Assurance of Learning for Global Campus Programs

Program Requirements

View program Goals, Objectives, and Continuous Improvement below.

• Weihai, China | Management Information Systems BS
• Beijing, China |Technology Innovation Management & Entrepreneurship MS
• Zagreb, Croatia | Global Business Management BS
• Dubrovnik, Croatia | Hospitality & Tourism Management BS
• Dubai, UAE | Finance BS
• Dubai, UAE | Global Business Management BS
• Dubai, UAE | Marketing BS

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Core Learning Goals & Objectives

Program Goal #1: Project Proposal - Demonstrate the ability to analyze business processes, obtain business requirements, design a system meeting those requirements, and prepare a professional project proposal.   

1. Analyze business processes.
2. Obtain business requirements.
3. Design a system meeting specific requirements.
4. Prepare a professional project proposal.

Program Goal #2: Roles and Tools in Technology and Decision Making - Demonstrate knowledge of the roles, tools, and practices for managing information systems and technology to support organizational operations and decision making.   

a) Demonstrate knowledge of the roles, tools, and practices for managing information systems and technology.

Program Goal #3: Data Models and Database Management - Demonstrate the ability to use data models and database management systems to support the business processes of an organization.   

1. Demonstrate the use of data models to define and organize data to be captured in a database management systems.
2. Demonstrate the design and development of a database management system to support the business processes of an organization.

Closing the Loop & Continuous Improvement

When program objective assessments are submitted, the submission form includes a section for a "closing the loop" discussion. This allows for reflection on potential adjustments that could be made to enhance the ongoing improvement of the BS Management Information Systems program. These discussions, along with other efforts, have highlighted areas where changes could be implemented.

Student performance

• One outcome of the pandemic was a reduction in the engagement of Chinese students, which was noted by Chinese educators in the program. This led to 1) enhanced grading rubrics 2) creation of a faculty/student taskforce to recommend new engagement strategies 3) Creation of a global humanities conference, Research Consortium, and 4-year Portfolio Project to empower students to apply their learning to societal issues and enhance the program’s societal impact.

Potential changes to assessment methods

• Norming Process Implementation: After Program Goal 5: Project Proposal was assessed with 100% of students meeting or exceeding the benchmark, a norming process was implemented across all program courses with the faculty to ensure that scoring was commensurate with actual student achievement.
• Student Faculty Conferencing: After Program Goal 5: Project Proposal was assessed in MGIS 450 Enterprise Systems, faculty implemented a series of faculty/student conferences to increase student engagement in a course with a synchronous online delivery mode.
• Assessment Tool Improvement: Program Goal 6: Roles and Tools in Technology and Decision-Making was assessed in MGIS 550 Capstone course with high levels of student achievement.  Because the delivery mode was online, faculty determined that a different method of student assessment for online courses needed to be created to ensure that students were doing their own work.

Assessment Tool Improvement: Program Goal 7: Models and Database Management was assessed in MGIS 330 Systems Analysis and Design with a high level of student achievement. Oral Assessments were implemented as a process improvement to ensure that each student was achieving the benchmark and that students were not collaborating on these online written assessments. Additionally, a similar assessment format was implemented in MGIS-320 Database Management Systems for similar reasons.

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Core Learning Goals & Objectives

Program Goal #1 – Technological innovation and entrepreneurship: Demonstrate an understanding of how to creatively generate values through technological innovations. 

1. Demonstrate an understanding of the process of technology-based innovation.
2. Demonstrate an understanding of creatively generate values for organizations through technology-based innovations.

Program Goal #2 – Applied focus: Apply theories to practice in a real or simulative business environment.   

1. Analyze real or simulated business problems in the context of either technology innovation or entrepreneurship.
2. Articulate solutions to real or simulated business problems in the context of technology innovation or entrepreneurship.

Program Goal #3 – Essential Skills: Understand management and other business skills that are essential for managing technological ventures or start-ups.   

