Institutional Learning Outcomes, Curriculum Development and Program Revision

CSU Global is committed to the development of quality online courses, as well as excellence in instructional design and delivery. All courses are designed to ensure that CSU Global promotes student engagement and provides learners with the tools and information they need to be successful. The process of maintaining and upholding courses to the highest standards involves continuous quality improvement that is student-centered, faculty and data-driven, and implemented via an industry analysis and peer-review process. Alignment of learning outcomes, assessments, resources, student engagement, and technology all contribute to the success of CSU Global students.

CSU Global Institutional Learning Outcomes

Institutional learning outcomes (ILOs) specify the knowledge, skills, and abilities gained by a CSU Global graduate through their education at CSU Global.  ILOs are not discipline-specific and are aligned across all CSU Global programs to articulate to both external and internal stakeholders the common knowledge, skills, and abilities of a CSU Global graduate. Ideally, program and course-level learning outcomes are linked to, and support, student achievement of ILOs.  

  1. Utilize terminology, assumptions, methods, and technology to become career-ready professionals.

    CSU Global graduates must not only have foundational knowledge, skills, and abilities to be successful in life, but they must also be career-ready professionals with discipline specific knowledge, skills, and abilities, to be successful in their chosen career path.  
  2. Solve real-world problems using situational context and logical analysis of relevant, credible, and valid information.

    It is not enough to think critically about problems and information.  CSU Global graduates will be able to use the knowledge gained through their studies for both simple and complex problem solving.
  3. Produce effective and targeted exchanges of information using appropriate technologies and media. 

    Effective communication relies on both the sender’s intent of a message and the receiver’s ability to comprehend the intent of the message.  In today’s world, CSU Global graduates will participate in this exchange of information through many media formats, both verbally and non-verbally.
  4. Apply ethical standards to complex decision-making.

    Most disciplines have a set of ethical standards reflecting the values that guide professional practice.  CSU Global graduates will be able to incorporate these standards into the decision-making processes of the discipline.  
  5. Articulate the impact of diverse perspectives needed to collaborate in a global society.

    Rarely are organizational decisions made in a vacuum, or singly impact one thing.  CSU Global graduates will be prepared to lead these collaborative processes, including stakeholders from many perspectives to positively impact local and global communities.

Industry Alignments and Curriculum Development

The university offers bachelor’s and master’s degrees, and certificate programs that have been approved by the Higher Learning Commission. Prior to the launch or revision of any academic program, the university conducts a full program analysis to ensure it meets industry needs for career relevance and job growth. This review by external industry experts ensures the latest trends and best practices have been incorporated.

Wherever possible, the university’s programs are also aligned to provide specific knowledge needed to successfully pass industry certifications, including but not limited to nationally recognized organizations such as the Society of Human Relations Management, Project Management Institute, State Boards of Accountancy, CompTIA, and Microsoft. This allows students to connect their collegiate program with the recognized professional certificates in their industry. Additionally, CSU Global seeks industry accreditations wherever relevant to further ensure and verify that its programs are meeting the needs of modern, nontraditional students looking to advance their careers. For example, the B.S. in Business Management, B.S. in Accounting, M.S. in Management, and Master of International Management are accredited by the Accreditation Council for Business Schools and Programs (ACBSP).


Program Revision

Programs are revised to ensure content is current, relevant, and accurate as well as to address student learning achievement goals. Program analysis and design must occur at least once within a 24 month period to maintain program relevancy. Thus, the program revision process is

designed to provide every program with two years worth of assessment data prior to revision. Program revisions have four main sources of input:

  • Faculty Content Expertise - Faculty ultimately govern the curricular revision decisions that are incorporated into the program. At any time, faculty members can provide curricular recommendations to the Program Coordinator. The Program Coordinator brings faculty suggestions to Program Curriculum and Assessment Committee, comprised of the PC and lead faculty, to discuss, collaborate and agree upon the changes that will be made to the program of study. The Program Curriculum and Assessment Committee decides on changes based on their own expertise and the various inputs from industry, assessment data, and student feedback.
  • Assessment Recommendations - Program revisions take into consideration any recommendations and action items stemming from student outcomes assessment and Annual Program Review processes.
  • Industry Analysis - Industry analysis considers the knowledge and skills needed to meet marketplace trends as well as for associated industry certifications (if applicable). Additionally, as part of the formal program revision process, programs are reviewed by industry analysts (IAs) to get input regarding current and anticipated industry trends. Their feedback is considered
  • by the Program Curriculum and Assessment Committee as they make revision decisions.
  • Student Feedback - Student feedback is reviewed as part of the program revision process and relevant feedback is considered by the Program Curriculum and Assessment Committee as they make revision decisions.

Additionally, revisions may address other needs such as:

  • Programmatic accreditation requirements (if applicable).
  • Adherence to program development standards.
  • Incorporation of course development standards.