Presente Presented By: d By: Robert bert C. C. McNeal, D.I al, - - PowerPoint PPT Presentation
Presente Presented By: d By: Robert bert C. C. McNeal, D.I al, D.I.B.A., A ., Alabama St abama State e Univers University ty Olin Olin O. Oedekoven, Ph.D., O. Oedekoven, Ph.D., Peregrine Academi Peregrine Academic c Services
Presente Presented By: d By: Robert bert C.
al, D.I.B.A., A ., Alabama St abama State e Univers University ty Olin Olin O. Oedekoven, Ph.D.,
Peregrine Academic c Services Services Tammy Prater, Ph.D., Tammy Prater, Ph.D., Alabama State University Alabama State University
September, 2012 September, 2012
The purpose of The purpose of this presentation is to this presentation is to provide provide infor information related to mation related to the Common Professional the Common Professional Component and a Component and a comparative analysis of comparative analysis of the the Major Major Field Test Field Test assessment exam assessment exam from ETS and the from ETS and the CPC- CPC- based based COMP Exam assessment exam COMP Exam assessment exam from Peregrine from Peregrine Academic Services in order to Academic Services in order to determine which determine which instrument instrument would be would be more applicable for an applied more applicable for an applied business program assessment and to business program assessment and to assess assess how data how data from both instruments can be from both instruments can be related and used. related and used.
Overview of the Common Professional Component
Appling the CPCs for the Business Curriculum
Assessing the CPCs
Comparative Approaches to CPC Assessment
Conclu
Common Professional Component (CPC): Establishes an ent (CPC): Establishes an approac approach to business school to business school program program evaluation based evaluation based
Based on control processes developed by Deming, Juran, Drucker and others that focus on process continuous Drucker and others that focus on process continuous improvement . improvement .
Follows the Baldrige concept by establishing a set of t by establishing a set of standards that provide a means of measuring standards that provide a means of measuring im improvement th provement through continuous self evaluation. rough continuous self evaluation.
ary natu ture re of bu
siness education ation: Recogn gnizes that stu izes that student ent understanding understanding of the nature
business requir requires the ability the ability to to apply apply concepts concepts from more than from more than one busines
disc scipline ( ipline (i.e .e., Marketin ., Marketing, Fin g, Finance, e e, etc.)
A CPC foc focus s in instills stu stills studen ent recognition t recognition of
the c cross
disciplinary n ary natu ture of re of a a busines business ed educati ucation. n.
Fosters a broad academic pers a broad academic perspectiv pective that e that enhances enhances cr critical ical thinki thinking based on ng based on (i) (i) identifying facts, identifying facts, and (ii) and (ii) applying co applying comprehensive ac mprehensive acade ademic ic c concepts to ts to kn know
facts, to facts, to (iii) produce a (iii) produce a logical logical solution to solution to busines business problems. problems.
CPC evaluati uation demons
trat ates when a when a busi busines ness progr program has m has achiev achieved thes these goal goals.
1. 1.
Functi Functional Areas
a. a. Marketi Marketing b. b. Busin Business Finan ss Finance c. c. Acco Accounti ting ng d. d. Mana Manageme gement
2. 2.
Busin Business Environ ss Environment a. a. Legal Environment Legal Environment b. b. Economics Economics c. c. Busin Business Ethics ss Ethics d. d. Globa Global Dime Dimensio ions ns 3. 3. Tech Technica cal Skill Skills a. a. Informa Information Systems tion Systems b. b. Quantitative Techniques / Quantitative Techniques / Stati Statistics tics 4. 4. Integrative Areas Integrative Areas a. a. Busin Business Policies ss Policies OR OR a. A c comprehens mprehensive e ive experience rience that enabl that enables s synth synthesi sizi zing and applying knowledge and applying knowledge
Academic resea research in busine rch in business focuses ss focuses on
past history, is ry, is highly theoreti highly theoretical cal in nature, and does little in nature, and does little to draw student to draw student attention attention to the practical app to the practical application lication of modern business
concepts in today’s workplace environment. concepts in today’s workplace environment.
