PS & DM
| | PORTLAND STATE UNIVERSITY |
| | SCHOOL OF BUSINESS ADMINISTRATION |
| | Undergraduate Problem Solving & Decision Making Rubric |
| | Definition: Graduates of the Business Administration Baccalaureate program will have the capacity to recognize and understand a wide range of common and novel business problems and to follow a systematic approach to solve them effectively. |
| | | Exceeds Expectations | Meets Expectations | Does Not Meet Expectations | Score: |
| | | 2 | 1 | 0 | (2, 1, 0) |
| | Problem Definition | Clearly and thoroughly defines the problem using all relevant contextual factors. | Sufficiently defines the problem using most relevant contextual factors. | Does not construct clear problem statement. |
| | Research Techniques & Data Analysis | Organizes and synthesizes in-depth data and information from a wide range of research resources. Thorough synthesis of data and information. | Uses a range of sources and a range of analytical tools. Evidence of synthesis of data and information from these sources. | Does not use relevant data or analytical tools appropriately. |
| | Solution Evaluation | Comprehensively evaluates solutions in elegant manner with creative consideration of relevant factors. | Sufficiently evaluates solutions in manner with appropriate consideration of relevant factors. | Insufficiently evaluates solutions. |
| | Decision Making | Cogently presents decisions, using a rich synthesis of research, data analysis, and evaluation of solutions. | Sufficiently presents decisions based on a basic synthesis of research, data analysis, and evaluation of solutions. | Does not present a reasonable or appropriate decision. |
| | TOTAL SCORE FOR PROBLEM SOLVING & DECISION MAKING |
| | PORTLAND STATE UNIVERSITY |
| | SCHOOL OF BUSINESS ADMINISTRATION |
| | Learning Goal and Objectives |
| | Undergraduate Problem Solving & Decision Making |
| | Learning Goal: |
| | Graduates of the Business Administration Baccalaureate program will have the capacity to recognize and understand a wide range of common and novel business problems and to follow a systematic approach to solve them effectively. |
| | Learning Objectives: |
| | • | Students will construct clear and specific problem statements using contextually relevant evidence. |
| | • | Students will employ in-depth information and data from relevant sources throughout the problem solving process. |
| | • | Students will thoroughly evaluate solutions from multiple dimensions and using appropriate analytical tools. |
| | • | Students will make decisions based on a synthesis of research, data analysis, and evaluation of solutions. |
Sustainability
| | PORTLAND STATE UNIVERSITY |
| | SCHOOL OF BUSINESS ADMINISTRATION |
| | Undergraduate Sustainability Rubric |
| | Definition: Graduates of the Business Administration Baccalaureate program will possess a holistic perspective of the impact that business practices have on social, economic, and environmental systems. |
| | | Exceeds Expectations | Meets Expectations | Does Not Meet Expectations | Score: |
| | | 2 | 1 | 0 | (2, 1, 0) |
| | Stakeholder Identification | Identifies all relevant social, economic and environmental stakeholders and their stakes. | Identifies most relevant social, economic and environmental stakeholders and their stakes. | Insufficiently identifies relevant social, economic or environmental stakeholders. |
| | Stakeholder Relationships | Thoroughly demonstrates how the firm and those economic, social and environmental stakeholders operate in a mutually influencing system. | Sufficiently demonstrates an awareness of the firm's interconnections with its economic, social and environmental stakeholders. | Insufficiently demonstrates an awareness of the firm's interconnections with its economic, social and environmental stakeholders. |
| | Solution Development | Develops novel and creative solutions that are realistic and demonstrate a deep concern for all stakeholders. | Develops appropriate solutions with some original thinking and concern for affected stakeholders. | Does not develop appropriate solutions. |
| | Recognition of Implications & Consequences | Comprehensively considers short- and long-term consequences and impacts on different stakeholders. | Sufficiently considers short- and long-term consequences and impacts on different stakeholders. | Insufficiently considers short- and long-term consequences and impacts on different stakeholders. |
| | TOTAL SCORE FOR SUSTAINABILITY |
| | PORTLAND STATE UNIVERSITY |
| | SCHOOL OF BUSINESS ADMINISTRATION |
| | Learning Goal and Objectives |
| | Undergraduate Sustainability |
| | Learning Goal: |
| | Graduates of the Business Administration Baccalaureate program will possess a holistic perspective of the impact that business practices have on social, economic, and environmental systems.
|
| | Learning Objectives: |
| | • | Students will identify relevant social, economic, and environmental stakeholders and their stakes.
