Why STEPS?

Case Study: AACSB Assurance of Learning STEPS:
Overview of One School’s Approach

The purpose of this case study is to outline how California State University, Chico uses the STEPS (Student Tracking, Evaluation, and Portfolio System) to do program level assessment within the College of Business. At the time this paper was written the results of our assessment efforts were still in process so the results presented here represent a sample of results and vary from what is in the final reports completed by the Assessment Director. The results reported here were done as part of the pilot project that tested the rubric and process for the assessment of writing in 2004. As a result of the pilot results (reported here) there were slight changes made to the rubric and this is another source of variation with the actual reports used by the college.

Assurance of Learning Standards

AACSB Standards 15 through 21 address assurance of learning issues (http://www.aacsb.edu/accreditation/business/STANDARDS.pdf). Key points of Standard 15, the assurance of learning process for both undergraduate and graduate programs, are excerpted as follows (underlines added):

Management of the Curricula: The school uses well-documented, systematic processes to develop, monitor, evaluate, and revise the substance and delivery of the curricula of degree programs and to assess the impact of the curricula on learning. Curriculum management includes input from all appropriate constituencies …

The standard also includes typical general knowledge and skills areas to be assessed, as well as management specific knowledge and skills areas.

Of particular note are the requirement for well-documented processes, the requirement to revise the curricula, and the inclusion of appropriate constituencies. Good documentation is facilitated by maintaining a centralized, electronic record of all assurance of learning activities. Curricula revisions are most likely to occur when assessment data provide clear evidence to support actions. That is, the assessment results are actionable. Key constituents for the College of Business clearly include employers and recruiters of our graduates. While there are different ways to involve external constituents, for a residential non-urban campus like Chico, a process to assess program outcomes that can be facilitated by web-based communication tools is of particular interest.
   
Standard 16, linking knowledge and skills to a school’s mission, states:

Note: MBA & Specialized Master’s degree requirements are covered in Standards 18 & 19.

Implementation Steps

Implementing AACSB assurance of learning standards can be viewed as a five-step process, illustrated by the diagram in Figure 1. Some steps, such as numbers one and two, are repeated infrequently. Others must be performed continuously. The overall goal of this entire process is to improve the program and its curriculum.

Step 1: Determine Learning Goals for Each Program

Although many programs share some goals, specific program learning goals must be established for each program. Six to eight goals are often recommended, although it is difficult to hold the number this small. Program learning goals are broad and global and generally describe what the graduates of the program need to know, do or value. The program goals, per Standard 15, must be developed with input from faculty and other constituencies (i.e. industry partners), and need to be faculty-owned. The goals also must be linked directly to the overall school or program mission. If the mission is too general to link with goals, the mission probably needs to be revised. The real benefits of program learning goals are to let constituents know where the school intends to focus its improvement efforts, as well as to provide prospective students with school selection information.

California State University, Chico (Chico) Application

The College of Business at CSU Chico has two undergraduate programs, Bachelors of Science in Business Administration (BADM) and Business Information Systems (BSIS). The two programs are covered by one college mission and share five general knowledge and 3-5 business-specific learning goals (see Appendix A for detailed list with descriptions and learning outcomes (objectives).

General Knowledge

• Communication skills*
• Information technology skills*
• Critical thinking skills*
• Ethics*
• Diversity*
• Teamwork

Business-Specific (BADM) Business-Specific (BSIS)

• External forces on business Business Decision Making
• International business* Business Specialization Skills
• Business functional areas Day one productivity
• Workforce and customer diversity

Goals denoted by an asterisk are presented in Standard 15 and schools need to be prepared to explain why they are not included as program learning goals. Although most schools include these six goals, differing missions cause differential levels of expectations. For example, integration of information technology is included in Chico’s mission, so expectations on the level and depth of student knowledge and skills are higher for Chico than other schools. Similarly, while both programs share the goal of proficiency in information technology, the expectation (and measurement) for BSIS students differ from that for BADM students.