1. Understand essential theories and skills relating to the management of individuals, teams, and projects.
2. Apply framework and research skills to evaluate market options and recommend strategies.
3. Uses technology and formulas to organize and analyze financial data.

Closing the Loop & Continuous Improvement

When program objective assessments are submitted, the submission form includes a section for a "closing the loop" discussion. This allows for reflection on potential adjustments that could be made to enhance the ongoing improvement of the MS Technology Innovation Management and Entrepreneurship program. These discussions, along with other efforts, have highlighted areas where changes could be implemented.

Student performance

• Stakeholder feedback led to a curriculum review, resulting in a course swap to include data analytics for the entrepreneurial track. Pending the provost’s STEM designation review, this change will be reassessed in the next cycle. Additionally, a subcommittee will review overlaps with the online MS-OLI program, supporting strategic deployment of resources for student success.

Potential changes to assessment methods

• Curricular Realignment: In MGMT 735 Management of Innovation, additional case studies were introduced, aligning course content with MGMT 720 Entrepreneurship and Technology Entrepreneurship. Subsequent assessment confirmed positive student performance.

Advising Correction: In MKTG 768: Marketing Analytics, assessment of Program Goal 3: Essential Skills missed the benchmark.  It was determined that students missing the benchmark has been placed into the course without meeting the prerequisites. Advising was informed that prerequisites could not be waived for this course.

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Core Learning Goals & Objectives

Program Goal #1: Managing People and Processes – Achieving business goals and influencing others towards a common purpose in a global environment 

1. Apply leadership and teamwork concepts to global business.
2. Formulate and implement local and global projects.

Program Goal #2: Global Fundamental Elements: Practice the strategic, cultural, managerial, and collaborative actions to become/remain competitive in a global environment

1. Manage the various functions of a global business.
2. Develop Corporate strategy that considers differences in a global business.

Closing the Loop & Continuous Improvement

When program objective assessments are submitted, the submission form includes a section for a "closing the loop" discussion. This allows for reflection on potential adjustments that could be made to enhance the ongoing improvement of the BS Global Business Management program. These discussions, along with other efforts, have highlighted areas where changes could be implemented.

Student performance

• The program advisory board recommended several enhancements to align with industry needs, including: Increased experiential learning. Curricular updates informed by industry trends. Expansion of co-op opportunities for international students to facilitate educational exchange. Exploration of skills required in the “AI Workplace.”

Potential changes to assessment methods

• MKTG-215 Principles of Marketing - Additional hands-on marketing analysis examples were added following an assessment of Core Goal 2: Applied Focus, which narrowly missed the benchmark. This improvement led to benchmark achievement in the next cycle.
• FINC-220 Course Adjustments - In response to performance gaps in FINC courses, following the assessment of Core Goal 1: Analytical and Critical Skills, lectures were modified to clarify differences between US GAAP and European GAAP, and structured assignments were introduced to enhance clarity.

MGMT-560 Strategic Management- In response to the assessment of Core Goal 3: Creative Problem Solving in two cycles, both of which failed to meet the benchmark, following the first cycle faculty introduced probe tests, prior to exams, and in the second cycle, introduced additional preparation of students for using CAPSIM.

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Core Learning Goals & Objectives

Program Goal #1: Operations and Management: Students demonstrate understanding of fundamental aspects of hospitality operations and management  

1. Use operating metrics to analyze operations of a hotel and recommend managerial actions to improve operations.
2. Demonstrate and apply knowledge of food safety principles in the operation of a restaurant.
3. Describe the roles of key participants in a typical hospitality project and how they interact to manage and complete projects.

Program Goal #2: Financial Tools: Students demonstrate knowledge and ability to successfully use financial tools to hospitality industry problem-solving.   

1. Use hospitality financial statements such as the income statement and the balance sheet to identify opportunities and challenges for a business.
2. Explain and calculate key operating metrics including RevPAR, check averages, labor cost/hour, occupancy, and recognize the impact of fixed and variable components of costs.
3. Identify and manage the drivers of costs and profits in a typical F&B operation.
4. Demonstrate the ability to estimate and manage costs in the operations of a restaurant or a hotel.