The case study approach ch is is an an improvement, but relies on a improvement, but relies on a narrative presentati narrative presentation of a
single ngle case limiting t case limiting the c e case se probl problem to one or to one or a few busi a few busine ness areas and is ss areas and is depen dependen ent on t on the instructor’s objectives. the instructor’s objectives.
A A true capsto true capstone ne course course (i.e., Strategic Management) is (i.e., Strategic Management) is the the closest to the closest to the CPC CPC approach approach when when its design inclu its design includes the es the analysis of a company and its analysis of a company and its industry based on Accounting, industry based on Accounting, Finance, Management, and Finance, Management, and Marketing concepts, the Marketing concepts, the environment the company environment the company and indu and industry operate in, and requires stry operate in, and requires the use the use of technological skills
combined mbined with practical research with practical research to discover, and analyze, facts to discover, and analyze, facts rel relate ted to the compa d to the company and its y and its industry. industry.
1. 1.
Map the Course text’s chapte Map the Course text’s chapters to a rs to a CPC CPC templ template. te.
2. 2.
Create an abbreviated course Create an abbreviated course syllabus. syllabus.
3. 3.
Repea Repeat the process for the process for othe
courses
4. 4.
Consoli Consolidate the date the anal analyses. yses.
5. 5.
Review Review for conti for continuous improvement. nuous improvement.
a) a) Review course Review course material accordin material according to g to the course’s Learn the course’s Learning Outcome metrics. Outcome metrics. b) b) Link the metrics to Link the metrics to the CPC objectives the CPC objectives c) c) Gene Generate additional course materi rate additional course materials als which integrates which integrates the course the course material and the CPC material and the CPC in a in a way that improves course qualit way that improves course quality. y.
There are three business accrediting bodies recognized editing bodies recognized by the US Council for High by the US Council for Higher Education Accreditation er Education Accreditation (CHEA). (CHEA).
The Association to Advance Collegiate Schools of Business (AAC (AACSB). SB).
The Accreditation Council for Business Schools and Programs Council for Business Schools and Programs (ACBSP). (ACBSP).
The Internati ational Assembl l Assembly for for Coll Collegiate Busin egiate Business Educ ss Educati ation (IACBE). (IACBE).
ACBSP and IACBE added CPC to its accreditation standards in 1988 and 1997, respectively. AACSB does standards in 1988 and 1997, respectively. AACSB does not currently have a not currently have a CPC aspect to CPC aspect to its its accreditation accreditation standards. standards.
ACBSP Standards and CPC. ACBSP Standards and CPC. Standar Standard 4: Measu d 4: Measuremen ement and Analysis of t and Analysis of Student L udent Learning a arning and Pe d Performance rformance.
“Busin “Business Scho ess Schools and Progr s and Programs must have an outc ms must have an outcomes es assessmen assessment prog program ram with with doc documentati ation of the resul
s and evidence that the results are be evidence that the results are being used for the development and ing used for the development and improvement of the institution’s academic programs”. improvement of the institution’s academic programs”.
ACBS CBSP d P definition o finition of a a program: rogram: “… “… a a plan of study is considered a plan of study is considered a program when it requires a program when it requires a minimu minimum of 12 credit m of 12 credit hou hours of cour s of course se work beyon work beyond the CPC and/or d the CPC and/or is rec is recorded on a ed on a stude students ts tran transc script ript.”
For example, A For example, A BSBA with BSBA with a a major major in accou in accountin ing, g, manag managemen ment, t, marketing, etc. is a marketing, etc. is a program. program.
ACBSP Standards ACBSP Standards and CPC. and CPC. Standard 6: Standard 6: Educational and Busine Educational and Business Process Process Management. Management.
