulary and style that appropriate to the audience

1eight__________________ Research8data information and integration

)ses credible sources Inte"rates source material and data seamlessly into body of text Incorporates sophisticated visual aids that enhance understandin" *ppropriately cites and documents references and sources Identifies and describes appropriate business concepts #emonstrates creative and innovative thou"ht )ses appropriate balance of outside sources and independent thou"ht +eaches clear conclusions supported &ith sound reasonin" Makes virtually no "rammar punctuation or spellin" errors Mostly uses credible sources Inte"rates most source material and data into body of text Effectively incorporates appropriate visual aids Mostly cites and documents references and sources Identifies and describes some appropriate business concepts ,rovides some creative or innovative thou"ht *chieves "eneral balance of outside sources and independent thou"ht +eaches and supports conclusions but some detail and/or reasonin" not clear Makes fe& "rammar punctuation or spellin" errors' these are not distractin" to the reader

)ses little variety in sentence structure' some syntax errors may be present )ses vocabulary or style that are frequently inappropriate to the audience' &ords are often used incorrectly )ses some credible sources Includes but does not inte"rate source material and data into body of text Incorporates some appropriate visual aids (ccasionally cites and documents references and sources Identifies or describes some appropriate business concepts Mainly lacks creative or innovative thou"ht Either outside sources or independent thou"ht clearly out&ei"hs the other +eaches some va"ue conclusions that are not clearly supported Makes occasional "rammar punctuation or spellin" errors' these may be distractin" to the reader

)ses no variety in sentence structure' syntax errors frequently present )ses vocabulary or style that are inappropriate to the audience' &ords are consistently used incorrectly #oes not use credible sources #oes not use source material or data $ails to incorporate appropriate visual aids $ails to cite and document references and sources $ails to identify or describe appropriate business concepts $ails to demonstrate creative and innovative thou"ht +elies exclusively on either outside sources or independent thou"ht $ails to reach or support conclusions Makes frequent "rammar punctuation or spellin" errors' these are distractin" to the reader

1eight___________________ *anageria Res'onse

1eight___________________ *echanics 1eight___________________

School of Business Oral Presentation Rubric (approved by School of Business Curriculum January, 200 !
"#emplary
!rgani7ation

Proficient
Generally or"anizes material in lo"ical
structure unclear

$ar%inal
%oosely connects ideas but structure is $ocuses on an idea or topic Introduction body conclusion
detectable but not comprehensive )ses fe& or unclear transitions

&nacceptable
-o apparent structure .ho&s little or no focus %acks introduction body and/or
conclusion

Clearly and consistently or"anizes material Clearly communicates purpose/thesis )ses effective introduction body and
conclusion

1eight ____

Communicates a central idea or topic )ses adequate introduction body

conclusion %inks topics and ideas &ith adequate transitions

%inks topics and ideas &ith smooth and

effective transitions 9anguage

%acks transitions

Consistently uses appropriate lan"ua"e for

situation and audience Consistently uses precise and vivid lan"ua"e Consistently varies sentence structure and &ord choice Clearly defines/explains unfamiliar terms

Generally uses appropriate lan"ua"e for

situation and audience Generally uses clear and effective lan"ua"e Generally varies sentence structure and &ord choice *dequately defines/explains most unfamiliar terms

.eldom uses appropriate lan"ua"e for

situation or audience .eldom uses clear lan"ua"e )ses some variation in sentence structure and &ord choice #efines/explains some unfamiliar terms

Consistently uses inappropriate

lan"ua"e for situation or audience

Consistently uses va"ue or unclear

lan"ua"e

1eight ____

)ses little or no variation in sentence

structure and &ord choice

$ails to define/explain unfamiliar terms ,resents material that is minimally

specific credible relevant sufficient and /or interestin" Includes material "enerally appropriate to situation or audience Cites some information sources )ses "enerally ineffective visual aids

Content

,resents material that is hi"hly specific

credible relevant sufficient and interestin" Includes only material appropriate to situation and audience Completely and accurately cites information sources )ses visual aids that enhance communication and audience en"a"ement

,resents material that is adequately

specific credible relevant sufficient and/or interestin" Includes material "enerally appropriate to situation and audience Generally cites Information sources accurately )ses "enerally effective visual aids

,resents material that lacks specificity

credibility relevance sufficiency and/or interest Consistently presents material inappropriate to situation and /or audience $ails to cite information sources )ses no visual aids

1eight ____

:onverba De ivery

.peaks directly to audience &ithout referrin"

to notes or visual aids Exhibits clear a&areness of and responsiveness to audience Clearly en"a"es audience throu"h consistent eye contact and "estures )ses no distractin" mannerisms

Generally speaks directly to audience

occasionally referrin" to notes or visual aids Exhibits "eneral a&areness of audience reaction En"a"es audience throu"h re"ular eye contact and "estures (ccasionally distractin" mannerisms

+elies heavily on notes or audio visual

aids Exhibits limited a&areness of audience reaction Exhibits limited eye contact and "estures +e"ularly uses distractin" mannerisms

+eads directly from notes or audio

visual aids

Exhibits little or no a&areness of

audience reaction

1eight ____

Exhibits no eye contact &ith or "estures

to audience

$requently demonstrates distractin"

mannerisms

;erba De ivery 1eight ____

Consistently varies voice in pitch volume

rate and emphasis )ses no fillers /ahs uhms ers0 )ses hi"hly effective articulation and proper pronunciation

Generally varies voice in pitch volume

rate and emphasis (ccasionally uses fillers /ahs uhms ers0 but "enerally not distractin" )ses "enerally effective articulation and proper pronunciation

(ccasionally varies voice in pitch

volume rate and/or emphasis )se distractin" fillers /ahs uhms ers0 that detract from the presentation )ses minimally effective articulation &ith occasional mispronunciation

Consistently fails to vary voice in pitch

volume rate or emphasis

Consistently uses distractin" fillers

/ahs uhms ers0 that detract from the presentation Consistently lacks clear articulation and/or proper pronunciation

*ccommodations &ill be made for persons &ith communication disabilities and / or differences

A!!endi5 B 9 Assessment .eedba#- ?oo! OAssessment .eedba#- ?oo!> $egular #ssurance o" earning meetings by the /chool o" &usiness 2raduate Committee and an end o" semester #ssessment %eeting with all o" the members o" the 2raduate &usiness -aculty late spring and end o" "all semester as needed. The /chool o" &usiness 2raduate Coordinator writes an end o" year assessment report which is given to Chair o" the /chool o" &usiness and the :niversity Committee "or the #ssessment o" /tudent earning ;C#/ <. #n #ssessment /ummary $eport is given to the /chool o" &usiness 2raduate -aculty and the -aculty Council with recommendations "rom the /chool o" &usiness 2raduate Committee by the end o" /eptember in the "all semester. 2raduate -aculty in each discipline and the #ssistant Chair discuss results with discipline unitsL (iscipline units respond bac! to /chool o" &usiness 2raduate Committee with additional recommendationsL /chool o" &usiness 2raduate Committee and 2raduate Coordinator initiate changes as needed.

A!!endi5 + 9 Des#ri!tion of +lass Assignment %&# )+++ 9 /trategic %anagement The /trategic Consulting 8roject ;/C8< described below was used to collect assessment data "or objectives '.C, 0.', 0.0, 0.C, C.' and C.0. .n addition, the /chool o" &usiness Writing $ubric was used in -all 0++* to assess the writing on the /C8s. Strategi# +onsulting Pro%e#t ;)++ 8oints< #s mentioned above, you will be participating in a group to ma!e strategic recommendations to an external client organiHation. %ost wee!s there will be time allotted to your groups to wor! together during class and discuss with your pro"essor Fuestions or issues you have on the project. #t the beginning o" class on those class nights, your group will submit new wor! completed on the project. The progress on the project will then be chec!ed and graded. This will ma!e up '++ points over the semester. (uring our last two class meetings be"ore the "inal exam, each group will present its "indings to the rest o" the class and any special guests who may be invited. # more detailed description o" the guidelines "or the presentation will be provided later in the semester. The presentation will count '++ points toward your course grade. #s mentioned, you will be using templates to produce your strategic recommendations "or your external client organiHation. 3n the last day o" class, you will turn in ;at the beginning o" class< your "inal project in a C,ring binder o" appropriate siHe. This port"olio is worth C++ points and is the largest portion o" your course grade. 8ort"olios turned in late will be assessed a '+5 penalty per day late ;each 06 hour period beginning at 4>++ p.m.<.

