Assessment Report

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Data Which Are Representative of the College of Business

Dallas Baptist University is nationally accredited by the Accreditation Council for Business Schools and Programs (ACBSP) to offer the following business degrees: Bachelor of Business Administration (B.B.A.), Bachelor of Business Studies (B.B.S.), Master of Business Administration (M.B.A.), and Master of Arts in Management (M.A.M.) degrees. The Master of Science in Management (M.S.M) and Master of Science in Information Technology and Management (M.S.I.T.M.) programs will seek accreditation when the programs have been in existence for more than two years, in accordance with the guidelines established by the specific accrediting body. For further information on Dallas Baptist University’s accreditation, refer to the accreditation page.

Recently, the Council for Higher Education Accreditation (CHEA) has required that all institutions accredited by the Accreditation Council for Business Schools and Programs (ACBSP) make assessment data available to the public. Although the requirement does not mandate that the institution post all assessment data, it does "require institutions or programs routinely to provide reliable information to the public on their performance, including student achievement as determined by the institution or program."

The Dallas Baptist University College of Business invites you to peruse the data we have collected regarding our program. The following data are not comprehensive but are representative of the data we analyze for quality assurance and continuous improvement of our program.

Student Retention Rates

Retention rates can reveal certain things about a program:

  1. The College of Business (COB), at both the undergraduate and graduate levels, has faculty who engage students. Students need to have professors who are willing to spend time with them. Even if a course is taught online rather than in the classroom, it is important for the professor to respond quickly and appropriately to student questions and needs. When faculty are engaging, helpful, and encouraging, a majority of students will stay with a program and ultimately graduate.
  2. When students' academic and social needs are being met by the program, they will stay in the program longer. The academic needs may be obvious, the social needs less so. Many undergraduate students live on campus, and even those who live off campus will spend a great number of hours on campus. When a university and a program provide forums for social interaction, facilities for campus-based activities, and opportunities for service-learning and community interaction, students feel fulfilled and needed. When students believe that the university and program support their academic and social needs, they will stay with the program in order to graduate.
  3. Faculty members who encourage students to stay with the program until completion communicate a belief in the ability of the student to succeed. When students see for themselves that classmates, friends, and cohorts are graduating, they believe they also can achieve the goal of graduation.
  4. When students receive effective advising, they have a tendency to complete the journey towards graduation. If the road map is clear, if the advisors work with the best interest of the students at heart, and if the uncertainty of the future is ameliorated, then students can proceed to completion of their degrees with a certain confidence.
  5. A university and program that create a setting that fosters learning will see a higher retention rate. Students have a thirst for knowledge that draws them to higher education. When an institute of higher education creates an atmosphere that encourages life-long learning, then the students will respond by completing degrees and other education goals.

The following is representative of the College of Business retention rates.

Student Satisfaction Results

Every semester the College of Business, including the Graduate School of Business, administers surveys to our students. Part of the information gleaned from the answers provides a snapshot of the satisfaction of our students with the COB program. The following information is used for Quality Assurance and Continuous Improvement of the program. All answers are tabulated on a 5-point scale.

Starting in Spring 2014, a new version of the survey that included new questions was administered to our students. Just like the former survey, the information gleaned from the answers provided a snapshot of the satisfaction of our students with the COB program. The following information is used for Quality Assurance and Continuous Improvement of the program. All answers are tabulated on a 5-point scale.

Every semester the College of Business, including the Graduate School of Business, administers a survey to our alumni. Part of the information gleaned from the answers provides a snapshot of the satisfaction of our alumni with the COB program. The following information is used for Quality Assurance and Continuous Improvement of the program. All answers are tabulated on a 4-point scale.

The MBA Annual Report

The Annual Report provides a glimpse into the focus of the MBA program for the 2016–2017 academic year. The MBA from an American university is still considered to be the gold standard when businesses and organizations consider prospective employees.

Graduate School of Business (GSB)
Master of Business Administration

Mission Statement

The mission within the DBU MBA program is to create patriots of global impact.

