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College of Business Administration 2004 Assessment Report
For Calendar Year 2003

Assessment activities in the College of Business during 2002 included assessment of business core knowledge, student satisfaction, and academic programs. 

Business Core Knowledge Assessment

The business core exam from the Educational Testing Service was administered to business seniors in spring of 2002.  Scores on assessment indicators were compared to institutional mean scores of 441 business schools.  The following data indicate the percent of schools below the UALR mean scores on the stated indicators for the 2000 through 2002 calendar years.

These assessment indicators in 2002 reflect the highest scores achieved with the exception of Accounting and Finance (see "Percent of Schools Below UALR Mean").  In addition, the UALR institutional mean score has ranged as follows over the three years:  spring, 2000, 150.5; fall, 2000, 152.7; spring, 2001, 151.0; fall, 2001, 150.7; spring, 2002, 154.9-all within one standard deviation of the comparative institutional mean/median scores (441 schools) of 152.3/153.2.  Thus UALR business seniors consistently perform at a level consistent with the mission of the college.

Student Satisfaction

AACSB/Educational Benchmarking Student Satisfaction Exit Survey results for 2002 in comparison to the four previous years are as follows:

2001 factor scores were up in 13 of 14 categories compared to 2000-exception, factor 7 is down 1%.  Scores are up in all but two cells comparing 2001 scores to the previous three years-exception, factor 7, compared to 2000 and 1999.

2002 factor scores are comparable or somewhat lower than in 2001 but consistently higher than previous years; only three factor scores, #8, 11, and 14 have a difference of >-5% compared to 2001.

The increase in student satisfaction since 1998 may have resulted from college actions such as the following:

• Increased attention to student advising, including assignment of academic advisors within the college.
• Increased student and faculty involvement in the cooperative education program.
• Increased faculty involvement in student placement.
• Continuous curriculum revision based on evolving assessment strategies.
• Improved course scheduling to provide flexibility for both day and evening students.

Program Assessment

The 2002 Program Assessment Review Committee consisted of the following reviewers:  David Blevins (2000-2004), Eric Elder (2000-2004), James Karrh (2002-2005), Cynthia Taylor (2000-2003), and Robert Mitchell, chair (2000-2003).  The committee used the same evaluation rubric as last year; specific review procedures were discussed prior to the evaluation to increase inter-rater reliability.  Each report was evaluated based on assessment progress in relation to the previous year's critique and stated suggestions.

The following table documents the evaluation of assessment progress in academic programs within the College of Business as reported in the 2002 assessment reports.  Use of assessment for program-building and improvement, faculty and stakeholder involvement, and approach were evaluated using the following evaluative scale: 

4, excellent use; 3, reasonable use; 2, limited use; 1 inadequate use; 0, not reported. 

The following table documents the evaluation of assessment progress in academic programs within the College of Business as reported in the 2002 assessment reports.  Use of assessment for program-building and improvement, faculty and stakeholder involvement, and approach were evaluated using the following evaluative scale:  4, excellent use; 3, reasonable use; 2, limited use; 1 inadequate use; 0, not reported.  Comparable ratings were used in 2000 and 2001; the 2000 average rating serves as a benchmark. 

The College of Business assessment progress reports are categorized as follows:

• Excellent
• Advertising and Public Relations
• Economics
• Management Information Systems
• Reasonable
• Accounting
• Finance
• International Business
• Management
• Marketing
• Limited
• MBA

In 2000 the college assessment review committee established 2.5 as the "satisfactory progress" point for assessment evaluations; 56 percent of the programs reached or exceeded that criterion.  In 2001 78 percent of the programs reached or exceeded that criterion.  By 2002 the percent is up to 88 percent.  The International Business Program now has an assessment plan.  The college review committee has provided input.  A revised draft will be sent to PAAG during April. 

All programs with assessment plans have been given specific written feedback for continued assessment progress.  The committee has asked that the Accounting and MBA program assessment coordinators to submit to the committee by April 30, 2003, the specific assessment activities planned for fall, 2003, to assure outcomes-based data collection.  During April, 2003, the assessment review committee will meet with each program coordinator to discuss 2002 assessment reviews and how program assessment can be strengthened.

Program Assessment Accomplishments/Strengths

• An assessment plan is operation for all programs.
• The current assessment evaluation system within the college is providing continuity in process feedback and improvement.
• All programs have been given specific feedback to assure a workable assessment, including clearly identified program goals and outcomes-based learning objectives.
• Assessment has resulted in identified curriculum changes in Advertising and Public Relations, Economics, International Business, Management, and Management Information Systems, with a foundation for change in additional programs.
• Substantial improvement has occurred in involving a variety of stakeholders in the assessment process.
• Major progress is observed in integrating assessment into the culture of the college.
• The AACSB review team complimented the assessment program of the college and university.

Program Assessment Deficiencies/Emphasis for Change

• Emphasis must be placed on monitoring curricular changes resulting from assessment. 
• Continued involvement of multiple stakeholders (faculty, students, employers) must be encouraged. 

Action Plan for 2002-2003

• The Accounting and MBA programs will be monitored to assure that outcomes-based assessment occurs fall, 2003.
• A college assessment web page will be developed to document program assessment plans, activities, and resulting curricular changes.  This activity should assist in involving faculty and students in the assessment process.
• Increased involvement of faculty in the assessment system will be encouraged, including sending additional faculty to assessment conferences during 2003-2004.

2002 Curricular Changes Resulting from Assessment

• Resequenced and changed content of Economics 2322 and 2323.
• Implemented required student projects in Intermediate Macroeconomic Theory and International Economics.
• Added "Idea Derby" to Advertising 3300.
• Incorporated idea generation component to Advertising 3300.
• Added instruction in integrating marketing communications into Advertising 4310.
• Incorporated in Management 1310 increased use of problem-solving activities involving logic and use of logical functions.
• Required all sections of Management 1310 to use standardized exams and SAM (training software).
• Incorporated object-oriented analysis and design experiential activities/assignments in the MIS curriculum.
• Provided concentrated instruction on bid and offer quotes in Economics 4320.
• Incorporated increased free trade applications in Management 4377.

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