Graduate Assurance of Learning
The mission of the Lubin School of Business is to develop our students' analytical, organizational and personal competencies in a comprehensive academic and experience-based learning environment dedicated to preparing students to successfully begin and advance in their chosen professional careers.
Lubin's faculty-led curriculum management program sets learning goals for each program and regularly assesses student performance to determine optimal improvements that will build student skills and contribute to their careers.
Our 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 re-accreditation 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 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 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.
Students in our graduate programs have access to Correct English, a software program that evaluates writing skills and provides feedback on written work. We also offer a course in Advanced Business Writing from Lubin's School of Continuing and Professional Education with scholarships for graduate students.
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.
During graduate orientation Lubin highlights the issues of managing change with student self-evaluations paired with discussions of organizational change management at Yahoo.
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.