This article describes the development of a systematic and practical methodology for assessing program effectiveness and monitoring student development in undergraduate decision sciences programs. The model we present is based on a student's progression through learning stages associated with four key competencies: technical, analytical, communicative, and managerial. Key learning activities are embedded in major courses, resulting in clear and documented demonstrated abilities from the student. The work is based upon what is formally known about student outcomes assessment and input from our own Management Information Systems (MIS) program stakeholders and accrediting bodies. The results of the assurance of learning model can be, in turn, used to refine curriculum and to meet accreditation standards.

Four business professors at a state university in the Midwestern United States launched a collaborative learning project grounded in cognitive learning theory and knowledge convergence theory with the objective of assessing student learning gains in cross-functional knowledge (CFK), course-related knowledge (CRK), and overall satisfaction with this teaching approach. The project involved the start-up and operation of an entrepreneurial campus lunch delivery service from local restaurants to university faculty, students, and staff. A total of 46 students participated in the project, and comprised seven groups across four business courses: Strategy, Project Management, Marketing Promotion, and Marketing Research. A survey instrument was developed comprising 21 items. Survey results indicated significant increases in cross-functional and course-related knowledge, and in student involvement and teamwork when using this cross-functional, multicourse approach to an entrepreneurial endeavor.

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