Capstone
kukuda34
AssessingBusinessStudentsResearchSkillsfortheCapstoneProjectintheStrategicManagementCourse.pdf
Journal of Business & Finance Librarianship, 18:14–32, 2013 Copyright © Taylor & Francis Group, LLC ISSN: 0896-3568 print / 1547-0644 online DOI: 10.1080/08963568.2013.736307
Assessing Business Students’ Research Skills for the Capstone Project in the Strategic
Management Course
MELISSA WHITESELL and MARILYN M. HELMS Dalton State College, Dalton, Georgia, USA
A business professor and reference librarian at an accredited col- lege in northwest Georgia found students in a capstone senior-level strategic management class benefited from integrating a library orientation and one-on-one assistance. While previous assessments based on end-of-semester data did not assess the prior research skills of the students, this study uses pre- and postvisit surveys to assess business students’ research skills. Findings from the longitu- dinal surveys and course evaluations led to changes in the capstone company analysis project and team presentation requirements as well as library instruction. Discussion and areas for future research are included.
KEYWORDS business strategy, library instruction, capstone project, student research skills
INTRODUCTION
A School of Business faculty member and reference librarian at a 4-year Southern Association of Colleges and Schools (SACS)-accredited college with an Association to Advance Collegiate Schools of Business (AACSB)- accredited school of business located in northwest Georgia collaborated to improve the capstone senior-level undergraduate strategic management class. Initially, the faculty member reported that library orientations during
Submitted: 24 January 2012; Revision Submitted: 25 April 2012; Accepted: 13 July 2012. Address correspondence to Melissa Whitesell, Business Reference Librarian, Roberts
Library, Dalton State College, 650 College Drive, Dalton, GA 30720-3797, USA. E-mail: [email protected]
14
Assessing Business Students’ Research Skills 15
business students’ freshman and sophomore courses did not provide in- depth examination of business resources available and necessary for prepar- ing an in-depth company and industry strategic analysis. After meetings be- tween the business faculty member and librarian, a business research skills orientation session was developed. Initially, the assessment for the library orientation was based only on end-of-semester data and did not measure the research skills of the students prior to the librarian’s visit (Whitesell & Helms, 2011). To better evaluate students’ initial and changed research skills, a pre- and postvisit survey was utilized. These changes and the ongoing course modifications over time are the subject of this research.
THE COURSE PROJECT AND RESEARCH REQUIREMENTS
At the institution under study for this research, specifically from the catalog description, the course:
represents the capstone course in business. Presents theory and practice of strategic decision making within organizations in a case method format. Topics include environmental analysis, organizational direction, strategy formulation and implementation, strategic control, strategic management theory, research and concepts, environmental influences on business, and secondary research methodology. Students will be required to pre- pare and deliver an oral team analysis of a publicly-traded company, its industry, and its strategy.
The course is taken at the end of the students’ program in their final semester of graduation, and prerequisites are that students have completed all business core courses in the functional areas of business (principles of management, marketing, statistics, business law, business ethics, interna- tional business, management information systems, operations, finance, and business communications, for example). Senior Seminar is a graduation re- quirement, graded on a pass–fail basis and is a corequisite of the strategy course. This course includes resume and cover letter preparation, a com- munity service/service learning project of 4 hours, mock interviewing with local business leaders, preparation of a personal marketing plan and elevator pitch, and a final etiquette session and dinner.
In the case of Dalton State (Georgia) College’s School of Business, the institution under study, the course transitioned from analyzing textbook cases to analyzing local companies to provide students experience with the local service area and to give back to the community “free” consulting as part of a service learning focus. To identify appropriate and interested companies, the professor teaching strategic management worked with two local Chambers
16 M. Whitesell and M. M. Helms
of Commerce. The two Chambers recommended companies and ran articles about the project in their newsletters and e-mail blasts to their members. In addition two local newspapers ran articles about the project.
Initially the local project worked well, and having company representa- tives present at the final team presentations contributed to good community service and allowed students to participate in a service learning project. The business librarian visited the class at the start of the semester for a 50-minute presentation of the various business resources available in the library, on- line, and through subscription databases. At the end of the presentation, the librarian encouraged student teams to schedule one-on-one research appointments (30-minute meetings) throughout the semester for additional individual and/or team assistance. Evaluations of the library instruction were completed by students at the end of the semester. A total of 59 business students in two sections of Strategic Management completed the postinstruc- tion survey in Spring 2010. After the initial visit by the librarian, 16 students reported feeling very confident, and 30 were mostly confident to continue company research on their own or with their group. Of the 29 students that scheduled one-on-one or team research appointments with the reference librarian, 22 reported that they were better equipped to conduct a strategic analysis of their company (Whitesell & Helms, 2011).
As time progressed, the majority of large and midsized companies were assisted, and there were only small companies, typically sole proprietor- ships, remaining who requested assistance. The area economy tied to one major industry, carpet and floor covering, which had been hit hard by the most recession, and even fewer start-ups were available to study. The pre- liminary unemployment rate in the metro Dalton area decreased to 12.7% in December 2010. As of October 2011, the unemployment rate in Dalton was 12.5% (Bureau of Labor Statistics, 2011). The use of smaller companies for the project made it difficult for student teams to obtain financial data as well as comparison secondary research for the industry and competitors. The experiences of the student teams also varied widely resulting in unequal pre- sentation, learning, and often student frustration with the lack of company and competitor information.
Business faculty were concerned too as to whether the project met course objectives. The faculty member teaching entrepreneurship also noted the two courses, Entrepreneurship and Strategy, now had too much overlap with students critiquing such small start-ups. External faculty evaluators also noted the limited financial analysis in the presentations they critiqued as part of the AACSB assurance of learning on oral communication for the course. See the rubric in Appendix A used for the external assessment of the final team project.
