Assessment of Ethics Jones College of Business MTSU July 29, 2015

“Agenda” Ethics Data AACU National survey MTSU – NSSE and GSS Jones College Direct Indirect Workshop The 5 steps in the assessment process Application of those steps to the SLO on ethics Questions about the data and rubric Questions about the process

Assessment Data – AAC&U survey StudentsEmployers Ethical judgment and decision-making is important (8, 9 or 10 on a scale of 10) 75%81% Students are prepared in the area of ethical judgment and decision-making 62%30% Falling Short? College Learning and Career Success, Selected Findings from Online Surveys of Employers and College Students Conducted on Behalf of the Association of American Colleges & Universities, January

Assessment Data - MTSU Jones College of Business MTSU NSSE 2014 How much has your experience at this institution contributed to developing or clarifying a personal code of values and ethics? Scale of 1, very little, to 4, very much GSS MTSU’s contribution to recognizing and acting upon ethical principles. % selecting “somewhat” or “very much.” 81%

Assessment Data – Jones College of Business MBA Direct Measure 75% of students will score excellent on a rubric to score students' case analyses. Embedded in MGMT Data collected for the last 4 AYs Benchmark was met in , not met in or No results available for yet. MS MGMT Direct Measure No results available

Assessment Data – Jones College of Business BBA Direct Measure 70% of students will score excellent and no more than 3% will score unacceptable in analyzing cases involving ethical concepts and decisions. Course embedded assessment Data collected for the last 5 AYs Benchmark met for the last 3 AYs BBA Indirect Measure Faculty perception/satisfaction Survey Faculty identified this objective as one of the 5 most important for student success Asked to rate this as a strength (5) or weakness, the mean score was 3.44, which meant this was also one of the 5 strongest areas for students.

Assessment Data - Workshop 5 examples of student work from MGMT 3610 that were part of the Spring 2014 course embedded assessment. 4 Raters, 1 Actg, 1 CIS, 2 Mgmt. Same rubric that is used in the course Independent Rating

Assessment Data - Workshop Direct Measure sample of 105 Mgmt - 5 papers used for workshop Workshop Measure Average for all criteria Identify ethical issue Identify Stakeholders Deontological Utilitarian Analyze alternatives Select course of action Describe how to promote development of ethical program

5 steps to the Assessment Process 1.Definition of Goals and Objectives (outcomes) 2.Alignment of curricula to those goals 3.Identification of instruments and measures 4.Collection, analyzing and dissemination of results/information 5.Use of information for continuous improvement

1. Definition of Goals and Objectives BBA: Students will be able to identify and understand the internal factors affecting businesses and their operations. Student Learning Objective: Students will apply relevant ethical concepts to making business decisions. MS MGMT: Students will be able to solve managerial problems by developing a sound analysis of relevant factors. Students will apply relevant ethical concepts to making organization decisions. Flex MBA: Students will assess the environment. Students will evaluate the ethical impact.

2. Alignment of curricula to goals BBA course outlines of 7 different core courses includes ethics. Data is collected in only one core course.

3.Identification of instruments & measures 4.Collection, analyzing and dissemination of results/information 5.Use of information for continuous improvement

Questions about the data and the rubric Are we measuring the appropriate criteria? A student’s ethical decision making A student’s knowledge about the ethical decision making process Should all criteria be weighted the same? How should the data be reported? Is any of the data from indirect measures useful? Should there be fewer levels of achievement? What is or should be “excellent?”

Questions about the process Should there be greater collaboration between instructors in the core courses that include ethics? To what extent should students be involved? At what point in the program should data be collected? Should assessment be entirely separate from grading? Should we use external reviewers to help us set expectations, and/or determine whether students are meeting those expectations? What is the difference between our expectations of graduate students and our expectations of undergraduate students? Different traits/criteria? Same traits, but different level of achievement?