Once the mission and goals are established, student learning outcomes can be derived from the goals. The specific definitions of goals versus outcomes often blur, but generally student learning outcomes (SLOs) are the “goals” that we can measure. For example, if the overall goal is to communicate effectively, the resulting student learning outcomes are: 1) to effectively express ideas in writing, and 2) to give effective oral presentations. The goals and resulting student outcome statements provide the structure for program assessment at Chico and these are entered into the STEPS for Assessment software system. (HINT: A good source for translating goals into measurable student learning outcome statements is Bloom’s Taxonomy. Start each outcome statement with a verb from Bloom’s Taxonomy. See http://www.coun.uvic.ca/learn/program/hndouts/bloom.html or Benjamin S. Bloom Taxonomy of educational objectives, Allyn and Bacon, Boston, MA. 1984.)

In addition, to refining the Student Learning Outcomes, this step also included the development of a course alignment matrix that mapped each SLO with each required class in each program. This way we could see where in the curriculum each SLO is being addressed. By adding the level of coverage to the matrix, at a glance the faculty can see how each required course contributed to the accomplishment of each learning goal. (There are several ways to classify this information from minimal versus extensive coverage, or in our case, introduced, practiced or mastered which is the highest level of expected performance by students on this objective.) A sample of this matrix is available on the Chico Assessment website (www.csuchico.edu/vpaa/assessment).

Step 2: Select Assessment Methods

There are a wide variety of methods available to assess student learning outcomes. There are several good papers and books on this subject but generally, the methods can be classified as direct or indirect and generally fall into four categories:

1. Exams – Direct assessments administered at the end of the program. The ETS Major Field test is an example. The advantages of exams are that they are available off-the-shelf and that they provide peer school comparisons. The disadvantages include the high cost, asking students to do additional work, ensuring that students give their best efforts (if the test is not graded or part of a graded course), lack of actionable results, difficulty in assessing specific SLOs such as writing or oral presentation skills, and lack of tests which match a schools unique mission and learning goals.
2. Survey – An indirect measure of assessing student progress on learning goals through the use of attitudinal surveys. The Educational Benchmarking, Inc. Management Education Exit Assessment survey is an example. The advantages of surveys are that off-the-shelf instruments are available and results can be compared with peer schools. Disadvantages include the cost, getting students to take the survey, and most importantly, the lack of direct measures of student learning. Surveys were historically the most popular assessment method for schools of business, but the AACSB has stated that direct measures must also be used.
3. Course-embedded or performance based – Direct program assessments based on assignments students do as part of their normal coursework. Support software, such as STEPS for Assessment, is extremely valuable when using this form of assessment. Advantages of course-embedded assessments include no additional assignments or work for students or faculty, a direct measure of progress school-specific, mission-linked learning goals actually covered in the curriculum, increased involvement of faculty and students in assessment, and ability to address deficiencies in individual student learning before graduation. The primary disadvantage is the time necessary to develop the assessment systems, as well as the administrative time to collect and analyze the assessment data collected.
4. Course monitoring – In addition to other assessment methods, course syllabi, exams, projects, etc. should be systematically and regularly monitored to see how they contribute to student learning.

Note that different methods can be used to assess different goals. Multiple measures also can be used to assess a single goal, but available time and resources discourage such actions.

Chico Application

Chico chooses to utilize course-embedded assessment that is normally complemented by indirect measures for most learning goals. Chico also set up a system whereby a course coordinator was appointed for each multi-section core course. A coordinator is responsible for developing a model syllabus, preparing or reviewing exams, and monitoring part-time instructors. While course coordinators are encouraged to be part of the assessment efforts that involve their course, it is not required.

Step 3: Develop Assessment Measures

If a school is using summative or survey assessment for a learning goal, this step is typically done by the vendor providing the instrument. The college determines which standardized instrument to use, pays the money and selects the time and place to give the exam. For course-embedded assessment, however, this step can be time-consuming, at least the first time this method is used. The overall assessment plan generally includes the selection of the method for each learning goal and then one by one, each goal is assessed. For course embedded measures, the following steps are required:

• Determine when and where (at what point in the program, i.e. what courses can be used) each SLO can/should be measured,
• Determine what assignments within the selected courses are the most appropriate artifacts to use to measure each goal/SLO, and
• Determine how to measure each goal (what specific traits or attributes of the SLO are appropriate to measure).

This important step can be initially a lot of work, especially if program faculty members insist on developing all their own measures instead of drawing on the work of other programs and schools. In subsequent cycles, however, the work is relatively small and often times, the same artifact can be used to measure many different goals. For example, a specific written case can be used to measure ethics, critical thinking, and/or writing.

