Assurance of Learning (AoL), a requirement for AACSB accreditation, is the process of demonstrating how a student achieves the desired learning objectives of our programs. By collecting, analyzing, and interpreting information about our programs, we are able to evaluate our expectations for students and enhance overall learning and success.
Andreas Christofi, Committee Chair & Economics, Finance, and Real Estate Department Liaison
Joseph McManus, Management and Decision Sciences Department Liaison
Joseph Rocereto, Marketing and International Business Department Liaison
Nancy Uddin, Accounting Department Liaison
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Score(1 - 5)1=lowest 5=highest
Understanding of the Purpose
Does the student demonstrate a clear understanding of the assignment's purpose?
Identification of the Problem or Issue
Does the student clearly define the issue or problem, and accurately identify the core issues?
Information and quality of evidence evaluation, including accuracy, relevance and completeness.
Appropriate quantitative or qualitative analysis.
Is the quantitative or qualitative analysis appropriate, accurate, and thorough?
Interpretations, Inferences, Conclusions
Effectiveness of Communication
Learning Objective to be Assessed
(1,2,3,4 or 5)
1. Issue Identification
Cannot identify the ethical issues in a situation
Has basic understanding of the ethical issues in a situation
Clearly identifies and explains the ethical issues involved in a situation
2. Basic Content
Cannot distinguish between different ways of analyzing ethical dilemmas (Consequential, Duty, Virtue)
Has basic understanding of different ways of analyzing ethical dilemmas
Can clearly distinguish between ways of analyzing an ethical problem and apply each one to a situation
Cannot identify all relevant stakeholders in a decision
Can identify majority of major stakeholders of an ethical decision.
Identifies all stakeholders and can explain why they are stakeholders
Cannot adequately discuss consequences of actions on stakeholders
Does acceptable job of at least identifying consequences but does not perform a full analysis of the impact of those consequences
Identifies all consequences to all impacted party and can estimate benefits and drawbacks to each party
5. Critical Thinking
Does not apply reasoned deliberation regarding the decision
Applies some thinking to the problem identified in the situation
Applies solid reasoning to the problems identified. Comes to a supportable conclusion
Cannot see humanitarian duties inherent in ethical decision
Identifies some humanitarian duties inherent in an ethical decision
Understands and can explain all humanitarian duties inherent in an ethical decision. Can explain each alternative based upon humanitarian duties
7. Corporate Social Responsibility
Cannot adequately define the responsibilities of a modern business
Demonstrates some understanding of the economic, legal, ethical and philanthropic responsibilities of modern corporations
Can identify, develop and defend their assessments of the economic, legal, ethical and philanthropic responsibilities of a modern business
8. Global Applications
Cannot adequately develop the complexities of legal and ethical issues tied to globalization and international operations
Demonstrates some understanding of the complexities of legal and ethical issues tied to globalization and international operations
Demonstrates a strong understanding of the complexities of legal and ethical issues tied to globalization and international operations
9. Corporate Governance
Demonstrates a weak understanding of the legal and ethical issues involved with governing the modern firm and managing employees
Demonstrates a moderate understanding of the legal and ethical issues involved with governing the modern firm and managing employees
Demonstrates a strong understanding of the legal and ethical issues involved with governing the modern firm and managing employees
Learning Objectiveto be Assessed
Serious gaps in knowledge of the subject matter
Inability to analyze, apply, and synthesize knowledge and concepts
Significant areas of confusion in use of concepts/frameworks/literature to address questions
Grasp of basic elements of the subject matter.
Some evidence of ability to analyze, apply, and synthesize relevant concepts
Work is technically without major misunderstandings or confusion
Good grasp of the subject matter
Evidence of ability to analyze, apply, and synthesize relevant concepts.
Evidence of critical reflection on the material, work demonstrates ability to raise new issues, mature expression of ideas and engagement with debates in the literature.
1. Globalization and business
Poor understanding and reflection on globalization processes
Little evidence of awareness of globalization of markets, globalization of production, drivers of globalization, the work of global institutions,
Little awareness of debates on the relation between business and globalization/debates on impact of globalization
Little evidence of identifying sources of information and analyzing information/data
Students will be able to identify and analyze drivers of globalization and their relevance/impact on businesses/ students will be able to reflect on the consequences of these processes for businesses.
Students will be able to develop their own assessment of debates concerning the implications of globalization for businesses.
