|
Instruction at FSU: A Guide to Teaching & Learning Practices http://online.fsu.edu/learningresources/handbook/instructionatfsu/ One popular categorization scheme for types of objectives is Benjamin Bloom’s (1956) Taxonomy of Objectives for the Cognitive Domain, which includes the following levels: • Knowledge – Primarily concerned with students’ ability to memorize or recall certain specific facts. • Comprehension – Usually involves the ability to interpret, paraphrase, and extrapolate, thus demonstrating students’ basic understanding of ideas that they did not originate. • Application – Includes activities in which the student applies concepts and principles to new and/or practical situations. • Analysis – Concerned with breaking down a piece of information into its constituent parts, differentiating and denoting. • Synthesis – Involves the blending of elements and parts to form a whole. Students should be able to create a structural pattern that was not previously present. • Evaluation – At this highest level, students might judge the value of a work, the logical consistency of written data, or the adequacy of someone else’s conclusions. The Role of Verbs in Learning Objectives A statement about the content to be learned in a course (e.g., “understand calculation queries”) doesn’t tell us what students are supposed to be able to do with the content. Are they supposed to define it? Explain it? Apply it? To write effective objectives, we suggest the use of action verbs that clarify what the learner will do to demonstrate understanding. Some verbs are more commonly used with certain levels of learning objectives. Bloom’s Levels of Learning with Action Verbs Knowledge Define, list, name, describe, tell, identify, show, label, quote (tell the “who,” “when,” “where”) Comprehension Explain, describe, summarize, interpret, contrast, predict, distinguish, estimate, give examples Application Relate, determine, apply, demonstrate, calculate, examine, modify, discover, show Analysis Identify, analyze, explain, arrange, discriminate Synthesis Integrate, modify, rearrange, plan, create, design, compose Evaluation Decide, rank, convince, judge, summarize, evaluate |
Upon
completion of
the MBA Program . . .
1.
Graduates
possess critical and creative thinking skills to solve problems,
identify
opportunities and make reliable decisions in routine and unfamiliar or
unpredictable domestic and global environments using generally accepted
concepts of business (financial, accounting, management, operations,
marketing,
and information systems).
2.
Graduates can
incorporate into their business decisions an appreciation for social
responsibility, legal and ethical requirements, and corporate
governance.
3.
Graduates can
use quantitative and qualitative tools to identify business problems
and
opportunities showing an appreciation for the interrelationships of
finance,
accounting, management, operations, marketing, and information systems.
4.
Graduates can
use information technologies to support the structure and processes of
the
organization.
5.
Graduates can
demonstrate effective leadership and collaboration skills for making
decisions
and accomplishing goals.
6.
Graduates have
developed an appreciation of the impact of human behavior on the
organization
and can coordinate and manage to achieve the goals of the organization.
7.
Graduates can demonstrate
appropriate written and oral communication competencies that support
and
enhance managerial effectiveness.
8.
Graduates can
develop a strategic plan with consideration for the dynamic and
sometimes
unpredictable domestic and global business environments.
9.
Graduates have
developed an appreciation for the need to continue their professional
development throughout their careers.
http://www.eiu.edu/~mba/ProspectivePages/learning%20goals.htm
awards
400 bachelors degrees and 55 MBA degrees annually
Is
accredited by AACSB
|
Department:
|
|
|
Program: |
Business
Administration, M.B.A. |
Faculty
assessed each graduate course and agreed to its
goals and objectives for learning and development. Course assessments
described
desired learning outcomes and included the following:
**cognitive outcomes such as knowledge, comprehension, application, analysis, synthesis, and evaluation;
**attitudes
and values such as sensitivity,
tolerance, enthusiasm, professionalism, and leadership; and
**skills such as thinking, communication, and affective.
Master syllabi were developed for all courses, and faculty used these learning outcomes as a basis to ensure consistency across sections and to reduce redundancy across the curriculum. The learning outcomes were communicated to the students through course syllabi, and master course syllabi were made available on the School's Web site. The following major educational objectives were developed for the MBA Program:
**An
innovative MBA curriculum emphasizing the
information technology and service industries that contributes to the
graduates' value to the
**A broad and rigorous MBA core coupled with MBA elective concentrations that specifically prepare students for opportunities in today's job market.
**A wide acceptance on the part of our graduates and their employers that the educational experience in the MBA program has been of high quality and students have been well prepared.
I.
Program Goals | II.
Evaluation Methods | III.
Major Findings
Assessment
Plan
Index | OIA Home
http://assessment.gmu.edu/ProgramGoals/SOM/busad-MBA/IGoals.shtml
awards 700 bachelors degrees and 100 masters degrees annually Is accredited by AACSB
The
mission of the MBA program is to
provide our region with an advanced business education which
will foster
a commitment to lifelong learning and facilitate the career growth of
our
graduates.
Values
The
faculty and the students of the CSUB M.B.A. program will work together
to
create an environment that is supportive of the highest standards of
ethical
behavior.
Goals
Knowledge: Graduates
should be able to demonstrate
comprehension ofanalyze
and evaluate the strategic, tactical, and
operational factors that influence or impact the organization.
Skills: Upon
completion of the program, a graduate should be able to demonstrate the
following skills:
http://www.csub.edu/~cmausolff/assessment.htm
M.B.A. Program
The
mission of the MBA program is to
provide our region with an advanced business education which
will foster
a commitment to lifelong learning and facilitate the career growth of
our
graduates.