GOAL 1:

MBA graduates will have the knowledge and technical skills they need to perform in their chosen profession.

Related to DBU Core Competencies:

Logic/Critical Thinking/Deductive Reasoning

LEARNER-CENTERED OUTCOME:

The MBA program at DBU will provide students with activities required to equip them to compete successfully in a diverse, dynamic, global, business context. Students will be likely to find greater success with their post-graduation career advancement opportunities resulting in an increase in satisfaction rates. We will respond with programs that are Christ-centered, of high academic quality, and that will produce servant leaders regardless of their chosen business vocation.

ASSESSMENT TOOL(S):

Survey

Description of Assessment Tool

Our plan is to distribute surveys to our stakeholders to evaluate performance, to assess student satisfaction, and to assess competencies developed. Our evaluation will include gathering data from current students, alumni, program directors, and various employers to assess achievement of goals.

Student and Alumni surveys were collected / identified by MBA concentration. The respondents were specifically in: Accounting, Finance, Management, Marketing, Project Management, and Other majors representing the complete population.

RESULTING DATA:

Emloyers were asked to evaluate employees from DBU based on 10 competency areas: Attitude, Results Oriented, Created Thinking, Interpersonal Skills, Teamwork, Adaptability, Servant Leadership, Ethical Decision Making, Communication Skills, and overall Necessary Skills.

Of the 10 categories were rated "good," and 3 "excellent" by the responding employer. Excellent rated rated categories were: Interpersonal Skills, Servant Leadership, and Ethical Decision Making.

Data received from existing students (by major): ASSESSMENT REVIEW:

Program Chair reviewed data throughout collection.

CONCLUSIONS DRAWN:
  • Employers are definitely satisfied with the quality / demonstrated competencies of DBU graduates.
  • Faculty model Christ-centered servant leadership (all student respondents) - the business program created a desire to model servant leadership (87% alumni respondents). True regardless concentration whether existing student or alumnus.
  • 94% of the students responding believe the courses within their major are practical while only 40% of responding alumni attribute a promotion to their educational experience at DBU. 92% of responding alumni believe the program has overall helped them. These data will require further analysis after more / specific conversations with our responding alumni.
  • 94% of responding existing students believe the courses in their major field of study used current concepts as a basis for relevant instruction.
  • Only 63% of responding alumni indicate a willingness to take another business course at DBU. However, most within the 36% indicate they have no desire for further formal education (within the foreseeable future) rather than dissatisfaction with their chosen field / degree of study.
  • Existing students within the finance major are somewhat less satisfied overall, 25% versus those in other majors.
  • Alumni feel unrewarded as a result of a graduate degree not receiving promotion after graduation, and consequently, feel less prepared for additional responsibilities in their chosen field. These data will require further analysis after more / specific conversations with our responding alumni.
Implemented Action Plan

We implemented surveys requesting feedback employees, current students and alumni. Further we broke down questions/responses by major area of study in order to better understand the data. While our overall stakeholder populations are generally satisfied, the alumni surveys indicate a need for deeper dives in finance, marketing, and project management utilizing focus groups within the majors for better understanding / plans for future action steps specifically relating to career progression post-graduation. These discussions will take place in the fall with plans implemented in early Spring 2018.

SPECIFIC IMPROVEMENT / Results MADE DURING REPORTING PERIOD:

Our improvement realized through survey with feedback specific to each respective discipline. This allows/opens the opportunity to conduct focus group discussions in the next Fall time period and to partner developing action plans for improvement.

GOAL 2:

Increase overall student learning outcomes such as performance on the MFT, and within their specific workplaces according to employers' feedback.

Related to DBU Core Competencies:

Logic/Critical Thinking/Deductive Reasoning

Learner-Centered Outcomes:

Strengthen competencies previously identified with evidence by improved performance on the MFT, and within their respective workplaces according to employer feedback.

Assessment Tools:

Standardized Test

Description of Assessment Tool

To evaluate student performance, the MFT is administered each Fall and Spring semesters. We have baseline data back to 2005 which was the initial launch year for the assessment tool. In addition, survey data were reported within Goal 1, and collected during during the Spring 2017 semester

Resulting Data:

Graphs indicate consistent, not improved, performance.