“All b business g siness gradua uates a tes are e expec pected ed to to have received a have received a general general expo exposur sure to to economic institu economic institutions tions,… complex relatio ,… complex relationships that ips that exist betwee exist between busine n business, government, and consumers government, and consumers, and a and a basic basic knowledge of knowledge of the functional areas of the functional areas of busine business.” .”
“…busine “…business students students share common share common professional requirements. For professional requirements. For this reason, certain common this reason, certain common subject matter (the Common subject matter (the Common Profess Professional Component, or
CPC) as well as areas of well as areas of specialization specialization are expected to are expected to be covered in ba be covered in baccalaureate degree programs in ccalaureate degree programs in business”. siness”.
Criterion 6.1.3 specifies Criterion 6.1.3 specifies that prog that program rams must must inclu include CPC coverage CPC coverage that equates to that equates to two-thirds two-thirds of
a th three ree semes semester credit hour course. er credit hour course.
IACBE IACBE Standards Standards and CPC. and CPC. Principle 3.2: Common Principle 3.2: Common Profess Professional al Componen Component. .
The IAC The IACBE expects the curricula BE expects the curricula of accredited
undergraduate busines business programs to programs to provide a provide a broadly- broadly-based, functional based, functional educatio education in busines n in business. The purpose The purpose of this
principle is is to ensure to ensure that the CPC that the CPC topical areas are covered in undergraduat topical areas are covered in undergraduate busine business programs. programs.
Excellence in Excellence in business educatio business education at n at the under the undergraduat graduate level level requires requires coverage of coverage of the key cont the key content areas of ent areas of business. Thus, the
Common Common Profe Profession
al Component (CPC) topical t (CPC) topical areas…s areas…shou
ld be adequately covered within the co adequately covered within the conten ntent of t of undergraduate busines undergraduate business programs. programs.
AACSB.
No defined CPC CPC Standards. Standards. 1. 1. Core learning Core learning goals goals cover cover two two categories categories of learning:
a. a. Ge General Kn neral Know
ledge and d Skills ( ills (i.e .e. c . commu mmunication ations, problem s, problem solving, ethics solving, ethics, etc.) , etc.) b. b. Manag Management Speci nt Specific Skil Skills (accounti (accounting, managem g, management sci nt science nce, marketing, human resources, etc.) marketing, human resources, etc.) 2. 2. Standa Standard 16: Bachel d 16: Bachelor
aduate deg degree level: “… the school “… the school specifies specifies learning goals and learning goals and demons demonstrates trates achievement of learning achievement of learning goals for key gener goals for key general, management sp l, management spec ecific, an ific, and/or disc d/or discipline spec ipline specific ific kn know
ledge and d skills…” skills…” 3. 3. Standa Standard 17: “The rd 17: “The bache bachelor’s
undergraduat aduate l level d degree pr prog
ms must p provide vide su sufficien fficient t t time, c , content cover ent coverage, student effort, and age, student effort, and student-faculty interaction to assu student-faculty interaction to assure that the lea that the learni ning ng goal goals ar are accompli accomplishe shed.” .”
Higher educ
Higher education stakeholders se ation stakeholders seek ek assurance that a assurance that a program’s program’s graduat graduates are competent are competent and qualified. and qualified.
Accreditation is seen by
Accreditation is seen by many stak many stakeholders eholders as as providing that assurance. providing that assurance.
The Teacher Education Accreditation
The Teacher Education Accreditation Coun Council (TEA cil (TEAC) devise C) devised a d a program program based on based on standards that assure standards that assure that a that a program (Murray 2009 program (Murray 2009):
Demonstrat ates es that graduat that graduates are qualif are qualified and competent ied and competent.
Provides evidence that the program has a quality control sys quality control system that tem that works. works.
Provides evidence that the capacity for for qualit quality as measure as measured by an by an accredited institution is committed to accredited institution is committed to the program. the program.
