Rutgers School of Business-Camden
Assurance of Learning
Assessment Overview
The Rutgers School of Business-Camden (RSBC) is committed to the assurance of student learning through rigorous and meaningful assessment processes. RSBC has developed, maintained, and updated its assessment practices and procedures through input from individual faculty, our academic departments, our undergraduate and graduate curriculum committees, our learning assessment task force, the Dean’s Cabinet, and outside resources, such the School’s accreditation body. Each year, learning goals and assessment measures are identified for all programs, all locations, and all modes of delivery, including: undergraduate, graduate, on-campus, off-campus, and online. The results of the assessments are then reviewed and discussed in a continuous improvement context, which takes into account indirect observations and feedback from faculty and includes revising assessment techniques and tools, reviewing outcomes (both quantitative and qualitative), and closing the loop through the implementation of and further assessment of improvements.
| Learning Goal | Objectives | Course Mapping |
|---|---|---|
| General Management Knowledge | Students will demonstrate an understanding of the basic functions of business and functional area concepts. | This goal is demonstrated through the core and foundation courses in the curriculum, including Principles of Marketing, Principles of Finance, Introduction to Financial Accounting, Organizational Behavior, Business Computing, etc. |
| Critical Thinking and Analytical Decision Making | Students will demonstrate an ability to analyze, interpret, and solve business problems using quantitative approaches, where relevant. | Courses that develop the skills towards this learning goal include Ethics-related courses, Management Accounting, Operations Management, Optimization and Modeling, International Business, and Strategic HRM. The capstone course, Business Policy, promotes the goal itself through use of case studies and management projects. |
| Teamwork, Interpersonal Relations | Students will demonstrate the capability and ability to work well in teams and relate interpersonally with others. | Many courses use teamwork to promote this learning goal, including Organizational Behavior and Business Communications. |
| Communications Impact and Effectiveness (Oral & Written) | Students will demonstrate effective oral presentation skills and strong written language skills. | Skills toward this learning goal are introduced in the Professional Skills and Business Communications courses and then, developed in various upper level courses, where research papers and presentations are required. |
| Global Mindset | Students will demonstrative an ability to identify and analyze global factors (economics, culture, legal, demographic) affecting businesses located or engaged in activity outside the United States. | The Multinational Business and International Marketing courses, as well as the elective study abroad trips, are the main drivers that develop the skills towards this learning goal. The upper division courses in Finance, Accounting, Management and Marketing also pay attention to the global market and thus provide valuable additional skills towards this learning goal. |
| Ethical Reasoning | Students will demonstrate the ability to identify ethical issues related to the managing of ethics and ethical management taking into account various stakeholders. | The school provides an ethical framework in its two foundation courses in Accounting and Business Law, as well as in its Professional Skills Forum courses. Ethics are then further developed in the required Business Ethics and Corporate Social Responsibility courses, as well as within various other courses, like Principles of Finance, Human Resource Management, and other upper division courses. |
| Technological Fluency | Students will demonstrate conceptual knowledge and literacy of information technology. | Business Computing is the foundation course for this learning goal. The required Excel course also helps develop specific skills. |
| Learning Goal | Objectives | Course Mapping |
|---|---|---|
| Critical Thinking and Analytical Decision Making | -Students will demonstrate the capability to interpret and synthesize analysis to draw meaningful conclusions. | Strategic Management, Financial Statement Analysis, Leadership & Human Capital |
| Teamwork, Interpersonal Relations, and Leadership | -Student will demonstrate the ability to work well in teams and relate interpersonally with others. -Students will demonstrate the ability to evaluate their leadership capabilities, identify areas of weakness, and develop a leadership blueprint to maximize their leadership potential. | Managerial Skills (teamwork), Leadership & Human Capital (teamwork and leadership), Marketing Management (teamwork) |
| Communications Impact and Effectiveness · Oral · Written | -Students will demonstrate effective oral presentation skills. -Students will demonstrate strong written language skills. | Marketing Management, Leadership & Human Capital, Strategic Management |
| Global Mindset | -Students will demonstrate an understanding and capability to evaluate business environments outside of the United States. | International Business Environment, Marketing Management, Corporate Social Responsibility |
| Ethical Reasoning | -Students will demonstrate an awareness of various ethical frameworks, including how they relate to their own decision-making and their impact on various stakeholders. | Corporate Social Responsibility, Financial Accounting for Managerial Decisions, Marketing Management |
| Technology Fluency/IT Literacy | -Students will demonstrate conceptual knowledge and literacy of information technology. | IT & Project Management, Operations Management |
AACSB Guidance and Standards
As has been noted in previous reports to this committee, throughout the implementation and application of assurance of learning (AoL), the Rutgers School of Business-Camden follows standards and guidelines as set forth by our accrediting body, the Association to Advance Collegiate Schools of Business (AACSB). The Standards can be found at: www.aacsb.edu/accreditation/standards/business .
AACSB, in its accreditation standards, emphasizes the need for business schools to formulate specific learning goals and conduct appropriate direct assessments of learning for purposes of improving curricula.
Standard 8: The school uses well-documented, systematic processes for determining and revising degree program learning goals; designing, delivering, and improving degree program curricula to achieve learning goals; and demonstrating that degree program learning goals have been met. (AACSB Standards Adopted April 2013, updated September 2017 page 32)
AACSB also gives guidance on learning goals and general assessment:
“By measuring learning, the school can evaluate its students’ success at achieving learning goals, use the measures to plan improvement efforts, and (depending on the type of measures) provide feedback and guidance for individual students. For assurance of learning purposes, AACSB accreditation is concerned with broad, program-level focused learning goals for each degree program, rather than detailed learning goals by course or topic, which must be the responsibility of individual faculty members.” (AACSB Standards Adopted April 2013, updated September 2017 page 33)
Key Statistics
Rutgers School of Business-Camden
Undergraduate Total Enrollment
| Degree Type | Fall 2015 | Fall 2016 | Fall 2017 |
|---|---|---|---|
| Bachelor of Science | 927 | 960 | 1031 |
| Bachelor of Arts in Business Administration | 280 | 374 | 443 |
Undergraduate Total Enrollment by Discipline
| Discipline | Fall 2015 | Fall 2016 | Fall 2017 |
|---|---|---|---|
| Accounting | 308 | 287 | 306 |
| Finance | 200 | 226 | 246 |
| Management | 292 | 307 | 327 |
| Marketing | 159 | 164 | 169 |
| Business Administration | 280 | 374 | 443 |
Graduate Total Enrollment
| Degree Type | Fall 2015 | Fall 2016 | Fall 2017 |
|---|---|---|---|
| MBA | 253 | 300 | 356 |
| PMBA | 98 | 86 | 76 |
| PMAc | 26 | 26 | 16 |
| Degree | 2015-16 | 2016-17 | 2017-18 |
|---|---|---|---|
| Bachelor of Arts in Business Administration (B.A.B.A.) | 44 | 67 | 112 |
| Bachelor of Science | 274 | 231 | 259 |
| Graduate Programs | 120 | 108 | 126 |