At the end of the Spring 2010 semester, the professor and librarian met to review the student course evaluations and discuss the class design as
Assessing Business Students’ Research Skills 17
well as possible changes for methods of library instruction. The first solution addressed the challenges student teams experienced in the final company analysis. It was agreed to use only local, publicly traded companies for fu- ture student team analysis projects beginning in Fall 2010. Approximately 3 months prior to the start of the course, the librarian, using Hoover’s Com- pany Capsules and Profiles database researched firms within a 100-mile ra- dius of the college located in Dalton, Georgia. This radius was selected because students would be more familiar with the companies and the area economy, and the companies might also be potential employers for the stu- dents. The metropolitan areas of Chattanooga, Tennessee, and Atlanta, Geor- gia, were included within the radius. All the firms considered had Securities and Exchange Commission (SEC) filings available. A total of 15 companies were selected, and student teams in day and evening sections of the Strategic Management course selected one of the companies.
Although the prior course and postinstruction evaluations indicated that there was an overall improvement in research skills, the librarian and instruc- tor were unable to adequately determine the base skill level of the students prior to the library instruction session. Based on changes to the course and library instruction design, prior research, and literature review on the part of the business faculty member and librarian, further assessment was required to determine the following:
1. Do senior-level business students possess basic business information lit- eracy skills?
2. Are senior-level business students prepared to conduct in-depth business research on small local companies and nonprofit organizations?
3. Is there a qualitative differentiation in students’ self-efficacy after a library instruction session and/or research appointment?
LITERATURE REVIEW
Accreditation and assessment documents frequently mention information lit- eracy skills as common learning indicators, as noted by Ruediger and Jung (2007). Although the importance of integration of information literacy skills into the business school has been reported by Hawes (1994), a study of library usage by undergraduate business students (Mirkovich, 1996) estab- lished that many students were unaware of the various types of business re- sources available. Freeman (2004) reported that business students also tend to overrate their research skill, whereas Lombardo and Miree (2003) found business students rely primarily on Internet sources prior to library instruc- tion. Bowers et al. (2009) reported that faculty “observed students with poor discernment of quality information sources, . . . [and] . . . limited knowledge or experience in conducting effective and efficient information searches”
18 M. Whitesell and M. M. Helms
(p. 112). Conley and Gil (2011) reported that though many librarians give in- formation literacy instruction, few librarians are involved in the development of curriculum. The timing of business information literacy sessions is also a key factor. During a study of the design of business information literacy sessions, Cooney (2005) established that most business information literacy sessions are not offered until the junior or senior year, and often not until graduate school. This timing thus affects skill levels.
Miles, Hazeldine, and Munilla (2004) reported that AACSB accredita- tion standards would encourage business faculty collaboration with libraries, due to an “increased emphasis on assessment and assurance of learning standards” (p. 32) with learning goals including the use of information tech- nology and development of business research skills. Rutledge and Maehler (2003) found that business students demonstrated improved research skills and an increase in learning outcomes after attending a library instruction session and using a research booklet created by business librarians.
Judd, Tims, Farrow, and Periatt (2004) and Michlitsch and Meg (2002) agreed to obtain educational improvement, assessment was a necessity. It fol- lows then that business information literacy skills must be validated through some form of assessment. Various types of assessments have been utilized. Atwong and Heichman Taylor (2008), Cunningham and Anderson (2005), Bowers et al. (2009), and Campbell, Floyd, and Sheridan (2002) surveyed students to determine their business information literacy. Borg and Stretton (2009) used a Business Information quiz, whereas Lieberthal (2009) pre- sented a student satisfaction survey.
Tests, especially combinations of pretest and posttest, are the preferred assessment method for information literacy (Brown & Krumholz, 2002; Dunn, 2003; Fister, 2003; Mark, 2004) and can be used to measure qualitative changes in research skills and an overall knowledge of the library (Lom- bardo & Miree, 2003). Solbel and Wolf (2011) define pre- and posttest sets in this manner: “a skills test given to the same group of students before and af- ter library instruction . . . to judge individuals’ before and after performance” (p. 247).
METHOD
Research Design and Postulates
The business faculty member and librarian submitted a proposal to the Insti- tution Research Board and received approval for a randomized experimental design study. The study, a pre- and postinstruction survey of student par- ticipants, was conducted during the Fall 2010 and Spring 2011 semesters in both sections of the Strategic Management course. The students were asked to voluntarily complete and return the surveys. No incentives or extra credit
Assessing Business Students’ Research Skills 19
were awarded, nor penalties assigned for failure to complete the tests. See Appendices B and C for copies of the pre- and postsurveys.
The previsit survey functioned as a baseline indicator of the participant’s individual business information literacy skills. The previsit survey was dis- tributed by the professor and students were asked to complete and return prior to the librarian’s visit which took place during the second week of the semester. Variables included:
• Number of library instructions attended in past semesters and prior courses • Need for additional library instruction • Confidence in business information literacy skills • Research questions relating to the project
Students were then assigned to one of seven teams. Each team con- sisted of five students, and teams were assigned based on a variety of factors including major, gender, ethnicity, and prior work experience. Within the first 2 weeks of the semester, the business librarian met with both classes for a 50-minute presentation of the various business resources available in the library, online, and through subscription databases. During the presen- tation, students received guidelines to formulate a Strengths-Weaknesses- Opportunities-Threats (SWOT) analysis of a company (see Helms & Nixon, 2010 for a review of SWOT analysis) utilizing ABInform, Business Source Complete, and Hoover’s Company Capsules and Profiles databases.