Assessment Review:

Chair, Graduate Advisors, and appropriate faculty reviews throughout data collection.

Conclusions Drawn:
  • Employers are definitely satisfied with the quality / demonstrated competencies of DBU graduates.
  • Existing students & alumni (91% & 78%, respectively) are satisfied with the value & preparedness as a result of their overall business education received and that within their chosen major. Similarly, all students responding believe the courses within their major were challenging.
  • 94% of the students responding believe the courses within their major are practical while only 40% of responding alumni attribute a promotion to their educational experience at DBU. 92% of responding alumni believe the program has overall helped them. These data will require further analysis after more / specific conversations with our responding alumni.
  • 94% of responding existing students believe the courses in their major field of study used current concepts as a basis for relevant instruction.
  • Only 63% of responding alumni indicate a willingness to take another business course at DBU. However, most within the 36% indicate they have no desire for formal education (within the foreseeable future) rather than dissatisfaction with their chosen field / degree of study.
  • Existing students within the finance major are somewhat less satisfied overall, 25%, versus those in other majors.
  • Alumni feel unrewarded as a result of a graduate degree not receiving promotion after graduation, and consequently, feel less prepared for additional responsibilities in their chosen field. These data will require further analysis are more / specific conversations with our responding alumni.
Implemented Action Plan

We implemented surveys requesting feedback employees, current students and alumni. Further we broke down questions/responses by major area of study in order to better understand the data. While our overall stakeholder populations are generally satisfied, the alumni surveys indicate a need for deeper dives in finance, marketing, and project management utilizing focus groups within the majors for better understanding / plans for future action steps specifically relating to career progression post-graduation. These discussions will take place in the fall with plans implemented in early Spring 2018.

SPECIFIC IMPROVEMENT MADE DURING REPORTING PERIOD:

Our improvement realized through survey with feedback specific to each respective discipline. This allows/opens the opportunity to conduct focus group discussions in the next Fall time period and to partner developing action plans for improvement.

The Master of Arts in Management Annual Report

The purpose of the Master of Arts in Management is to prepare current and future general managers for successful and rewarding careers in diverse, global operational environments. Graduates with a M.A. in Management credential will be strong decision makers who have deep understanding and practical skills in related functional areas such as talent management, production quality, project and financial management, annual planning and operational process compliance. Students will leave with essential practical strengths in: recruiting and retaining top talent, employee development, performance management, and policy development; direct and oversee production activities production and quality control, and overseeing safety standards; effective operational processes; ability to provide recommendations regarding investments and cash strategies, preparation of annual budgets, and variance analyses; expertise in annual planning processes and evaluation of results; and ethical decisionmaking.

Graduate School of Business
Master of Arts in Management

Goal 1:

In recognition for the need for comparative data and benchmarks, we have committed to rolling out Capsim Foundation in the capstone course, MANA 6360, Managerial Strategy and Implementation. The Capsim Simulation is used in numerous ACBSP and AACSP colleges and universities throughout the nation as well as locally throughout Dallas-Ft. Worth. The simulation is determined to be a powerful learning experience to engage students in a realworld environment with focus on strategic management, finance, research and development, production, and talent management. The simulation provides multiple assessment tools.

Related to DBU Core Competencies:

Logic/Critical Thinking/Deductive Reasoning

LEARNER-CENTERED OUTCOME:

Graduates will increase collaborative skills for working effectively in culturally diverse teams. Graduates will communicate more effectively and professionally in business situations through physical or virtual presence, writing, speaking, listening, and electronic media. Through evaluating and interpreting annual reports, production information, market segment data, and stock and bond market data graduates will improve critical thinking competencies. Graduates will apply related principles and theories in simulated business situations centered on management strategies, marketing goals and strategies, creativity and innovation, industry trends, and technological solutions.