$B' (000, S)R')"*+C $','*"$",) , Pro-ect *radin% Rubric

.evel of Performance for *radin% "ach Cate%ory Outstanding analysis. Covers each point thoroughly and demonstrates a deep understanding of the concept. Appropriately applies concept to the case. Solid analysis. Covers each point well and demonstrates a solid understanding of the concept. Appropriately applies concept to the case. Good analysis. Covers each point well. Demonstrates good understanding of the concept. Applies concept to the case, though not with total accuracy. One of the following applies: 1. Incomplete analysis. Either does not cover each point well, or fails to demonstrate a good understanding of the concept, or fails to accurately apply the concept to the case. 2. Incorrect analysis. rovides a complete analysis, !ut the analysis is incorrect. Weak analysis. "ore than one error e#ists in terms of completion of analysis or accuracy of analysis. Unacceptable performance in terms of completeness and$or accuracy. *rade 10/10 9/10 8/10 7/10

6/10 5/10

Professionalism. The paper hou!d "e pro#e iona! in it organi$ation, ty!e, appearan%e, grammar, and do%umentation. &e#i%ien%ie may a##e%t indi'idua! e%tion grade .

Overvie/

)opic "#ecutive Summary

.evel of Competency &trategic recommendation is made and 'ustified, along with other strategic options considered and a !rief overview of the pro'ect ( in one page. 0alues, Purpose, 1 Descri!es the company)s core $ission organi%ational values and formulates an appropriate mission statement using * essential elements. 2irm 1 +ts +ists the ma'or forces and organi%ations in "nvironment the environment of the organi%ation !y role. )opic .evel of Competency "conomic 2actors Accurately analy%es , facts$trends in the economic environment and assesses their implications for the organi%ation. SocioCultural 2actors Accurately analy%es , facts$trends in the sociocultural environment and assesses their implications for the organi%ation. *overnment3.e%al Accurately analy%es , facts$trends in the 2actors government$legal environment and assesses their implications for the organi%ation. )echnolo%ical 2actors Accurately analy%es , facts$trends in the technological environment and assesses their implications for the organi%ation. )opic .evel of Competency )hreat of ,e/ "ntrants Accurately analy%es the threat level from potential new entrants to the industry. )hreat of Competitive Accurately analy%es the threat level from Rivalry high levels of competition in the industry. )hreat of Buyers Accurately analy%es the threat level from !uyers and !uying groups in the industry. )hreat of Suppliers Accurately analy%es the threat level from suppliers and supplier groups in the

Comments

Points

Comments

Points

"nvironmental 'nalysis

Comments

Points

+ndustry 'nalysis

)hreat of Substitutes Complementor 1 Complementor 'nalysis

industry. Accurately analy%es the threat level from products$services outside the industry that meet the same need in different ways. -ses a strategic group map to assess competitors in the industry and identifies complementary relationships in the industry.

+nternal 'nalysis

)opic $ana%ement

.evel of Competency Assesses .ey components of the company)s top management team, /0, structure, culture , and other management issues. $ar4etin% Assesses the 1, )s2 and .ey mar.eting strategies of the firm in relation to the firm)s overall strategies and mission. 2inance Analy%es the firm)s income statement, !alance sheet, distri!ution of profits, and other financial measures of firm performance. Operations Analy%es the organi%ation)s manufacturing$service operations and procedures, 34, and logistics. 0R+O Evaluates the organi%ation)s .ey resources as a source of competitive advantage e#amining value, rarity, 3mita!ility, and leverage. 0ertical and 5ori6ontal Appraises the scope of the company with Scope a diversification pie chart, a geographic map of locations, and a depiction of the value chain. *eneric Strate%ies 3dentifies low cost leadership and differentiation activities of the organi%ation and plots them on a strategy mi# matri#. Cooperative Strate%ies E#plains the nature and scope of strategic alliance, supplier and distri!ution partnerships of the organi%ation.

Comments

Points

Strate%ic 7ecision $a4in%

)opic Stren%ths 8ea4nesses Opportunities )hreats Strate%y 9

Strate%y 2

Strate%y :

8ei%hted S8O) $atri# Balanced Scorecard

.evel of Competency 5enerates a list of 16 strengths of the organi%ation. 5enerates a list of 16 wea.nesses of the organi%ation. 5enerates a list of 16 opportunities for the organi%ation. 5enerates a list of 16 threats for the organi%ation. Develops a via!le strategic alternative for the organi%ation, identifies its type, descri!es it, and e#amines its advantages$disadvantages. Develops a second strategic alternative for the organi%ation, identifies its type, descri!es it, and e#amines its advantages$disadvantages. Develops a third strategic alternative for the organi%ation, identifies its type, descri!es it, and e#amines its advantages$disadvantages. Assess the three strategic alternatives via the use of a &7O4 matri# with 'ustifia!le weightings and ratings. Develops o!'ectives, measures, targets, and initiatives for the implementation of the selected option regarding financial, customer, internal, and management perspectives.

Comments

Points

T(T)* +C(,-+
('er'ie. -n'ironmenta! )na!y i /ndu try )na!y i /nterna! )na!y i +trategi% &e%i ion Ma0ing G,)1& T(T)*

/20

/40

/60

/80

/90

/200

%&# ))++ 9 Euantitative #nalysis The %&# Euantitative $easoning rubric is used to assess Fuantitative reasoning s!ills cumulatively demonstrated on the three exams ;Dxam ', /tatistics, Dxam 0 9 %anagement /cience, and -inal Dxam 9 %anagement /cience<. Dach exam reFuires students to develop Dxcel spreadsheets "or solving Fuantitative problems "rom statistics or management science. #$T.C D $DJ.DW/> /tudents are reFuired to "ind an article "rom an academic 3$/%/ journal on one o" the topics covered in class. They are reFuired to write a review o" this article which must be between ) and 4 pages double spaced. The /chool o" &usiness Writing $ubric is used to assess writing s!ills on this article review assignment that must adhere to the "ollowing guidelines.

The /chool o" &usiness 3ral 8resentation $ubric is used to assess a presentation o" research proposals.
Arti#le Re"ie7 ,uidelines S S S S S S /hould be ) to 4 pages, double spaced :se '+ through '0 point "onts :se 'T top, bottom, right and le"t margins Hand in a copy o" the article #rticle must be at least 7 pages long and no more than "ive years old ;0++6,0+'+< /hould include a summary and an evaluation o" the article

Summaries s$ould in#lude: S 8urpose S /peci"ics S Conclusions and results S $ecommendations and implications "aluations s$ould in#lude: How care"ully is the subject researched? .s the writer objective? .s the article readable? .s the vocabulary appropriate? #re visual aids included? How does the article relate to the boo! or classroom coverage? How does the article relate to your pro"essional career?

S S S S S S S

%&# )))+ 9 %ar!eting %anagement The /chool o" &usiness Writing $ubric was used to assess writing on the %&# )))+ %ar!eting 8lan 8roject described below. The %&# 2eneral &usiness $esearch $ubric was used to assess business research s!ill on the %&# )))+ %ar!eting 8lan 8roject described below. The instructor developed an Dxternal -orces $ubric "or evaluating objective 0.C ;.ncorporate evaluation o" external "orces including international, economic and competitive "orces.< and a -unctional @nowledge $ubric "or evaluating objective 0.' ;(emonstrate "unctional !nowledge.< on the %&# )))+ %ar!eting 8lan 8roject described below.

