Assurance of learning is the continuous improvement process the College of Business uses to make sure students are learning what we say they should know at the successful completion of their program.

There is an initial process of defining learning goals and objectives and then of aligning the curriculum with those goals. Following iterations of that process allow for refining the goals and objectives or changing them based on student and market needs and expectations. 

There is a second process that iterates at least once every five years but often more than that in which we assess how our students are doing in each of the learning goals (pretest), analyze the data, develop and deploy appropriate interventions that we expect will improve our students relevant learning, and reassess how our students are doing (posttest). 

Assurance of Learning Diagram

Program Learning Goals

Learning goals are broad statements that describe the knowledge or abilities that we want our graduates from a given program to have at the end of the program. The College of Business initially defined these goals in 2008. Since then, program goals have been changed or refined to better reflect the current expectations for our graduates given the feedback from major stakeholders (alumni, employers, advisory board, etc). Any changes or refinements have to be approved by the majority of the college faculty.


Undergraduate Program Learning Goals 


Common Undergraduate Program Learning Goals (PLGs):

1.   Have a fundamental knowledge of basicbusiness concepts and practices

2.   Have effective communication skills in creating business documents and delivering business presentations

3.   Have a well-developed ethical perspective

4. Have the ability to integrate global perspectives in business decisions

5. Be able to use technology to support business communication

6. Be effective critical thinkers in business contexts.

 

Specific Undergraduate Program Learning Goals (PLGs):

The Entrepreneurship, Accounting, and Economics programs have one additional PLG each:

Undergraduate Accounting Specific Program Learning Goal (PLG):

UACC1. Have appropriate accounting knowledge and skills  

Undergraduate Entrepreneurship Specific Program Learning Goal (PLG):

UENT1. Have well-developed opportunity creation and recognition skills

Undergraduate Economics Specific Program Learning Goal (PLG):

UECO1. Have a fundamental knowledge of economic concepts and theory

  

Master in Business Administration (MBA) Program Learning Goals:  

1. Be effective communicators in facilitating organizational decision-making processes.

2. Be skilled at ethical analyses in business contexts.

3. Be able to apply knowledge and skills to generate solutions to address complex global business challenges.

4. Have a well-integrated knowledge of the functional areas of business

5. Be effective at team leadership in a business context.

6. Have technology skills to support business analysis.

7. Be skilled at business analysis to solve problems.


 Master of Science in Accounting (MSA) Program Learning Goals:  

1. Be effective communicators in facilitating organizational decision-making processes.

2. Be skilled at ethical analyses in business contexts.

3. Be able to apply knowledge and skills to generate solutions to address complex global business challenges.

4. Have appropriate accounting knowledge and skills

5. Have technology skills to meet the needs of the accounting profession.

6. Have problem solving skills to meet the needs of the accounting profession

 

Master of Science in Management Information Systems (MSMIS) Program Learning Goals:

1. Be effective communicators in facilitating organizational decision-making processes.

2. Be skilled at ethical analyses in business contexts.

3. Be able to apply knowledge and skills to generate solutions to address complex global business challenges.

4. Have appropriate technical knowledge and skills.

5. Be effective at team leadership in a business context.

6. Have technology skills to support business analysis.

7. Be skilled at business analysis to solve problems.

Course Learning Outcomes

Course learning outcomes are approved through a curriculum management process in the college and university. Course learning outcomes align with program learning goals and objectives.

 

Assessment Cycle

The assessment cycle or loop is made up of primarily four steps:

  • Develop (or refine) a measure 
  • Assess student artifacts 
  • Develop and deploy an improvement intervention 
  • Reassess student artifacts 

These loops are continuous until the learning goal is considered to have been fully accomplished or it becomes a lower priority compared to other potential goals. The loops for each learning goal are independent and are generally at different stages to make the comprehensive process manageable. Ideally, two loops are executed for each learning goal in a five-year window with only one loop being the accepted minimum.

Assessments take place at specific points in time. Interventions, once implemented, are ongoing and become part of the standard operating procedure unless they are found to be ineffective or counterproductive in which case they are aborted. The effectiveness of an intervention is determined by comparing the results of the reassessment (posttest) to the initial assessment (pretest). The statement “closing the loop” refers to the process of assessing if the intervention was successful or not (reassessing new students’ artifacts).

 

 

 

 

Current and Past Loops

Information on recent assessment cycles are included in this report.

AOL Coordinator

For more information about GSU College of Business Assurance of Learning process, please contact the Assurance of Learning coordinator, Dr. Carlos Ferran, cferran@govst.edu