Ohio Northern University, College of Business Administration  
Dean: Dr. Terry L. Maris

Background. The current assessment program of the College of Business Administration (CBA) dates back to the fall of 1995 when, driven by accreditation goals, a committee was created to manage the process. By 1997 the Assessment Committee developed an  assessment plan that identified eight quantifiable learning goals for the business core and general education, and learning goals and objectives for each of the College’s three majors.

While developing its plan the CBA began to participate in the EBI Undergraduate Business Exit Study and administer the ETS Major Field Test to seniors. The Kelly and Myer’s Cross-Cultural Adaptability Inventory (Kelley, C. and J. Meyers. 1987/1989/1992. Minneapolis, MN: NCS Pearson Inc. see (http://www.pearsonreidlondonhouse.com/tests/ccai.htm) also was administered during first-year orientation and to seniors. Enough information had been collected by 1998 to institute curriculum changes in CBA core curriculum (ethics, management, and organizational behavior), and in the management major curriculum.

In 1999, the College held focus groups in Cleveland, Columbus, Dayton, Lima, and Toledo. Each of the two-hour sessions were facilitated by an outside professional and followed a common interview protocol. Results from the study were combined with other data and used during CBA Faculty Fall Workshop to review performance to date and set quantifiable goals for future assessments. 

The program goals and objectives were revised and extended to each major in 2002 at the suggestion of AACSB International’s peer review team. (See ONU Majors Learning Goals and Objectives.) The assessment plan also was refined to simplify measurement and facilitate faculty involvement. The faculty are currently in the process of developing learning goals and objectives for the Business and Marketing minors.

Description. Using tools such as the EBI Undergraduate Business Exit Study, ETS Major Field Tests, Cross-Cultural Adaptability Inventory, and executive focus groups, the current CBA program assesses the following eight competencies: (See ONU Learning Goals for a listing of measurable objectives for each goal.)

Assessment data is disseminated by the Assessment Committee (along with analysis and suggested recommendations) to the faculty multiple times a year. The Curriculum Committee then develops and presents to the faculty curricular proposals to address deficiencies.  Curriculum changes are subject to faculty vote and administrative approval.

Using the Data. ONU provides an excellent example of “closing the loop” between assessment of student learning and the curriculum processes. The following examples illustrate how the CBA has used data from ETS Major Field Tests, Cross-Cultural Adaptability Inventories, and EBI Undergraduate Student Exit Surveys.

Example 1. Several curriculum revisions were motivated by assessment outcomes using the ETS Major Field Test. First, below-median student quantitative skills in 1996 motivated regular coordination meetings between business and math faculty, resulting in more EXCEL assignments in general education courses and better integration of math concepts in business core business classes. For example, the required production course shifted from a traditional lecture format to an emphasis on problem solving. Student quantitative ETS scores increased to the 91^st percentile by 2003 as a result of these changes.

Second, to increases ETS scores in accounting scores by non-accounting majors, access to introductory accounting courses was limited to second-year students. The idea was to improve carryover of accounting knowledge into the business core. Overall/average ETS scores on Accounting rose from 52.6 (1999) 76^th percentile (2002) over a three-year period.

Third, cases and exercises were added to the core for management majors in 1998. As a result, the ETS management indicator rose to the 98^thpercentile 2001 for management majors. Finally, a team-taught integrative cross-functional case was added to the capstone course to reinforce all functional areas at the end of the curriculum.

Example 2. The CCAI, which generates indicators related to cross-cultural sensitivity and adaptability, is administered during freshman orientation and during the senior year.  Although ETS scores on the ‘global’ indicator have been consistently strong, results from the CCAI were mixed.  Matched pair data for the entering cohorts of 1996 and 1997 show gains in flexibility/openness, perceptual acuity, and total cultural adaptability, but CBA graduates’ scores on average are below Kelly & Myers’ norms for 20-29 year olds. And ONU students reported relatively fewer opportunities for exposure to people of diverse racial and ethnic backgrounds in other national surveys.

The assessment data motivated several actions to improve cross-cultural sensitivity. A formal process to provide feedback and action items for improvement based on CCAI results was built into freshman orientation. Management faculty also began to include a discussion of the CCAI instrument and its purpose in management core courses. The CBA also increased its effort to recruit international students, provide study abroad opportunities, and bring in more students through exchange programs, and hire additional staff to support international programs.

Example 3. EBI Undergraduate Student Exit Survey information revealed relatively low student satisfaction with the computer training they received at ONU.  In response, the Microsoft Office User Specialist (MOUS) testing program was brought to the campus to provide students the opportunity to become certified in Microsoft Office.  Also, the amount of time devoted to PowerPoint in the required computer course was increased.  Subsequently, satisfaction on the computer training item has improved.  

Reinforced by the results of executive focus groups, EBI surveys supported need for increased emphasis on communication skills. In response, students were required to participate in a Mock Interview Day program as part of selected junior level courses. Reports showed 70 students participated in 2001, with Management majors showing improvement in both verbal & non-verbal communication skills. Corresponding improvements were shown in the EBI study, as “satisfaction with training to improve presentation skills” improved from 5.03 in 1997 to 5.80 in 2002.

Administration and Budget. The assessment budget support participation in various studies, including the ETS Major Field Test ($25 per student in 2003-04), EBI Undergraduate Student Exit Survey ($995 for 2003-04), and the CCAI ($6.50 each from up to 50 students, $6.00 each for 50 to 99 students, and $5.75 each for 100 to 249 students).

Terry Maris, Dean of the College of Business Administration, had this to say about the importance of assessment: “Our initial motivation to create the college assessment program was the attainment of AACSB accreditation, a goal we achieved in April 2003. Looking back, I believe it was like laying the keel of a ship, not a glamorous activity, but nonetheless one that was elemental in providing much needed stability and direction.”