&BA (((0 &ar-eting Plan Pro%e#t

-or this project, you are to select a product ;good and/ or service< or group o" products that you would li!e to mar!et ;in the "orm o" a new business< to customers living or wor!ing in the local area. -or this business, you are to develop a mar!eting plan. Chapter '4 describes a generic mar!eting plan "or an existing product. .t brie"ly summariHes how the mar!eting management process components as described in detail in each o" the chapters in the textboo!, may be integrated into a coherent mar!eting plan. Iote that the mar!eting plan example in the textboo! ;i.e., Dxhibits '4.4 and '4.A< is an outline and a summary. Nou, however, are developing a "ull mar!eting plan, not a summary. Nou should tailor the outline to suit your needs. 3ne possibility is to blend the outline o" the text ;see exhibit '.)< with the outline in chapter '4. :se "ull narrative text in the main body o" the plan. $emember that what you write in the plan should be based on good application o" all o" the concepts and tools covered in the course that are relevant to your project. Nou should demonstrate the application o" these tools through liberal use o" exhibits and attachments. .n addition, you should properly cite your sources o" in"ormation in a bibliography and develop an executive summary. Bust as in the real world, you will not have complete in"ormation. Nou may there"ore ma!e reasonable assumptions and estimates. /ince each team will select a di""erent product, each teamKs project will be uniFue and will have its own constraints and limitations. # good approach as to how to structure your mar!eting plan would be to layer the document. &egin by exhibiting most o" the in,depth, detailed wor! in a series o" attachments. (oing a good job completing the exercises . provide in class will get you a long way in completing the attachment wor! "or your mar!eting plan. Iext, develop the main body o" the document using "ull text narrative. This main body should not simply repeat everything contained in the attachment. $ather, you should present an in,depth summary o" !ey "indings "rom the in,depth analysis you provided in the attachments. %a!e re"erences to the attachments where more detail is located. -inally, develop an executive summary "or the document. :sing such a layered approach to document development ma!es such documents much more use"ul. While the document captures all o" the analysis and detailed in"ormation developedL at the same time, it is structured such that a document user can access !ey, speci"ic, and relevant in"ormation much more easily.

S!e#ial A!!endi5> #s an added tas! to this assignment, you are to develop a conceptualiHation o" a web presence "or this business. Nou are not actually designing a web site. $ather, as with the rest o" the implementation portion o" your mar!eting plan ;i.e., the 6 8s<, you are describing what needs to be done. .n other words, what do you plan to include in your web site/presence to help you accomplish your strategic mar!eting goals? This conceptualiHation should be consistent with your 6 8s implementation strategy, as well as your overall mar!eting strategy. .n "act it is part o" your 6 8s implementation strategy. #n additional goal o" this project is "or you to learn how to be very concise in your pro"essional writing. There"ore, the length o" the main body o" the report should not exceed ten ;'+< single,sided pages ;AUR x ''R<, double space, and should be written in a thorough, yet concise manner. Do not 7aste "aluable s!a#e on fluff. :se one,inch margins on all sides o" each page. .n addition, use '0,point, Times Iew $oman "ont and be sure to use $eadings and sub$eadings. Nou should also have a cover page ;listing the title o" the project, along with an alphabetical list o" your team members<. #lso, you should include a ',to,0 page executive summary, as well as a bibliography. -urther, use page numbers ;centered at the bottom o" the pages< "or all pages except "or the cover and executive summary pages. Nou may include any appendices, attachments, "igures, etc. you deem necessary. :se tabs on the attachments "or easy re"erence. The ten page limit does not include the cover page, executive summary, bibliography, appendices, attachments, "igures, etc. -inally, the document you turn in should be placed in a three,ring binder o" appropriate thic!ness. T$is assignment is !ur!osely semi2stru#tured so as not to limit your #reati"ity. Remember) t$is assignment is a "e$i#le for you to s$o7 me t$at you -no7 $o7 to sele#t) and a!!ro!riately use) all of t$e #on#e!ts and tools in t$e #ourse rele"ant to your !ro%e#t. 6 $a"e seen many !a!ers from students in !re"ious semesters t$at "aried in Fuality. 1o7e"er) some !a!ers $a"e been "ery im!ressi"e. T$ose !a!ers 7ere "ery in2de!t$ and #reati"e) s$o7ing a dee! understanding of #ourse #on#e!ts and tools. 6 $a"e $ig$ e5!e#tations) be#ause 6 -no7 from e5!erien#e t$at you #an meet t$em. T$ose 7$o do turn in "ery im!ressi"e !a!ers 7ill gain so mu#$ more from t$e #ourse t$an t$ose 7$o don0t. #5terna <orces Rubric
#5em' ary #conomic
Clearly understands economic forces that impact business Clearly identifies and fully researches all relevant issues Establishes and maintains clear focus in application of analysis Clearly understands technolo"ical forces that impact business Clearly identifies and fully researches all relevant issues Establishes and maintains clear focus in application of analysis

6roficient
Mostly understands economic forces that impact business Mostly identifies and fully researches all relevant issues Mostly establishes and maintains clear focus in application of analysis Mostly understands technolo"ical forces that impact business Mostly identifies and fully researches all relevant issues Mostly establishes and maintains clear focus in application of analysis

*argina
!a"uely understands economic forces that impact business !a"uely identifies and fully researches all relevant issues !a"uely establishes and maintains clear focus in application of analysis !a"uely understands technolo"ical forces that impact business !a"uely identifies and fully researches all relevant issues !a"uely establishes and maintains clear focus in application of analysis

Unacce'tab e
$ails to understand economic forces that impact business $ails to identify and fully research all relevant issues $ails to establish and maintain clear focus in application of analysis $ails to understand technolo"ical forces that impact business $ails to identify and fully research all relevant issues $ails to establish and maintain clear focus in application of analysis

1eight__________________ /echno ogica

1eight__________________

6o itica = 9ega

Clearly understands political 1 le"al forces that impact business Clearly identifies and fully researches all relevant issues Establishes and maintains clear focus in application of analysis

1eight__________________ Demogra'hic
Clearly understands demo"raphic forces that impact business Clearly identifies and fully researches all relevant issues Establishes and maintains clear focus in application of analysis Clearly understands socio cultural forces that impact business Clearly identifies and fully researches all relevant issues Establishes and maintains clear focus in application of analysis

Mostly understands political 1 le"al forces that impact business Mostly identifies and fully researches all relevant issues Mostly establishes and maintains clear focus in application of analysis Mostly understands demo"raphic forces that impact business Mostly identifies and fully researches all relevant issues Mostly establishes and maintains clear focus in application of analysis Mostly understands socio cultural forces that impact business Mostly identifies and fully researches all relevant issues Mostly establishes and maintains clear focus in application of analysis

!a"uely understands political 1 le"al forces that impact business !a"uely identifies and fully researches all relevant issues !a"uely establishes and maintains clear focus in application of analysis !a"uely understands demo"raphic forces that impact business !a"uely identifies and fully researches all relevant issues !a"uely establishes and maintains clear focus in application of analysis !a"uely understands socio cultural forces that impact business !a"uely identifies and fully researches all relevant issues !a"uely establishes and maintains clear focus in application of analysis

$ails to understand political 1 le"al forces that impact business $ails to identify and fully research all relevant issues $ails to establish and maintain clear focus in application of analysis $ails to understand demo"raphic forces that impact business $ails to identify and fully research all relevant issues $ails to establish and maintain clear focus in application of analysis $ails to understand socio cultural forces that impact business $ails to identify and fully research all relevant issues $ails to establish and maintain clear focus in application of analysis

1eight___________________ Socio%cu tura

1eight___________________ 6orter .ndustry -na ysis

1eight___________________

<unctiona >no? edge Rubric

#5em' ary Strategic -na ysis ()Cs)
Clearly understands strate"ic analysis issues that impact business Clearly identifies and fully researches all relevant issues Establishes and maintains clear focus in application of analysis Clearly understands se"ment analysis 1 tar"et marketin" issues that impact business Clearly identifies and fully researches all relevant issues Establishes and maintains clear focus in application of analysis