|
| | • | Students will be aware of the interconnections between the firm and its social, economic, and environmental stakeholders. |
| | • | Students will develop solutions that demonstrate a consideration of social, economic, and environmental stakeholders and their stakes.
|
| | • | Students will develop solutions that demonstrate a consideration of social, economic, and environmental stakeholders and their stakes. |
Communication
| | PORTLAND STATE UNIVERSITY |
| | SCHOOL OF BUSINESS ADMINISTRATION |
| | Undergraduate Business Communication Rubric |
| | Definition: Business Communication is a process of conveying information through the exchange of thoughts, messages, or information, as by speech, visuals, signals, writing, or behavior. |
| | | Exceeds Expectations | Meets Expectations | Does Not Meet Expectations | Score: |
| | | 2 | 1 | 0 | (2, 1, 0) |
| | Context, Purpose & Audience | Demonstrates a thorough and creative understanding of context, audience, and purpose. | Demonstrates adequate consideration of context, audience, and purpose. | Does not demonstrate appropriate attention to context, audience, and purpose. |
| | Manner of Presentation | Message is skillfully delivered with a clear, concise and persuasive authority. Very professional. | Message is delivered in a clear and concise manner. Demonstrates consistent use of professional communication conventions. | Does not present the message in a clear or appropriate manner. |
| | Delivery of Complex Information | Skillfully conveys complex information that is easily understandable by the targeted audience. Delivery engages and teaches. | Articulates complex information in an appropriate way that it is understood by the targeted audience. | Does not synthesize complex information or deliver it in a manner that can be understood by the targeted audience. |
| | Use of Sources | Demonstrates a skillful use of high-quality, credible, relevant sources that enhance the communication. | Demonstrates a consistent use of credible and relevant sources that support the communication. | Does not appropriately or effectively use credible or relevant sources that support the communication. |
| | TOTAL SCORE FOR BUSINESS COMMUNICATION |
| | PORTLAND STATE UNIVERSITY |
| | SCHOOL OF BUSINESS ADMINISTRATION |
| | Learning Goal and Objectives |
| | Undergraduate Business Communication |
| | Learning Goal: |
| | Graduates of the Business Administration Baccalaureate program will effectively communicate complex information with a variety of stakeholders to increase knowledge and achieve objectives.
|
| | Learning Objectives: |
| | • | Students will demonstrate a thorough consideration of context, purpose, and audience in the communication.
|
| | • | Students will present a central message in a clear, concise, and convincing manner.
|
| | • | Students will skillfully articulate complex information in a manner that allows the message to be understood by multiple stakeholders.
|
| | • | Students will demonstrate a consistent use of credible, relevant sources that supports the message or credibility of the communicator.
|
Integrative Learning
| | PORTLAND STATE UNIVERSITY |
| | SCHOOL OF BUSINESS ADMINISTRATION |
| | Undergraduate Integrative Learning Rubric |
| | Definition: Integrative learning is an understanding and a disposition that a student builds across our curriculum and demonstrates by making simple connections among ideas and experiences to synthesizing and transferring learning to new, complex business situations |
| | | Exceeds Expectations | Meets Expectations | Does Not Meet Expectations | Score: |
| | | 2 | 1 | 0 | (2, 1, 0) |
| | Connection of Concepts | Comprehensively synthesizes concepts by combining examples, facts or theories from more than one field of study or perspective. | Sufficiently connects examples, facts or theories from more than one field of study or perspective. | Does not appropriately connect examples, facts or theories from more than one field of study. |
| | Transfer of Skills & Theories | Comprehensively adapts and applies skills, abilities, theories or methodologies gained in one situation to new situations. | Sufficiently adapts and applies skills, abilities, theories or methodologies gained in one situation to new situations. | Does not apply skills, abilities, theories or methodologies gained in one situation in a new situation in relevant ways. |
| | Integrated Communication | Utilizes a format, language, or medium that enhances the integration of ideas, making clear the interdependence of language, meaning and expression.
| Chooses a format, language, or medium that connects content and form, with an appropriate awareness of purpose and audience. | Does not use a format, language or medium that connects content and form. |
| | Self-Reflection | Comprehensively appreciates complex contextual factors and fully understands how their individual learning is impacted over time. | Sufficiently appreciates complex contextual factors and understands how their individual learning is impacted over time. | Insufficiently recognizes contextual factors or is unable to connect those factors to their own learning experience. |
| | TOTAL SCORE FOR INTEGRATIVE LEARNING |
| | PORTLAND STATE UNIVERSITY |
| | SCHOOL OF BUSINESS ADMINISTRATION |
| | Learning Goal and Objectives |
| | Undergraduate Integrative Learning |
| | Learning Goal: |
| | Graduates of the Business Administration Baccalaureate program will synthesize and transfer learning to new, complex business situations within their program of study.
