Professional Documents
Culture Documents
Table of Content
PROGRAM OVERVIEW…......………………………………………………………………...3
PROGRAM FOCUS……………………………………………………………………………..4
PROGRAM OUTCOMES………………………………………………………………………6
LOGIC MODEL DESCRIPTION………………………………...............................................9
ASSESSMENT PURPOSE…………………………………………………………………….11
ASSESSMENT QUESTIONS………………………………………………………………….13
QUANTITATIVE ASSESSMENT APPROACH………………………………….…………13
SURVEY INSTUMENT………………………………………………………….……………15
DATA ANALYSIS………………………………………………………………….…………16
QUALITATIVE ASSESSMENT APPROACH………………………………………………18
PROTOCOL INSTRUMENT…………………………………………………………………..19
DATA ANALYSIS……………………………………………………………………………..20
LIMITATIONS OF ASSESSMENT APPROACH……...…………………………………...22
TIMELINE……………………………………………………………………………………...23
BUDGET........…………………………………………………………………………………...23
NEXT STEPS…...………………………………………………………………………………24
REFERENCES…...…………………………………………………………………………….25
APPENDICES…...………………………………………………………………………….26-50
A. LOGIC MODEL……………………………………………………………………………26
B. QUANTATATIVE SURVEY INSTRUMENT..……………………………………….27-36
C. QUANTATATIVE SUREY MATRIX…………………………………………………….37
D. EMAIL TEMPLATES...……………………………………………………………………38
E. QUALATATIVE INSTRUMENT………………………………………………………39-41
F. DEMOGRAPHIC VARIABLES FORM…………………………………………………...41
G. INFORMED CONSENT ……………………………………………………………….41-42
H. POWERPOINT PRESENTATION……………………………………………………..42-50
QUINLAN RAMBLE EVALUATION PLAN 3
Program Overview
The Quinlan Ramble is a seven day long immersive program directed towards
undergraduate students at Loyola University Chicago, specifically those that are part of the
Quinlan School of Business. This program takes place in the spring semester, with recruitment
for it happening in the last couple of months of the fall semester. The Quinlan Ramble takes a
group of undergraduate students to a city within the United States, visiting multiple businesses
headquartered in that specific city. This upcoming year, the program will be taking students to
The Quinlan Ramble program is fairly new, with the first one happening in the spring of
2014. It started as a project that was put on by only one person, when and individual assembled a
group of students and took them to his hometown of Seattle. The program initially relied heavily
on the creator’s connections in the city to get access for the group to visit different sites. What
started as a one-person program has since developed to also include a graduate assistant and a
staff member of Business Career Services from the Quinlan School of Business. The program
also collaborates with the Office of Advancement on this project, although no one from that
office actually staffs the program itself. Each trip permits for sixteen students to participate.
When speaking with the Quinlan School of Business’ Student Engagement Coordinator,
Allison Davis, we discovered there is not a written mission, values, or goals for the program, so
it was a challenging finding a way to guide us through the development of a plan. After speaking
with Allison, we did gather vital information about her view of what the program should be, that
we used to develop key components that were missing from the program. The mission of this
QUINLAN RAMBLE EVALUATION PLAN 4
program is to expand knowledge of the global economy through exposure to real-life examples
of values-based leadership and business operating through an ethical and social justice based
approach. Additionally the program seeks to build a professional network for attendees. This
mission is situated perfectly among the mission of the Quinlan School of Business, which
conduct, sound decision-making and problem-solving skills, and the knowledge to act effectively
in complex organizational settings and in a diverse global economy,” (Loyola University Chicago,
2017). The mission of the Quinlan Ramble connects with the institutional mission of Loyola
promoting justice and values-based leadership. The Quinlan Ramble program specifically
examples of values-based leadership and business operating through an ethical and social justice
based approach by being intentional in the cities that it chooses to take students. The cities are
selected on a basis of how much the city is connected globally and how many businesses we can
take students to that promote social justice and values based leadership.
Program Focus
The Quinlan Ramble is starting to shift its efforts to better align with the institutional
strategic plan, Plan 2020, which states that one priority is to develop programming for student
success (Loyola University Chicago, 2017). With the development of this program, the main
purpose is to help situate the students in a place in which they will have a better skill set for
networking and more intentionality in selecting the companies in which they will work.
The Quinlan Ramble focuses on giving the students the resources to develop a career
after graduation. By giving the students the opportunity to have a first-hand experience with
QUINLAN RAMBLE EVALUATION PLAN 5
multiple companies, it is the goal for our students to use that knowledge to build a career in
which they are able to use values-based leadership and use a social justice approach to their
practice. The Quinlan Ramble is intentional with picking companies that show a diverse range of
individuals and backgrounds. The professionals for each company not only share information
about the company, but since most of them are Loyola alumni, they also share their story. This is
done in order to help our students start to map their professional life. All the resources and
programs that they engage in really push the students to start thinking on how to be able to direct
their own life in a way that promotes the mission of the Quinlan Ramble and Loyola.