Program Goal #3: Marketing and Strategy. Students demonstrate understanding of fundamental aspects of hospitality marketing and strategy.   

 Formulate strategies using various tools including service blueprinting and value chain analysis to optimize customer experience.   

1. Formulate strategies using various tools including service blueprinting and value chain analysis to optimize customer experience.
2. Diagnose and measure the success of implemented customer experience design and processes.
3. Using branding to define and create memorable luxury customer experiences.
4. Conduct market studies and feasibility analyses.
5. Connect F&B operations, management, and practices to organizational outcomes including guest satisfaction and profitability.

Closing the Loop & Continuous Improvement

When program objective assessments are submitted, the submission form includes a section for a "closing the loop" discussion. This allows for reflection on potential adjustments that could be made to enhance the ongoing improvement of the BS Hospitality and Tourism Management program. These discussions, along with other efforts, have highlighted areas where changes could be implemented.

Student performance

• The Hospitality & Tourism Management Advisory Board met on an annual basis with the program faculty and suggested the following improvements: Improve the experiential learning activities for students within the program both at the course and program level. Explore industry trends and identify opportunities for curricular learning. Missing skills of newly hired employees in the industry were discussed and how these skills might be better developed through the curriculum. Increase co-op opportunities for international students to better facilitate educational exchange opportunities between the Rochester and Croatia campuses. Skills needed within an AI workplace.  These suggestions were mapped by the program to program learning goals and objectives to facilitate an orderly adoption of these potential improvements.

Potential changes to assessment methods

• Program Goal 5: Operations and Management was assessed with all students meeting the benchmark. Changes in HSPT 225 Hospitality and Tourism Management Fundamentals were made to the course, leading to a stronger emphasis on defining participant and group roles, leading to a number of guest speakers with real world examples.
• Program Goal 6: Finance Tools was assessed with all students meeting the benchmark. Numerous changes were made to enhance the difficulty level of HSPT 485 Restaurant and Event Management: a more robust budgeting and forecasting module was created, a more detailed financial analysis component was added to the requirements, and project requirements were strengthened with a revised point allocation.

Program Goal 7: Marketing and Strategy was assessed in HSPT 495 Capstone with all students meeting the benchmark. Significant changes were made to the project requirements, including a new module emphasizing gaps, expectations, and perceptions of the customer experience, new project milestones were introduced and more emphasis was placed on customer feedback loops and analysis.

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Core Learning Goals & Objectives

Program Goal #1:  Cash Flows, Risk and Value - Possess knowledge concerning cash flow, risk and value in finance in various contexts and be able to apply financial models concerning them.   

1. Be able to compute risk measures for financial securities (e.g., bonds and stocks).
2. Be able to conduct analysis on risk-related issues (e.g., compute risk-adjusted performance measures).
3. Be able to evaluate financial securities using cash flow-based valuation models.

Program Goal #2:  Use of Financial Technology in Analyzing Data: Students demonstrate the ability to use Excel or other contemporary software applications to analyze given data sets.  

1. Ability to apply technology in analyzing financial statements and in developing financial projections and forecasts.
2. Ability to communicate results of analysis so they may be used in decision-making.

Closing the Loop & Continuous Improvement

When program objective assessments are submitted, the submission form includes a section for a "closing the loop" discussion. This allows for reflection on potential adjustments that could be made to enhance the ongoing improvement of the BS Finance program. These discussions, along with other efforts, have highlighted areas where changes could be implemented.

Student performance

• Mathematics Prerequisites - Adjustments to math prerequisites were implemented for FINC-220 Financial Management based on assessment data indicating a need for stronger mathematical foundations.

Potential changes to assessment methods

• Course Scheduling and Format - FINC 362 Intermediate Investments transitioned from three 50-minute sessions to two 90-minute sessions, improving students' ability to engage in applied activities. The benchmark was subsequently met in the next assessment cycle.

