The MBA program offered by the Sydney Business School is flexible thus catering for the needs and career demand of managers by delivering them the program at their convenience. The size of the MBA is small and an individual can complete it within two years. It has 12 study units and other 7 core units that are integrated. Interestingly, the industrial capstone unit and other four elective units befit the market demand and needs of students.

This report focuses on three primary goals that the MBA student shall have accomplished at the end of this study. With distinct schedule of delivery and criteria for completing the course, the student has the opportunity to reap big. The developed goals are based on defined research work. The research indicates that goal aims would facilitate the achievement of goals effectively (Barrie 2004). The current MBA program contents indicate how the study gaols would improve the wellbeing of the students and society. Therefore, this report defines challenges the faculty and student experience when setting goals using the framework of SMARTER.

Goal Setting Theory

The MBA program develops learners into leaders who are ready to handle any challenges evident in the modern business environment as explained by Davies (2010). This can be achieved through learning goals that encompasses the experiential learning and integrative experience (Biggs 1999). With this program, the student will have the capacity to formulate the integrative business programs and initiatives using the multidisciplinary application and knowledge. The Sydney Business School always look for students with organized career strategy founded on self-understanding. Besides, the student should know the reasons for pursuing the field and the underlining career goals. The MBA program offered by the Sydney Business School exposes an individual to technical and analytical skills through strategic planning and corporate strategy adoption (Crebert 2002).

The intention to set goals is consistent with the varied studies meant to improve the wellbeing of individuals thus resulting into the best goal setting practices and attainment. The goal setting regarding the MBA program is never an easy task. An individual must be alive to the challenges emanating from the SMARTER Framework and related sub-goals thus enhance the achievements. The Sydney Business School and the faculty have established the best assessment and research standards that students must meet before graduating with the MBA qualifications (Banta 2008). This institution believes that an MBA graduate should be a creative and critical thinker who is ready to manage large companies and business.

The goals associated with the MBA program is the learning outcome driven by the mission of the school. The Curriculum Management and Assurance of Learning Committee of the Schools created the program outcomes and goals. Interestingly, the entire faculty has reviewed and adopted the goals and outcomes. The MBA program graduate should:

Based on Appendix 1, the curriculum map identifies the learning components and outcomes. The map further identifies the assessment instrument and courses that are critical for the assurance of learning (Sumsion & Goodfellow 2004).

The existing assessment plan revolves around the collection of data through course-embedded assessment for every learning outcome and goals over the accreditation cycle as explained by GMET (2011). This plan ensures the data is reviewed and evaluated thus allow changes to be effected. The assurance of learning process provides the platform for evaluating and reviewing of data (AACSB 2007). The Appendix 2 provides the schedule of the ALA as part of the goal formulation plan. Therefore, the map shows the assessment point for the entire learning outcome. The Assurance of Learning Cycle involves the use of an assessment plan based on the benchmarks, assessment activities, learning outcomes, and program goals (Sumsion & Goodfellow 2004). For instance, in the experiential learning is achievable through special assessment. Most of the assessments are linked to the learning outcomes such as the general skills and knowledge in areas of interest.

The review of data is conducted at the end of every academic year. The assessment plan reviews regularly thus ensures the consistent with the mission of the Sydney Business School and its strategic plan document (Mabin 2011). The school would perform a mock to review the level of qualifications and skills earned by the MBA students. This will ensure they meet the accreditation cycle. The technique for assessing the courses would cover the regular class activities. The CM-AoL Committee is mandated to develop assessments rubrics and forms.

The Course-embedded systems are essential in utilizing the assessment thus allow an efficient outcome-level data to define the outcomes and achievements of each study goals. The Assessment Committee has the powers to assess and develop rubrics that the committee links to the program goals. This ensures the students achieve outcomes as indicated in Appendix 3. The individual student benchmarks have to be done based on the set outcome by the faculty members and examined by the committee.

