The assessment plan for the Marketing BBA is attached. It defines the learning outcomes, courses related to them and schedule for assessment. Continuous improvement is accomplished by defining, after each assessment, two to three concepts where the learning outcomes could be improved. Although the student performance may meet the criterion, the two-three concepts are targeted with additional attention from faculty and the students. This attention may include development of teaching methods, changes to current methods, or the use of current methods with more time being spent with students when covering concepts.

Plans for Continuous Improvement

MKTG3310 Fundamentals of Marketing
Two methods have been developed to cover concepts.

(1) Use a comprehensive mini-case whereby all of the growth strategies are employed (e.g., McDonald’s) In the same class session, follow up the mini-case with a self-check exercise (e.g., a quiz, a game, etc.) 

(2) Use a build-up approach:
- Introduce the 4 key areas of differences
- Go through an extended example of a product
- Go through an extended example of a service
- Summarize the differences as highlighted by the extended examples

In the same class session, follow up the mini-case with a self-check exercise (e.g., a quiz, a game, etc.)

MKTG3320 Consumer Behavior 

(1) Additional time spent on key Chapter 3 terms (particularly selective exposure, selective attention, and selective distortion) and their linkages to other course concepts  

(2) Incorporation of interim writing projects (as building blocks for larger projects) to encourage students to spend additional time revising and strengthening their work prior to final project submission. 

MKTG4350 Marketing Research

(1) Several “new” assignments will be created to help students better understand the topics where performance was less than 50%. 

(2) Additional lecture time will be spent in class to help students grasp the concepts where performance was less than 50%.  

MKTG4340 Global Marketing  

(1) Greater attention will be paid to the clarity of definitions’

(2) More time will be spent providing an exposition of analysis for students to improve the ability to make connections between concepts. 

MKTG4390 Marketing Strategy 

(1) Modify method used when presenting and assessing on basic marketing concepts: Instead of presenting as a single module, concepts it will be presented as three modules: Targeting, Marketing Mix, Emphasis and Allocation. Instead of assessing with a single exam, the exam will be broken up into three shorter exams.

(2)  Increase the emphasis on understanding linkage of strategy to the business model. Increase the emphasis on application of the analytical tools to create “downstream” pieces of analysis. Replace reading of the single best-selling book by an examination of current articles that highlight a broader range of recent trends in marketing strategic thinking: Globalization, Internet 2.0, Services, Emphasis on Customer Value.

 

Plans for Continuous Improvement were implemented for the courses by following the directions outlined in the "Plan for Continuous Improvement" that was reported with the 2012-2013 cycle and included with this current report cycle (2013-2014). The current report cycle includes two semesters: Fall 2013 and Spring 2014.

Learning outcomes related to MKTG3310 Fundamentals of Marketing were assessed during Fall 2013 so details about that effort are provided, here.
Updates for the other courses and related learning objectives will be reported when learning outcomes are assessed (future closing the loop summaries). The semesters in which these assessments will be completed are reported in the attachment, Marketing BBA – Assessment Plan.

MKTG3310 Fundamentals of Marketing. During the 2012-2013 cycle, the key marketing concepts identified as needing better understanding were: 1) marketing growth strategies, and (2) the differences in marketing of services as compared to the marketing of products.  Findings and “closing the loop” ideas were discussed with Roger Abshire and John Newbold on May 6, 2013. These ideas were first tested during the Fall of 2012, and used again in the Fall 2013 semester. The methods are detailed in the chart presented in attachment AA. They were administered during the Fall of 2013 semester. Attachments A, B, C and D are related to the AA attachment.

The assessment of learning outcomes completed during Fall 2013, as part of the current 2013-2014 cycle, indicated acceptable student understanding of the two concepts identified during the 2012-2013. The findings are reported in the attachment AA: 90% of the students mastered the topic Strategic Planning, which encompasses marketing growth strategies, and 83% of the students mastered the topic Key Differentiators of Products and Services.

This plan for continuous improvement is based on assessment activity completed during the 2013-2014 cycle (Fall 2013 - Spring 2014) that included assessment of the learning outcome associated with MKTG3310 Fundamentals of Marketing: Students who complete the BBA in Marketing will be able to describe the core concepts and principles of Marketing, including the elements of the marketing mix. The concepts and principles are included with the Indicator as a supporting document "15 Key Marketing Concepts."

The assessment, completed during Fall 2013, indicated two concepts that will be targeted for improvements in student learning. The concepts are: 1) Understanding the Segmentation, Targeting, and Positioning (STP) process, and 2) Understanding Basic Distribution Strategies: Intensive, Selective, and Exclusive.

Faculty met to determine tools that will be used to improve student learning of these concepts. These tools are described below.

Key Concept- Understand the Steps in the Segmentation, Targeting, and Positioning (STP) Process

An illustrative case will be provided to students as a supplement to lectures.  The case will demonstrate the process of segmenting and targeting markets and positioning products. Even though numerous examples are provided in class, this out of class exercise should reinforce the lecture.

Key Concept- Understand Basic Distribution Strategies:

A handout describing the relationship between distributions strategies and the consumer goods classification scheme will be provided to supplement lectures. Our belief is that by tying these related frameworks together, students will have a deeper understanding of both.

Plans for Continuous Improvements, associated with the other learning outcomes and related courses, will be reported after the learning outcomes are assessed. The Marketing BBA – Assessment Plan (attachment) reports semesters when these are scheduled.