6roficient
Mostly understands strate"ic analysis issues that impact business Mostly identifies and fully researches all relevant issues Mostly establishes and maintains clear focus in application of analysis Mostly understands se"ment analysis 1 tar"et marketin" issues that impact business Mostly identifies and fully researches all relevant issues Mostly establishes and maintains clear focus in application of analysis

*argina
!a"uely understands strate"ic analysis issues that impact business !a"uely identifies and fully researches all relevant issues !a"uely establishes and maintains clear focus in application of analysis !a"uely understands se"ment analysis 1 tar"et marketin" issues that impact business !a"uely identifies and fully researches all relevant issues !a"uely establishes and maintains clear focus in application of analysis

Unacce'tab e
$ails to understand strate"ic analysis issues that impact business $ails to identify and fully research all relevant issues $ails to establish and maintain clear focus in application of analysis $ails to understand se"ment analysis 1 tar"et marketin" issues that impact business $ails to identify and fully research all relevant issues $ails to establish and maintain clear focus in application of analysis

1eight__________________ Segment -na ysis = /arget *ar@eting

1eight__________________

6ositioning = )6s

1eight__________________

Clearly understands positionin" 1 2,s issues that impact business Clearly identifies and fully researches all relevant issues Establishes and maintains clear focus in application of analysis Clearly understands control 1 contin"ency issues that impact business Clearly identifies and fully researches all relevant issues Establishes and maintains clear focus in application of analysis

Mostly understands positionin" 1 2,s issues that impact business Mostly identifies and fully researches all relevant issues Mostly establishes and maintains clear focus in application of analysis Mostly understands control 1 contin"ency issues that impact business Mostly identifies and fully researches all relevant issues Mostly establishes and maintains clear focus in application of analysis

!a"uely understands positionin" 1 2,s issues that impact business !a"uely identifies and fully researches all relevant issues !a"uely establishes and maintains clear focus in application of analysis !a"uely understands control 1 contin"ency issues that impact business !a"uely identifies and fully researches all relevant issues !a"uely establishes and maintains clear focus in application of analysis

$ails to understand positionin" 1 2,s issues that impact business $ails to identify and fully research all relevant issues $ails to establish and maintain clear focus in application of analysis $ails to understand control 1 contin"ency issues s that impact business $ails to identify and fully research all relevant issues $ails to establish and maintain clear focus in application of analysis

Contro = Contingency

1eight___________________

%&# )76+ 9 -inancial %anagement The instructor chose 0) Fuestions that can be used to demonstrate core "unctional !nowledge in "inance. # copy o" these Fuestions are given below. &BA (@>0 .inan#ial &anagement *( Assessment 4uestions 1. .n a ban!,oriented "inancial system ;such as 2ermanyKs and BapanKs<, which o" the "ollowing is true? ;#< There are more ban!s than securities companies ;&< The central ban! provides most "inancing B+C There is more indirect "inancing than direct "inancing ;(< &an!s are the only source o" "inancing

*. ." the :./. economy is wea!, the -ederal $eserve can cut the VVV rate to stimulate the economy. ;#< "ederal "unds ;&< .&3$ ;C< primary BDC none o" the above

%s. /loan just borrowed W0,+++ "rom &an! o" .llinois. The loan will be repaid in eFual installments ;payments< at the end o" each o" the next three years. The interest rate is '+5. #nswer the "ollowing 0 Fuestions.

:. The annual payment is closest to WVV. ;#< 7++ ;&< 777 B+C A++ ;(< *++

>. The remaining balance o" the principal at the end o" Near ' is closest to WVV. ;#< ',0++ BBC ',6++ ;C< ',7++ ;(< ',A++ (. The expected mar!et rate o" return is *5, the ris!,"ree rate is 65, and the beta o" TT Corp. is '.0. Iow, suppose the ris!,"ree rate increases to )5 and the slope o" the /ecurity %ar!et ine remains unchanged. The reFuired rate o" return "or investing in TT Corp. is closest to VVV5. ;#< *.A ;&< '+ B+C '' ;(< ') @. ." we expect the ',year "orward rate ' year "rom now is 65, and the current ',year bond rate ;NT%< is 75, the current 0,year bond rate ;NT%< is closest to VVV 5. ;#< 0 BBC ) ;C< A ;(< '+

Nou paid W',+++ "or a bond "rom &E Co. one year ago. The coupon rate is '+5 and the coupon is paid semi,annually. When you purchased the bond, it had '' years until maturity. The current mar!et rate "or bonds o" this type is *5. #nswer the "ollowing two Fuestions. D. The current yield o" your bond investment "or one year is closest to VVV5. ;#< ) BBC '+ ;C< ') ;(< 0+

=. The total return o" your bond investment "or one year is closest to VVV5. ;#< A.) ;&< '0.) B+C '7.) ;(< 0+.)
A. # bond is currently selling at W',+C+, has a yield,to,maturity o" 4.CA5, and has a duration o" A. ." the yield,to,maturity rises to 4.4A5, the new price o" the bond is closest to WVV. ;#< **+ BBC **4 ;C< ',++4 ;(< ',+')

#ir /upply Corporation ;#/C< is expected to pay dividends o" W0.6, W0.AA, and W6.++ at the end o" each o" the next three years. #"ter C years, the dividend is ex , pected to grow at a constant rate o" '+5 per year "orever. /toc!holders reFuire a return o" 0+5 to invest in #/C. #nswer the "ollowing 0 Fuestions. 10. #t the end o" Near C, investors should expect to sell the common stoc! o" #/C at WVVV ;closest<. ;#< C7 ;&< 6+ B+C 66 ;(< 6A 11. The intrinsic value o" #/CXs common stoc! is closest to WVVV. ;#< 0A BBC C0 ;C< C7 ;(< 6+ :se the in"ormation below to answer C Fuestions that "ollow. #& Company ;#&< is evaluating the proposed acFuisition o" a new milling machine. The machineKs base price is W'+,A++, and it would cost another W',0)+ to modi"y it "or special use by your "irm. The machine "alls into the %#C$/ C,year class ;CC5, 6)5, ')5, and 45<, and it would be sold a"ter C years "or W7,)++. The machine would reFuire an increase in net wor!ing capital ;inventory< o" W))+. The milling machine would have no e""ect on revenues, but it is expected to save the "irm W6,6++ per year in be"ore,tax operating costs, mainly labor. #&Ks marginal tax rate is C) percent. 1*. The net cost o" the machine "or capital budgeting purposes is closest to WVVV. ;#< '+,A++ ;&< '0,+)+ B+C '0,7++ ;(< 'C,+++ 1:. The ;net< operating cash "low at the end o" Near ' is closest to WVVV. ;#< 0,A7+ BBC 6,0)0 ;C< 6,6++ ;(< ),4*0 1>. The a"ter,tax salvage value is closest to WVVV. BAC 6,)0+ ;&< ),+4+ ;C< 7,)++ ;(< 4,+)+ 1(. /uppose #lways :pbeat Corporation is currently at its optimal capital structure with the "ollowing balance sheet> #ssets ;#< Y W'++, (ebt ;(< Y W7+, and DFuity ;D< Y W6+. ." the company needs to raise W0+ to "inance a new investment project, what would be the best mix o" new "inancing? ;#< W0+ "rom new debt and W+ "rom new eFuity ;&< W'+ "rom new debt and W'+ "rom new eFuity ;C< WA "rom new debt and W'0 "rom new eFuity BDC Ione o" the above 16. The optimal capital structure (= debt/total assets) of GoGo Corp. is 40% and the balance of its retained earnings is zero. The net income of the current ear is !4 million. The compan needs to raise !" million for ne# in$estment pro%ects. &f the compan has adopted the residual di$idend polic ' the amount of di$idends to be paid out is closest to !((( million. ()) 0 (B) * (C) + (,) 1D. # new '+,year, '+5 semiannual coupon, W',+++ par value bond is selling "or W','C).*+. .t can be called a"ter ) years at W',+)+. ." aura buys this bond now, what is the most li!ely ;closest< yield she will get? ;#< 45 BBC 4.)5 ;C< A5 ;(< A.)5 1=. Consider a put option on Nahoo stoc! with a price o" W) and a stri!e price o" W)). The per,share payo"" range "or the buyer is closest to VVVV and the per,share payo"" range "or the seller is closest to VVVV. ;#< Z,), ))[L Z,)), )[ BBC Z,), )+[L Z,)+, )[ ;C< Z,)), )[L Z,), ))[ ;(< Z,)+, )[L Z,), )+[ 1A. @en has compiled the "ollowing data> 0++A daily returns "or #&C Corp. ;$ j< and 0++A daily returns ;$%< "or the stoc! mar!et. The systematic ris! o" #&C Corp. is eFual to ;#< the intercept coe""icient a"ter regressing $ % on $j ;&< the slope coe""icient a"ter regressing $ % on $j ;C< the intercept coe""icient a"ter regressing $j on $% BDC the slope coe""icient a"ter regressing $j on $%

