1 / 37

BSBA Ethical Reasoning Skills

Assessed: 2007, 2010, 2011, 2013. BSBA Ethical Reasoning Skills.

jamiearnold
Télécharger la présentation

BSBA Ethical Reasoning Skills

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Assessed: 2007, 2010, 2011, 2013 BSBA Ethical Reasoning Skills

  2. Goal 3: Ethical Reasoning - Distinguish and analyze ethical problems that occur in business and society, and choose and defend resolutions for practical solutions.StudentLearning Outcomes:1. Explain the various ethical dimensions of business decision making.2. Explain the role of various affected parties in business decision making.3. Assess the ethics of decision alternatives using different ethical decision rules.4. Apply ethical decision-making rules and concepts.

  3. Where do our students learn and practice ethical reasoning skills? • PHIL 101 (Introduction to Philosophy: Ethics) • GE elective choice • BA 300 (Ethical Decision Making in Business) • Required course for all BSBA students • Preparation for the Major Requirements Our students also learn and practice these skills in additional courses as listed however assessment occurs in BA 300. • Core Courses in the BSBA Major • Advanced Courses in the BSBA Major

  4. How do we assess our students’ ethical reasoning skills? 2007 • NOTE: The current SLO #1 & SLO #2 were combined into a single SLO at the time (referred to below as SLO #1). Current SLO #3 is referred to below as SLO #2. • SLO #1 & SLO #2 were assessed via embedded questions in the final exam of the required core course, BA 300 (Ethical Decision Making in Business). • 3 questions were written by the class coordinator of BA 300 that addressed SLO #1 • 4 questions were written by the class coordinator of BA 300 that addressed SLO #2 • SLO #3 (now SLO #4) was not assessed in 2007 because at the time it was the intention to assess it via a case analysis in MGT 405 that would be chosen for its ethics content. • BA 300 was added as a required new course in 2006. Insufficient numbers of students would have taken BA 300 and moved on to MGT 405 by 2007 for a meaningful assessment of SLO #3 to occur in 405. It was later decided that this SLO would also most appropriately be assessed in BA 300 and this occurred in 2010.

  5. Assessment Conducted: • Cycle #1 (2007): • Fall Semester 2007, Spring Semester 2008, Summer Session 2008 in BA 300 (Ethical Decision Making in Business) • Sample Size: 423 • Cycle #2 (2010): • Spring Semester 2010 in BA 300 (Ethical Decision Making in Business) • Sample Size: 594 • Cycle #3 (2011): • Fall Semester 2011 in BA 300 (Ethical Decision Making in Business) • Sample Size: 633 • Cycle #4 (2013): • Spring Semester 2013 in BA 300 (Ethical Decision Making in Business) • Sample Size: 544

  6. What do we expect of our students? • BENCHMARKS: • 70% of our students should be able to correctly respond to questions assessing each of the student learning outcomes.

  7. RESULTS 2007

  8. SLO #1:Explain the various ethical dimensions of business decision making and the role of various affected parties. “70% should be able to correctly respond”; On average, 72% could Question #1 did not meet the benchmark

  9. SLO #2:Assess the ethics of decision alternatives using different ethical decision rules. “70% should be able to correctly respond”; On average, 76% could Question #4 did not meet the benchmark

  10. Results Summary “70% of our students should BE ABLE TO RESPOND CORRECTLY TO QUESTIONS DESIGNED TO MEASURE THEIR KNOWLEDGE OF ETHICAL REASONING slo #1 & SLO #2.” Benchmark achieved

  11. Additional Analysis • BA 300 was introduced in 2006 as a fully face-to-face course but was then developed as a hybrid course in order to accommodate demand. • In 2007-2008 there were fully face-to-face and hybrid sections both being taught. • Assessment analysis was undertaken to compare the two delivery modes.

  12. Face-to-Face vs. Hybrid

  13. Delivery Mode Conclusions • On five of the seven questions, students in hybrid sections answered correctly more frequently than those in fully face-to-face sections. For four of these five questions there was a statistically significant difference between performance in the two delivery modes. For the two questions where the face-to-face students “beat” the hybrid students, one difference was statistically significant. • The intent of the analysis was not to determine whether a hybrid delivery mode was better or worse than a fully face-to-face delivery mode. With the plan in place to go to all hybrid delivery in Fall 2008 for reasons unrelated to student learning however, this assessment was carried out to ensure that hybrid delivery did not produce significantly less learning. Results suggest that this is not the case.