|
| | Learning Objectives: |
| | • | Students will connect examples, facts, or theories from multiple fields of study or perspectives.
|
| | • | Students will adapt and apply skills, abilities, theories, or methodologies gained in one situation to new situations to solve problems or explore issues.
|
| | • | Students will fulfill assigned tasks by choosing a format, language, and graphic (or other visual representation) that explicitly connects content and form, demonstrating awareness of purpose and audience.
|
| | • | Students will evaluate changes in their own learning over time, recognizing complex contextual factors (e.g., works with ambiguity and risk, deals with frustration, considers ethical frameworks).
|
InvestmentShares
20132014201520162017Forecast
Price
Growth
Market Value-$ -$ -$ -$ -$ -$
Dividends per Share
Growth
Dividends $ - $ - $ - $ - $ - $ -
Total Value-$ -$ -$ -$ -$ -$
Investment
20132014201520162017Forecast
Growth5.00%5.00%5.00%5.00%5.00%5.00%
Value-$ -$ -$ -$ -$ -$
Exceeds ExpectationsMeets ExpectationsDoes Not Meet ExpectationsScore:
210(2, 1, 0)
Problem
Definition
Clearly and thoroughly defines the problem
using all relevant contextual factors.
Sufficiently defines the problem using most
relevant contextual factors.
Does not construct clear problem statement.
Research
Techniques &
Data Analysis
Organizes and synthesizes in-depth data and
information from a wide range of research
resources. Thorough synthesis of data and
information.
Uses a range of sources and a range of
analytical tools. Evidence of synthesis of data
and information from these sources.
Does not use relevant data or analytical tools
appropriately.
Solution
Evaluation
Comprehensively evaluates solutions in
elegant manner with creative consideration of
relevant factors.
Sufficiently evaluates solutions in manner
with appropriate consideration of relevant
factors.
Insufficiently evaluates solutions.
Decision Making
Cogently presents decisions, using a rich
synthesis of research, data analysis, and
evaluation of solutions.
Sufficiently presents decisions based on a
basic synthesis of research, data analysis, and
evaluation of solutions.
Does not present a reasonable or appropriate
decision.
TOTAL SCORE FOR PROBLEM SOLVING & DECISION MAKING
PS & DM
| | PORTLAND STATE UNIVERSITY |
| | SCHOOL OF BUSINESS ADMINISTRATION |
| | Undergraduate Problem Solving & Decision Making Rubric |
| | Definition: Graduates of the Business Administration Baccalaureate program will have the capacity to recognize and understand a wide range of common and novel business problems and to follow a systematic approach to solve them effectively. |
| | | Exceeds Expectations | Meets Expectations | Does Not Meet Expectations | Score: |
| | | 2 | 1 | 0 | (2, 1, 0) |
| | Problem Definition | Clearly and thoroughly defines the problem using all relevant contextual factors. | Sufficiently defines the problem using most relevant contextual factors. | Does not construct clear problem statement. |
| | Research Techniques & Data Analysis | Organizes and synthesizes in-depth data and information from a wide range of research resources. Thorough synthesis of data and information. | Uses a range of sources and a range of analytical tools. Evidence of synthesis of data and information from these sources. | Does not use relevant data or analytical tools appropriately. |
| | Solution Evaluation | Comprehensively evaluates solutions in elegant manner with creative consideration of relevant factors. | Sufficiently evaluates solutions in manner with appropriate consideration of relevant factors. | Insufficiently evaluates solutions. |
| | Decision Making | Cogently presents decisions, using a rich synthesis of research, data analysis, and evaluation of solutions. | Sufficiently presents decisions based on a basic synthesis of research, data analysis, and evaluation of solutions. | Does not present a reasonable or appropriate decision. |
| | TOTAL SCORE FOR PROBLEM SOLVING & DECISION MAKING |
| | PORTLAND STATE UNIVERSITY |
| | SCHOOL OF BUSINESS ADMINISTRATION |
| | Learning Goal and Objectives |
| | Undergraduate Problem Solving & Decision Making |
| | Learning Goal: |
| | Graduates of the Business Administration Baccalaureate program will have the capacity to recognize and understand a wide range of common and novel business problems and to follow a systematic approach to solve them effectively. |
| | Learning Objectives: |
| | • | Students will construct clear and specific problem statements using contextually relevant evidence. |
| | • | Students will employ in-depth information and data from relevant sources throughout the problem solving process. |
| | • | Students will thoroughly evaluate solutions from multiple dimensions and using appropriate analytical tools. |
| | • | Students will make decisions based on a synthesis of research, data analysis, and evaluation of solutions. |
Sustainability