Students will be able to identify, make use and analyze relevant sources of information/data
2. Business systems in their wider contexts / the environment
Inability to analyze the environment of business and to reflect on differences in business environments and their interaction/ influences on businesses e.g. State/Stage of economic development
e.g. Governments and their role in markets
Students will be able to analyze the business environment and compare these. Students will be able to reflect on the implications of these environments for business practices in that context.
Students will be able to reflect on how components of the business environment differ in different countries and the implications for doing business in that country.
3. Business practices/decision making / strategies in an international context
Lack of understanding of concepts/ literature/data and general information relating to Internationalization practices/ strategies of firms in an international context.
Lack of understanding of concepts/theories/literature regarding Strategic decision making in international business contexts including risk assessment e.g. In the field of marketing, finance, human resources, management
Students will be able to discuss/apply concepts/frameworks/literature to help in strategic decision making and practices in an international context.
4. Cultural Diversity/ challenges and opportunities for businesses/ in businesses
No appreciation of cross cultural business challenges
No reflection on stakeholders and their different concerns internally and externally to the business
No reflection on managing diversity in functional areas of the business e.g. in marketing, finance, human resources No reflection on cross cultural management strategy
No reflection on diversity in terms of the different perceptions and experiences that people bring with them in an international business context that impact on management, finance, marketing practices.
Students will be able to appreciate cross cultural business challenges in the international business practices
Students will reflect on the stakeholder concerns internally and externally to the business
Students will reflect on issues of managing diversity in functional business areas - eg. in developing a marketing strategy, in developing human resource strategies, in corporate governance
(You may include comments in the respective columns)
Recognized interrelationships across functional areas with regard to the critical issue(s)
Identified critical issue(s) with regard to all functional areas including ethical, social and environmental, and corporate governance issues
Supported positions on critical issues using evidence or arguments from several functional areas
Analytical tools and frameworks are well understood and competently applied
Identified possible strategic solutions involving functional areas
Recommended a strategy (strategies) integrating functional areas
Score(1,2,3,4 or 5)
Reading notes and/or limited focus on audience.
Used notes 50% and made some eye contact.
Limited use of notes and maintained eye contact with audience.
Poor presentation style and poor vocal quality.
Focus on audience & visual aids.
Drew focus, gestures, maintained interest. Displayed confidence and relevant details.
Professionally appropriate attire.
Audience not focused.
Audience followed presentation.
Audience expressed interest in what they learned from one another.
Hard to follow; key points not clear.
Concepts linked major issues.
Was coherent & easy to follow; key points were organized and flowed logically.
No integration of mediated technology.
Integrated mediated technology.
All major issues were reinforced by mediated technology.
Failed to effectively communicate purpose and influence audience in terms of objectives (persuasion; information; etc.)
Effectively communicated purpose and influenced audience assessments in line with objectives (persuasion; information; etc.)
Highly effective in communicating purpose and enhanced audience’s assessments in line with objectives (i.e. persuasion; information; etc.)
Score (1,2,3,4 or 5)
Introduction and Conclusion do not do a good job of previewing and summarizing the key points of the paper.
Introduction and conclusion do reasonable job of previewing and summarizing the key points of the paper.
Introduction and Conclusion do excellent job of previewing and summarizing key points in paper. Introduction and Conclusion serve as effective "bookends" for the paper
Discipline-specific concepts & issues are not appropriately identified.
Although key discipline-specific concepts & issues are appropriately addressed, subordinate concepts & issues are not.
All key and subordinate discipline-specific concepts & issues addressed.
Arguments are poorly organized, flow poorly, and are often based on incorrect logic.
Arguments are mostly well organized, logical, and flow smoothly.
The majority of arguments are well organized, logical, and flow smoothly.
Very weak connections between analysis & conclusions.
Reasonable connections between analysis & conclusions; minor inconsistencies.
Clear and powerful connections between analysis & conclusion; no inconsistencies.
5. Grammar, Syntax and Diction
Numerous spelling errors; inappropriate grammar, syntax, & diction.
Few spelling errors, generally appropriate grammar, syntax, dictation & paragraphing.
Essentially flawless writing.
6. Research Quality
Absence of current relevant & authoritative sources drawn from appropriate and relevant literature. References are inconsistent or missing.
Adequate current, relevant and authoritative sources drawn from appropriate and relevant literature.
Uses multiple research sources & makes effective use of current & reliable information; sources are authoritative or come from appropriate and relevant literature.