Students were also provided with instructions for locating and inter- preting financial data available through the U.S. SEC and other government websites, as well as online tools to share and edit documents (i.e., Google- Docs). At the end of the presentation the librarian encouraged student teams to schedule one-on-one research appointments (30-minute meetings) for additional assistance. Throughout the 16-week semester, the librarian docu- mented teams that scheduled and attended a research appointment. Variables included:
• Students that contacted the librarian via e-mail rather than scheduling an appointment
• One or two team members that contacted the librarian on their own or on behalf of their team
• Individuals that scheduled or contacted the librarian without notifying other team members
• Team members that did not wish to participate in the study but needed research assistance
The postvisit survey, administered during the last week of classes each semester, functioned as an indicator of the measure of qualitative differen- tiation of the participant’s business information literacy skills. The postvisit
20 M. Whitesell and M. M. Helms
survey was distributed by the professor at the end of the semester, and stu- dents were asked to complete and return the surveys prior to the final exam period.
Survey Population
During the Fall 2010 semester, 33 students participated in the previsit survey and 34 students completed the postvisit survey. There were a total of 35 students enrolled in the class (16 males, 19 females). Of the students par- ticipating, 9 students were marketing majors, 5 students were management information systems majors, 14 management majors, 3 accounting majors, 2 operations management majors, and 2 technology management majors.
In the Spring 2011 semester, there were 50 students that completed the previsit survey, and 48 students completed the postvisit survey. A to- tal of 55students were enrolled in the two sections for this course. One section was offered during the day, and the other section was offered in the evening. In the daytime class, 22 students were male and two students were female. There were six marketing majors, two management informa- tion systems majors, seven management majors, six accounting majors, two operations majors, and one technology major. For the evening class, there were 13 male students and 18 female students enrolled. Of these students, 5 were marketing majors, 4 management information science (MIS) majors, 9 management majors, 12 accounting majors, and 1 technology major.
RESULTS AND FINDINGS
This study corroborated the research of Lombardo and Miree (2003) and affirmed senior-level business students often preferred to use Google over other common core resources. At the start of Fall 2010 semester, 24 students (73% of those participating in the previsit survey) indicated they initiated business research with Google or other Internet sources rather than utilizing trusted business sources. Prior to the librarian’s visit in the Spring semester, 37 students (74% of those participating in the previsit survey) reported they used Google before all other types of business resources, as shown in Table 1.
These numbers would alter by the end of each semester. Students re- ported that financial data and industry research located through means of various Internet search engines such as Google was frequently accessible for a substantial fee and could be unreliable. After the librarian’s visit and their own research was completed, 24 students enrolled in the Fall semester (or 74% of those participating in the postvisit survey), and 29 students enrolled in the Spring semester (or 60% of those participating in the postvisit survey) stated that they would begin their business research by searching a database.
Assessing Business Students’ Research Skills 21
TABLE 1 Preferred Method of Research
Question Previsit
Fall 2010 Postvisit Fall 2010
Previsit Spring 2011
Postvisit Spring 2011
I start my business-related search with: Google 24 (73%) 10 (29%) 37 (74%) 19 (40%) Library databases 7 (21%) 24 (71%) 10 (20%) 29 (60%) Print sources (i.e.,
newspapers, books) 2 (6%) 0 (0%) 3 (6%) 0 (0%)
Students participating in pre- or postsurvey
33 34 50 48
Students enrolled in course 35 35 55 55
Initially, more than one half of the students participating in the previsit survey in Fall (57%) and Spring semesters (74%) declared confidence in their ability to search various business databases. By semester’s end, 73% of the Fall students participating in the postvisit survey stated they were confident in their ability to search the business databases. There was also a measurable increase in self-efficacy among students initially reporting they were not confident in their database search skills, as shown in Table 2.
There were noticeable gains in the research competencies of students after the initial library instruction session and scheduled research appoint- ments. Prior to the librarian’s class visit, 14 (or 42% students taking the previsit survey in the Fall semester) and 24 (or 48% of the students taking the previsit survey in the spring semester) indicated they were strongly or somewhat confident they could conduct a SWOT analysis of a company. In the Fall postinstruction test, there was a 49% increase in confidence, and in the Spring postinstruction survey, there was a 34% increase of the level of confidence to conduct a SWOT analysis, as shown in Table 3.
TABLE 2 Use of Business Databases
Question Previsit
Fall 2010 Postvisit Fall 2010
Previsit Spring 2011
Postvisit Spring 2011
I know how to search the Business Databases available through GALILEO: Strongly agree 10 (30%) 13(38%) 13(26%) 23 (48%) Somewhat agree 9 (27%) 12(35%) 24(48%) 11 (23%) Agree 11 (33%) 8 (24%) 10 (20%) 12 (25%) Somewhat disagree 10 (30%) 0 (0%) 3 (6%) 0 (0%) Strongly disagree 2 (6%) 1 (3%) 0 (0%) 1 (2%) Other 1 (2%) Students participating in
pre- or postvisit survey 33 34 50 48
Students enrolled in course 35 35 55 55
22 M. Whitesell and M. M. Helms
At the end of each semester, student groups make an oral presenta- tion of their research. During each presentation, class audience members, business guests, and faculty members complete an evaluation rubric (see Appendix A) and ask questions of the presenters. In addition the presen- tations are videotaped for external assessment by two School of Business faculty members for AACSB accreditation assurance of learning purposes and are not part of the presentation grade. Presentation grades are assigned at the end of all the class case presentations, and grades are calculated based on the audience evaluations, team peer evaluations, and faculty assessment.