| | PORTLAND STATE UNIVERSITY |
| | SCHOOL OF BUSINESS ADMINISTRATION |
| | Undergraduate Sustainability Rubric |
| | Definition: Graduates of the Business Administration Baccalaureate program will possess a holistic perspective of the impact that business practices have on social, economic, and environmental systems. |
| | | Exceeds Expectations | Meets Expectations | Does Not Meet Expectations | Score: |
| | | 2 | 1 | 0 | (2, 1, 0) |
| | Stakeholder Identification | Identifies all relevant social, economic and environmental stakeholders and their stakes. | Identifies most relevant social, economic and environmental stakeholders and their stakes. | Insufficiently identifies relevant social, economic or environmental stakeholders. |
| | Stakeholder Relationships | Thoroughly demonstrates how the firm and those economic, social and environmental stakeholders operate in a mutually influencing system. | Sufficiently demonstrates an awareness of the firm's interconnections with its economic, social and environmental stakeholders. | Insufficiently demonstrates an awareness of the firm's interconnections with its economic, social and environmental stakeholders. |
| | Solution Development | Develops novel and creative solutions that are realistic and demonstrate a deep concern for all stakeholders. | Develops appropriate solutions with some original thinking and concern for affected stakeholders. | Does not develop appropriate solutions. |
| | Recognition of Implications & Consequences | Comprehensively considers short- and long-term consequences and impacts on different stakeholders. | Sufficiently considers short- and long-term consequences and impacts on different stakeholders. | Insufficiently considers short- and long-term consequences and impacts on different stakeholders. |
| | TOTAL SCORE FOR SUSTAINABILITY |
| | PORTLAND STATE UNIVERSITY |
| | SCHOOL OF BUSINESS ADMINISTRATION |
| | Learning Goal and Objectives |
| | Undergraduate Sustainability |
| | Learning Goal: |
| | Graduates of the Business Administration Baccalaureate program will possess a holistic perspective of the impact that business practices have on social, economic, and environmental systems.
|
| | Learning Objectives: |
| | • | Students will identify relevant social, economic, and environmental stakeholders and their stakes.
|
| | • | Students will be aware of the interconnections between the firm and its social, economic, and environmental stakeholders. |
| | • | Students will develop solutions that demonstrate a consideration of social, economic, and environmental stakeholders and their stakes.
|
| | • | Students will develop solutions that demonstrate a consideration of social, economic, and environmental stakeholders and their stakes. |
Communication
| | PORTLAND STATE UNIVERSITY |
| | SCHOOL OF BUSINESS ADMINISTRATION |
| | Undergraduate Business Communication Rubric |
| | Definition: Business Communication is a process of conveying information through the exchange of thoughts, messages, or information, as by speech, visuals, signals, writing, or behavior. |
| | | Exceeds Expectations | Meets Expectations | Does Not Meet Expectations | Score: |
| | | 2 | 1 | 0 | (2, 1, 0) |
| | Context, Purpose & Audience | Demonstrates a thorough and creative understanding of context, audience, and purpose. | Demonstrates adequate consideration of context, audience, and purpose. | Does not demonstrate appropriate attention to context, audience, and purpose. |
| | Manner of Presentation | Message is skillfully delivered with a clear, concise and persuasive authority. Very professional. | Message is delivered in a clear and concise manner. Demonstrates consistent use of professional communication conventions. | Does not present the message in a clear or appropriate manner. |
| | Delivery of Complex Information | Skillfully conveys complex information that is easily understandable by the targeted audience. Delivery engages and teaches. | Articulates complex information in an appropriate way that it is understood by the targeted audience. | Does not synthesize complex information or deliver it in a manner that can be understood by the targeted audience. |
| | Use of Sources | Demonstrates a skillful use of high-quality, credible, relevant sources that enhance the communication. | Demonstrates a consistent use of credible and relevant sources that support the communication. | Does not appropriately or effectively use credible or relevant sources that support the communication. |
| | TOTAL SCORE FOR BUSINESS COMMUNICATION |
| | PORTLAND STATE UNIVERSITY |
| | SCHOOL OF BUSINESS ADMINISTRATION |
| | Learning Goal and Objectives |
| | Undergraduate Business Communication |
| | Learning Goal: |
| | Graduates of the Business Administration Baccalaureate program will effectively communicate complex information with a variety of stakeholders to increase knowledge and achieve objectives.