authorship is the achievement of student’s internal capacity to define one's beliefs, identity &
social relations (Magolda, 2008). The ability to do this involves student’s cognitive, identity, and
interpersonal development. The Quinlan Ramble facilitates this type of development through the
invitation to apply classroom knowledge to their experiences in the program. By showing them
examples of great leadership in great companies, we are allowing them the chance to question
and define “great leadership” on their own. The Quinlan Ramble will have built-in time to reflect
and discuss. This is done intentionally to challenge yet support student as they may potentially
experience dissonance in what they thought of as just practice versus what is reality. The site
visits and different conversations that happen throughout the program will hopefully lead to the
participant’s exploration in what all this means to them and how they can transfer this to their
personal and professional life. As Baxter Magolda (2008) explains, “awareness often prompted
exploration...these were times of confusion, ambiguity, fear, and even despair as individuals
struggled to analyze and reconstruct some aspect of their beliefs, identity, or relationships in
QUINLAN RAMBLE EVALUATION PLAN 6
various context” (p. 280). These questions will help the students shape their career path and truly
Given the emphases on career exploration and building networks during this program, it
is also important to look at what different theories say about programs that help students explore
career options. Vocational Choice Theory by John Holland (1997) asserts that career interests are
explore occupational interests through potential job shadowing and informational interviews
before committing to any one job. Holland (1997) states that people can be described as a
combination of two or more of six interest types: realistic, investigative, artistic, social,
enterprising, and/or conventional. Likewise, work environments can be described in the same
way. According to Holland, a person is more satisfied if their personality matches their work
environment. Holland asserts that within any one given career field there are realistic,
investigative, artistic, social, enterprising, and/or conventional type-jobs; including the business
field. Quinlan Ramble allows students to explore their interests through exposure and
engagement. For some participants this may be the first time they are doing job site visits. This
initial contact could potentially spur favorable reactions to the type of work that affirm their
career path. Conversely, it may persuade them to seek other opportunities. Because the Quinlan
Ramble will ask student to reflect and discuss their own values and belief systems, the program’s
exposure could lead student to some realization about the consistence of their values and interest
Program Outcomes
The Quinlan Ramble was initially created with the purpose of connecting our current
students to a global economy by giving them the opportunity to visit a globally connected city
QUINLAN RAMBLE EVALUATION PLAN 7
within the United States. The Quinlan Ramble sets the stage for the students to learn from real
life experiences, most often told by Loyola alumni. After considering this, previously mention
items, and our communicating with Allison we were able to identify four program area
The first program outcome that we developed was that as a result considering global
economies. We determined that it was important for student to be able to explain power
relationships in the economy, identify visited company’s current practices in the market place
and their impact on the global economy. Additionally we determined it was necessary for student
to be able to describe how a visited company’s mission statement positively impacts the global
economy.
The second program outcome we developed for the program was to have students
understands values-based leadership. After participating in this program students will be should
be able tot describe what social justice means to them within the business field. Students should
be able to describe steps a visited company can take to have a more just approach to their
practice. Finally students will be able to identify five qualities that are part of a company that has
a values based approach to leadership. This learning outcome will be met through the various site
visits and presentation that we will visit during the program. The goal for students is to take this
learning outcome and keep using it in their daily practice, allowing themselves to criticize
personal daily procedures in order to analyze if they are following a social justice approach in
their personal and professional lives. With students having the ability to analyze their daily
practices, we hope that they can develop this initial learning outcome and adapt social justice
The third program outcome for this program that we developed revolves around students
being able to explore career interests. After participating students should be able to articulate
their interests in the business field, identify important skills that would be valued in the
workplace. Additionally, students will be able to identify societal needs or inequities that
influence their career interest or plan. for students to be able to examine the mission statements
of the companies we visit for commitment to the global economy and just approaches to
business, and identify the one mission statement they relate to the most. Students will be able to
do this after each site visit through their reflection activities and by participating in blog posts
through the program in order to discuss their thoughts about each company. They will have time
to develop their insights about each company through reflection and also share with peers
The last of the program outcomes that we developed is for students who participate in
this program to be able to build professional networks. After participating in this program
students should be able to identify a professional in the field that exemplified great leadership
skills. Additionally, students will be able to develop and nurture at least one connection with a
professional in the field. We hope that students use this opportunity to grow their network and
this learning outcome is to ensure that the students take the right steps in doing that. Our intent
for this learning outcome is for students to be able to develop and nurture at least one connection
with a professional in the field. We will help students develop this, but having them write thank
you notes to all the professionals that we visit throughout the program and also to follow up with
any further question that they have. By forming these relationships, students should commit to
With these updated outcomes, we are able to steer the program in new and intentional.
The program goals help tie the program to the mission of the institution and of the division and
with the new goals being developed, they will bring the program closer to aligning with the
mission.
Taking the program goals into consideration, we developed a logic model. A logic model
potential effects and outcomes of the program (Kellogg Foundation, 2004). These components
include the available resources and program activities (i.e. the intentional efforts by program
coordinators). This also includes outputs, outcomes, and impacts, which reflect anticipated
results of the program (Kellogg Foundation, 2004). As a visual representation, the logic model
can provide a photographic comprehending of all program components and how effective they
are at achieving their goal. The logic model we developed (Appendix A) outlines the four
learning outcomes from which more precise student learning outcome derive. These are
career interests, build professional networks. These four larger umbrella outcomes are then
separated into three categories: short-, medium- and long-term. Each of the categorized student
learning outcomes become measureable at certain times or durations from which the program or
learning experience took place (Kellogg Foundation, 2004). Short-term outcomes, as its name
implies, are measureable a short time after the learning experience has taken place (typically
immediately upon initial experience). Medium-term outcome become measureable 2-3 years
after the experience, and long-term outcomes become measurable at least five years from the
experience.