Values
The
faculty and the students of the CSUB M.B.A. program will work together
to
create an environment that is supportive of the highest standards of
ethical
behavior.
Goals
Knowledge: Graduates
should be able to demonstrate
comprehension ofanalyze
and evaluate the strategic, tactical, and
operational factors that influence or impact the organization.
Goal 1 –
Strategic Factors: Analyze and
evaluate the strategic factors that influence and impact the business
environment.
Evaluated
in: Mgmt 600, Mgmt 690, Mktg
600, Final Survey
Evaluated
in: Mgmt 600, Mgmt 602, Mktg
600, Mgmt 690, Final Survey
Goal 2 –
Tactical Factors: Analyze and
evaluate the tactical factors that influence and impact the business
environment
and make choices based on reasoned arguments.
Evaluated
in: Mgmt 600, Mgmt 690, BA
690, Final Survey
Evaluated
in: BA 605, Mgmt 600, Mgmt 690,
Final Survey
Evaluated
in: Acct 620, Fin 600, Final
Survey
Evaluated
in: Mktg 600, Mgmt 602, Final
Survey
Evaluated
in: Mktg 600, Mgmt 602, Final
Survey
Evaluated
in: MIS 610, Mgmt 690, BA
690, Final Survey
Goal 3 –
Operational Factors: Analyze and
evaluate the operational factors that influence and impact the business
environment.
Evaluated
in: BA 605, Final Survey,
& elective courses as offered
Evaluated
in: Mktg 600, Final Survey,
& elective courses as offered
Skills: Upon completion of the program, a graduate should be able to demonstrate the following skills:
Goal 4 – Communications: Proficiency
in business communication.
Evaluated
in: Acct 620, Mgmt 600, Mktg 600
Evaluated in: Mktg 600, Mgmt 690, BA 690
Goal 5 – Analysis & Interpretation: Proficiency with quantitative analysis and decision tools.
Evaluated
in: Acct 620, Fin 600, Mgmt
602
Evaluated
in: BA 690
Program Goals: Providing Business Skills for
the 21st
Century
[notice the
emphasis on inputs not outputs or student learning]
The overall
objective of the Global Executive program is to develop managers who
will excel
within globally oriented organizations. More than any other executive
MBA
program in the world today, Global Executive delivers the skills that
global
managers will need in the next century, including:
**Integrated knowledge of the core
disciplines of business. The
curriculum contains all the fundamental business courses found in
Fuqua’s other
MBA programs.
**Understanding of the cross-cultural
dimensions of global business. Our
faculty incorporate international issues throughout course topics,
assignments
and class discussions. Courses are aimed at understanding common
business
issues from a global management perspective and build upon the
practical
experience of participants.
**The ability to work effectively in a
multinational, team-based
environment. There is special emphasis on team-oriented learning and on
developing team-driven organizations. This includes teams in dispersed
locations and inter-organizational structures.
**Expertise in using information technology
in management. Students use
cutting-edge communications technology to learn, share ideas and work
together.
A key goal of the program is to provide students with firsthand
experience in
using technology to manage work across barriers of time and space.
http://www.fuqua.duke.edu/admin/gemba/what/
IMD MBA
Learning
Methods
At IMD, we believe you learn best by building on your experience and putting your new skills and understanding into practice immediately. The learning process is based on your open-minded participation, frank interaction with your classmates, and exposure to international experts such as the faculty and invited speakers.
Collaboration/Teamwork
Your
classmates’ 600+ years of collective experience is a valuable resource.
They
bring specialist knowledge and insights from a wide variety of
backgrounds
which they are expected to share in the classroom and in group work.
Throughout
the IMD MBA you will be working with small teams of your fellow MBAs
and will
be confronted with the need to cope with the cultural and personality
differences that arise in a diverse, multinational group of people.
'You
don't
know what teamwork means until you've been locked in a room with six
people,
you're on your fifth cup of coffee, you have an 8 a.m. deadline, it's
three
o'clock in the morning and you still don't agree...'
Eduardo
Stadelmann, Peruvian, MBA 1995
Case
Studies
We
believe case studies are excellent learning tools because there is no
single,
correct solution to complex business problems and the conflicting
opinions that
emerge promote enquiry, discovery and tolerance for other points of
view.
Presentations
The
ability to communicate and convince is an essential skill for a leader.
Our
participants work in small groups to prepare and give presentations.
This
sharpens your ability to express ideas clearly and gives you valuable
experience in defending collective decisions.
The
Evaluation Process
Participants
are evaluated on their performance in several areas: class
participation, group
work and projects, oral presentations and formal exams. Faculty provide
regular
personal feedback and at the end of May, each participant’s readiness
to move
to the second phase of the IMD MBA is assessed objectively through
formal
examination.
The evaluation process is designed to help participants improve their performance and discover how their limits can be stretched, personally and professionally.
At the end of the program, the MBA degree ‘With Honors’ is awarded to those participants whose cumulative performance throughout the program has been judged to be superior.
“It’s
only
when you get here you realize how much hard work is required, and it’s
only
once you have done all the hard work you really appreciate how much you
are
learning.”
Martin
Poulsen, Australian, MBA 1999
http://www01.imd.ch/pressroom/imdhistory/index.cfm
just 90 MBA degrees a year Is accredited by the AACSB