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Learning Goals

Our learning goals ensure excellence in business education.

At the Robert B. Willumstad School of Business, we continually refine our curriculum to ensure that all business students master our five learning goals. These goals vary slightly by program and can be studied below and through the following links to Learning Objectives.

Undergraduate Learning Objectives

A detailed look at required proficiencies.

» Review undergrad learning objectives.

Graduate Learning Objectives

Specific proficiencies form the base of your specialization and advanced work.

» Review graduate learning objectives.


We’ve established five learning goals for undergraduate and graduate degree programs in business.

Ethics
Our graduating students should have the ability to be ethical decision makers. Students should learn to recognize ethical dilemmas, to distinguish between ethical and legal considerations, and to identify the ethical pros and cons of alternatives related to making a decision.

Global/Multicultural Perspective
Our graduating students should have a global perspective. Students should recognize and effectively address important international and multicultural issues that arise in readings or class discussion. When faced with a business problem in a case or class example, students should propose solutions that consider global dimensions or multicultural perspectives, as appropriate.

Communication Skills
Our graduating students should be effective communicators—in writing and in speaking. Students should make minimal errors in grammar, syntax, and punctuation. Sources of information should be properly documented. Content of a written document or oral presentation should be clearly organized and adequately reflect the topic at hand. All communication should be presented in a professional manner.

Critical-Thinking Skills
Our graduating students should be critical thinkers who are able to draw meaning from information. They should analyze and, if appropriate, question the available data and information. Issues related to critical thinking can be quantitative or qualitative, but must require students to do more than simply understand or memorize course material. Examples of critical thinking include uncovering the important issues embedded in a case study, identifying problems by sifting through data, or questioning a theory or proposed solution to a problem.

Leadership
Graduating students should have demonstrated their understanding of leadership skills and leader characteristics. They should also think through dilemmas facing leaders as depicted in classroom examples or case studies. They should demonstrate leadership behavior in team assignments.

The above learning goals have been adopted for the following degree programs, namely, B.B.A. in Accounting, B.B.A. in Management, B.S. in Finance, B.S. in Marketing, B.S. in Business (offered through University College), and M.B.A. in Management.


We also focus on these three learning goals for the B.A. in Economics program.

Global/Multicultural Perspective
Our graduating students should have a global perspective. Students should recognize and effectively address important international and multicultural issues that arise in readings or class discussions. When faced with a business problem in a case or class example, students should propose solutions that consider global dimensions or multicultural perspectives, as appropriate.

Communication Skills
Our graduating students should be effective communicators—in writing and in speaking. Students should make minimal errors in grammar, syntax, and punctuation. The content of a written document or oral presentation should be clearly organized and adequately reflect the topic at hand, and sources of information should be properly documented. All communication should be presented in a professional manner.

Critical-Thinking Skills
Our graduating students should be critical thinkers in three specific areas: analytic modeling skills, data analysis, and identification of policy issues and alternative approaches to these issues.

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