Although the library instruction’s value was noted by students in the postvisit analysis, several problems in the revised format of using publicly traded companies were raised by the faculty member and librarian. Failure
TABLE 3 Business Research Skills
Previsit Fall 2010
Postvisit Fall 2010
Previsit Spring 2011
Postvisit Spring 2011
Students participating in pre- or postvisit survey
33a 34a 50a 48a
I am confident I can conduct a SWOT analysis Strongly agree 7 (21%) 26 (76%) 11 (22%) 31(65%) Somewhat agree 7 (21%) 5(15%) 13 (26%) 8 (17%) Agree 13 (39%) 3 (9%) 22 (44%) 6 (13%) Somewhat disagree 5 (15%) 0(0%) 3 (6%) 0 (0%) Strongly disagree 1 (3%) 1 (3%) 1 (2%) 1 (2%) Other 1 (2%) I am confident I can locate the company and/or industry history and background Strongly agree 9 (27%) 20 (59%) 22(44%) 30 (63%) Somewhat agree 9 (27%) 6 (18%) 10(20%) 8 (17%) Agree 12 (36%) 6 (18%) 17(34%) 7 (15%) Somewhat disagree 3 (9%) 1 (3%) 1 (2%) 0 (0%) Strongly disagree 0 (0%) 0 (0%) 0 (0%) 1 (2%) Other 2 (4%) I am confident I can locate the financial data for my assigned organization and/or industry, public or private companies. Strongly agree 7 (21%) 15 (44%) 21(42%) 25(52%) Somewhat agree 13 (39%) 11(32%) 14 (28%) 12 (25%) Agree 8 (24%) 7(21%) 11 (22%) 8 (17%) Somewhat disagree 5 (15%) 0 (0%) 4 (8%) 1 (2%) Strongly disagree 0 (0%) 1 (3%) 0 (0%) 1 (2%) Other 1 (2%) I am confident I can locate financial data for a 501(c)3 organization Strongly agree 0 (0%) 7 (21%) 8 (16%) 11 (23%) Somewhat agree 8 (24%) 11(32%) 13 (26%) 14 (29%) Agree 9 (27%) 14 (41%) 10 (20%) 14 (29%) Somewhat disagree 13 (39%) 1 (3%) 17 (34%) 5 (10%) Strongly disagree 3 (9%) 1 (3%) 2 (4%) 0 (0%) Other 4 (8%)
Note. SWOT = Strengths-Weaknesses-Opportunities-Threats.
Assessing Business Students’ Research Skills 23
by the faculty/librarian team to reevaluate chosen companies closer to the start of the semester yielded one company almost out of business and two chosen firms operating as part of an international subsidiary that made fi- nancial analysis difficult. The business reference librarian attended the final presentations and noted these issues in the data analysis portion of the anal- ysis. Faculty evaluators, as part of the AACSB accreditation and assurance of learning process, noted problems with the presentations including depth of analysis by the students as well as some problems in answering questions posed by the faculty and business guests at the final oral team presentation. For example, these questions included issues relating to the assessment of the variables within the Porters Five-Forces analysis and macroquestions on economies of scale and scope for several companies and industries.
DISCUSSION AND CONCLUSIONS
The results of the study demonstrated that at the beginning of each semester the senior business students lacked knowledge of the primary business re- sources as well as research skills necessary to effectively conduct company and industry analysis if this information was not readily available on the com- pany or general business news website. This number is significant because 13 (or 54% of the students participating) in the Fall 2010 semester and 14 (or 36% of those participating) in the Spring 2011 semester had previously visited the library for a Business Communications course. During research appoint- ments, the librarian reported that students were given instruction on how to access articles, news releases, and annual reports; however, they did not exercise critical thinking skills necessary to assimilate data and create SWOT analysis of internal and external company issues and conduct in-depth in- dustry research. Students preferred to use a published SWOT analysis and expressed frustration if one, such as a Datamonitor report through Business Source Complete database, were not available. Several expressed difficulty in creating this analysis within their teams. The pretest also revealed that, ini- tially, students relied primarily on Internet tools, such as Google, to conduct their research.
The library instruction sessions and research appointments did create measurable increases in self-efficacy among the business students. Addition- ally, overall grades improved. Nine students in the Fall 2010 class earned an A grade and 26 earned a B grade. In the Spring 2011 semester, four students earned an A grade, whereas 43 students earned a B grade. However, there remains room for improvement. To address these challenges, the business faculty member and the business reference librarian will more carefully select companies that have ongoing data available for comparison and that were in business without issues of solvency and not part of a larger international conglomerate. This is particularly important in today’s challenging economic
24 M. Whitesell and M. M. Helms
climate as firms close or experience bankruptcy at a faster rate than normal, and mergers and acquisitions seem increasingly more commonplace. Again firms must be publicly traded, with SEC filings available. The criteria that the businesses must be headquartered within a 100-mile radius of the college for relevancy and to keep students’ interest in local issues may need to be re- laxed. Furthermore, a larger regional area within the southeast United States would yield larger pool of companies for study.
To address the issues noted by the external reviewers, for subsequent semesters, the team strategic analysis assignment will be modified so two student teams (of three to five students) analyze the same company, offering more competition among students and ease of analysis and comparison of presentations by faculty and business guests. Along with the business fac- ulty, additional evaluators will be added and include business practitioners, identified by the Dean of the School of Business from her Executive Advi- sory Committee. A new rubric will be developed to address the presentation issues as well focusing on key issues of analysis including SWOT analysis, Porter’s Five-Forces, value chain assessment, and strategic mapping of com- petitors as well as other synergies such as economies of scale and scope. The new rubric will again consider oral communication skills but now at a team level, rather than individually, and will stress more assessment of critical thinking and analysis for the future position of the firm and industry.