QUINLAN RAMBLE EVALUATION PLAN 10
When looking at the learning outcomes for this program, the logic model suggests to look
at a lot of background information as well. One of the key things that need to be discussed is who
will participate in the program. For the Quinlan Ramble, only undergraduate students that are
part of the Quinlan School of Business can participate. We are looking for participants of all
majors and class standings, but it will be limited to only sixteen participants. This program is
being assessed because the department is looking to have the mission of the program connect
back to the mission of the institution. It is looking to develop new goals and procedures, as this
career services at Loyola, as well as employers and alumni, who are the ones usually doing the
company presentations.
A lot of factors also go into the development of the program, which in the Logic model
they are labeled under inputs. The most crucial inputs for this program are the staff that help
develop it. The coordinator of student engagement and the graduate assistant for this department
are the key players in developing the program, along with the help from the Department of
Advancement and Business Career Services. Another major input is the funding for this
program. Each of the students pays $400, but the department has to use its budget to make up for
the rest of the cost for each of the students. The cost takes into consideration flight, hotel for the
whole program, transportation, and most meals. Luckily, Allison stated that the program is well
The final things to consider when looking at the logic model is the context of the
program. The environment in which the program is situated is crucial in the creation of the
program. For the Quinlan Ramble, it is important to note that Allison has only been in this role
for about two months, and the graduate assistant has never actually participated in the program.
QUINLAN RAMBLE EVALUATION PLAN 11
We also have to take into consideration that we are relying on companies to give the
schedule for the program. One of the last things that have to be considered when planning the
program is the dietary restriction of the participants. Since we are responsible for most of the
meals, planning the schedule has to revolve in including everyone and providing food for
everyone. We also have to acknowledge all the different assumptions that come with this
program. We are assuming that students want to participate, and also that students are willing to
pay for the cost of the program. We are also assuming that we will be able to find companies that
promote social justice and global awareness to align with our mission and that the professionals
for each company will be able to clearly demonstrate and relay this information to our students.
The last thing that we are assuming, and probably one of the biggest, is that career development
Assessment Purpose
For this assessment proposal, the Quinlan School of Business is looking to make some
changes to the way that the Quinlan Ramble operates. The main focus of the assessment is two-
fold: (1) to establish program goals and student learning outcomes and (2) to determine whether
student participants leave the Quinlan Ramble having reached or attained the intended learning
outcomes. Since there is not much laid for this program, Allison is really interested in starting to
set the foundation for what the program can be and start aligning the practices and processes of
this program back to a central mission. Quinlan would like to incorporate more reflection and
social justice elements into the business trip. Allison mentioned that the group typically goes to
about six to eight business sites throughout the trip, for undergraduates to meet up with
QUINLAN RAMBLE EVALUATION PLAN 12
executives and employees, but they currently do not take intentional time to pause and reflect or
have a dialogue about their experiences. Establishing program outcomes can gear Allison to
develop activities focused intentionally to pause and reflect. Allison would like to incorporate
more conversations and reflections about what impact these business already have or could have
on consumers or employees in a global economy and how they are approaching leadership.
Quinlan mentioned that this would be a great addition to the Quinlan Ramble because it would
align the purpose of the trip more closely to the mission and values of the institution as a whole.
The program does not have clearly defined learning outcomes. in addition to creating
these outcomes, Allison would like to explore ways in which they could address social justice
issues and concerns within the business field and specifically within their Quinlan Ramble trip.
Additionally, Quinlan would like to know the if students who partake in this trip leave the trip or
program feeling like have a “leg up” on other students who did not take this trip. Allison is really
interested if the Quinlan Ramble situates students in a more promising position for after
graduation. Quinlan wants to know if this program provided them with the sense of being able to
advance beyond their peers in their desired business field because of this trip. The proposed
assessment will focus on both the outcome and the processes. Due to the program’s lack of
established outcomes, we will be working to establish and solidify these learning and program
the achievement of these program and learning outcome after a period of time.
In particular, Allison, the coordinator of the program, is the most interested in the results
of the assessment. Due to her being new to this position as of two months ago, she was given the
challenge to realign the purpose of this program back to the mission of the institution. She is
taking intentional steps to make sure that are being done, so this first assessment will be crucial
QUINLAN RAMBLE EVALUATION PLAN 13
in assessing the new direction of the program. This assessment will be used to formulate a clear
mission and learning outcomes for the program that are aligned to the mission of the division and
the institution. Due to the lack of documentation from the previous organizer of the event, this
Assessment Questions
explore ways of improving the program as opposed to a summative assessment which seeks to
prove that the program is worth keeping. We propose to assess the program goals. Based on the
assessment purpose our assessment question is two-fold: (1) do students who participant in the
Quinlan Ramble achieve the short-term learning outcome immediately after participant in the
experience (2) do participants achieve medium term learning outcome after two to three years
The program currently does not collect usage metrics. Out of 80 student applications they
receive on an annual average they only accept about 16 students. There is currently no protocol
or set structure for determine how to advocate or support students who meets all the
requirements to attend the program, but who can not meet the financial need to pay for the
program. Alison did mention that the cost might be significant of certain student populations.