Rubric Creation

Assuming that specific student learning outcomes (SLOs) have been articulated, the final piece of developing assessment course embedded measures is the creation of rubrics. Rubics are just schemes for classifying the characteristics of the artifact to be measured or a set of attributes or traits that describe the work sample to be assessed. Each trait or characteristics can be expressed along a continuum that has any number of anchors, although it is typical to have somewhere between 3 and 7. For example, one trait for the written communication goal might be sentence structure, and it might use a 3-point scale from “needs improvement” to “professional.” Fortunately, there are many good rubrics available on the web for most common learning goals.

Chico Application
   
Chico detailed what is expected for each learning goal, as shown in Appendix A. For each goal a group termed the Assurance of Learning Advisory Board (ALAB) is created consisting of interested faculty. In other words the faculty self selects into the ALABS that interest them the most. In many cases, the course coordinator of the candidate course(s) in which the assessment is embedded, participate in the ALAB but faculty interested in that learning goal, and potential assessors of that goal can also be members of any particular ALAB. The ALAB determines the course(s) where the assessment takes place and works with the faculty teaching the class to select an appropriate assignment or tool (standardized test) that can meet the “measurement’ expectations for the learning goals. The ALAB also develops the rubric used in the assessment or determines the specific attributes of the goal that are examined. For example, the writing rubric was developed by looking at samples gathered from websites, modified by the writing ALAB and then slightly modified again after it was tested with industry reviewers. Since the college is on a two-year cycle for assessing each learning goal, the same rubric is being used for the follow-up years so we can see if the interventions had positive effects. After this initial comparison, the rubric (which has some flaws) will be improved and refined.

Chico’s initial writing rubric (not the final one) is presented on the next page. The intent is not to show the perfect writing rubric, but rather to show an example of what a rubric looks like. The writing rubric is entered into STEPS for Assessment software and is assessable to all faculty, students, and assessors. One unexpected benefit of developing the writing rubric was the positive response of students at having a detailed explanation in writing of what is expected of them on written assignments. (In fact, the college decided to use the writing rubric to grade all written assignments where writing is graded and little by little the faculty that grade writing are incorporating the rubric into their courses. The students are happy to see the same standard criteria applied to their written work and feel that consistency in feedback can improve their ability to write. At least they know what the college’s standard for “superior” writing is.)

Step 4: Assess Work and Analyze Data

Once the student assignments have been determined, a sample of student work to be assessed needs to be identified and the work collected. The most efficient way to accomplish this is to have the students upload the assignment via the web through the use of software like STEPS for Assessment. A system based on hard copies will soon begin looking like the picture below. Since assessing the work of all students in the program with external (other than the instructor) evaluators is normally too time-consuming, some type of random sample of work should be selected. STEPS for Assessment offers multiple types of sample selection.

There are several advantages to requiring all students, not just those selected in the sample, to upload the assignment to be assessed. First it allows review teams to select a second sample to convince them that a school’s assessment really represented the student population. Second, if the sample generates some unusual or questionable results, a larger sample can be taken and assessed to confirm the results. Third, target populations or students can be tracked to see how they are progressing on key learning goals. For example, at risk students can be tracked and the results of intervention can be assessed. Also, assessments for a sample of individual students can be tracked as they progress through the curriculum to see how the program has improved student learning. Finally, assessment work can be used to market the program. The curriculum’s impact on student learning can be touted. Also, the school, as well as individual students, can electronically show employers and prospective students the type of impressive work done by the students. STEPS for Assessment makes it easy for employers or prospective students to view the uploaded assessment work, either anonymously or by student name if the students desires.

At this point it is important to note that when Chico initially thought about developing an assessment system, the route we took was to develop a portfolio of student work that each student maintained. Not too far into this project, it became obvious that for assessment purposes this approach was just not adequate. In portfolio approaches, the student decides what artifacts go into his or her portfolio and who can view the artifacts. Even if the program requires access to the whole portfolio there are no guarantees that the same artifact is available for all students in the program. In fact, it is more likely that only the best artifacts by each student are included and the portfolio probably contains modified assignments once the artifact is graded. Additionally there is no way to authenticate that the work in the portfolio really was done by that student. The STEPS product took all of this into account and developed an assessment portfolio approach that contains assignments due into the STEPS system at the time the assignment is due in class (even if the assessment takes place at a later time). This way the same assignment from all students in the class/program can be included for assessment purposes and the faculty can authenticate the individual work products if they choose to do so. (In future releases of STEPS a “showcase” portfolio will be included that can be assessed in whole or in part by the current STEPS for Assessment product.)
   
