The MBA is a terminal professional degree for those desiring a career in global business and industry. Traditionally the degree has focused on a general-manager philosophy; however, in response to changing demands, the MBA curriculum was re-engineered to reflect a modified specialist educational philosophy. The three main components of this curriculum are (as defined in the MBA Program Planning for Managerial and Operational Issues Document): first-year core, flexible core, and 2^nd year tracks. The first-year core offers every student the opportunity to develop a fundamental understanding of the business process while developing interpersonal communication skills in a rapidly changing technological environment. The flexible core provides the transition from the above fundamental core competencies to a more specialized track. The track chosen by the student offers an opportunity for a more focused development of specialized skills in key areas as determined by the College of Business Administration.

A report on the progress of this new MBA program was submitted to the MBA Oversight Committee of the University of Illinois Graduate College. This proposed plan contains a more detailed analysis and reporting of learning outcomes.

Key participants in the review of this proposal are members of the learning outcomes task force, the MBA Faculty Policy Advisory Committee, 2^nd year track coordinators, and faculty in the 1^st and 2^nd year curriculum.

Upon completion of this degree, all MBA graduates of this program will:

1) have a fundamental understanding of the workings of business organizations. They should be able to conceptualize, organize, and resolve complex business problems using technology and people resources.

2) have acquired sufficient in-depth technical knowledge to make an immediate contribution in an area of specialization. This specialized area is the track chosen by the student. Available tracks are Finance, Accounting, Marketing, Management of Information Systems, and Student-Designed.

3) develop an awareness of the major challenges facing contemporary global business. These challenges include the need for innovation, integrity, ability to manage change, globalization, and effective management of technology.

4) develop and improve team skills. These skills include assessment of self and peer in a team environment, measurement of team effectiveness, and conflict resolution.

5) improve communication skills. The desired skills and strategies are in the areas of oral communication, written communication, listening, and reading.

6) develop a personal learning plan. Necessary skills are to set personal goals, review and assess progress, and, if necessary, make modifications.

7) demonstrate leadership skills through their participation in student organizations, business projects (such as in the Office for the Study of Business Issues –OSBI), and committees. OSBI was established to provide opportunities for students to develop and work on real-world business projects.

 

III. Measurement Instruments and Techniques

Measurement of anticipated learning outcomes would be frequent, incorporate a variety of methods and techniques, and come from diverse sources. Many of the assessment described below are currently implemented on a regular basis. However, through this initiative, additional instruments from both internal and external sources will be included to provide a broader-based perspective.

1) Understanding of the workings of business organizations:

• Review of achievement in the core modules of 401,402, 403, 404, and 405
• ABP(Applied Business Perspective), Mini-ABP, and Global Tycoon ABP – student feedback, external judges comments, debriefing with judges
• Informal interviews and questionnaires from recruiters, internship supervisors, and employers
• Informal early feedback survey and focus groups (students perspective)
• Debriefing with core and flexible core faculty
• Report from MBA 420 capstone faculty
• Pre and post test results of the Business Aptitude Test

2) In-depth technical knowledge to make an immediate contribution in an area of specialization

• Review of achievement in specialized track
• Informal interviews and questionnaires from recruiters, internship supervisors, and employers
• Focus groups with students
• Report from MBA 420 capstone faculty and 2^nd year track coordinators

3) Challenges facing contemporary global business

• Report from MBA 420 capstone faculty and 2^nd year track coordinators
• Interview with developers of the Global Tycoon Simulation and judges
• Informal interviews and questionnaires from recruiters, internship supervisors, and employers
• Placement statistics for internships and employment
• Rankings from publications: e.g., U.S. News and World Report, Business Week, Princeton Review, Gorman Report
• Exit surveys of graduates

4) Team skills

• Self and Peer Team Feedback form (submitted in each module)
• Analyses of team contributions (submitted in each of the ABP)
• Reflection of improvement in team member skills (submitted 2x in the 1^st year)
• Comments from judges in oral presentations (in each of the ABP)

5) Oral and written communication skills

• Achievement in each of the communication components (1^st year)
• Comments from judges in oral presentations (in each of the ABP)
• Rankings in national case competitions
• Informal interviews and questionnaires from recruiters, internship supervisors, and employers

6) Personal learning plan

• Development of the Individualized Learning Plan (ILP) upon admission to the MBA program
• Periodic review and self-reflection of the ILP
• Debriefing meeting on progress of the ILP at conclusion of the program

7) Leadership skills

• Membership on program and college-wide committees
• Officers of MBA student organization
• Participation in and delivery of OSBI projects
• Rankings in national case competitions

As stated at the beginning of this section, initial data have been collected since implementation of this newly re-engineered curriculum. Existing data coupled with new information from additional measures and sources will provide the triangulation needed for a comprehensive picture. Analyses of this data will investigate trends and/or differences in findings.

Faculty in each of the core modules (401,402, 403, and 404) already meet before, during, and after their teaching to discuss feedback and outcome results they receive. The goal is continuous monitoring of student learning and revisions, when necessary and possible. Some modifications are implemented quickly, while others must wait until the following year. During "reload" sessions, faculty review feedback collected not only from their own module, but also from other modules in order to determine what skills, knowledge, and concepts students have mastered. Much of the information has been used for formative purposes to improve the curriculum and enhance student learning.

Starting next year, review and discussion of the learning outcomes plan will be built into the agenda of the annual MBA retreat held in the beginning of the fall semester. Faculty, administrators, and support staff will review the results and then provide recommendations and strategies for implementation in that academic year. Assistance and feedback from the MBA Directors (e.g., Academic; OSBI; Communication; Career Services; Student Services, Recruiting, Marketing, and Admissions; Technology) will be solicited.

The MBA program is unique in the college in that its teaching faculty "belong" to the academic departments. As such, it is important that this assessment be shared with the departments and administrators of the college. The learning outcomes task force will gather, review, and share results with the MBA Faculty Policy Advisory Committee for recommendations and suggestions. This assessment will also be disseminated to department heads and chairs and Fred Neumann, Associate Dean.

1998 -1999

• Continuation of data collection of 1^st year curriculum
• Develop formalized mechanism for review and reporting of results of 1^st year curriculum
• Initial planning meeting with 2^nd year track coordinators

1999-2000

• Presentation and discussion to faculty of 1^st and 2^nd year curriculum
• Begin collection of data from external sources
• Formal documentation of learning outcomes for 1^st year curriculum
• Develop learning outcomes plan for Accountancy and Finance tracks (2^nd year curriculum)

2000-2001

• Continuation of above steps
• Develop learning outcomes plan for Marketing, MIS, and student self-designed tracks (2^nd year curriculum)

The MBA outcomes assessment plan will require additional staff or graduate student assistance for the collection of information that is not currently gathered (e.g., interviews with external judges, recruiters, and employers) and comprehensive analyses of the data. To meet our desired goal of timely and frequent reporting, it is requested that this additional financial support be provided. It is anticipated that technical expertise and advice will be sought from University resources.