*0. #n investor buys a call option on .&% stoc! with a price o" W) ;per share< and a stri!e price o" W)+. /uppose the stoc! price at expiration is W)0. Then, the total return o" this investor is closest to VV5. ;#< 9'++ BBC 97+ ;C< + ;(< 6+ :se the project in"ormation below to answer C Fuestions that "ollow. #im High Corporation is considering two mutually exclusive projects. Dach project reFuires an initial investment o" WC,+++. The projectsK expected net cash "lows are as "ollows> 8roject #> C-+Y ,C,+++L C-'Y ',)++L C-0Y ',0++L C-CY A++L C-6Y C++. 8roject &> C-+Y ,C,+++L C-'Y 6++L C-0Y *++L C-CY ',C++L C-6Y ',)++. *1. The .$$ o" 8roject # is closest to VVV5. ;#< '' ;&< '0 B+C 'C ;(< '6 **. Dvaluate the "ollowing two statements. /tatement '> ." each projectXs reFuired rate o" return is )5, 8roject & should be acceptedL and /tatement 0> ." each projectXs reFuired rate o" return is '+5, 8roject # should be accepted. Which o" the "ollowing is true? BAC &oth /tatements ' and 0 are correct ;&< /tatement ' is correct and /tatement 0 is "alse ;C< /tatement ' is "alse and /tatement 0 is correct ;(< &oth /tatements ' and 0 are not correct *:. The interest rate, at which two I8J pro"iles intersect, is closest to VVV5. ;#< 4 BBC A ;C< * ;(< '+ :se the in"ormation below to answer 0 Fuestions that "ollow. ## %anu"acturing ;##< and && /ervice ;&&< both see! "unding at the lowest possible cost. ## would pre"er the "lexibility o" "loating rate borrowing, while && wants the security o" "ixed rate borrowing. They "ace the "ollowing rate structure> ;'< ## could borrow "loating at .&3$ P '5 or borrow "ixed at A5L ;0< ## pre"ers "loating rate debtL ;C< && could borrow "loating at .&3$ P 05 or borrow "ixed at '05L and ;6< && pre"ers a "ixed rate. *>. VVV has the absolute advantage in borrowing "ixedL VVV has the relative advantage in borrowing "loating. ;#< ##L ## BBC ##L && ;C< &&L && ;(< &&L ## *(. Wor!ing at /witHerland,based investment ban! Credit /uisse, you advise both parties to enter into a swap contract without charging a "ee ;but you are guaranteed "or some "uture business<. The most reasonable outcome you would suggest is that ;#< ## saves 0.)5 and && saves '.)5 BBC ## saves 05 and && saves '5 ;C< ## saves 05 and && saves 05 ;(< ## saves '.)5 and && saves '.)5

%&# )77+ 9 3peration %anagement .n teams, ranging in siHe "rom C to ) members, students are reFuired to analyHe a Harvard &usiness case in the 3peration %anagement area. These case reports are reFuired to be between '+,') pages in length. The teams are also as!ed to present their "indings and recommendations to the entire class. These presentations are reFuired to be between ') and 0+ minutes in length. The reports are evaluated using the /chool o" &usiness Writing $ubric to assess per"orm in written business communications ;learning objective 6.'<. The presentations are evaluated using the /chool o" &usiness 3ral 8resentation $ubric to assess per"orm in "ormal and in"ormal business presentations ;learning objective 6.0<.

%./ )'+) 9 Dlectronic Commerce

The %&# 2eneral &usiness $esearch $ubric was used to assess business research s!ill on the %./ )'+) company case study described below.

MIS 5105 Project

O"er"ie7 Dach student will be assigned a company to investigate and research, culuminating in a complete case study o" the company. Companies will be assigned by the T8roject TopicT date on the course calendar and projects must be completed by the T8rojects (ueT date on the course calendar. +ase Study ReFuirements #ll case studies should "ollow a similar "ormat. 2uidelines "or the "ormat are available. #ll case studies will be submitted via Turnitin. &e as creative as you would li!e, but ma!e sure the study is pro"essionally presented. ,rou! Assignments Company assignments are available here.

+ase Study ,eneral ,uidelines

When writing a case study analysis, you must "irst have a good understanding o" the organiHation being studied. &e"ore you begin the steps below, become intimately "amiliar with the company. .t may be necessary to loo! at the data and sources several times to "ully grasp the issues "acing the company or industry. .n some cases, companies are much larger than their e,commerce components. .n those cases, you will want to "ocus on the e, commerce components o" the company. Here are the components o" the case study> '. 6n"estigate and Analyze t$e +om!any0s 1istory and ,ro7t$. # companyKs past can greatly a""ect the present and "uture state o" the organiHation. To begin your case study analysis, investigate the companyKs "ounding, critical incidents, structure, and growth. 0. 6dentify Strengt$s and /ea-nesses /it$in t$e +om!any. :sing the in"ormation you gathered in step one, continue your case study analysis by examining and ma!ing a list o" the value creation "unctions o" the company. -or example, the company may be wea! in product development, but strong in mar!eting. This analysis can be in the "orm o" a /W3T analysis ;/trengths, Wea!nesses, 3pportunities, Threats<. C. ,at$er 6nformation on t$e 5ternal n"ironment. The third step in a case study analysis involves identi"ying opportunities and threats within the companyKs external environment. /pecial items to note include competition within the industry, bargaining powers, and the threat o" substitute products.

6. Analyze Hour .indings. :sing the in"ormation in steps two and three, you will need to create an evaluation "or this portion o" your case study analysis. Compare the strengths and wea!nesses within the company to the external threats and opportunities. (etermine i" the company is in a strong competitive position and decide i" it can continue at its current pace success"ully. ). 6dentify +or!orate ?e"el Strategy. To identi"y a companyKs corporate level strategy "or your case study analysis, you will need to identi"y and evaluate the companyKs mission, goals, and corporate strategy. #nalyHe the companyKs line o" business and its subsidiaries and acFuisitions. Nou will also want to debate the pros and cons o" the company strategy. 7. 6dentify Business ?e"el Strategy. Thus "ar, your case study analysis has identi"ied the companyKs corporate level strategy. To per"orm a complete analysis, you will need to identi"y the companyKs business level strategy. ;Iote> i" it is a single business, the corporate strategy and the business level strategy will be the same.< -or this part o" the case study analysis, you should identi"y and analyHe each companyKs competitive strategy, mar!eting strategy, costs, and general "ocus. 4. Analyze 6m!lementations. This portion o" the case study analysis reFuires that you identi"y and analyHe the structure and control systems that the company is using to implement its business strategies. Dvaluate organiHational change, levels o" hierarchy, employee rewards, con"licts, and other issues that are important to the company you are analyHing. A. &a-e Re#ommendations. The "inal part o" your case study analysis should include your recommendations "or the company. Dvery recommendation you ma!e should be based on and supported by the context o" your case study analysis.

