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Davenport’s CMBA program competencies were developed in direct alignment with 12 Common Professional Components (CPC), an essential for higher education business program content. Student mastery of curriculum is measured using a framework that considers Bloom’s Taxonomy as well as honoring multiple types of assessments to accommodate learning styles. A unique faculty-driven approach to design was the creation of summative assessments containing granular knowledge and skill-based outcomes distilled from broader program learning outcomes. This approach moved assessment naturally to measure the skills and knowledge relevant to real-world business and industry projects. In these situations, multiple learning outcomes may be assessed in the summative assessments through the demonstration of complex problem solving.
Additionally, approximately one-third of all competencies require at least one demonstration of mastery in the form of oral presentations. This requirement aligns with the Master of Business Administration (MBA) program learning outcomes for mastery of oral communication. Professional communication is one of the University’s Excellence System (general education and professional soft skills) competencies and verifies the oral communications skills sought by employers.
In addition, a competency-based orientation course was established to prepare students for conducting graduate research, understanding the foundations of competency-based instructional methodology, and effectively using American Psychological Association (APA) citation style. Students must pass this orientation at the proficient level to progress into the first program competency.
Finally, as a means to accelerate degree completion, Davenport University uses the following credit for prior learning methods for demonstrating competencies: professional certifications, Prior Learning Assessment portfolios, and review of relevant corporate and non-collegiate training. Professional industry certifications translate directly into credits for program modules and/or competencies as do relevant corporate and non-collegiate trainings. Portfolios may be written for modules or competencies and are reviewed by faculty for credit. There is a specific handbook and coaching available for competency-based program students who select credit for prior learning options, most often upon admission to the program.