AACSB Assurance of Learning
AACSB Learning Objectives
The GSM Assurance of Learning Initiative, instituted in response to recommendations by our accrediting body, the Association for the Advancement of the Collegiate Schools of Business (AACSB), is designed to evaluate how well the school accomplishes its educational aims. All instructors are required to provide this for the courses they are teaching. Below are the step-by-step guidelines of what is required by faculty and lecturers.
At the start of each quarter, teaching faculty members will receive an email from: AACSB_assess@gsm.ucdavis.edu. You will be asked to provide at least three or more program learning goals for each your course(s). The goals are listed below, numbered 1-15.
During the course of the quarter, faculty will develop measures to test whether students are achieving the chosen program goal(s). Students will be rated on a “Pass/No Pass” (1 or 0) basis for each goal.
About two weeks before the end of the quarter, faculty will be sent a spreadsheet template similar to the one below, corresponding to each class he or she is teaching. The template will contain student names and ID numbers. You need to fill in the data pertaining to each student, the pass/no-pass data. The spreadsheet is due at the end of the quarter along with your grades. For any questions regarding this process, please contact AACSB_assess@gsm.ucdavis.edu for detailed information on AACSB Eligibility Procedures and Accreditation Standards
Learning Objectives and Goals
Work well in teams and lead them.
1. Study and apply the principles of leadership.
2. Communicate effectively in oral form.
3. Communicate effectively in written form.
4. Use modern technologies to effectively learn and communicate.
5. Understand group dynamics and become a contributing team member.
6. Understand and appreciate the impact of demographic and cultural diversity.
7. Use team building skills to accomplish group tasks.
Apply moral & ethical standards to management decisions.
8. Appreciate how ethical considerations enter into business decisions.
9. Develop an awareness of ethical issues in an area related to career choice.
Use appropriate models for analysis and planning.
10. Recognize problems and opportunities.
11. Be able to critically analyze alternatives.
12. Analyze data and possess proficiency in the use of data.
13. Integrate functional areas of business when analyzing problems.
Understand multiple functional areas.
14. Understand the impact of the international dimension on business decisions.
15. Understand the political, legal, and social environment in which business operates.
Sample Course Assessment
The following goals and sub goals were chosen for evaluation of this course:
Goals 2, 3, 11
Goal 2: Communicate effectively in oral form.
Assessment: Proficiency with eight basic skills required (eye contact, volume, physical bearing, etc.). Students should be able to create and deliver a professional business presentation from a lectern with notes available.
Goal 3: Communicate effectively in written form.
Assessment: A student should be able to write business communications of a professional quality. Instructor will grade and assess significant written assignments in the final few classes, and/or the final exam, to make the determination.
Goal 11: Be able to critically analyze alternatives.
Assessment: Can a student create a well-reasoned critical analysis of a challenging problem/ question/opportunity? Students must demonstrate competence with the step method in “The Thinker’s Guide to Analytic Thinking.” The instructor assesses critical acumen in the final exam, which includes overt use of the step method and the accompanying written report.