The primary goal of the School of Business is to provide employers with well-prepared graduates who demonstrate a lifelong love of learning. To that end, the business librarian will also meet with the entire faculty of the School of Business to develop a business information literacy strategy. This strategy would develop a timeline for students to attend library instruc- tion session covering basic business information literacy skills. In this way, students would visit the library or take part in a library instruction session earlier in their course of study (sophomore business courses, for example) but avoid unnecessary repetition of instructional subject matter.
Areas for Further Research
This study was limited in that it relied on students’ perceptions of their own research skills or self-efficacy. For future Strategic Management courses, the librarian and professor will conduct more comprehensive assessments of the senior-level business students. For example, students will take part in pretest skills exercise requiring them to perform various searches within databases and print business sources. This will allow the business professor and librarian to effectively measure student’s research skills prior to the librarian’s visit to the classroom, evaluate information-seeking skills, and measure learning gains throughout the semester in an applied pre- and posttest model. Data from future classes will be included as a longitudinal study of the course.
Assessing Business Students’ Research Skills 25
Further research in the field should survey business reference librari- ans and business faculty teaching the capstone course for best practices in research skills as well as ways to continuously improve the final team presen- tation. Focus groups with business and industry practitioners should also be studied to validate the proper emphasis within the research and presentation and to modify assessment rubrics and instruments as needed.
REFERENCES
Atwong, C. T., & Heichman Taylor, L. J. (2008). Integrating information literacy into business education: A successful case of faculty-librarian collaboration. Journal of Business and Finance Librarianship, 13(4), 433–449.
Borg, M., & Stretton, E. (2009). My students and other animals. Or a vulture, an orb weaver spider, a giant panda and 900 undergraduate business students. Journal of Information Literacy, 31(1), 19–30.
Bowers, C., Chew, B., Bowers, M., Ford, C., Smith, C., & Herrington, C. (2009). Interdisciplinary synergy: A partnership between business and library faculty and its effects on student’s information literacy. Journal of Business and Finance Librarianship, 14(3), 110–127.
Brown, C., & Krumholz, L. (2002). Integrating information literacy into the science curriculum. College and Research Libraries, 63(2), 111–123.
Bureau of Labor Statistics. (2011, November). Economy at a glance: Dalton, Georgia. Retrieved from www.bls.gov/eag/eag.ga_dalton_msa.htm.
Campbell, M. C., Floyd, J., & Sheridan, J. B. (2002). Assessment of student perfor- mance and attitudes for courses taught online versus onsite. Journal of Applied Business Research, 18(2), 45–51.
Conley, T., & Gil, E. (2011). Information literacy for undergraduate business students: Examining value, relevancy, and implications for the new century. Journal of Business and Finance Librarianship, 16, 213–228.
Cooney, M. (2005). Business information literacy instruction: A survey and progress report. Journal of Business and Finance Librarianship, 11(1), 3–25.
Cunningham, N. A., & Anderson, S. C. (2005). A bridge to FARS and information literacy for accounting undergraduates. Journal of Business and Finance Librar- ianship, 10(3), 3–16.
Dunn, K. (2003). Assessing information literacy skills in the California State Univer- sity: A progress report. Journal of Academic Librarianship, 28, 26–35.
Fister, B. (2003). What do they know? Assessing the library’s contribution to student learning. Library Issues, 23, 1–4.
Freeman, C. (2004). The relationship of undergraduate students’ self assessment of library skills to their opinion of library instruction: A self-reporting survey. Southeastern Librarian, 52(3), 41–49.
Hawes, D. K. (1994). Information literacy and the business schools. Journal of Edu- cation for Business, 2(1), 29–40.
Helms, M., & Nixon, J. (2010). Exploring SWOT analysis–where are we now? A review of academic research from the last decade. Journal of Strategy and Management, 3(3), 215–251.
26 M. Whitesell and M. M. Helms
Judd, V., Tims, B., Farrow, L., & Periatt, J. (2004). Evaluation and assessment of library instruction component of an introduction business course: A continuous process. Reference Services Review, 32(3), 274–283.
Lieberthal, S. P. (2009). Teaching undergraduate business students to access public company information: Assessing students’ use of library resources. Journal of Business and Finance Librarianship, 14(3), 202–229.
Lombardo, S., & Miree, C. (2003). Caught in the web: The impact of library instruction on business student’s perceptions and use of print and online resources. College and Research Libraries, 64, 6–21.
Mark, A. E. (2004). Assessing student learning: Available resources. College and Research Library News, 65, 254–256.
Michlitsch, J. F., & Meg, W. S. (2002). Assessing student learning outcomes: A com- parative study of techniques used in business school disciplines. Journal of Education for Business, 77(3), 125–130.
Miles, M., Hazeldine, M., & Munilla, L. (2004). The 2003 AACB accreditation standards and implications for business faculty: A short note. Journal of Education for Business, 80, 29–34.
Mirkovich, T. (1996). Investment information in academic libraries: Undergraduate and MBA students. RQ, 35, 382–387.
Ruediger, C., & Jung, D. (2007). When it all comes together: Integrating information literacy and discipline-based accreditation standards. College & Undergraduate Libraries, 14, 79–87.
Rutledge, D., & Maehler, P. (2003). An assessment of library education contributions to student learning. Journal of Business & Finance Librarianship, 9, 3–19.
Solbel, K., & Wolf, K. (2011). Updating your tool belt: Redesigning assessments of learning in the library. Reference and User Services Quarterly, 50(1), 245–258.
Whitesell, M., & Helms, M. (2011). Changing information requirements for local company projects. Journal of Business & Finance Librarianship, 16, 125–144.