The program does not have a record or data about who uses this program or who engages in it.
Getting a hold of graduation and employment comparison between those that participated in the
program and those that did not might prove helpful in collecting data on the immediate and
We propose a descriptive design for our quantitative assessment of the Quinlan School of
Business’ Quinlan Ramble program. The goal of descriptive designs is to understand what is
occurring in a given scenario or program without necessarily looking at what factors contribute
to the phenomenon (Henning & Roberts, 2016). Our assessment design will be descriptive
because its goal will serve to explain whether student participants are meeting learning and
developmental outcomes. The resulting data will be a statistical analysis measuring the student's
achievement of the Quinlan Rambler’s program learning and developmental outcomes. Our
assessment design is not intended to explain the relationship between the outcomes and any other
matter of causality. Our design will also consider a panel study since the cohort of student
Our design will also be longitudinal because the goal of our assessment will be to
demonstrate change in learning and development over time as a result of the program (Henning
& Roberts, 2016). In longitudinal designs data are collected two or more times. Our assessment
plan will look at the extent to which students have achieved the (short- and medium-term)
outcomes. In order to do this we propose a pre- and post-program survey to gauge baseline level
of learning/development. Pre- and post- survey scores will be compared to determine any change
in learning/development over time. The pre-test will be administered immediately after the
program while the post-test will be administered 2-3 years after the program. Since descriptive
longitudinal designs are useful for providing detailed information regarding a specific
phenomenon over a period of time (Henning & Roberts, 2016) the design seems to fit well
within our assessment's purpose and questions. The purpose of our assessment purpose is two-
fold. The following are our two assessment questions: (1) do students who participate in this
program achieve the short-term learning outcomes immediately after program participation and
QUINLAN RAMBLE EVALUATION PLAN 15
(2) are participants achieving the medium-term outcomes expected as a result of participating in
this program after 2-3 years of program participation. Descriptive designs are also relevant for
explaining student development and the impact of interventions on student growth (Henning &
Survey Instrument
Our survey instrument covers four broad areas of the assessment plan and program
career interest, and building professional networks. There are approximately 40 survey items that
or intensive piloting study of our survey, as it would not be feasible to find a group of students
that mimics the ones that are participating in the program except for past participants. The
likelihood that we have access to these past participants is not high. Additionally, it would be
time-intensive. However, it is suggested to have colleagues review the survey in its finished
format to ensure its clarity, bias, and proper function online (if the survey is being administered
online which ours would be; Henning & Roberts, 2016). If by chance there is a past participant
of the program who is still connected with the office, we might ask them to volunteer in an
individual small piloting of the survey. We would use this volunteer to help us gauge the time it
took to complete the survey so we give an more accurate indicator to actual survey participants.
As mentioned previously, our survey would be administered online. Although our survey
is void of any branching questions, an online issue of the survey would greatly facilitate data
collection and reduce data entry errors (Henning & Roberts, 2016). Since we are doing a
longitudinal design, we will be administering the survey immediately after the program and then
QUINLAN RAMBLE EVALUATION PLAN 16
we will be sending the same survey 2-3 years after the program. The survey will consider short-
and medium-term outcomes. The timeline of our survey release and the time we leave in between
both releases of the surveys are appropriate considering the immediate survey release should
satisfy short-term learning and development while the 2-3 years leaves times to development and
satisfy the medium-term outcomes. Logically we can assume a growth through the comparison
of these two exact same surveys since we can expect that students will not reach medium-term
outcomes after immediate completion of the program. Any indifference or regression in the
comparison analysis might reveal noteworthy results; however, this might also reveal one of the
limitations of our longitudinal design which is called a response-shift bias. A response shift bias
is when pre-test scores are inflated due to the student’s over confidence when the student realizes
on the post-test that they did not know as much as they initially thought.
The student engagement manager and/or the student engagement graduate assistant will
administer the survey. We will not use an incentive to increase response rates for the initial
survey that will be conducted immediately after the program because it is a small number of
students that participate per year and it will be built seamlessly into the program curriculum.
Since the initial survey will be built into the program curriculum, we will not incorporate survey
reminders, however, the post-survey will incorporate two survey reminders a week after the
question. Descriptive statistical analyses will be utilized simply to seek our participant sample in
terms of demographic variables (i.e. academic standing, major, gender, etc.). Because our survey
sample includes all general student participants in the Quinlan Ramble program, we are not
QUINLAN RAMBLE EVALUATION PLAN 17
relying too much on a descriptive statistical analyses; however we will want to know which
student population we are basing our generalized result on (Henning & Roberts, 2016).
Our assessment plan would benefit from collecting sample information regarding
univariate categorical nominal data of class standing. Our assessment plan would benefit from
An inferential statistical analysis would play a central role in our assessment plan.
Inferential statistical analysis would allow us to move beyond simply describing our sample to
generalizing the findings from the survey sample to the entire Quinlan Ramble student
population (Henning & Roberts, 2016). The null hypothesis we would seek to reject is there is no
difference between the learning outcome item means (averages) between the pre-survey and
hypothesis would be that the learning outcome item means (averages) are not the same between
pre-survey time and post-survey time, suggesting change in students’ learning and development.