  14. Closing the Loop • Assessment results suggest no need for change. • The BA 300 course coordinator carefully considered the two questions on which the benchmark of 70% was not achieved and determined that the questions required some adjustment. Further, this analysis produced the decision to split the first SLO into two separate outcomes. BA 300 instructors were also advised to focus more strongly on the specific issues addressed in the two questions. • BA 300 went to a hybrid delivery mode for all sections as planned.

  15. RESULTS 2010

  16. SLO #1:Explain the various ethical dimensions of business decision making. “70% should be able to correctly respond”; On average, 90% could. All individual questions met the benchmark.

  17. SLO #2: Explain the role of various affected parties in business decision-making. “70% should be able to correctly respond”; On average, 81% could. Question #2 missed the benchmark by a small percentage.

  18. SLO #3: Assess the ethics of decision alternatives using different ethical decision rules. “70% should be able to correctly respond”; On average, 90% could. All individual questions met the benchmark.

  19. SLO #4: Apply ethical decision-making rules and concepts. “70% should be able to correctly respond”; On average, 75% could. Question #3 missed the benchmark by a significant percentage.

  20. Results Summary “70% of our students should BE ABLE TO RESPOND CORRECTLY TO QUESTIONS DESIGNED TO MEASURE THEIR KNOWLEDGE OF ETHICAL REASONING (slos 1 – 4).” Benchmark achieved

  21. Closing the Loop • Assessment results suggest no need for change. • The BA 300 course coordinator carefully considered the two questions on which the benchmark of 70% was not achieved. • It was determined that the problematic question (SLO 4, Q#3) required an application that was potentially tricky. The question will be adjusted in future assessments. • BA 300 instructors were also advised to focus more strongly on the specific issues addressed in the two questions that did not meet the 70% benchmark.

  22. RESULTS 2011

  23. SLO #1:Explain the various ethical dimensions of business decision making. “70% should be able to correctly respond”; On average, 72.2% could. Questions #2 & #3 both missed the benchmark.

  24. SLO #2: Explain the role of various affected parties in business decision-making. “70% should be able to correctly respond”; On average, 88% could. Performance on all questions exceeded the benchmark.

  25. SLO #3: Assess the ethics of decision alternatives using different ethical decision rules. “70% should be able to correctly respond”; On average, 79.2% could. Question #1 missed the benchmark.

  26. SLO #4: Apply ethical decision-making rules and concepts. “70% should be able to correctly respond”; On average, 76.8% could. Question #2 missed the benchmark.

  27. Results Summary “70% of our students should BE ABLE TO RESPOND CORRECTLY TO QUESTIONS DESIGNED TO MEASURE THEIR KNOWLEDGE OF ETHICAL REASONING (slos 1 – 4).” Benchmark achieved

  28. Cycle #2 & #3 Comparison

  29. Closing the Loop • Although assessment results suggest no significant need for change, the comparison between 2010 & 2011 suggests significant declines on SLO #1 & SLO #3. • The BA 300 course coordinator will meet with the BA 300 teaching faculty to examine how material related to these two student learning outcomes is covered and changes, if deemed appropriate, will be made.

  30. RESULTS 2013

  31. SLO #1:Explain the various ethical dimensions of business decision making. “70% should be able to correctly respond”; On average, 80.2% could. All individual questions also exceeded the benchmark.

  32. SLO #2: Explain the role of various affected parties in business decision-making. “70% should be able to correctly respond”; On average, 85.7% could. Performance on all questions exceeded the benchmark.

  33. SLO #3: Assess the ethics of decision alternatives using different ethical decision rules. “70% should be able to correctly respond”; On average, 72.0% could. Questions #1 & #3 missed the benchmark.

  34. SLO #4: Apply ethical decision-making rules and concepts. “70% should be able to correctly respond”; On average, 86.8% could. All individual questions met or exceeded the benchmark.

  35. Results Summary “70% of our students should BE ABLE TO RESPOND CORRECTLY TO QUESTIONS DESIGNED TO MEASURE THEIR KNOWLEDGE OF ETHICAL REASONING (slos 1 – 4).” Benchmark achieved

  36. Cycle #2 & #3 Comparison

  37. Closing the Loop • Although assessment results suggest no significant need for change, the comparison between 2010, 2011, & 2013 suggest some changes worth watching: • SLO #1 dropped significantly between 2010 & 2011 but began to bounce back in 2013. • SLO #2 performance has remained largely consistent. • SLO #3 has declined with each assessment and in 2013 was close to missing the established benchmark. • SLO #4 performance grew very strongly in 2013. • The BA 300 course coordinator will meet with the BA 300 teaching faculty to examine how material related to SLO #3 is covered. A plan for changed or enhanced coverage will be developed.

More Related