7. Overall Writing Quality
Poor Writing quality with a poor structure that difficult to follow. Poor paragraph and sentence structure. Lack of appropriate transitions.
Acceptable writing at a level appropriate for college students. Average paragraph and sentence structure. Acceptable level of flow in paper with some use of appropriate transitions.
Solid flow with good transitions and well structured order to paragraphs and sentences. Easy to read.
Assessed in Class
ORAL COMMUNICATION SKILLSStudents will demonstrate the ability to orally communicate in a professional strategic setting
WRITTEN COMMUNICATION SKILLSStudents will demonstrate the ability to write in a professional manner.
ETHICAL PRINCIPLESStudents will demonstrate understanding of organizational ethics and organizational strategy and culture and show how they apply to organizational policy.
GLOBAL/INTERNATIONAL ISSUESStudents will demonstrate an understanding of domestic and global business environment.
CRITICAL THINKING AND DECISION MAKINGStudents will be able to identify, evaluate, and choose between alternatives.
BUSINESS ANALYTICS/INTELLIGENCEStudents will demonstrate the ability to make management decisions that reflect analytic tools and techniques dealing with effective strategic and operational decisions.
FOUNDATIONAL KNOWLEDGE: FINANCIAL STATEMENTSStudents will demonstrate the ability to analyze and evaluate financial statements.
KNOWLEDGE INTEGRATIONStudents will demonstrate the ability to integrate critical issues across multiple functional areas.
TECHNOLOGICAL LITERACYStudents will be prepared to utilize technology skills required in course work
ETHICAL PRINCIPLESStudents will demonstrate the ability to evaluate the ethical aspect of all business decisions.
DECISION MAKING/CRITICAL THINKINGStudents will be able to identify, evaluate, and choose between alternatives
BUSINESS ANALYTICS/INTELLIGENCEStudents will demonstrate the ability to make management decisions that reflect analytic tools and techniques dealing with effective strategic and operational decisions
FINANCIAL ANALYSIS, REPORTING, AND MARKETSStudents will demonstrate the: (a) ability to analyze and evaluate financial statements and (b) working knowledge of the operation of financial markets and institutions
Major Field Test (MFT)(Given in BM490)
Departmental Results(Given in each area course)
MBA Results(Given in BM590)
Fall 12-Sp 13
Money, Credit and Fin. Institutions #
IT (Departmental Average Fall 12-72% and Spring 13-77%)
* added questions on CF's in Spring 2012
** deleted ambiguous Q's in Spring 2012
+ Finance (BF) majors scored 54%
# Students in BM490 following the older curriculum did not have BF304 NA: Not Administered/Not Applicable
++ MBA students have a choice between MIS, MOT and E-Commerce.
Finance major Melross C. Meneses, class of 2014, had some words of wisdom for future LHBS students.
Mel, your overall score of the 65-question assessment test was 91.54%. How did you do it, and what advice would you offer to future students?
What do you attribute your success on the test to?
There are quite a few factors which attributed to my success on the test, but I'll break it down to the most important ones. With anything in life, I do it to the best of my abilities. I took the test as seriously as I would take any test whether it be a part of class or not. In fact, I probably focused on this test a little bit more than normal because the test encompassed material that I learned in previous years. I am very fortunate to have had great teachers who instilled in me the main concepts of each subject which I remembered for the most part and helped me with the exam.
What advice would you offer to other students when taking this test?
When taking this test, I think that every student should block off a good, convenient time slot in order to complete it uninterrupted. In essence, pick a time that you know is free from distractions. I suggest that people turn off their cell phones or any other things that might take away some focus away from you. I believe that above all else, students should regard this test as something of importance. The School uses the test to assess our learning and whether we retained it at the completion of our studies. It is part of what the School reports to AACSB for accreditation. Having this high accreditation for our business school makes Monmouth University a recognizable name in the business world and helps students with employment. So, take pride in your work and do your best.
Accounting major, Wesley D. Lehmann, class of 2016, scored 97% in the MFT-Part 1 (covering 8 subjects) and had this to say:
When I took the Assurance of Learning Test, I remembered two things. First, the test is important because it impacts the perceived market value of our education, so it's in every students best interest to put forward their strongest effort. Second, I focused on remaining calm and poised while taking the test, and reading every answer before choosing the one I felt best about. In the end, this is an opportunity to prove yourself to be a strong student, and to prove Leon Hess Business School to be an outstanding business school.
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