Description of Assessment Tool

Foundation by Capsim Management Simulations, Inc. is a business simulation program in which students become the virtual executives of companies that compete in a specified market over a number of years. Students make a myriad of decisions for their company regarding Research and Development, Marketing, Production, and Finance. Each decision made in one area affects every other area, which increases the complexity of the simulation. Decisions are made by certain deadlines, after which, the student knows how well their company did in that year (round). Students then have a chance to modify their decisions in light of their past performance and any new information given by the simulation. There are up to eight rounds per simulation, after which, the professor is able to compare the student’s results against other competing teams nationwide. Foundation is used in the sections of MANA 6360: Managerial Strategy and Implementation (Capstone).

Goal 1 Assessment Data
Student Avatar Fall 2016
Andrews 48
Baldwin 68
Chester 62
Digby 47
Erie 57
Ferris 79
Student Avatar Spring 2017
Andrews 30
Baldwin 52
Chester 73
Digby 10
Erie 65
Ferris 73

The numbers above are percentiles based upon national competition.

Average: 55.33%
High: 79%
Low: 10%

ASSESSMENT REVIEW:

The assessment has proven valuable in producing quantitative data to aid in assessing the quality of education through providing insight into gaps as well as strengths in student retention and application.

CONCLUSIONS DRAWN:

The findings are inconclusive as the data sampling is too small to draw conclusions at this time. Additional data is needed to draw definitive conclusions. Additionally, the beta offering was a learning experience for the students as well as the professor and a better assessment will be possible after adjustments.

Goal 1 Action Plan

Implemented Action Plan

Comparable data was retrieved from the Capsim simulation in the capstone course MANA 6360, during the Fall 16 and Spring 17 semesters.

Specific Improvement/Results Made During Reporting Period

The Capsim provides quantitative data for assessing student application and retention that will aid in developing further course improvements. Three additional rounds of play were added as was a mandatory workshop for the simulation. The student average jumped 15 percentage points compared to the first semester implemented.

GOAL 2: Implement Comp-XM

CompXM was implemented during the Fall 2016/Spring 2017 semesters. CompXM is a testing tool that students take individually after completion of the Capstone simulation. CompXM is fair; the questions are generated from data specific to an individual student's decisionmaking during the simulation phase. The test is secure and comprehensive as it assesses judgement, analytical, and business acumen.

Related to DBU Core Competencies:

Information Literacy

Learner-Centered Outcome

Graduates will improve critical thinking competencies. Graduates will apply related principles and theories on an exam centered on management strategies, marketing goals and strategies, creativity and innovation, industry trends, and technological solutions.

ASSESSMENT TOOL(S):

Other

Description of Assessment Tool

Comp XM is the assessment tool that determines what participants have learned through the Capsim business simulation experience. It tests an individual's ability to manage a business.

RESULTING DATA:

The proposed / approved changes are detailed below:

Student Fall 2016 Raw Percentile
1 63.2 43
2 47.7 14
3 27.6 2
4 36.8 5
5 43.9 10
6 38.2 6
7 72.8 64
8 28.7 2
9 44.9 11
Student Spring 2017 Percentile
1 55.5 27
2 44 10
3 51 19

The numbers above are percentiles based upon national competition.

Average: 46.19%
Estimated Percentile: 12%

ASSESSMENT REVIEW:

The assessment has proven valuable in producing quantitative data to aid in assessing the quality of education through providing insight into gaps as well as strengths in student retention and application.

CONCLUSIONS DRAWN:

Part of the time spent in the capstone course is spent learning the game itself. An introduction to the simulation earlier in the program would increase student awareness of the simulation, thus increasing scores on the CompXM.

Implemented Action Plan

Comparable data was retrieved from Comp-XM in the capstone course MANA 6360, during the Fall 16 and Spring 17 semesters.

Specific Improvement/Results Made During Reporting Period

The implementation of CompXM enhanced the data points taken and gave further benchmarks against national competition.

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Majors in the
College of Business:

Accounting
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Hotel and Hospitality Management
Management
Management Information Systems
Marketing
Music Business

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Contact the College of Business:
214.333.5244
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1.800.460.1328

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