Ti!s:
'. 0. C. 6. ). @now the case bac!wards and "orward be"ore you begin your case study analysis. 2ive yoursel" enough time to write the case study analysis. Nou donXt want to rush through it. &e honest in your evaluations. (onXt let personal issues and opinions cloud your judgment. &e analytical, not descriptive. 8roo"read your wor!\

Deli"erables
'. The paper will need to be developed in a word processor and uploaded to Turnitin. Nou should have already established your Turnitin account. 0. The Turnitin assignment you will need to use will be called TCase /tudy.T C. Nou may submit your project at any time up to the deadline. Turnitin is set up such that it will not accept any assignment submitted a"ter the deadline ;''>)* p.m. on the date noted on the course calendar as T8rojects (ue.T< Nou may also replace your submissions i" you "ind you want to ma!e corrections. However, the last version submitted as o" the deadline will be the version that is graded.

%&# )74+ 9 .n"ormation /ystems The %&# 2eneral &usiness $esearch $ubric was used to assess business research s!ill on the %&# )74+ "ocused research assignment described below. The %&# Dthical #nalysis $ubric was used to assess objective C.6 ;#nalyHe the ethical issues relevant to business decisions using multiple ethical theories and "ramewor!s.< on a case on ethics.

.o#used Resear#$ Assignment: ReFuirements) ,uidelines) and Deadlines for t$e Resear#$ Pa!er
Sam!le to!i#s /ee Topic suggestions "or a long list o" possible topics ;8(- -ile<. ,uidelinesIs!e#ifi#ations for t$e !a!er .nvestigate the topic. :se articles and/or boo!s, etc., "or bac!ground. (onXt just report. (iscuss pros and cons. Dvaluate. :se your own words. Euote where appropriate. 2ive citations "or "acts and Fuotes. (iscuss how your topic relates to material covered in the text and/or in class discussions. The paper should be approximately C+++ words. &asic outline "or the paper

Cover page with title and your name .ntroduction/overview o" topic and issues to be discussed &ac!ground, description, and/or history o" the issue .ssues, various points o" view $esults o" interviews, observations, etc. Nour comments or evaluation /ummary ist o" re"erences #ppendix ;i" needed<

The project is to be done during this course. (o not turn in a paper done earlier "or another course or "or your job. Reminders and 7arnings

$emember what this course is about. (o not turn in papers that are purely "actual or historic ;e.g., a history o" the .nternet, a summary o" computer technology used in the military<. /uch papers will not get high scores. Nou must include discussion o" issues. 3ne o" the most common problems with papers is poor organiHation. Write an outline. 3rganiHe your thoughts. Nou may use section headings to indicate the topic or purpose o" sections o" the paper. # "ew students have waited until late in the semester to get started, then discovered that in"ormation on their topic was unavailable or people they wanted to interview re"used. /tart early in case you have to change topics or "ind a new interviewee or site visit. :se a variety o" sources "or in"ormation and arguments. ." you use articles "rom the Web, give the :$ and the organiHation sponsoring the site. ThereXs a lot o" jun! and unsupported opinion on the Web. 8ay attention to Fuality o" your sources. ;." your topic is covered in the text, do not use the text as a main source. $eport in more depth and/or on newer or other aspects o" the topic.< Iow and then, a student hands in a paper he or she did not write at all or in which large segments are copied "rom other sources. 8lease donXt do this. .t is dishonest, un"air to your "ellow students, and unpleasant "or both you and me. 8lagiarism is reported to the appropriate university discipline o""ice. Write in your own words. /tart earlyL tal! to me i" you have problems. ReFuirements for submitting your to!i# des#ri!tion ;due on date noted in course calendar< .nclude a title and one or two paragraphs describing what you plan to do. &e as speci"ic as you can. .nclude at least one good re"erence you plan to use ;e.g., a boo!, an article, a Web site<. There will be a limit on the number o" students doing any single topic, so it will be good to have a second topic in mind in case you choose one that has too many people. ,o-ic descri-tions shou"d *e su*mitted to me +ia emai" in .e*%, on or *efore the dead"ine. / 0i"" res-ond indi+idua""' +ia emai" in .e*%,. ,rading #riteria The project is worth approximately 0)5 o" the course grade. .t will be graded +,0)+. 2rading criteria include> bac!ground or history, presentation o" issues and various points o" view, Fuality o" argument and analysis ;principles, examples, counterexamples<, structure/organiHation, clarity o" writing, su""icient re"erences, su""icient length, and originality. Nou should de"ine terms where necessary. &e sure to read and edit your "inal copy be"ore handing it in. Referen#es on 7riting and resear#$

Boseph Williams, !t'"e: ,en 1essons on %"arit' and 2race. 2ordon Harvey, .riting .ith !ources: 3 2uide for !tudents ;Hac!et, '**A<. .ormatting To "ormat your paper, you should use a recogniHed style manual such as the %hicago 4anua" of !t'"e or the #8# /tyle %anual. This will help you to be consistent in "ormatting your re"erences, bibliography, etc.

$B' (;<0 (r. 2arrett FOCUSED RESEARCH A ER SA! "E #O ICS :pdated #ugust 00, 0++) Nour topic does not have to come "rom this list. These are suggestions. The brie" comments and Fuestions "or each topic are just a "ew ideas to spar! your imagination and get you started. Identification and bio et!ic" # company announced plans to sell an identi"ication chip that is implanted under a personXs s!in. #bout the siHe o" a grain o" rice, it could contain personal in"ormation and emit a radio signal that identi"ies the person. (iscuss bene"icial uses, potential problems and abuses, and appropriate guidelines "or use o" such a chip and other identi"ication technologies, including various biometrics.

#elemedicine
(escribe applications, "rom remote consultation to remote surgery. &ene"its, possible problem areas ;privacy, errors, loss o" personaliHed care<. #ea$t% info! ation on t%e &eb $esearch and report on Web,based health in"ormation sites, including such issues as bene"its, reliability o" the in"ormation, privacy protections, techniFues being developed to rate or accredit sites, impact on medical care. 8atients o" some healthcare providers can access their own records online. (escribe an example. How does it a""ect medical care?

'o ()te!i*ed edica$ !eco!d "+"te " %any large H%3s have implemented computeriHed patient record systems. $eport on one or more such systems, "ocusing on bene"its, privacy ris!s and protections, how well it is accepted by doctors and sta"", and other relevent issues.

!edical In$ormatics
This "ield deals with the use o" technology in processing and storing medical in"ormation, i.e. test results, images, etc.. How are advances in this area changing the practice o" medicine? What e""iciencies are being achieved? What are the potential pit"alls? 3ther relevant issues. P!i,ac+ on t%e &eb WhatXs happening now? $ecent abuses and improvements. (escribe and evaluate Web site policies and technical and policy privacy protections provided by the mar!et, and current proposals "or government regulations. Pe!"ona$ data (!i,ac+ !e-)$ation" in ot%e! co)nt!ie" $eport on personal data privacy regulations, Web site privacy policies, and law en"orcement access to personal data in one or more countries, e.g. the Duropean :nion. 'o ()te!" in $a. enfo!ce ent .ssues include bene"its to crime "ighting, invasion o" privacy, problems caused "or innocent people because o" errors in databases. (escribe cases where the computer system has been very help"ul in catching a criminal, and describe cases where it has caused serious problems. #n activity "or this project could include a ride,along in a police car. #nother possible activity is to interview someone who runs or supervises the use o" local law en"orcement computer systems. What databases do they access? How do they prevent unauthoriHed access? Have errors in IC.C been reduced?