Internal: A : A continuou continuous process in specific subject areas s process in specific subject areas such as such as course exams, projects, etc. developed by course exams, projects, etc. developed by the the course facilitator. course facilitator.
External: Assessment at : Assessment at a a point in point in a a program; developed program; developed by an by an outside
Organ Organizat zations providin s providing exter g external assessmen al assessment t instr instrumen ments: ts:
1.
Educational Testing Service (ETS): Major Field Test in Business in Business 2.
Peregrine Academic Services (PAS): CPC-Based COMP COMP Assessment Exams For Bachelors and Assessment Exams For Bachelors and Graduate Programs. Graduate Programs.
Common Common Profes Professi sional
Components Covered ETS * ETS * PAS** AS** 1. Accounting 1. Accounting 2. Economics 2. Economics 3. Finance 3. Business Finance 4. Information Systems 4. Information Management Systems 5. International 5. Global Dimensions of Business 6. Legal & Social Environment 6. Legal Environment of Business 7. Management 7. Management 8. Marketing 8. Marketing 9. Quantitative Business Analysis 9. Quantitative Research Techniques & Statistics
* Source: http://www.ets.org/mft/about/content/bachelor_business ** Source: http://www.peregrineacademics.com/
Scoring Reports Scoring Reports ETS (*) ETS (*) PAS (**) PAS (**)
score range is scaled at 120 to 200 (i.e. 120 = 0.
score range is 0 to 100.
as a separate paid report
part of the service
groups of students. Assessment Indicators report the average percent of correct answers, in nine CPC topics
percent correct; reported for all CPC topics. Reported for both groups groups and by individual individual students for all topic areas down to the subject level of the topic. * Source: http://www.ets.org/mft/scores/ ** Source: http://www.peregrineacademics.com/
The Assessment Data Were Collected from Summer
The Assessment Data Were Collected from Summer 2005 – 2005 – Spring pring 2012 with 2012 with 695 Data 695 Data Points. Points.
ETS Major Field Test Major Field Test Data Collected From Summer Data Collected From Summer 2005 – 2005 – Fall all 2010 with 2010 with 478 Data 478 Data Points. Points.
PAS CPC-Based COMP CPC-Based COMP Exam Exam Data Collec Data Collected From ed From Fall Fall 2010 – 2010 – Spring pring 2012 with 2012 with 217 Data 217 Data Points. Points.
PEREGRINE ETS PEREGRINE ETS
Overall Overall Overall Overall
Rej Reject Ho ct Ho Concl Conclusion: sion: The Overall Student Performance was The Overall Student Performance was higher on higher on the Peregrine Assessment by the Peregrine Assessment by at least 3 at least 3 points. points. P-Value = P-Value = .02 .02
Reject Ho Reject Ho Conclusion: Conclusion: The average Accounting score The average Accounting score was higher on the Peregrine Assessment by at was higher on the Peregrine Assessment by at least 7 least 7 points. points. P-Value = P-Value = .00 .00
PEREGRINE ETS PEREGRINE ETS
ACT ACT ACT ACT
Reject Ho Reject Ho Conclusion: The average Finance score was Conclusion: The average Finance score was higher higher on the Peregrine Assessment by at least
4 points. 4 points. P-Value = P-Value = .09 .09
PEREGRINE ETS PEREGRINE ETS
FIN FIN FIN FIN
Reject Ho Reject Ho Conclusion: Conclusion: The average Economics score was The average Economics score was higher on the Peregrine Assessment by at least 5 higher on the Peregrine Assessment by at least 5 points. points. P-Value = P-Value = .01 .01
PEREGRINE ETS PEREGRINE ETS
ECONOMICS ECONOMICS ECONOMICS
ECONOMICS
Rej Reject Ho ct Ho Concl Conclusion: sion: The average Global Dimensions of Business The average Global Dimensions of Business score was score was higher higher on the Peregrine
Assessment by at least by at least 7 7 points. points. P-Value = P-Value = .00 .00
PEREGRINE ETS PEREGRINE ETS