It is important that evaluators other than the class instructors be used to perform the assessment. The AACSB has made it clear that instructor assessments are not sufficient. In addition, stakeholders, particularly employers and recruiters, should evaluate the students work in order to confirm that student performance is consistent with industry expectations. STEPS for Assessment greatly facilitates the external review process by allowing all parties to access the work samples assigned to them remotely via the web. All the rubrics and other assessment information are stored and readily available in the STEPS for Assessment software, and reviewers can enter their assessments directly using web access.

One issue when using multiple reviewers is assessor calibration. Some time should be spent having evaluators do practice assessments and compare their assessments with some standard assessment of the same work or that of other assessors. STEPS for Assessment can facilitate the calibration process by providing access to sample work and model assessments, In addition, STEPS for Assessment can display assessment results by assessor to highlight any irregularities. Data to calculate inter-rater reliability can be downloaded to Excel or SPSS.

Data Analysis

The analysis of assessment data collected is critical because the results must convince all stakeholders, but particularly faculty, that actions are required. The actions can range from changing the curriculum, to admitting better prepared students, to providing tutoring and help sessions. Although statistical analysis can be performed on the data, schools typically are looking for major deficiencies on which to act, which can be detected without statistical analysis. The most effective presentation of data is often graphical. STEPS for Assessment allows data to be downloaded in either Excel or SPSS format for statistical analysis and presentation purposes.

Chico Application
   
For the written communication learning goal, the ALAB determined which assignments in which classes would be assessed. Specifically, written assignments in the business capstone classes for Business Administration (BADM), Business Information Systems (BSIS) and the MBA were selected. Students in most (we had 1-2 faculty who did not require the students to participate) sections of these classes uploaded the same assignment into the STEPS for Assessment software. Students had no trouble going to the web page and following the instruction to upload their work. (Students commented that uploading into STEPS is like attaching a file to an email message.) The assessment coordinator then used the option in STEPS for Assessment to select a random sample of work to be assessed. The coordinator also used STEPS for Assessment to assign specific student work anonymously to evaluators. Evaluators received e-mail notification that the work was assigned to them and was ready to evaluate. Concurrently, evaluators got together and calibrated their assessments. (For example, since industry reviewers were used to review the BSIS assignment, they did a sample assessment at the Spring meeting so any questions about the application of the rubric could be addressed.)

The evaluators performed the assessment of their assigned work remotely and entered their assessments into the STEPS for Assessment software. Much of the assessment was done in the summer after the end of the semester. After all assessments were complete, the data were downloaded into Excel and SPSS and graphically presented. Charts were prepared based on the data for all students, as well as for each program separately. Sample (not composite) results are presented in graphical form below for different categories of students and evaluators. Note that p-structure is paragraph structure and s-structure is sentence structure. These sample results are used here to show how results can be displayed and used and do not represent actual final results.

Writing Assessment Results for a sample of All Students

The results for all students and all evaluators show the greatest deficiency is in mechanics and the strongest area is professionalism. Since combining all students and all evaluators may hide weaknesses and strengths in subsets of the data, other comparisons are useful. For example, we want to look at the difference between the main undergraduate program, BADM, and the MBA students.

Writing Assessment Results for Sample Undergraduate and MBA Students

   
This analysis indicates that the MBA students performed better on every trait but professionalism. Two additional segments of students, accounting and management information systems, were compared. To the surprise of the accounting faculty, the accounting students received lower assessments than MIS students, particularly on the mechanics trait.

Writing Assessment Results for Sample Accounting and MIS Students

A final segmentation of the data compares the assessments of the faculty evaluators and industry evaluators. The chart shows a major difference in the assessment of the professionalism trait by the faculty and the industry evaluators. The data were cut in other ways as well, but the purpose here is to show the types of analyses that are easily done with STEPS for Assessment software.

