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MAY | JUNE 2015 BizEd 59 LEARNING OBJECTIVE BBA COURSE WHERE IT'S ASSESSED MBA COURSE WHERE IT'S ASSESSED LEARNING GOAL NO. 1: DECISION MAKING A. Identify decision objectives and constraints. Quantitative Methods B. Interpret causes and e•ects of a decision. Intro to Marketing C. Gather, validate, organize, and communicate information to support decision. Intro to Finance Business Forecasting D. Apply known decision models. Financial Management E. Integrate knowledge across business functions. Decision Sciences and MIS LEARNING GOAL NO. 2: ETHICS A. Define and distinguish among the philosophical theories of ethical decision making. Human Resource Management & Business Ethics B. Understand ethical concepts. Human Resource Management & Business Ethics C. Apply ethical foundations to the role of business professionals with respect to governance issues and social responsibility. Business Policy & Strategy Human Resource Management, Employment Law and Ethics D. Recognize potential ethical dilemmas, evaluate consequences, and select the best course of action. Accounting for Decision Making and Control LEARNING GOAL NO. 3: LEADERSHIP A. Understand common leadership models. Intro to Management and Organizational Behavior B. Recognize how leadership skills are developed. Intro to Management and Organizational Behavior C. Create action plan for developing leadership skills. Intro to Management and Organizational Behavior Organizational Structure and Behavior D. Select best style of leadership for situation. Organizational Structure and Behavior LEARNING GOAL NO. 4: GLOBAL PERSPECTIVE A. Identify and describe elements that distinguish global business from domestic business. International Economics B. Analyze challenges of global expansion. Intro to Operations and Supply Chain Management C. Demonstrate ability to adjust goals to changes. Business Policy and Strategy Marketing Management and Strategy D. Analyze how adjustment a•ects firm functions. International Economic Analysis E. Develop an enterprisewide strategic plan. Operations and Supply Chain Management F. Assess strategy and compare it to best practices. Integrative Management Embedding assessments can be com- plex and cumbersome, and evaluating re- sults from multiple sections is labor-in- tensive. We continually train faculty in our assessment processes and assign mentors to help new faculty ensure that their syllabi and course requirements e™ectively measure learning objectives in assessment-related courses. Such an approach might not be ap- plicable for very large business schools, but we believe that three aspects are relevant—if not crucial—to all business schools. The first is that all of a business school's learning goals should be mis- sion-based. The second is that learning objectives should conform to a learning hierarchy such as Bloom's Taxonomy. Finally, and most important, a business school's curriculum and course content should align with the learning objec- tives, which in turn should align with mission. Only then can business schools deliver their promised value to their stu- dents and to the business community. Bruce K. Gouldey is associate professor of finance and chair of the Curriculum and Assessment Committee, and Miles Davis is professor of management and dean at Shenandoah University's Harry F. Byrd Jr. School of Business in Win- chester, Virginia. A BREAKDOWN OF OUR COURSE-EMBEDDED ASSESSMENTS