GLOBAL GLOBAL GLOBAL GLOBAL
Rej Reject Ho ct Ho Concl Conclusion: sion: The a e average age Information M Information Management nagement Systems score was Systems score was higher higher on the Peregrine
Assessment by by at least 5 points. at least 5 points. P-Value = P-Value = .00 .00
PEREGRINE ETS PEREGRINE ETS
MIS MIS MIS
MIS
Fail to Reject Ho Fail to Reject Ho Conclusion: Conclusion: The average Management score was The average Management score was equal between the ETS Major Field Test and the equal between the ETS Major Field Test and the Peregrine Test. Peregrine Test. P-Value = P-Value = .56 .56
PEREGRINE ETS PEREGRINE ETS
Management Management Management
Management
Reject Ho Reject Ho Conclusion: Conclusion: The average Marketing score was The average Marketing score was higher on the ETS Major Field Test by at least 11 higher on the ETS Major Field Test by at least 11 points. points. P-Value = P-Value = .00 .00
PEREGRINE ETS PEREGRINE ETS
Marketing Marketing Marketing Marketing
Rej Reject Ho ct Ho Concl Conclusion: sion: The average Quantitati The average Quantitative Research Techniques ve Research Techniques and Stati and Statisti tics score was highe cs score was higher on the ETS Major Fiel
d Test by by at least 6 at least 6 poin points. ts. P-Value = P-Value = .00 .00
PEREGRINE ETS PEREGRINE ETS
Quant Quant Quant Quant
Topic Topic Av Averag age Test Test Scor Score Higher Score Higher Score Aver verage ge Scor Score Differen erence ce P-Val P-Value Accounting Different Peregrine 7 .00 Business Finance Different Peregrine 4 .09 Economics Different Peregrine 5 .01 Global Dimensions Of Business Different Peregrine 7 .00 Information Management Systems Different Peregrine 5 .00 Legal Environment of Business Different Peregrine 14 .00 Management Equal .56 Marketing Different ETS Major Field Test 11 .00 Quantitative Research Techniques and Statistics Different ETS Major Field Test 6 00
Rej Reject Ho ct Ho Concl Conclusion: sion: The Overall Student Performance was higher The Overall Student Performance was higher
the Peregrine Assessment by Peregrine Assessment by at least 11 points. at least 11 points. P-Value = P-Value = .00 .00
PEREGRINE ETS PEREGRINE ETS
Overall 2010 Fall Overall 2010 Fall Overall 2010 Fall Overall 2010 Fall
Alabama State University (ASU) stud Alabama State University (ASU) students ents did did better better on the PAS CPC-
based based COMP Exam than they did on the ETS MFT. COMP Exam than they did on the ETS MFT.
Exam Focus: Exam Focus: The PAS CPC-based COMP The PAS CPC-based COMP Exam was Exam was designed around the CPC requirements and therefore is designed around the CPC requirements and therefore is in better alignment with the ASU in better alignment with the ASU business program business program curriculum and teaching methods. curriculum and teaching methods.
The ASU College of Business Administration’s teaching The ASU College of Business Administration’s teaching method is method is more of a more of a hands-on, practical and applied hands-on, practical and applied approach to business education. approach to business education. Peregrine’s Assessment Exam is Peregrine’s Assessment Exam is more application oriented in more application oriented in nature compared to the ETS Major Field Test. nature compared to the ETS Major Field Test. The differences in the nature of the exam may explain why The differences in the nature of the exam may explain why the student’s test scores were the student’s test scores were significantly higher in significantly higher in nearly nearly all of the all of the assessed categories. assessed categories. Addition Additional al subject-level subject-level analyses of the results confirmed this conclusion. analyses of the results confirmed this conclusion.
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