Graduate Assurance of Learning
Lubin's course embedded approach to assessment engages the faculty at many levels including: developing learning goals, creating assessment exercises, evaluating performance and implementing improvements based on the evidence. The faculty of the Lubin School of Business is committed to each student's success in every course and throughout the program.
The Association to Advance Collegiate Schools of Business recognized Lubin's "exemplary Assurance of Learning Process" during our reaccreditation visit highlighting our strong faculty involvement, our merit process for assessment activities and our strong rubrics.
The Lubin graduate learning goals are the skills the faculty expects students to master by graduation in the Master of Business Administration program. Each individual MS program has a set of goals representing the knowledge and skills necessary to succeed in careers in those specialized areas.
- Analyze and Evaluate Global Business Data
- Focus on Customers and other Stakeholders
- Communicate Effectively
- Use Ethical Principles in Decision Making
- Anticipate and Manage Change in a Global Business Environment
- Work Successfully in Teams
Lubin faculty members contribute anonymous assessment materials including: papers, projects, assignments and exams from their courses depending on the learning goal of interest. Sometimes appropriate materials are not available from the general coursework so we ask faculty members to develop assignments for students. Faculty assessors then evaluate individual responses from samples of our student population.
The Lubin School of Business fully assesses each graduate program on a two year cycle. Program Directors are responsible for collecting materials, reporting assessment results and implementing improvements to their programs:
MS Financial Management
MS Investment Management
MS Human Resources
MS Strategic Global Human Resources
MS in Customer Intelligence and Analytics
MS in Social Media & Mobile Marketing
MS in Financial Risk Management
Masters in Finance for Professionals (MFP)
Executive Doctoral Program
Faculty members report their coverage of all the learning goals in their courses in the annual review process. Since 2009 faculty members have been reporting increased attention to the learning goals and student performance on the goals.
We expect students to act in an ethical and responsible manner both in the classroom and in the business world. Students in their course: Globalization, the New Economy and Ethics participate in a simulation to enhance their knowledge of ethical conduct in business.
Lubin updated the learning goals for the MBA program to emphasize the global nature of business. The new goals are: 1. Analyze and Evaluate Global Business Data 2. Focus on Customers and other Stakeholders 3. Communicate Effectively 4. Use Ethical Principles in Decision Making 5. Anticipate and Manage Change in a Global Business Environment 6. Work Successfully in Teams.
In terms of improvements the LSB implemented a global business program during graduate orientation featuring discussions of cultural differences and articles about the BRIC countries. The program is now an integral part of our orientation program to acculturate students and welcome them to the school.
Our Pathways program prepares international students for the rigor of graduate studies. Students take up to three semesters of courses to ensure that they meet the demands of our faculty members.
Since international students are an important focus of our graduate program the Lubin administration meets regularly with the Chinese Student Association in an effort to better serve them.
During graduate orientation in fall 2012 and spring 2013 Lubin highlighted the issues of managing change with student self-evaluations paired with discussions of organizational change management at Yahoo.
Each semester we offer grants for faculty to design their own program to enhance student communications skills. Faculty members emphasize either written or oral communication improvement and require students to revise their work for a better grade.
As part of our ongoing assessment processes we evaluate data from the Pace University office of Planning, Assessment and Institutional Research, such as the Survey of Student Satisfaction and we use employment data from Cooperative Education and Career Services to examine how employers perceive our students' skills.
Our process has been highly effective in determining areas where improvements may be necessary and the school regularly implements successful programs to address assessment related issues.