In our inferential statistics we would seek to analyze the group’s mean pre-program (i.e.
immediately after program) results versus post-program (i.e. 2-3 years after the program).
Comparing the two groups’ means would allow us to generalize about the group and their
We would perform a paired-samples t test. This would allow us to compare two mean
scores across time to determine whether there is a difference. Our findings would be presented
using tables to visually represent our item mean comparisons. These finding items will be
presented in our table: group size (n), standard deviation (SD), t statistic from t test (t), and
(2016) narrative designs rely on participants’ stories, which reflect their experiences and the
meaning they make of those experiences. Because this assessment seeks to measure whether
students have achieved the intended learning outcomes, we will combine the narrative findings
with the quantitative survey results. As a narrative design revolves around the students’ stories,
we will be able to get a better insight on how our individual students accomplished the short and
medium term outcomes of the program and if some of the outcomes were not achieved, it will
also allow us to understand how we can make it possible for students to achieve that goal. An
interview approach would be more ideal for our specific program. We want to get in-depth
answers from our participants and a semi-structured interview method will allow us to ask
follow-up questions when needed to get a better insight on the students’ answers or when we
need clarification (Adams, 2010). By doing interviews, as opposed to a focus group, we will be
able to analyze each individual response and gauge how much growth and learning actually
occurred in the learning outcomes we are trying to measure and the aspects of the program that
relate to such learning. Another reason we will do interviews is because we have a small sample
of students that will be participating in the program, and all are from varying academic, age, and
socially groups. Completing interviews will allow us to personalize, to an extent, the type of
conversations we have in order to maximize the amount of information we get from each
Ideally we will implement the qualitative approach after the survey. It would be helpful
to complete the interviews after the survey, because we will be using the interviews as a way to
better understand the participants’ responses to the survey items. All of the students that are
QUINLAN RAMBLE EVALUATION PLAN 19
participating in this year’s program will be asked to participate in the interviews. Since there are
only a small number of participants, we will be reaching out to all of them to participate in the
interview. This will give us more information to work with and will be more telling of how our
students are able to achieve the outcomes or some hindrances that do not allow them to achieve
others. Due to the fact that students come from various backgrounds, both personally and
academically, collecting data from most of them will reveal more inclusive results than if we
Protocol
The interview protocol will be split into an introductory section, four main questioning
sections, and a concluding section. There are distinct sections for each of the four outcomes
interest/exploration, and building professional network (Appendix A). These derive from our
logic model and were identified as a relevant structure to our questionnaire to measure achieved
outcomes from the perspective of the participant. As a result, evaluators will be able to gain
further insight from quantitative survey data and understand whether students achieved the
learning outcomes and possibly for what reasons. Similarly, to the quantitative survey, the
interview questions will not be pilot tested. The small sample population of participants and our
The 2018 Quinlan Ramble concludes on March 10th, therefore interviews will occur from
April 9th to April 30th, after participants have completed the survey. This scheduling works best
given that it will allow time for participants to first complete the survey and then to reflect on
their experiences within the program. Allison, Fernando, and Jona will conduct interviews.
Allison and Fernando have the most involvement with Quinlan Ramble, but Jona will assist with
QUINLAN RAMBLE EVALUATION PLAN 20
this process since conducting 10 to 14 interviews may be overwhelming for two people to
complete in three weeks. Since the interview is not necessarily asking them to reflect and explore
intimate social identities, having an unfamiliar evaluator, Jona, should not have a significant
impact on the participants’ comfort to answer and process the interview questionnaire with Jona.
Allison, Fernando, and Jona will individually conduct interviews on their own and take notes to
record participant responses. Interviews will be audio recorded with participant permission. By
doing this, evaluators will have the most accurate records of participant’s responses and thereby
qualitative data to accompany our quantitative results. Participants’ names will not be shared
publicly. Participants will have the ability to decline or end the interview at any point in time.
Interviews will take place in Allison’s office or reserved study rooms in the Water Tower
Campus library in order to provide some level of privacy. Interviews will occur based on the
evaluator’s schedules, but primarily from 10:00 am to 5:00 pm between Monday and Friday to
provide flexibility in scheduling around participant class and work schedules. Adams (2010)
suggests interviews be scheduled for 60 minutes in length. Therefore, ours will be scheduled for
an hour. Given the relatively small participant sample and the community building that would
have ideally taken place during the program, no incentives will be provided to participants.
The first step that we will take to analyze our interview data is to do attribute coding. We
will be using a demographic variable form (Appendix B) that will be asking our participants
demographic variables such as class standing, age, gender, and racial/ethnic heritage. We will be
asking for this information to learn more about the specific populations that are taking advantage
of the opportunities that the Quinlan School of Business offers. We will also like to learn how
different students perceive the information that is being presented during the Quinlan Ramble.
