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iMBA Initial (unofficial) Evaluation Plan

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This is a presentation that I had developed to propose an evaluation and assessment plan for a new degree program at the University of Illinois - the iMBA (online MBA) degree. This was prior to any job offer and was NEVER implemented as an official evaluation plan. The purpose of sharing here is to show self-generated work outlining a proposed assessment and evaluation plan.

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iMBA Initial (unofficial) Evaluation Plan

  1. 1. iMBA AT ILLINOIS ASSESSMENT AND EVALUATION PLAN COLLIN M. RUUD, PH.D.
  2. 2. BACKGROUND • iMBA • Online, stackable MBA program • Offered through UIUC • True UIUC degree • Low-Cost • ~$20,000 • Compared to other online programs at ~$75,000-$100,000
  3. 3. BACKGROUND • iMBA, cont. • Approved in 2015 • Starting in Spring 2016
  4. 4. COURSERA PARTNERSHIP • “Students” • Individuals enrolled through UIUC and taking the prescribed courses on Coursera • Credit and MBA recipients • “Participants” • Individuals not paying but consuming content provided on Coursera • No credit or MBA receipt
  5. 5. IS IT A “MOOC MBA?” YES AND NO • Yes • Offered for free, with open enrollment, to anyone interested who has Internet access • No • The MBA itself is not open, nor free-of-charge, hence will not be “massive” compared to the free offering
  6. 6. POTENTIAL KNOWLEDGE GAINS • MOOCs/Non-MOOCs • Compare curricula, students/participants, progress, learning with identical content • Graduate-level MOOCs • Very few truly open graduate-level courses • Differences in demographics, engagement, success • MOOC-based learning • Is learning any different in MOOC spaces due to the massive size of courses and the diversity of interaction?
  7. 7. ASSESSMENT AND EVALUATION ASSESSMENT • Improvement-focused • Engages faculty, content creators, administrators, and assessment personnel as “partners” in improvement • Cyclical, focusing on areas that can be improved and of top priority/need PROGRAM EVALUATION • Decision-focused and often finite in length • Compares variables to expectations/baselines • Informs decision-makers and administrators • Typically descriptive and easier-to- understand
  8. 8. ASSESSMENT AND EVALUATION, CONT. • Similarities • Data-based process • Extensive overlap on process/methods • Which to pick? • Both! • Evaluation: Inform decision-makers and ensure that expectations are being met • Assessment: Work with practitioners and faculty to ensure top-quality content and instruction
  9. 9. STEP 1: ESTABLISH PRIORITIES AND OUTCOMES • August-December 2015 • Individual/Group Meetings • Dean/Associate Deans • Director of eLearning • Select faculty • iMBA-specific staff • Graduate College Dean/Associate Deans • Provost office representatives
  10. 10. PLAN, CONT. • Purpose of Meetings: To identify key priorities of leadership, hone expected outcomes, and garner buy-in from all levels • Product of Meetings: Rough outline of expected outcome variables, logic models, and basic data strategies
  11. 11. LOGIC MODELS • A Good Assessment Starts With a Complete Understanding of Process • STEP ONE: FYE Logic Model – Inputs – Activities/Outputs – Outcomes • Short-Term (0-24 months) • Medium-Term (2- 5 years) • Long-Term (6+ years) – Impacts (Abstract)
  12. 12. LOGIC MODELS • Complete Understanding of Process • STEP ONE: FYE Logic Model – Inputs – Activities/ Outputs – Outcomes • Short-Term (0- 24 months) • Medium-Term (2-5 years) • Long-Term (6+ years) – Impacts (Abstract) ASSESSMENT * Assessment measures all steps of the process, except for the “abstract concepts”
  13. 13. LOGIC MODELS, CONT. • Purpose • Establishes necessary variables that can and should be measured • Identifies connection points between inputs, activities, and expected outcomes • Analyses can then answer whether there is that connection and how strong the connections are • Establishes organizational unity on priorities and inquiry
  14. 14. STEP 2: DEVELOP ASSESSMENT AND EVALUATION PLAN • November-December 2015 • Identify activities, data, sources, and next steps • Variables established from logic models and data source (Banner, Coursera instruments, surveys, etc.) • Collection plan (pre-course, post-course, instrument) • Quantitative and qualitative data are both key to activities • Rough analytical planning • Regression of outcomes to demographic/input variables • Comparison of iMBA students, participants, and traditional MBA students • Approaches for semester-to-semester program evaluation
  15. 15. STEP 3: EXECUTE PLAN • January-May 2016 • First iteration of survey instruments, evaluative approaches, etc. • High level of qualitative data collection on satisfaction, progress, etc. • Faculty • Students • Participants
  16. 16. STEP 4: INITIAL REPORTING • May-August 2016 • First semester report • First quantitative analyses • PR/Marketing • Interim survey of faculty and administrators • Address satisfaction with iMBA
  17. 17. SUMMER 2016 DELIVERABLES • Semester Report • Baseline Report • Used for comparative purposes in follow-up analyses • PR Materials • Brochures and publications with statistics, anecdotes, etc. • Scholarly Publications, as accepted • Peer-reviewed journal articles • Conference presentations
  18. 18. FUTURE YEARS • Assessment Cycles • Academic years • Focus on 2-3 issues of highest priority • Evaluation Cycles • Focus on shifts year-to-year • Highlight major changes, improvements, issues • Priority will be automating the process so metrics are available in real-time and require little human resources after initial implementation
  19. 19. IDEAL HUMAN RESOURCES • Evaluation and Assessment Specialist, 1.0 FTE • Liaison with decision-makers • Craft assessment/evaluation plan • Carry-out initial and advanced data collection and analyses • Graduate Research Assistants, 0.5 FTE • As needed, can provide detail on specific research questions, carry-out basic analyses • Data Specialist, 0.25 FTE • Develop needed data queries • Work on visualization tools

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