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Core Learning Goals & Objectives

Program Goal #1: Managing People and Processes – Achieving business goals and influencing others towards a common purpose in a global environment 

1. Apply leadership and teamwork concepts to global business.
2. Formulate and implement local and global projects.

Program Goal #2: Global Fundamental Elements: Practice the strategic, cultural, managerial, and collaborative actions to become/remain competitive in a global environment

1. Manage the various functions of a global business.
2. Develop Corporate strategy that considers differences in a global business.

Closing the Loop & Continuous Improvement

When program objective assessments are submitted, the submission form includes a section for a "closing the loop" discussion. This allows for reflection on potential adjustments that could be made to enhance the ongoing improvement of the BS Global Business Management program. These discussions, along with other efforts, have highlighted areas where changes could be implemented.

Student performance

• Advisory Board feedback focused on “practical applications” of theoretical concepts, emphasizing the importance of applied exercises. Faculty introduced additional exercises into the program courses, aligning these improvements with program learning outcomes.

Potential changes to assessment methods

• Assessment Findings: For Core Goal 3, focused on creative problem-solving, assessment of MGIS-101 revealed performance significantly below the established benchmark. Faculty analysis attributed this shortfall to the extensive number of learning outcomes in the 1-credit hour (CH) course, which limited students’ capacity to develop the problem-solving skills required for this goal.
• Implemented Improvements: Based on this feedback, alongside input from Saunders faculty, MGIS-101 was removed from the core curriculum. In its place, a 3-credit hour business analytics course was introduced, allowing students greater depth and support in achieving this critical learning outcome across all campuses.

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Core Learning Goals & Objectives

Program Goal #1:  Consumer Buying Process - Understanding of the consumer buying process.

1. Demonstrate an understanding of the consumer buying process.

Program Goal #2: Target Markets - Demonstrate an understanding of the process of segmenting markets, choosing a target market and describing it using demographic and psychographic variables.   

1. Demonstrate segmentation of markets, referencing relevant data/ evidence to support segmentation decisions.
2. Identifying a target market based on  relevant data and evidence, such as demographic and psychographic variables.

Program Goal #3: Market Research and Strategy - Understanding of marketing research, key marketing metrics and their use in marketing strategy.   

1. Demonstrate an understanding of marketing research, key marketing metrics and their use in marketing strategy.

Program Goal #4:  Marketing Plan - Ability to develop a comprehensive marketing plan.

1. Identify and explain the essential elements of a comprehensive marketing plan.
2. Outline critical steps in a marketing planning process.

Closing the Loop & Continuous Improvement

When program objective assessments are submitted, the submission form includes a section for a "closing the loop" discussion. This allows for reflection on potential adjustments that could be made to enhance the ongoing improvement of the BS Marketing program. These discussions, along with other efforts, have highlighted areas where changes could be implemented.

Student performance

• Feedback from exit surveys and co-op employer reports highlighted the need for more practical applications across finance courses. Increased hands-on exercises resulted in improved student performance, meeting and exceeding benchmarks in subsequent assessments.

Potential changes to assessment methods

• Pedagogical Improvement: MKTG Goal #7 Market Research and Strategy was assessed in MKTG 550 Marketing Strategy with student’s failing to meet the benchmark. An increase in the number of assignments in which students analyze data to make marketing decisions. Two in-class sessions on analysis based on the Markstrat simulation to encourage students to focus more on analysis.
• Process Improvement: Program Goal 5: Consumer Behavior was assessed in MKTG 350 Consumer Behavior. A podcast assessment tool was developed to enhance strategic planning, communication skills, and practical implementation within a real-world marketing context, through Strategic Planning and Execution, Creativity and Communication, Technical and Practical Skills.

Assessment data has been compiled from courses across each program to measure achievement of competency objectives. The outcomes data tables provide a comprehensive view of student learning and progress toward key objectives and AACSB accreditation standards across all programs. For each program, multiple assessment methods have been identified within designated courses, allowing us to collect consistent data and evaluate performance against established benchmarks.