A P
P E
N D
IX A
P ro
g ra
m G
o al
3 B
: O
ra l C o m
m u n ic
at io
n R u b ri c
Se m
e st
e r
2 0
A ss
e ss
m e n t
R at
e r:
St u d e n t Id
e n ti fi e r:
A ss
e ss
m e n t
U n ac
ce p ta
b le
M ar
g in
al A
cc e p ta
b le
G o o d
E x ce
ll e n t
C ri te
ri a
1 p o in
t 2
p o in
ts 3
p o in
ts 4
p o in
ts 5
p o in
ts Sc
o re
St u d e n t’ s
e y e
co n ta
ct w
it h
au d ie
n ce
N o
e y e
co n ta
ct an
d co
n n e ct
io n
w it h
au d ie
n ce
. R e li e s
e x cl
u si
v e ly
o n
sl id
e s
o r
n o te
s.
M in
im al
e y e
co n ta
ct an
d co
n n e ct
io n
w it h
au d ie
n ce
. R e li e s
h e av
il y
o n
sl id
e s
o r
n o te
s.
A d e q u at
e e y e
co n ta
ct an
d co
n n e ct
io n
w it h
au d ie
n ce
. Lo
o k s
at sl
id e s
to k e e p
p re
se n ta
ti o n
o n
tr ac
k .
G o o d
e y e
co n ta
ct an
d co
n n e ct
io n
w it h
au d ie
n ce
th ro
u g h o u t
p re
se n ta
ti o n .
St ro
n g
e y e
co n ta
ct an
d co
n n e ct
io n
w it h
au d ie
n ce
th ro
u g h o u t
p re
se n ta
ti o n .
St u d e n t’ s
v o ic
e q u al
it y
(v o lu
m e , p ac
e ,
an d
m o d u la
ti o n
is su
e s)
O ft e n
h ar
d to
u n d e rs
ta n d . V
o ic
e is
to o
so ft
o r
lo u d , o r
p ac
e is
to o
q u ic
k o r
sl o w
.
So m
e ti m
e s
h ar
d to
u n d e rs
ta n d . V
o ic
e is
so m
e w
h at
so ft
o r
lo u d , o r
p ac
e is
so m
e w
h at
q u ic
k o r
sl o w
.
A cc
e p ta
b le
d e li v e ry
. V
o lu
m e
an d
p ac
e ar
e ap
p ro
p ri at
e , b u t
li tt le
o r
n o
v o ic
e m
o d u la
ti o n .
G o o d
d e li v e ry
. V
o lu
m e ,
p ac
e , an
d v o ic
e m
o d u la
ti o n
ar e
ap p ro
p ri at
e .
E x ce
ll e n t d e li v e ry
. V
o lu
m e , p ac
e , an
d v o ic
e m
o d u la
ti o n
ar e
ap p ro
p ri at
e . P ro
je ct
s e n th
u si
as m
, in
te re
st ,
an d
co n fi d e n ce
.
St u d e n t’ s
m an
n e ri sm
s (e
.g .,
“u m
s, ”
“u h s,
” ra
tt li n g
ch an
g e )
D e m
o n st
ra te
s re
p e at
e d ly
tw o
o r
m o re
d is
tr ac
ti n g
ty p e s
o f m
an n e ri sm
s.
D e m
o n st
ra te
s re
p e at
e d ly
o n e
d is
tr ac
ti n g
ty p e
o f
m an
n e ri sm
.
D e m
o n st
ra te
s ra
re ly
a d is
tr ac
ti n g
ty p e
o f m
an n e ri sm
.
N o
d is
tr ac
ti n g
m an
n e ri sm
s an
d u se
s g o o d
b o d y
la n g u ag
e to
m ai
n ta
in au
d ie
n ce
’s in
te re
st .
N o
d is
tr ac
ti n g
m an
n e ri sm
s an
d u se
s e x ce
ll e n t b o d y
la n g u ag
e to
m ai
n ta
in au
d ie
n ce
’s in
te re
st .
Q u al
it y
o f
st u d e n t’ s
v is
u al
s (s
li d e s,
h an
d o u ts
, p ro
d u ct
e x am
p le
s, ad
v e rt is
e m
e n ts
, e tc
.)
V e ry
li tt le
o r
n o
e n h an
ce m
e n t to
p re
se n ta
ti o n
(e .g
., sl
id e s
n o t li n k e d
to m
ai n
p o in
ts , d if fi cu
lt to
re ad
o r
u n d e rs
ta n d ,
v e ry
in ap
p ro
p ri at
e in
n u m
b e r)
.
Li tt le
e n h an
ce m
e n t to
p re
se n ta
ti o n
(e .g
., sl
id e s
p o o rl y
li n k e d
to m
ai n
p o in
ts , n o t
e as
y to
re ad
o r
u n d e rs
ta n d ,
in ap
p ro
p ri at
e in
n u m
b e r)
.
A cc
e p ta
b le
e n h an
ce m
e n t to
p re
se n ta
ti o n
(e .g
., sl
id e s
g e n e ra
ll y
li n k e d
to m
ai n
p o in
ts ,
e as
y to
re ad
an d
u n d e rs
ta n d ,
ap p ro
p ri at
e in
n u m
b e r)
.
G o o d
e n h an
ce m
e n t to
p re
se n ta
ti o n
(e .g
., sl
id e s
li n k e d
to m
ai n
p o in
ts , e as
y to
re ad
an d
u n d e rs
ta n d ,
ap p ro
p ri at
e in
n u m
b e r)
. P ro
d u ct
io n
q u al
it y
g o o d .
