Outcome Assessment Using a Total Quality Management Paradigm Dr. Brad Kleindl, Dean, School of Business, and Professor of Marketing, Park University

Abstract The School of Business at Park University has identified both course outcomes and programmatic competencies with associated direct measures designed by the faculty. Peregrine Academic Services tools are used for peer assessment. Indirect measures of assessment use the IDEA system in which the faculty are allowed to add questions, increasing both faculty ownership and compliance. This presentation focuses on the use of programmatic competencies within a Total Quality Management model for programmatic improvement, allowing the fulfillment of the accreditation standards of both professional and regional accrediting bodies.

Undergraduate Analysis Results: Peregrine Assessment MFT Undergraduate Analysis

Peer Comparison 50th Percentile Is Pool Average Our results have both improved and are above our peer schools.

Rank by Majors

Accounting Majors

Accounting Majors on CPC (Raw Scores)

Management Profiles

Undergraduate Outcomes by Student Profile

Peregrine Assessment MFT Results: Peregrine Assessment MFT graduate Analysis

Park MBA Student Major Field Test Outcomes

Park MBA Student Major Field Test Outcomes

MBA Program Domain CLOs

Total Quality Management Program Determine Qualities to be Assessed HLC: Criteria Three ACBSP: Standard Four Select Measurement Tools HLC: Criteria Four ACBSP: Standard Four Set Goals and Objectives based on Mission HLC: Criteria One ACBSP: Standard Two Mission Fulfillment Establish Criteria to Determine if Change is Necessary HLC: Criteria Four ACBSP: Standard Four Developing Plans for Improvement HLC: Criteria Four ACBSP: Standard Four Evaluation of Results HLC: Criteria Four ACBSP: Standard Four Administer Tools

HLC Assessment Requirements

HLC Criterion 4.B. The institution demonstrates a commitment to educational achievement and improvement through ongoing assessment of student learning. The institution has clearly stated goals for student learning and effective processes for assessment of student learning and achievement of learning goals. The institution assesses achievement of the learning outcomes that it claims for its curricular and co-curricular programs. The institution uses the information gained from assessment to improve student learning. The institution’s processes and methodologies to assess student learning reflect good practice, including the substantial participation of faculty and other instructional staff members. Timeline: Data Spring 2016 Fall 2016 Spring 2017 Write-up Spring/summer 2017 Trend line

We are developers of educational products that are delivered to over 8,000 students across the world. November 2012

2013-2014 Planning Cycle for: SB@Park Curriculum (Re-) Design Fall 13 Spring 14 Course Redesign Implies matrix finished Master shell’s available to support online, F2F, and Blended Need to design programs goals given: Bloom’s Taxonomy Nature of the students we serve. Program required pedagogy: Active learning Certification exam focused, etc. MG 495 SB@Park Capstone Course   Core Learning Outcomes Define the term “strategic management”. List four phases of strategic management List four basic elements of strategic management. Define the term “strategy”. Identify the five forces that shape competition as described by Porter. List three directional strategies. List the five stages of international development. Explain what is meant by the term "competitive advantage".

Program Assessment Matrix Goal Course 1 Course 2 Course 3… Capstone Course Indirect Measures CARS Midterm Faculty Discussions CLO Final Outcome 1 Employer Survey Outcome 2… Paper Simulation Scores Alumni Survey Outcome X Project Analysis of Casework Direct Formative May be considered summative Time Period One Time Period Two Time Period Three

Cognos Reports Program Reports Assessment Data

IDEA Teaching Assessment Results: IDEA Teaching Assessment graduate Analysis

Section I: Faculty Selection of Important and Essential Objectives Objectives set by Program

Latest IDEA – Graduate MBA & MHA Somewhat disappointing that we missed “unusually high” by .01. Course design appears to need additional attention.

Section IV: Student Ratings of Progress on Objectives Chosen as Important or Essential Only CM@Park

IDEA Administrative Assessment Deans Role: (everyone) The Feedback System for Administrators: The IDEA Center’s web-based Feedback System for Administrators solicits input on 10 pivotal administrative roles and gathers impressions on leadership styles and personal characteristics, job performance, and ratings of confidence in future leadership, while also identifying areas for improvement as observed by core constituents.  http://ideaedu.org/services/feedback-for-administrators/ Associate Deans: (based on reporting line) The Feedback System for Chairs provides feedback and analysis, as well as a customized plan for professional development based on priorities determined by the chair. The uniqueness of each chair and his or her role, department and faculty is taken into account through the chair’s participation as well as the ability to add customized questions to further assess departmental and personal goals http://ideaedu.org/services/feedback-for-chairs/ Assessment notification: Starts Monday, March 28. Open for two weeks.

ACBSP Report in Campus Labs Accreditation Required Reports I Performance Indicator Definition 1. Student Learning Results A student learning outcome is one that measures a specific competency attainment. Examples of a direct assessment (evidence) of student learning attainment that might be used include: capstone performance, third-party examination, faculty-designed examination, professional performance, licensure examination). Add these to the description of the measurement instrument in column two: Direct - Assessing student performance by examining samples of student work Indirect - Assessing indicators other than student work such as getting feedback from the student or other persons who may provide relevant information. Formative – An assessment conducted during the student’s education. Summative – An assessment conducted at the end of the student’s education. Internal – An assessment instrument that was developed within the business unit. External – An assessment instrument that was developed outside the business unit. Comparative – Compare results between classes, between online and on ground classes, Between professors, between programs, between campuses, or compare to external results such as results from the U.S. Department of Education Research and Statistics, or results from a vendor providing comparable data.

ACBSP Campus Labs Accreditation Required Reports II   Analysis of Results Performance Measure What is your measurement instrument or process? Current Results Action Taken or Improvement made Insert Graphs or Tables of Resulting Trends (3-5 data points preferred) Measurable goal Do not use grades. What are your current results? What did you learn from the results? What did you improve or what is your next step? What is your goal? (Indicate type of instrument) direct, formative, internal, comparative