Writing Assessment Results for Faculty and Industry Evaluators

Step 5: Take Action and Monitor Effects

The most important step to the students (present and future) and to AACSB is to take action based on assessment data, otherwise known as “closing the loop.” Actions can be anything from concluding that student performance with respect to a learning goal meets expectations to major curriculum change. Other actions may include increasing admission requirements, remediation, adding prerequisites, increasing or changing specific assignments in existing courses, and providing support structures such as tutoring or help sessions. Another action could be to reevaluate whether the learning goal or expectations for performance on that goal are appropriate. The AACSB expects schools to find some important deficiencies and act upon them.

Taking action is only the first part of Step 5. After the action has been taken, the learning goal should be reassessed to determine what, if any, improvements in student learning have resulted form the actions. The reassessment will, of course, most likely create another cycle of analysis and action.

Chico Application

The writing assessment results stimulated a number of actions:

1. The content of the business communication course was modified to include more emphasis on writing mechanics;
2. The number of required written assignments was increased in a number of the core business classes (e.g. marketing, accounting, management, etc.) so that the students could get more practice writing prior to the capstone class
3. A writing tutor was hired to provide assistance to students with weak writing skills;
4. The writing rubric, a handout about common errors and other resources are distributed to all faculty every year and encouraged for inclusion in class syllabi that have major writing assignments;
5. The MBA program is looking into making an existing business communication course a required prerequisite for the rest of the program; and
6. The Advising Maps for all options were changed to include the business communication course as one of the first course in the undergraduate business degrees to encourage students to take the communication classes earlier in their program.

This year (2007) writing is being reassessed and the impact of the actions will be evaluated.

GLOSSARY

Class and course assessments: Assessments of an individual class and/or the instructor or an assessment of multi-section course.

Course-embedded assessment: Measures of program learning goals that are included in regular course assignments.

Direct assessment: A direct, as opposed to a surrogate, measure of student learning.

Formative assessment: Feedback provided to the student before completion of the program, which can be used to address deficiencies before the student graduates.

Learning outcomes or learning objectives (AACSB terminology): Specific articulation of what students should be able to accomplish for a given learning goal.

Program learning goals: Specification of the broad educational accomplishments for degree programs. Program learning goals are linked to key mission statement sections.

Program assessment: Assessment of student performance on the program learning goals.

Rubric (assessment): An instrument articulating the meaning of traits and the levels of proficiency for learning goals.

STEPS for Assessment: Software which is a repository for assurance of learning processes and activities, as well as providing web-based support for course-embedded assessment.

Summative assessment: Learning goal feedback provided at the end of the program.

APPENDIX A

CALIFORNIA STATE UNIVERSITY, CHICO
BACHELOR’S IN BUSINESS ADMINISTRATON PROGRAM
Knowledge Learning Goals and Student Learning Outcomes

1. Communication Skills Learning Goal: Students graduating with a BADM degree will be able to effectively present information orally and in writing.

Students will be able to develop a written communication that:

1.1. presents information in an organized and concise manner. Ideas are clearly stated. (S)

1.2. has acceptable paragraph and sentence structure, and minimal grammar, punctuation, and spelling errors. (S)

1.3. has acceptable word choice, tone, and format. Word choice is appropriate for the intended audience. (K, S)

1.4. in general, is perceived as a professional document. (S, V)

Students will be able to give an oral presentation that:

1.5. demonstrates acceptable presentation skills (e.g., demonstrates confidence and poise through body language, eye contact, vocal tone). (S)

1.6. presents information in an organized and logical manner. (S)

1.7. demonstrates acceptable use of visual aids (e.g., PowerPoint). (S)

2. Information Technology Skills Learning Goal: Students graduating with a BADM degree will be able to demonstrate proficiency in the use of information technology.

Students will be able to:

2.1. explain the basic language and concepts within the field of information technology. (K)

2.2. explain and analyze the legal and ethical concerns surrounding information and information technology use, particularly in regards to privacy and intellectual property rights. (K, V)
 
2.3. use an operating system such as Microsoft Windows, including the manipulation of directory and file structures, and modification of basic operating systems parameters (e.g. “Control Panel” functions). (K, S)

2.4. use a word processing program such as MS Word to design professional quality documents (reports, memos, etc.), including the ability to import and appropriately integrate tables and graphics. (K, S)

2.5. use a spreadsheet program such as MS Excel to manipulate and analyze data, including basic operations on cells and cell ranges, formulas and functions, filters, sorts, and develop graphs and charts. (K, S)