QUINLAN RAMBLE EVALUATION PLAN 21
The next step would be to look at all the transcripts from the interview and conduct descriptive
coding, which means to look through the transcripts to identify common themes or topics. We
will be using a parallel approach when going over the answers of the interview items. We will
look at each specific question and then analyze the answer for that question from all of the
participants. This will help us when finding emerging themes for each of the questions and will
allow us to follow a more comparative analysis of the responses. We will not be creating
predetermined codes and instead will be using the emerging themes as we analyze each of the
questions at a time to find the codes that we will be using. Because the interview questions that
we will be asking are directly drawn from the learning goals and our assessment question, we
will be using pattern coding as the third step in analyzing the responses. We will be taking the
emerging codes from the responses to each of the interview questions and finding the differences
and similarities across the particular demographic groups captured on the demographic variable
form. This part of the analysis will be the most revealing, as we will be able to combine all of our
findings and see if there is a pattern among certain student populations or if some of the learning
goals that students were expected to achieve were not achieved by most students. This will help
When analyzing the data, we will be following a pawing technique, which will allow us
to find emerging themes quicker by the highlighting and notes that we make when looking at
from participants” (Robert & Henning, 2010 p. 164). We will be employing this by sending the
initial codes that emerge from the data to each of the participants. We want to make sure that the
participants approve of how we have interpreted their information and that we used the correct
code to categorize their answers. We will not be using inter-rater reliability as the two people
QUINLAN RAMBLE EVALUATION PLAN 22
will look at the answers at the same time and they will both decide how to interpret the answers
together. Unfortunately, we do not have the staff power to make triangulation happen although it
would be helpful to confirm our findings through multiple means (Robert & Henning, 2016). To
present the findings from our interviews, we will be using a construct map to highlight the main
emergent themes from our findings. We will use quotations that help encompass the overall
themes that we find in the answers to the questions asked during the interviews. These will be
pretty basic, only containing the main themes, and these will be distributed to administrators that
are not directly connected with the program. For those that helped develop the program or played
a key role in facilitating any aspect of the program, we will develop tables that include the
emergent themes, along with specific quotation that help showcase that theme.
Limitations
One of the biggest limitations that we have to think about is the fact that these learning
outcomes are new to the program, and there is not much previous work to help indicate if we are
moving in the right direction. The curriculum of the program is very early in its developmental
process, so some of the questions and survey items we are proposing might be out phased by the
time that the actual program happens. Our participants are also at various developmental and
maturity levels which might impose how students process the information that they are presented
with during the Quinlan Ramble. Since some of them are first- and second-year students,
developmentally, they might not be able to process the information that they receive at the same
degree as juniors and seniors might, which in turn might lead them to not meet the learning goals
that we have set up for this program. The program itself is developed, managed, facilitated, and
assessed by only two people, so there is a high possibility that our constant interactions with the
students will lead to deeper relationships. The fact that we will get to know the students while on
QUINLAN RAMBLE EVALUATION PLAN 23
the trip will possibly lead us to believe we know what they mean when they say a specific
answer, which in turn can lead us to interpret data differently or take it out of context. This
program is only taking sixteen participants, and it is safe to think that not all of them will
participate in the assessment of the program, thus giving us a limited number of responses. This
will in turn lead to limited understanding of if and how students are achieving the learning
Timeline
Due to the fact that we will be assessing both the short and medium term learning
outcomes, we have a pretty extensive timeline. The first survey will be sent out a week after the
students have returned from the trip, giving them a total of three weeks to complete. We will be
sending a reminder email a week before the final deadline to participate in the survey. The
interview will be administered through the next month following the deadline of the survey.
Since we are also trying to measure the medium term learning outcomes, the second and final
survey will be sent out two years after the student participated in the program. Our goal is that by
this point, the student either has had real world experience in the field, or is a either a junior or
senior and will be able to have more insight in the world of business. Following the same
procedure as the first survey, the final interview will begin the following month after the second
survey is done.
Budget
There is not much of a budget for this assessment project. Most of the work is under the
job responsibilities of both the program coordinate and the graduate assistant working on this
program. The only budget that this assessment will need is for the incentive to encourage
students to participate in the survey and the interview. For those students that choose to
QUINLAN RAMBLE EVALUATION PLAN 24
participate, we will be giving them a gift bag that includes Quinlan branded items. Each year that
we do this, the gift will be different, but the cost of it will stay around $30. For this year, we have
a budget of $480.
Next Steps
This assessment proposal will actually be used as part of the programs’ procedure. Once
the first round of surveys and interviews are completed, and we are able to gather some date and
information, we will use that to make any changes to the learning outcomes of the program. We
are truly looking for this assessment to provide some guidance on what the Quinlan Ramble will
References
Adams, W.C. (2010). Conducting semi-structured interviews. In J.S. Wholey, H.P. Hatry, &
K.E. Newcomer (Eds.), Handbook of practical programs evaluation (3rd ed.) (pp. 365-
Henning, G.W., & Roberts, D. (2016). Student affairs assessment: theory to practice. Sterling,
VA: Stylus.
Holland, J. L. (1997). Making vocational choices: A theory of vocational personalities and work
https://www.luc.edu/strategicplanning/plan2020/
https://www.luc.edu/quinlan/aboutquinlan/missionandvision/
Rogers, P.J. & Goddrick, D. (2010). Qualitative data analysis. In J.S. Wholey, H.P. Hatry, &
K.E. Newcomer (Eds.), Handbook of practical program evaluation (3rd ed.) (pp. 429-
W. K. Kellogg Foundation. (2004). Using logic models to bring together planning, evaluation,
and action: Logic model development gu ide. Battle Creek, MI: Author.
