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

2. 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.

3. Undergraduate Analysis
Results:
Peregrine Assessment MFT
Undergraduate Analysis

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

5. Rank by Majors

6. Accounting Majors

7. Accounting Majors on CPC (Raw Scores)

8. Management Profiles

9. Undergraduate Outcomes by Student Profile

10. Peregrine Assessment MFT
Results:
Peregrine Assessment MFT
graduate Analysis

11. Park MBA Student Major Field Test Outcomes

12. Park MBA Student Major Field Test Outcomes

13. MBA Program Domain CLOs

14. 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

15. HLC Assessment Requirements

16. 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

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

18. 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 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".

19. 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

20. Cognos Reports
Program Reports
Assessment Data

21. IDEA Teaching Assessment
Results:
IDEA Teaching Assessment
graduate Analysis

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

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

24. Section IV: Student Ratings of Progress on Objectives Chosen as Important or Essential
Only

25. 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. 
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
Assessment notification: Starts Monday, March 28.
Open for two weeks.

26. 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.

27. 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