This document summarizes research on knowledge retention in business programs at National University compared to other top universities. It discusses: - The purpose of assessing student scores on Peregrine exams in business and marketing (BBA) programs versus other schools. - Research questions on how much students remember over time, how NU students compare to competitors, and how this can improve marketing teaching. - Peregrine exam results showing NU BBA scores were 11.8% higher than AACSB schools and marketing scores were above average. - Recommendations to focus on improving product knowledge in marketing classes based on the results.

1. Knowledge
Retention, BBA and
Marketing: Top
Universities vs. NU
Dr. Mary Beth McCabe
Dr. Nelson Altamirano
National University
September 9, 2015

2. AGENDA
 Purpose of this research
 Research Questions
 Literature review - rankings
 Current situation and trends
 Peregrine data results
 Best practices and actions

3. Purpose of this workshop
 Explain topic of knowledge retention
and NU student scores vs other
universities.
 Assess the results for BBA and Marketing
from SOBM.
 Make recommendations for
improvements.

4. Research questions:
We teach and students learn
every month. How much do
they remember when they take
their capstone?
How our students compare to
our competitors?
How can we use this information
to improve the teaching of
marketing?

5. Literature Review – rankings
best MKT programs US News & world
report – 2015 Edition, page 120
1. University of Michigan – Ann Arbor (Ross)
2. University of Pennsylvania (Wharton),
3. University of Texas-Austin (McCombs)
4. Indiana University-Bloomington (Kelley)
5. University of California-Berkeley (Hass)

6. Knowledge Retention
 Facts/figures of relevance
 Adult learners are different, their brains are already
formed, so different approaches are suggested
(Knowles)
 Look for relationships between what is and what can
be. Making relationships between new concepts with
personal own experiences and old knowledge is the
main element for successful learning.
 Not all agree that these are valued for the money.
The Use of the ETS Major Field Test for Assurance of
Business Content Learning: Assurance of Waste?
(Mason, Coleman, et all, 2011)

7. From Steven L. Chew, www.samford.edu/how-to-study :
A. The intention and desire to learn
B. Paying close attention to the material as you study
C. Learning in a way that matches your personal
learning style
D. The time you spend studying
E. What you think about while studying
Answer this Question: What
is the most important
ingredient for successful
learning?

8. Why Peregrine and the BBA?
 CPC-based exam assess retained
knowledge: what students know as a
result of their academic experience
 Exam is neither easy or hard, wants to test
retention knowledge
 Program level assessment required for
accreditation and is used as Direct
Measure. We started with a pilot and run
fully since AY 2014-15.
 Peregrine’s exam based on Common
Professional Component (CPC) defined
by ACBSP and IACBE
 Outbound Exam used for internal and
external benchmarking (continuous
improvement). Compares us to other
similar schools, AACSB, IACBE, and other
online universities, as well as hybrids and
other non profits.
 The BBA is the largest program at SOBM
and the second largest at NU (1,600 SICs
per academic year)

9. Yellow: IACBE Accredited Red: AACSB Accredited
IACBE Region 8 (Western)
Ashford University
California Maritime
Academy
Chaminade University of
Honolulu
Concordia University Irvine
John F. Kennedy University
National University
Pacific Union College
University of Guam

10. Undergraduate CPC-based COMP Exam
(CPC: Common Professional Component)
Topics and Subjects
 Accounting (ACC201, ACC202)
 Business Ethics (MGT400)
 Business Finance (FIN310)
 Business Integration and Strategic Management (BUS480)
 Economics (ECO203, ECO204)
 Global Dimensions of Business (MGT430)
 Information Management Systems (BIM400)
 Legal Environment of Business (LAW304)
 Marketing (MKT302A)
 Operations/Production Management (MGT451)
 Organizational Behavior (MGT309C)
 Quantitative Techniques and Statistics (MNS205, MNS407)

11. Benchmarking Peregrine
scores not academic scores
Peregrine Exam Results (%) Relative Student Competency BUS480 Conversion (%)
80-100 Very High 93 - 100
70-79 High 90 - 92
60-69 Above Average 80 - 89
40-59 Average 70 -79
30-39 Below Average 63 - 69
20-29 Low 60 - 62
0-19 Very Low 0 - 59

16. Peregrine Data Analysis

19. Peregrine Data results –
Analysis summary
 Undergraduate BBA exams, outgoing scores were
11.8% higher than AACSB schools, and higher
compared with many other aggregate university
rankings.
 N=223 (sample size)
 Marketing scores for all is 55.89%
 MKT is 12.36% above average vs. AACSB universities
 In online delivery, NU is ahead by 9.64% in MKT, vs.
8.63% ahead of other IACBE western schools.
 Next Steps: Our Marketing faculty can focus on
Product, our only weak area, in MKT 302a classes.

20. How can we use this report to
improve our quality at NU?
Best Practice using academic
comparisons
Action Steps
Annual assessment reporting Include in PAR reports
Faculty training to improve
knowledge retention
Discuss at Sept faculty
meeting how to improve
knowledge retention
Follow up on training After 6 mos, survey faculty on
what is working best
Share with counselors Discuss findings with student
advisors
Share with potential faculty Discuss at interviews/hiring
Share with alumni Ask for feedback
Keep it simple Be brief and clear
Seek Incremental
improvement
Include everyone in the
process

21. References
Coakley, L and Sousa, K., (2013) , The Effect of Contemporary Learning Approaches on Student
Perceptions in an Introductory Business Course, Journal of the Scholarship of Teaching and
Learning, Vol 13(3), p. 1-22
Chew, S. www.samford.edu/how-to-study Retrieved September 3, 2015.
Kelly, Nate, (2012) The information battlefield: trainers who combine technology with application of
Malcolm Knowles' adult-learning characteristics have a strategic advantage in capturing their
learners' attention in an environment of information overload. Training, Nov-Dec, 2012, Vol.49(6),
p.10(2)
Knowles, M , Holton, E, Swanson, R. (1998) The adult learner : the definitive classic
in adult education and human resource development. Gulf Pub. Co., Houston, TX.
Mason, Coleman, et all, 2011. The Use of the ETS Major Field Test for Assurance of Business Content
Learning: Assurance of Waste? Journal of Education for Business. Mar/Apr2011, Vol. 86 Issue 2, p71-
77.
Peregrine Test scores, June 2014-June 2015.

22. Q and A?
Please send
comments to
mmccabe@nu.edu
or
naltamirano@nu.edu