Go%ernment sur%eillance o$ communications

How are arguments about Dchelon and Carnivore a""ected by the terrorist attac!s in 0++'? Tec%no$o-ica$ !e"(on"e" to te!!o!i" (escribe and evaluate some o" the computer,based technologies implemented or expanded a"ter /ept. '', 0++'. Consider e""ectiveness, impact on daily li"e, air travel, etc., and arguments related to privacy and civil liberties. '%i$d!en on t%e Inte!net There are several problem areas> availability o" material not appropriate "or children, contact with people who see! to abuse children, and privacy ris!s "rom game sites that as! children "or extensive personal and "amily in"ormation ;"or mar!eting purposes<. How serious are these problems? What is being done about them? Dvaluate various solutions. (o bene"its "or children on the Iet outweigh ris!s? Can we arrange to have the bene"its without the ris!s?

E$ect!onic co e!ce .mplications "or the economy, "or privacy, etc. Which industries will bene"it? Which will be hurt? How will daily activities be a""ected? #re there signi"icant social bene"its or detriments "rom electronic commerce? E$ect!onic co e!ce There are many more speci"ic topics. -or example, /mart Cards> uses, bene"its, privacy implications and protections in a particular application or industry. #nother example> /everal companies are wor!ing on technology "or micropayments on the Iet. What will the impact be ;on the structure o" businesses, physical store locations, communities, etc.< i" we can easily ma!e small purchases on the Iet? What are the privacy and security issues? A)to ated "+"te " /tudy progress, sa"ety, and social issues related to an automated system such as automated highways and sel", driving vehicles. Safet+-c!itica$ a(($ication" -ind a local application to study. 3r study the #ir Tra""ic Control system, which uses antiFuated computers that brea! down o"ten. #nother idea> the #riane ) roc!et which exploded because o" a so"tware problem. .nvestigate the sa"ety measures used in so"tware "or other roc!ets. Iancy evesonXs boo! V/a"ewareV is a good re"erence. U"e of co ()te!" in !e"ta)!ant" .nvestigation and discussion o" the issues such as customer service, impact on employment, "ood sa"ety, ambiance. Jisit a restaurant with sel",service ordering terminals. /ome "ast "ood restaurants use robotic devices "or "ood preparationL report o" one. .nterview a waiter or restaurant manager. ;This could be part o" a paper that loo!s at the impact o" computer automation in two or three industries or consumer services.< S(a What is currently happening? (escribe new technical solutions and the current state o" regulation. Consider the relevance o" "reedom o" speech. (iscuss the roles o" technical and legislative solutions. 'en"o!"%i( of t%e Inte!net /ome aspect not covered in the text, or study some issue in more detail. /ome possibilities> "iltering .nternet terminals in libraries, control o" the Iet in other countries. ;-or historical bac!ground on libraries> ouise /. $obbins, Censorship and the #merican ibrary> The #merican ibrary #ssociationXs $esponse to Threats to .ntellectual -reedom, '*C*'*7*, 2reenwood 8ress, '**7.< Info! ation .a!fa!e Will the next wars be "ought without bombs? Will computer networ!s and computer,controlled in"rastructure be the targets o" military hac!ers? What is happening now? What !ind o" de"enses are possible? 'o(+!i-%t on t%e Net WhatXs being done to protect intellectual property ;music, movies, etc.< and encourage sales on the Iet? (escribe current controversies about digital rights management.

F!ee "oft.a!e WhatXs happening with T"reeT so"tware? What is the impact o" inux and #pache, "or example? What are the implications "or consumers? -or big companies li!e %icroso"t? #ac/in- $eport on the community o" hac!ers who hac! to improve security. #re their actions responsible and bene"icial, or immature and harm"ul, or both? 'o ()te! c!i e 8erhaps "ocusing on credit card "raud and identity the"t. #ac/ti,i" hac!ing. $eport on speci"ic incidents or organiHations engaged in hac!tivism. Compare to civil disobedience and to other !inds o"

Go,e!n ent ")!,ei$$ance of t%e Inte!net The terrorist attac!s on the :./. in 0++' led to laws reducing restrictions on government surveillance o" the .nternet. &e"ore that, the Clinton administration proposed massive monitoring o" major computer networ!s by the government to protect their security. .s this a good idea? What are the pro and con arguments? A!e &eb i"")e" !ea$$+ ne.0 Choose two other technologies or innovations, such as radio, telegraph, railroads, or electricity, and "ind out what ethical, social, and legal issues and controversies arose about them. Compare the problems and issues to current problems and issues about the Web. What solutions developed? How well do those solutions "it the Web? 'o ()te!" and t%e en,i!on ent How are computers used by nature researchers and organiHations. (escribe applications that help protect the environment. (escribe aspects o" computers that cause environmental problems. What do environmentalists thin! o" computers? Po$itica$ acti,i" on t%e Net How has the .nternet helped or hurt political groups outside the mainstream? How is it used by major political parties and candidates? What is the impact? How do/should current regulations about political campaigns a""ect individuals and small organiHations that set up Web pages to support/oppose candidates and issues? 1otin- on t%e Inte!net .n a "ew states, some people vote in the 0+++ presidential primary elections on the .nternet. Will most political elections be held on the .nternet in the "uture? (iscuss the problems o" maintaining secrecy o" each personXs vote while preventing election "raud. What other issues are relevant? How are the states planning to handle these issues?

1io$ence in ,ideo2co ()te! -a e" What is the impact on children? There havenXt been many serious studies yet. Nou could use studies on the impact o" violence on television "or bac!ground. .nterview people who write and publish computer games to "ind out their policies and views about violent games. U"e of co ()te!" in "c%oo$" How are they used? #re they really helping to teach or to babysit? Jisit an elementary school or middle school and observe how computers are used. .nterview a teacher and a "ew students. -or bac!ground, "ind some o" the many research articles on the e""ectiveness o" computers in education. Di"tance $ea!nin- What are the common uses? What will be the impact on universities? 3n adult education? .s cheating a problem? Monito!in- of e ($o+ee"3 &eb )"e and e- ai$ What policies are employers using? 8erhaps study a "ew large businesses in your area. # use"ul part o" a project on e,mail privacy could be collecting and evaluating ;or writing< sample policies "or di""erent !inds o" employers ;e.g., "or your university, covering students, "aculty, and sta"", and "or a so"tware company in a highly competitive business<. '+be!"(ace co )nitie" What ma!es a TcommunityT? How do cyberspace communities handle decision ma!ing, dealing with troublesome members, etc.? -ind one community to study in depth, pre"erably one that you are a member o" or have a special interest in. 8ossibilites> an online game communityL the 3pen (irectory 8roject, etc. ;8lease respect the communityXs privacy guidelines and as! permission i" Fuoting members.< Gende! o! et%nic i"")e" The VBournal o" Women and %inorities in /cience and DngineeringV might have some use"ul articles "or bac!ground and ideas "or speci"ic projects. There have been several studies o" di""erences in the way men and women use computers. There are many Web sites aimed at women or at speci"ic ethnic minority audiences. Nou could study the di""erences and similarities between such sites and the Web in general. 'o ()tin- and net.o!/ acce"" in ot%e! co)nt!ie" -or example, how are computers used in rural, poor areas o" #"rica? How do politics restrict access in Jietnam? Choose one country to study in depth or compare a "ew. Science fiction and (!ediction -ind several science "iction stories published at least C+ years ago that are set in the present time or near "uture and describe computer and communications technologies. $eport on how closely their view o" the technology corresponds to what is actually available. What social bene"its and problems did they anticipate? &%at .i$$ t%e .o!$d be $i/e 40 +ea!" f!o no.0 How will electronic communications and commerce a""ect the power o" centraliHed governments? Dveryday li"e? What will happen as computers are connected to the human body? (eep &lue beat 2arry @asparov at

chess in '**4. Will human intelligence be o" less value in the "uture? /everal experts have written boo!s addressing these issues. Nou could read two or three and evaluate their predictions. %&# )74+ 9 %anagement .n"ormation /ystems (r. 2arrett

"thical 'nalysis Case

3n the "ollowing pages you are given a case, which is based upon a real,li"e situation. Nou should read the case, then try to do an ethical analysis on the case. To do an ethical analysis, you need to answer the "ollowing Fuestions> '. 0. C. 6. ). .denti"y and describe the true ethical dilemma in the case (e"ine the con"lict;s< and identi"y the associated values .denti"y the sta!eholders .denti"y the options available .denti"y the potential conseFuences o" each o" the options, including short term and long term conseFuences.