QUINLAN RAMBLE EVALUATION PLAN 26
Appendix A
Logic Model
QUINLAN RAMBLE EVALUATION PLAN 27
Appendix B
Thank you for participating in the Quinlan Ramble 2018 trip to Seattle. The week was full of company
visits, meeting business professionals and alumni, and fun experiences. We appreciate you taking the
time to fill out this survey so that our program can better understand students’ experiences and
improve our program.
Please complete this survey, which should take approximately 15-20 minutes. Your response will be
recorded electronically after you click submit. Should you have any trouble completing the survey or
have any questions, please reach out to Allison Davis at adavis10@luc.edu.
For each of the following questions, please select only one answer
General Information
2. Before the Quinlan Ramble I could explain what a global economy was.
o Strongly Disagree
o Disagree
o Neutral
o Agree
QUINLAN RAMBLE EVALUATION PLAN 28
o Strongly Agree
3. By participating in the Quinlan Ramble I have a better understanding of the power
power relationship between markets in the USA and global markets.
o Strongly Disagree
o Disagree
o Neutral
o Agree
o Strongly Agree
4. By participating in the Quinlan Ramble, I can identify specific company practices that
have a socially just impact on the global economy.
o Strongly Disagree
o Disagree
o Neutral
o Agree
o Strongly Agree
5. Before the Quinlan Ramble I was able to define (1) Sustainability (2) Well-being (3)
Economic Growth is required for a balanced global economy.
o Strongly Disagree
o Disagree
o Neutral
o Agree
o Strongly Agree
6. By participating in the Quinlan Ramble I am now able to define (1) Sustainability (2)
Well-being (3) Economic Growth is required for a balanced global economy.
o Strongly Disagree
o Disagree
o Neutral
QUINLAN RAMBLE EVALUATION PLAN 29
o Agree
o Strongly Agree
7. By participating in the Quinlan Ramble I am able to ask prospective employers about
their participation in the global economy.
o Strongly Disagree
o Disagree
o Neutral
o Agree
o Strongly Agree
8. Please rate yourself on your ability to do the following after participating in the Quinlan
Ramble.
I am able to describe the extent to which a prospective employer's mission positively
impacts the global economy.
o Strongly Disagree
o Disagree
o Neutral
o Agree
o Strongly Agree
Understand Values-based Leadership – Now we’d like to learn about your experiences related to
values-based leadership.
9. Before the Quinlan Ramble, I had learned how social justice can be applied in the
business field.
o Strongly Disagree
o Disagree
o Neutral
o Agree
o Strongly Agree
QUINLAN RAMBLE EVALUATION PLAN 30
10. By participating in the Quinlan Ramble I am able to provide specific examples of social
justice in the business field.
o Strongly Disagree
o Disagree
o Neutral
o Agree
o Strongly Agree
11. A company can both have a social justice-based approach and be successful.
o Strongly Disagree
o Disagree
o Neutral
o Agree
o Strongly Agree
12. By participating in the Quinlan Ramble I am able to identify steps that a company can
take to adopt more socially just practices.
o Strongly Disagree
o Disagree
o Neutral
o Agree
o Strongly Agree
13. I can explain how my personal values relate to possible career paths for me.
o Strongly Disagree
o Disagree
o Neutral
o Agree
o Strongly Agree
14. After participating in the Quinlan Ramble, I can identify the personal values that are
important to me
o Strongly Disagree
o Disagree
QUINLAN RAMBLE EVALUATION PLAN 31
o Neutral
o Agree
o Strongly Agree
15. After participating in the Quinlan Ramble, I will actively seek employment by companies
that have similar values as my own.
o Strongly Disagree
o Disagree
o Neutral
o Agree
o Strongly Agree
17. Before participating in the Quinlan Ramble, I knew the career path that I wanted to take
after graduation.
o Strongly Disagree
o Disagree
o Neutral
o Agree
o Strongly Agree
18. By participating in the Quinlan Ramble, I learned about different business sectors that I
did not know about prior to this experience.
o Strongly Disagree
QUINLAN RAMBLE EVALUATION PLAN 32
o Disagree
o Neutral
o Agree
o Strongly Agree
19. By participating in the Quinlan Ramble, I have a better understanding of the skills that
are valued in the workplace.
o Strongly Disagree
o Disagree
o Neutral
o Agree
o Strongly Agree
20. I can identify the strengths that I currently hold that are valued in the workplace.
o Strongly Disagree
o Disagree
o Neutral
o Agree
o Strongly Agree
21. By participating in the Quinlan Ramble, I was able to learn about societal needs
(healthcare, benefits, life insurance) in the workplace
o Strongly Disagree
o Disagree
o Neutral
o Agree
o Strongly Agree
22. By participating in the Quinlan Ramble, I was able to identify inequalities (gender pay
gap, discrimination based social identities) in the workplace
o Strongly Disagree
o Disagree
o Neutral
QUINLAN RAMBLE EVALUATION PLAN 33
o Agree
o Strongly Agree
23. After participating in the Quinlan Ramble I have a better understanding of the career
path I want to pursue after graduation.
o Strongly Disagree
o Disagree
o Neutral
o Agree
o Strongly Agree
24. I have been able to match my strengths with job opportunities in the business field
o Strongly Disagree
o Disagree
o Neutral
o Agree
o Strongly Agree
25. I have been able to match my experiences with job opportunities in the business field
o Strongly Disagree
o Disagree
o Neutral
o Agree
o Strongly Agree
26. I need more help narrowing my possible career paths
o Yes
o No
27. If you answered “yes” to #26, do you need more help narrowing possible career paths to
that align to your personal values
o Yes
o No
QUINLAN RAMBLE EVALUATION PLAN 34
28. I need more help narrowing my possible career paths to a select few that fit society
inequities
o Strongly Disagree
o Disagree
o Neutral
o Agree
o Strongly Agree
Build Professional Networks – Lastly, we’d like to hear about your capacity to build professional
networks.