2.6. use a presentation program such as MS PowerPoint to present information in an appropriate and sophisticated manner, including design templates, color and animation schemes, custom animation, and importation of charts, tables, and graphics. (K, S)

2.7. use the Internet to conduct effective and efficient information search using public library web sites and Internet search engines such as Google. (K, S)

2.8. use electronic communications (e.g., email, instant messenger, discussion groups) to send, receive, and organize information in a manner that increases both individual and group productivity. (K, S)

2.9. explain the benefits and costs associated with an integrated enterprise software system such as SAP to perform transactions in support of basic business processes (e.g. purchasing, production, sales, etc.). (K, S)

3. Critical Thinking Skills Learning Goal: Students graduating with a BADM degree will be able to critically evaluate, analyze and interpret information to solve problems and make business decisions.

Students will be able to:

3.1. evaluate information to determine if the premises are valid, to identify key facts and arguments, and to determine what appropriate action, if any, is warranted. (K, S)

3.2. evaluate the quality of qualitative and quantitative information. (K,S)

3.3. perform basic statistical calculations and interpret the results. (K, S)

3.4. perform fundamental quantitative business analysis techniques. (K, S)

4. Ethics Learning Goal: Students graduating with a BADM degree will be able to understand and evaluate ethical issues and situations.

Students will be able to:

4.1. identify and examine the multiple perspectives of an ethical dilemma. (K, S)

4.2. identify the relevant facts and assumptions related to an ethical dilemma. (K, S)

4.3. analyze and debate multiple solutions to an ethical dilemma, determine the best alternative available, and describe how the decision maximizes the benefit and minimizes the risk for everyone involved. (K, S, V)

4.4. explain the influence of corporate culture when making business decisions. (K)

5. Diversity Learning Goal: Students graduating with a BADM degree will be able to demonstrate an understanding of a diverse world.

Students will be able to:

5.1. explain the role the global environment plays in the overall success of business organizations. (K)

5.2. recognize the threats and opportunities facing an organization in a continuously changing and global environment. (K)

5.3. recognize and appreciate how differences among individuals positively impacts business. (K, V)

6. Teamwork Learning Goal: Students graduating with a BADM degree will be able to understand group dynamics and work effectively in teams.

Students will be able to:

6.1. understand how to develop and manage a team. (K, S)

6.2. work effectively in team activities within and outside the classroom. (S)

6.3. explain the benefits of working with a diverse group. (K, V)

Business-Specific Learning Goals and Student Learning Outcomes

7. External Forces on Business Learning Goal: Students graduating with a BADM degree will understand the external forces that impact business decisions.

Students will be able to describe and give current examples of how the following forces impact businesses and business decision-making:

7.1. Social forces (e.g., demographic shifts and cultural changes) (K)

7.2. Economic forces (e.g., changes in income, distribution of income, macroeconomic conditions) (K)

7.3. Technological forces (e.g., the Internet, digital media, electronic and wireless communications) (K)

7.4. Competitive forces (e.g., capacity for firms to compete globally) (K)

7.5. Regulatory forces (e.g., laws influencing and protecting competition, consumers, and companies) (K)

8. International Business Learning Goal: Students graduating with a BADM degree will be able to understand business concepts related to international business.

Students will be able to:

8.1. identify the risk and rewards of international business. (K)

8.2. explain the influence of culture on international business. (K)

8.3. describe methods for marketing and distributing goods to an international market. (K)

8.4. describe and give an example of a global supply chain. (K)

9. Business Functional Areas Learning Goal: Students graduating with a BADM degree will be able to understand business concepts related to marketing, management, human resource management, accounting, finance, production operations management, and information technology.

Students will be able to define, describe, and apply basic business concepts associated with each of the following:

9.1. Marketing (K, S)

9.2. Management (K, S)

9.3. Human resources (K, S)

9.4. Accounting (K, S)

9.5. Finance (K, S)

9.6. Production & operations management (K, S)

9.7. Information technology (K, S)

10. Workforce and Customer Diversity Learning Goal: Students graduating with a BADM degree will be able to understand business concepts related to workforce and customer diversity.

Students will be able to:

10.1. know the laws relevant to working with diverse employees and customers. (K)

10.2. identify and apply demographic trends to understand workforce and customer diversity and their influence on business. (K, S)

10.3. explain and analyze the role of culture in determining social and ethical behavior. (K)