.n doing the analysis, you should consider some o" these Fuestions>

%ar! has con"licting loyalties. What are those loyalties? What are %ar!Ks choices? What laws, i" any, was the company violating? What laws, i" any, was %ar! violating? %ar! may "eel morally driven to call attention to the wrongdoing that he sees at his wor!place. He must decide i" bringing attention to this QcommonR practice is worth the ris! o" alienating others at wor! and bringing damaging repercussions to the company and the employees. He is caught between what he "eels is right within his own moral "ramewor! and the possible practical repercussions o" blowing the whistle. How might he reconcile this con"lict or can it be reconciled?

%&# )7A+ 9 3rganiHational &ehavior #ll o" the assignments used in %&# )7A+ to provide assessment data "or objectives '.0, 0.', C.0, C.C, 6.', and 6.0 are described below. *anageria Aot Seat -ssessment of .ndividua Cases
Each of the cate"ories is assessed on a 342 scale &here 2 5 hi"hly competent 6 5 competent 7 5 minimally competent and 3 5 not competent then calculated a"ainst the &ei"ht of each cate"ory (r"anization 389 *ns&ered questions required professionalism in document :eaders .eparation of Ideas ;urnitin.com /ori"inality of &ork0 )sed quotes <udiciously and appropriately %an"ua"e 389 )sed appropriate terminolo"y reflectin" business and mana"ement includin" textbook terms and concepts Grammar/punctuation clean and accurate =uotes and citations appropriately referenced Content 6>9 :o& &ell and usefully is the problem in the case defined Inte"rated textbook information )tilized case study information /i.e. slides voicemails pictures0 #emonstrates kno&led"e of case *nalysis 2>9 :o& much of &hat there is to be observed does the student include in analysis? @hat issues? @hat important facts? #emonstrates o&n perspective and conclusion #o recommendations follo& from conclusions? *re recommendations supported &ith referenced materials and lines of reasonin"? Is there a plan of action that follo&s recommendations? Evidence of Critical thinkin" /defined as Apurposeful reasoned and "oal4directedB by :alpern 7>>6 C as compared to is opposite Aroutinized thinkin"B0

Managers Hot Seat Group Class Discussion Leadership

IntroductionD /3> pts0 3. Gained *ttention of the Class 7. ,revie&ed Ma<or Element/s0 6. Established Credibility 2. ,rofessional appearance (r"anization and ContentD 3. *ppropriateness /Meets ob<ectives of the assi"nment0 /6> pts0 7. .tructure Clarity/%o"ic

6. #epth of Explanation 2. Ereadth of Covera"e #iscussion %eadershipD 3. +esponded to and Made Meanin" of *udience ,oints /68 pts0 7. Inte"rated *udience ,oints into Fey ,oints 6. =uality of #iscussion =uestions 2. Mana"ement of *udience /opportunities callin" on0 #eliveryD 3. Gestures/Movements/,osture /38 pts0 7. Eye Contact 6. Expressiveness 2. )se of -otes 8. !isual *idsD a. ,arsimony b. (verall Effect G. Control of #iscussion/*udience Involvement ConclusionD 3. +evie&ed main points and tied presentation to"ether /3> pts0 7. %eft an impact and statement 6. Fept to time expectations Final Interview Criteria *ssessment criteria based on the A3> most important characteristics looked for in ME* "raduates by employersB /Graduate Mana"ement Council 7>>20. 3. #emonstrated stron" communication/interpersonal skills #e"ree to &hich the candidate displayed confidence responded to the question directly and non4verbals communicated leadership potential /see ;ables H.3 H.70 7. ,roven ability to perform #e"ree to &hich the candidate provided examples of ho& they &ould perform/behave or inte"rated past experiences into expressions of future performance based on &hat they learned in their ME* pro"ram 6. Evidence of adaptability #e"ree of flexibility decision4makin" approach and heuristic of determinin" different courses of action 2. Mana"ement kno&led"e/skills acquired in ME* pro"ram #e"ree candidate demonstrates theory practice and the inte"ration of both in application of mana"erial situations /specific to (r"anizational Eehavior0 8. #emonstrate kno&led"e of experience in leadin" others/teams #e"ree candidate demonstrates kno&led"e of their leadership style mana"in" po&er and leader4member exchan"e

%&# )*++ 9 %anagement /imulation The C#8/.% simulation is used throughout %&# )*++. .t consists o" a Capstone &usiness simulation described below that is used to assess objectives '.0 ;#pply critical thin!ing s!ills.< and 0.0 ;.ntegrate !nowledge across "unctional areas.<, and the C3%8,M% &oard Eueries described below that is used to assess objectives '.0 ;#pply critical thin!ing s!ills.< and 0.' ;(emonstrate "unctional !nowledge.<.

%a-stone5 Business !imu"ation Capstone] is the richer, more complex business simulation. .t is per"ect "or more advanced students, upper undergrads, and %&#s. /tudents run a W'++ million companies "or "ive to eight years. The simulation can be played>

#s a team #om!etition ;Capstone] Tournament<> "our to six teams, with each team running a company and competing head,to,head, or #s an indi"idual #om!etition ;Capstone] -oot race<, in which your students each run a company, competing against "ive computer, generated companies.

Dach Capstone] &usiness /imulation company operates in "ive mar!et segments> T ow,T TTraditional,T THigh,T T/iHeT and T8er"ormance.T /tudents begin the simulation with "ive products but can develop a port"olio o" up to eight products. Dach simulated year they will ma!e decisions in Resear#$ and De"elo!ment) &ar-eting) .inan#e) 1uman Resour#es and Produ#tion. ?abor Negotiation) Ad"an#ed &ar-eting and Total 4uality &anagement modules can be added at the teacherXs option.
/$at is +om!23&JK
+om!23&J Ans7ers t$e 4uestion L/$at Did T$ey ?earnKL When business leaders or accreditation agencies as! you to demonstrate what your students have learned, how do you respond? What evidence can you o""er that your programs meet the needs o" the education and business communities? Comp,M%] ;The Capstone] Competency Dxam< gives you the evidence you need. .n Comp,M%], each student manages a simulated business over the course o" "ive years. #"ter each simulated year, the student ta!es a short exam with Fuestions and ans7ers tailored to t$eir situation. Compare the exam to snow"la!es ^ each exam is di""erent, yet each is the same. Comp,M%] is> , .air. Dach student sees similar Fuestions and answers, built "rom data speci"ic to their simulation. , Se#ure. &ecause every test is di""erent, the opportunity to cheat is diminished. , +om!re$ensi"e. .t assesses judgment and analytical s!ills in all business disciplines. /$at 6s T$e +om!23&J 5aminationK , #n examination that uses a business simulation to assess business judgment and analytical s!ills. , # Fuestion and answer system that evolves as students ma!e decisions in their business.

, # "air, secure and comprehensive testing tool. , #n online, anytime/anywhere instrument. , # uniFue, patent pending, examination technology. /$en S$ould Hou 8se +om!23&JK , -or #ssurance o" earning 8urposes> Iear graduation. , -or Euality Control> #t a point in the program where you wish to measure content retention. -or example, at the end o" the junior year, or mid,way through an %&#. /$at Sub%e#ts Does t$e 5am +o"erK /tudents will be tested on the "ollowing topics> , -inancial theory and analysis , 3peration management , eadership and change management , %ar!eting theory and analysis , .ntegration o" business units , Communication and teamwor! dynamics , -iduciary responsibility by managers