29. By participating in the Quinlan Ramble I was able to meet professionals in the business
field.
o Strongly Disagree
o Disagree
o Neutral
o Agree
o Strongly Agree
30. How many of the business professionals that you met during the Quinlan Ramble have
you contacted to follow up with questions or gratitudes?
o0
o1
o 2-3
o 4-5
o 6+
31. How many of the business professionals that you met during the Quinlan Ramble do you
plan on staying in contact with for questions or advice in your future career?
o0
o1
o 2-3
o 4-5
QUINLAN RAMBLE EVALUATION PLAN 35
o 6+
32. There are clear benefits to fostering and keeping professional relationships with other
professionals
o Strongly Disagree
o Disagree
o Neutral
o Agree
o Strongly Agree
Thank you for participating in the Quinlan Ramble 2018 trip to Seattle and
for completing this survey.
QUINLAN RAMBLE EVALUATION PLAN 37
Appendix C
QUINLAN RAMBLE EVALUATION PLAN 38
Appendix D
QUINLAN RAMBLE EVALUATION PLAN 39
Appendix E
Ok. The following questions will prompt you and guide me in understanding your Quinlan
Ramble experience. There are no right or wrong answers and my main objective is to listen to
your story and experience. By being here you taking the time so that our program can better
understand students’ experiences and improve our program.
These next few questions are concerned with your understanding of values-based leadership:
Question 1: What does social justice in field of business mean?
Question 2: What are some examples that you saw of social justice playing out in the
companies that we visited in the Quinlan Ramble?
Question 3: Can you describe what values-based leadership means to you?
Question 4: As a result of this program has your definition of social justice changed or
evolved? Please explain.
o Probe 1: Prior to the Quinlan Ramble, did you consider businesses’ practices and
it’s relation to social justice concerns? If yes, can you provide an example of a
company and their practices?
o Probe 2: Since participating in the Quinlan Ramble, have you begun to consider
how businesses’ practices and its’ relation to social justice concerns? If yes, can
you provide an example of a company and their practices?
Now let’s shift from describing your understanding of these topics to exploring topics of career
interest and professional networks.
These next few questions are the final topic questions before we concluded with some closing
questions. These next few question are concerned professional network in the business field
Question 1: What are qualities of an exemplary professional in the field?
o Probe 1: Can you provide example from the Quinlan Ramble?
Question 2: Is there someone you connected with during the Quinlan Ramble (i.e. another
participant or employer)?
o Probe 1: Do you intend to stay connected with them? What could be some
challenges or advantages to staying connected?
Question 3: Can you speak to some behaviors or action steps you can practice to develop
your professional network?
o Probe 1: How would you describe your current professional network?
Appendix F
Quinlan Ramble Interview Participant Demographics
QUINLAN RAMBLE EVALUATION PLAN 42
Major(s): _______________________________________________________________
Appendix G
CONSENT TO PARTICIPATE IN THE QUINLAN RAMBLE INTERVIEW
QUINLAN RAMBLE EVALUATION PLAN 43
Introduction:
You are being asked to take part in an interview to help inform the Quinlan School of Business
staff about how the Quinlan Ramble program exposes students to career exploration and global
business trends. You are being asked to participate based on your participation in the 2018
Quinlan Ramble.
Please read this form carefully and ask any questions you may have before deciding whether to
participate in this focus group.
Purpose:
The purpose of the interview is to gather information about students’ understanding of global
economies, understanding of values-based leadership. Additionally, we want to collect
information in regards to their career exploration and their professional networks to study the
impact of the Quinlan Ramble.
Procedures:
If you agree to participate in the interview, you will be asked to respond to a series of questions
that will last for approximately 60 minutes. You are encouraged to respond openly and honestly
to the questions asked of you, although you should only respond to questions when you feel
comfortable doing so.
Risks/Benefits:
There are no known risks involved in participating in this study. Benefits may include
improvements to the Quinlan Ramble program.
Confidentiality:
Your name will not be associated with your responses in the interview reports. We will compile
a report of basic themes and share it with you prior to finalizing it. The information gathered in
today’s interview will only be shared with staff of the Quinlan School of Business.
Voluntary Participation:
Participation in this interview is voluntary. Even if you decide to participate, you are free to
withdraw from participation at any time without penalty.
Statement of Consent:
Your signature below indicates that you have read and understood the information provided
above, have had an opportunity to ask questions, and agree to participate in this interview. You
will be given a copy of this form to keep for your records.
____________________________________________
Participant’s Signature
Date ____________
____________________________________________
Interviewer’s Signature
Date ______________
Appendix H
QUINLAN RAMBLE EVALUATION PLAN 45
Qu in lan Ram b le
t o Seat t le