|
| | Learning Objectives: |
| | • | Students will demonstrate a thorough consideration of context, purpose, and audience in the communication.
|
| | • | Students will present a central message in a clear, concise, and convincing manner.
|
| | • | Students will skillfully articulate complex information in a manner that allows the message to be understood by multiple stakeholders.
|
| | • | Students will demonstrate a consistent use of credible, relevant sources that supports the message or credibility of the communicator.
|
Integrative Learning
| | PORTLAND STATE UNIVERSITY |
| | SCHOOL OF BUSINESS ADMINISTRATION |
| | Undergraduate Integrative Learning Rubric |
| | Definition: Integrative learning is an understanding and a disposition that a student builds across our curriculum and demonstrates by making simple connections among ideas and experiences to synthesizing and transferring learning to new, complex business situations |
| | | Exceeds Expectations | Meets Expectations | Does Not Meet Expectations | Score: |
| | | 2 | 1 | 0 | (2, 1, 0) |
| | Connection of Concepts | Comprehensively synthesizes concepts by combining examples, facts or theories from more than one field of study or perspective. | Sufficiently connects examples, facts or theories from more than one field of study or perspective. | Does not appropriately connect examples, facts or theories from more than one field of study. |
| | Transfer of Skills & Theories | Comprehensively adapts and applies skills, abilities, theories or methodologies gained in one situation to new situations. | Sufficiently adapts and applies skills, abilities, theories or methodologies gained in one situation to new situations. | Does not apply skills, abilities, theories or methodologies gained in one situation in a new situation in relevant ways. |
| | Integrated Communication | Utilizes a format, language, or medium that enhances the integration of ideas, making clear the interdependence of language, meaning and expression.
| Chooses a format, language, or medium that connects content and form, with an appropriate awareness of purpose and audience. | Does not use a format, language or medium that connects content and form. |
| | Self-Reflection | Comprehensively appreciates complex contextual factors and fully understands how their individual learning is impacted over time. | Sufficiently appreciates complex contextual factors and understands how their individual learning is impacted over time. | Insufficiently recognizes contextual factors or is unable to connect those factors to their own learning experience. |
| | TOTAL SCORE FOR INTEGRATIVE LEARNING |
| | PORTLAND STATE UNIVERSITY |
| | SCHOOL OF BUSINESS ADMINISTRATION |
| | Learning Goal and Objectives |
| | Undergraduate Integrative Learning |
| | Learning Goal: |
| | Graduates of the Business Administration Baccalaureate program will synthesize and transfer learning to new, complex business situations within their program of study.
|
| | Learning Objectives: |
| | • | Students will connect examples, facts, or theories from multiple fields of study or perspectives.
|
| | • | Students will adapt and apply skills, abilities, theories, or methodologies gained in one situation to new situations to solve problems or explore issues.
|
| | • | Students will fulfill assigned tasks by choosing a format, language, and graphic (or other visual representation) that explicitly connects content and form, demonstrating awareness of purpose and audience.
|
| | • | Students will evaluate changes in their own learning over time, recognizing complex contextual factors (e.g., works with ambiguity and risk, deals with frustration, considers ethical frameworks).
|
Exceeds ExpectationsMeets ExpectationsDoes Not Meet ExpectationsScore:
210(2, 1, 0)
Context, Purpose
& Audience
Demonstrates a thorough and creative
understanding of context, audience, and
purpose.
Demonstrates adequate consideration of
context, audience, and purpose.
Does not demonstrate appropriate attention to
context, audience, and purpose.
Manner of
Presentation
Message is skillfully delivered with a clear,
concise and persuasive authority. Very
professional.
Message is delivered in a clear and concise
manner. Demonstrates consistent use of
professional communication conventions.
Does not present the message in a clear or
appropriate manner.
Delivery of
Complex
Information
Skillfully conveys complex information that
is easily understandable by the targeted
audience. Delivery engages and teaches.
Articulates complex information in an
appropriate way that it is understood by the
targeted audience.
Does not synthesize complex information or
deliver it in a manner that can be understood
by the targeted audience.
Use of Sources
Demonstrates a skillful use of high-quality,
credible, relevant sources that enhance the
communication.
Demonstrates a consistent use of credible and
relevant sources that support the
communication.
Does not appropriately or effectively use
credible or relevant sources that support the
communication.
TOTAL SCORE FOR BUSINESS COMMUNICATION