E x ce
ll e n t e n h an
ce m
e n t
to p re
se n ta
ti o n
(e .g
., sl
id e s
li n k e d
to m
ai n
p o in
ts , e as
y to
re ad
an d
u n d e rs
ta n d ,
ap p ro
p ri at
e in
n u m
b e r)
. P ro
d u ct
io n
q u al
it y
e x ce
ll e n t.
(C o n
ti n
u ed
o n
n ex
t p a
ge )
27
A P
P E
N D
IX A
P ro
g ra
m G
o al
3 B
: O
ra l C o m
m u n ic
at io
n R u b ri c
(C o n
ti n
u ed
)
A ss
e ss
m e n t
U n ac
ce p ta
b le
M ar
g in
al A
cc e p ta
b le
G o o d
E x ce
ll e n t
C ri te
ri a
1 p o in
t 2
p o in
ts 3
p o in
ts 4
p o in
ts 5
p o in
ts Sc
o re
O rg
an iz
at io
n o f
p re
se n ta
ti o n
an d
tr an
si ti o n
b e tw
e e n
sp e ak
e rs
D if fi cu
lt to
fo ll o w
in fo
rm at
io n
fl o w
b e ca
u se
th e re
is n o
“r o ad
m ap
” fo
r th
e li st
e n e r
o r
st u d e n t
d o e s
n o t fo
ll o w
m ap
.
So m
e w
h at
d if fi cu
lt to
fo ll o w
in fo
rm at
io n
fl o w
b e ca
u se
“r o ad
m ap
” is
in ad
e q u at
e o r
st u d e n t d e v ia
te s
n o ti ce
ab ly
fr o m
m ap
.
F ai
rl y
e as
y to
fo ll o w
in fo
rm at
io n
fl o w
b e ca
u se
“r o ad
m ap
” is
ad e q u at
e an
d st
u d e n t
g e n e ra
ll y
fo ll o w
s m
ap .
E as
y to
fo ll o w
in fo
rm at
io n
fl o w
b e ca
u se
th e
“r o ad
m ap
” is
g o o d
an d
m o st
st u d e n ts
g e n e ra
ll y
fo ll o w
s m
ap .
V e ry
e as
y to
fo ll o w
in fo
rm at
io n
fl o w
b e ca
u se
th e
“r o ad
m ap
” o r
o u tl in
e is
e x ce
ll e n t an
d al
l st
u d e n ts
fo ll o w
th e
m ap
.
Q u al
it y
o f
st u d e n t’ s
re se
ar ch
— ca
se p re
se n ta
ti o n
M aj
o r
in fo
rm at
io n
m is
si n g
o r
in co
rr e ct
w it h
si g n ifi
ca n t im
p ac
t o n
p re
se n ta
ti o n
cr e d ib
il it y .
M in
o r
in fo
rm at
io n
m is
si n g
o r
in co
rr e ct
; li tt le
im p ac
t o n
p re
se n ta
ti o n
cr e d ib
il it y .
C as
e fa
ct s
co rr
e ct
an d
u se
d ap
p ro
p ri at
e ly
, b u t li tt le
o r
n o
n e w
in fo
rm at
io n
p ro
v id
e d .
C as
e fa
ct s
co rr
e ct
an d
u se
d ap
p ro
p ri at
e ly
; si
g n ifi
ca n t n e w
in fo
rm at
io n
p ro
v id
e d .
C as
e fa
ct s
co rr
e ct
an d
u se
d ap
p ro
p ri at
e ly
; e x te
n si
v e
n e w
in fo
rm at
io n
p ro
v id
e d .
Q u al
it y
o f
st u d e n t’ s
re se
ar ch
— n o n ca
se p re
se n ta
ti o n
M aj
o r
in fo
rm at
io n
m is
si n g
o r
in co
rr e ct
w it h
si g n ifi
ca n t im
p ac
t o n
p re
se n ta
ti o n
cr e d ib
il it y .
M in
o r
in fo
rm at
io n
m is
si n g
o r
in co
rr e ct
; li tt le
im p ac
t o n
p re
se n ta
ti o n
cr e d ib
il it y .
In fo
rm at
io n
co rr
e ct
an d
su ffi
ci e n t to
su p p o rt
p re
se n ta
ti o n ;
li tt le
o r
n o
ad d it io
n al
in fo
rm at
io n
p ro
v id
e d .
In fo
rm at
io n
co rr
e ct
an d
su ffi
ci e n t to
su p p o rt
p re
se n ta
ti o n ;
si g n ifi
ca n t ad
d it io
n al
in fo
rm at
io n
p ro
v id
e d .
In fo
rm at
io n
co rr
e ct
an d
su ffi
ci e n t to
su p p o rt
p re
se n ta
ti o n ;
e x te
n si
v e
ad d it io
n al
in fo
rm at
io n
p ro
v id
e d .
28
St u d e n t’ s
h an
d li n g
o f
q u e st
io n s
St u d e n t’ s
an sw
e rs
w e re
co n si
st e n tl y
n o t o n
p o in
t, sh
o w
e d
a p o o r
u n d e rs
ta n d in
g o f
su b je
ct , o r
co n ta
in e d
se ri o u s
in ac
cu ra
ci e s.
So m
e o f st
u d e n t’ s
an sw
e rs
w e re
n o t o n
p o in
t, sh
o w
e d
a p o o r
u n d e rs
ta n d in
g o f su
b je
ct , o r
co n ta
in e d
in ac
cu ra
ci e s.
A ll
o f st
u d e n t’ s
an sw
e rs
w e re
o n
p o in
t, sh
o w
e d
a g o o d
u n d e rs
ta n d in
g o f su
b je
ct , an
d h ad
n o
in ac
cu ra
ci e s.
