Seton Hall University
Stillman Undergraduate Assessment header

Stillman School of Business
Professional Competency Development


At the Stillman School of Business, our goal is to provide students with the business knowledge and skills needed to be successful in their careers. In addition, we want to have mechanisms by which we can evaluate student learning and identify needed curriculum changes. That is why, in 1998, we instituted the undergraduate assessment process.  

This process measures the success of the School’s learning goals. It also measures students’ mastery of six professional competencies. Mastery of these competencies has been deemed critical by faculty and business practitioners.


Core Professional Competencies

 business-discipline-knowledge-sixpiece



Each business core class is responsible for developing one or more of the competencies.  Classroom experiences and assignments develop these skills which are later assessed.

 

Assessment Process

The Sophomore and Senior Assessment Panels require student teams to prepare a comprehensive business case analysis and present to outside business practitioners (assessors). Students also complete an individual writing assignment and financial analysis assignment.

Some of the more notable companies that have been the focus of the student presentations include:

undergrad-assessment-companies
Team presentations are evaluated by business professionals with significant experience who volunteer their time and effort. At any given time, there are 50 alumni and friends who serve as assessors. Our younger assessors have responsible middle manager positions, while more experienced assessors have distinguished professional backgrounds and either occupy or have recently occupied senior management positions.


Assessment Outcomes

Results of the undergraduate assessment have benefitted the Stillman School in many ways. The data from assessment has been integral in driving important curriculum changes, including:

  • Creation of “Adept Reasoning and Communication” course
  • Redesign of Financial Accounting course
  • Addition of Business Writing requirement
  • Modification of communications courses

In addition to a strengthened undergraduate curriculum and better educated students, other benefits have included:

  • Stronger community among students
  • Improved student advising
  • More engaged Stillman alumni
  • Employment offers from assessors 

amy-johnson-spina“Students are asked to think on their feet and to engage in dialogue with the assessors. I also challenge them to question the case and not just take it on its face. To me that is the biggest lesson taught — take material given, digest it, question it and interpret it into a presentation.”

Amy C. Johnson-Spina '97/M.B.A. '00/JD. '00
Partner, Torys LLP

dennis-falci“For the past 10 years, I have been inspired and impressed by the caliber of students that the school is preparing to enter the workforce. The interaction between students and business professionals is invaluable. It makes me very proud to see how prepared these students are to go to the next level and start their careers.”

Dennis M. Falci, '90/MBA
Director of Managed Care Training, Sanofi



 

Accolades

CHEALeigh M. Onimus, J.D., Associate Dean of Undergraduate Assessment & External Relations, Invited Panelist at the Council for Higher Education Accreditation Annual Conference (2009).

Award Recipient for Institutional Progress in Student Learning Outcomes
Council for Higher Education Accreditation (2008)

 

AACSB Accreditation BadgeAssessment Process Featured in AACSB’s Two-book Volume, Assessment of Student Learning in Business Schools: Best Practices Each Step of the Way (2005)

Association to Advance Collegiate Schools of Business Assessment Spotlight (2004)


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