The Sydney Business School is known for administering the best and valued tests to its MBA students, especially when they approach graduation (Treleaven & Voola 2008). The institution uses the assessment committee to review all the reports and results. The ETS tests provide external validation to the assessment activities. Therefore, it becomes possible to compare the performance of Sydney Business School’s students with others students from other institutions.

The assessment committee and faculty have introduced the best results because it provides the impacts and outcomes of learning. It has completely assessed the quality of students by measuring and observing their performance progressively (Davies 2010). The system confirms that goal formulation system improves the learning outcome as the students performed exemplary in communication, leadership and others areas of concern. This has demonstrated a great aspect of improvement in the writing and information sharing. Critical thinking remains a progressive development. The learning objectives have devised original objectives (Rust, Price, & O’Donovan 2003).

Conclusion

The university has developed a system that is effective and providing relevant information on different levels of achievement of different learning goals. It further allowed the faculty to concentrate on communication and critical thinking thus demonstrates local improvements. Apart from offering trialling activities, the faculty prepares the students to develop multi-cultural perspectives. The aspects of providing feedback to tutors regarding the student cohorts are critical. The students of the institution also benefit from greater clarity of feedback and expectations on their performance.

This required the developing more clear and consistent interpretation of standards and improve the training of lecturers thus offer consistent assessments as defined by Baker (2011) and Freeman (2011). The other recommendation is to streamline the process of data analysis, disseminate, and complete results. The faculty also revisits curriculum maps to enhance the use of constructive alignment in the planning of the curriculum.

References 

AACSB (2007) “AACSB Assurance of Learning Standards.” AACSB. (Available from https://www.aacsb.edu/accreditation/papers/AOLPaper-final-11-20-07.pdf)   

Baker, E. L. (2011) “Assessment in a Changing World.” Symposium on Assessment and Learner Outcomes, Victoria University of Wellington.

Banta, T. (2008) “Profiles of Good Practice in Assessing Student Learning Outcomes.” ATE and HELT Conference, Victoria University of Wellington.

Barrie, S. C. (2004) “A Research-Based Approach To Generic Graduate Attributes Policy.” Higher Education Research & Development, vol. 23, no. 3, pp. 261-275.

Biggs, J. B. (1999) Teaching For Quality Learning at University. Milton Keynes: Open University Press.

Crebert, G. (2002) “Institutional Research into Generic Skills and Graduate Attributes: Constraints and Dilemmas.” International Lifelong Learning Conference, Yeppoon, Queensland.

Davies, J. (2010) “Management Theory: A Systems Perspective on Understanding Management Practice and Management Behaviour.” International Journal of Strategic Decision Sciences, vol. 1, no. 3, pp. 33-48.

Freeman, M. (2011) Disciplines Setting and Assessing Academic Standards. Victoria University of Wellington UTDC Seminar, September.

GMET (2011). “Recommendations to AACSB.” International from the Globalization of Management Education Task Force. (Available from https://www.aacsb.edu/publications/researchreports/)

Mabin, V. J. (2011) “Developing Effective Assurance of Learning Goals, Measures and Processes.” AACSB Asia Pacific Regional Conference, Singapore.

Rust, C., Price, M., & O‘Donovan, B. (2003) “Improving Students’ Learning By Developing Their Understanding of Assessment Criteria and Processes.” Assessment & Evaluation in Higher Education, vol. 28, no. 2, pp. 147-164.

Sumsion, J., & Goodfellow, J. (2004) “Identifying Generic Skills through Curriculum Mapping: A Critical Evaluation.” Higher Education Research & Development, vol. 23, no. 3, pp. 329-346.

Treleaven, L. & Voola, R. (2008) “Integrating the Development of Graduate Attributes through Constructive Alignment.” Journal of Marketing Education, vol. 30, no. 2, pp. 160-173.

University of Sydney Business School. (n.d) MBA program details (available from https://mba.sydney.edu.au/mba/program_details)