St u d e n t’ s
an sw
e rs
w e re
o n
p o in
t, h ad
n o
in ac
cu ra
ci e s,
an d
sh o w
e d
a v e ry
g o o d
u n d e rs
ta n d in
g o f
su b je
ct b y
g o in
g b e y o n d
p re
v io
u sl
y p re
se n te
d m
at e ri al
.
St u d e n t’ s
an sw
e rs
w e re
o n
p o in
t, h ad
n o
in ac
cu ra
ci e s,
an d
sh o w
e d
m as
te ry
o f
su b je
ct b y
g iv
in g
a sy
n th
e si
s o f m
at e ri al
s.
St u d e n t’ s
p ar
ti ci
p at
io n
ti m
e —
g ro
u p
p re
se n ta
ti o n s
o n ly
.
St u d e n t’ s
p re
se n ta
ti o n
ti m
e is
si g n ifi
ca n tl y
le ss
o r
m o re
th an
th e
av e ra
g e .
St u d e n t’ s
p re
se n ta
ti o n
ti m
e is
n o ti ce
ab ly
le ss
o r
m o re
th an
th e
av e ra
g e .
St u d e n t’ s
p re
se n ta
ti o n
ti m
e is
ab o u t
e q u al
to th
e av
e ra
g e .
St u d e n t’ s
p re
se n ta
ti o n
ti m
e is
ab o u t e q u al
to th
e av
e ra
g e , an
d st
u d e n t p ro
v id
e s
a g o o d
tr an
si ti o n
to n e x t sp
e ak
e r.
St u d e n t’ s
p re
se n ta
ti o n
ti m
e is
ab o u t e q u al
to th
e av
e ra
g e , an
d st
u d e n t p ro
v id
e s
an e x ce
ll e n t tr an
si ti o n
to n e x t sp
e ak
e r.
29
30 M. Whitesell and M. M. Helms
APPENDIX B
Preinstruction Test
Student ID # On Wednesday, August 25th, librarian Melissa Whitesell will visit our class to demonstrate Google Docs and other business research sources. Prior to her visit, please share the following information regarding your business research skills.
Prior to the presentation in our strategy class, I have attended a Library Instruction session for (check all that apply):
� FIRST YEAR � ENGLISH � SPEECH � BUSINESS COURSE Please list: EXPERIENCE
1. I start my business-related research with: (Circle one) a. Google or other search engines b. Library Databases c. print sources (i.e. newspaper, books)
2. I know what a Research Appointment is and how to schedule an appointment. Yes No
3. I am aware of the Business Research Guide available on the library’s web page. Yes No
Please rank the following by circling your choice:
4. I know how to search the Business databases available through GALILEO. Strongly agree Somewhat agree Agree Somewhat disagree Strongly disagree
5. I am aware of various web tools that would allow my team to share and edit documents and files in real time. Strongly agree Somewhat agree Agree Somewhat disagree Strongly disagree
6. I am confident I can conduct a SWOT analysis for my assigned organization. Strongly agree Somewhat agree Agree Somewhat disagree Strongly disagree
7. I am confident I can locate the company and/or industry history and background. Strongly agree Somewhat agree Agree Somewhat disagree Strongly disagree
8. I am confident I can locate the financial data for my assigned organization and/or industry. Strongly agree Somewhat agree Agree Somewhat disagree Strongly disagree
9. I can locate financial data for a 501(c)3 organization. Strongly agree Somewhat agree Agree Somewhat disagree Strongly disagree
10. I am confident I can cite my research findings in the correct format. Strongly agree Somewhat agree Agree Somewhat disagree Strongly disagree
Assessing Business Students’ Research Skills 31
APPENDIX C
Postinstruction Test
Student ID # On Wednesday, August 25th, librarian Melissa Whitesell visited our class to demonstrate Google Docs and other business research sources. Please share the following information regarding this instructional session and your busi- ness research skills.
How would you rate the librarian on our strategy orientation session?
Excellent Good Fair Bad Needs Improvement Comments: Presentation � � � � � Knowledgeable � � � � �
1. For future business-related research, I will start with: (Circle one) b. Google or other search engines b. Business Databases c. print sources (i.e. newspaper, books)
2. After the presentation, did you attend a research appointment (either individually or with your group)? Yes No If you attended a research appoint- ment, did you feel better equipped to conduct a strategic analysis of your assigned company? Yes No Please explain:
Please rank the following by circling your choice:
3. The Business Research Guide and Google doc handout were helpful for my team case presentation and industry analysis assignment. Strongly agree Somewhat agree Agree Somewhat disagree Strongly disagree
4. I know how to search the Business databases (such as ABInform, LexisNexis) avail- able through GALILEO. Strongly agree Somewhat agree Agree Somewhat disagree Strongly disagree
5. I am confident I can conduct a SWOT analysis. Strongly agree Somewhat agree Agree Somewhat disagree Strongly disagree
6. I am confident I can locate a company and industry history and background. Strongly agree Somewhat agree Agree Somewhat disagree Strongly disagree
7. I am confident I can locate financial data for private and public companies. Strongly agree Somewhat agree Agree Somewhat disagree Strongly disagree
8. I can locate financial data for a 501(c)3 organization. Strongly agree Somewhat agree Agree Somewhat disagree Strongly disagree
32 M. Whitesell and M. M. Helms
9. I am confident I can cite my research findings in the correct format. Strongly agree Somewhat agree Agree Somewhat disagree Strongly disagree
10. Please list ways the librarian may improve instruction for our Strategic Management class
SWOT = Strengths-Weaknesses-Opportunities-Threats.
.
Copyright of Journal of Business & Finance Librarianship is the property of Taylor & Francis Ltd and its
content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's
express written permission. However, users may print, download, or email articles for individual use.
