K(nowledge)A(nalysis)S(ynthesis)A(pplication)P(resentation)

This little acronym KASAP stands for Knowledge, Analysis, Synthesis, Application, and Presentation, which represent the Graduate Skills that are assessed at Glion.  Each instructor will complete an Assessment Feedback Sheet (representing the 5 skills) with a grade and feedback on how well a student’s work meets the skills-criteria at various benchmark levels, e.g.

Below standard <50% 50 – 59% 60 – 84% 85 – 100%

The five skills can sometimes overlap with each other, but they are best seen as distinct to help you as a student understand what skills are being evaluated in your coursework.  Below is a table which attempts to explain these criteria.

GRADUATE LEVEL SKILL

ACADEMIC ASSIGNMENT INDICATORS

Knowledge, i.e. what does the student show that they know from published sources?

Acid test: Would you employ this person based on their depth and breadth of knowledge and understanding of the subject?

This is the basic notion of ‘knowing’ something.  One either knows it or does not know it.  Someone who reads and researches widely and deeper will clearly know more about what has been published on the subject than others, and this would ideally come across in the work through statements, assumptions and referencing.  Someone of course may know a lot from experience, but without linking this to published evidence, this may come across simply as unsubstantiated opinions and is worth little in academic writing.

Analysis, i.e. how well does the student see beyond and challenge the unexamined obvious?

 

Acid test: Would you employ this person based on their sharp thinking ability?

 

This is the ‘skill’ of looking beyond the surface to what is different and not obvious by questioning something from several angles, digging deep into the published material and thought process, by comparing and contrasting various published and personal viewpoints, identifying strengths and weaknesses, and exposing contradictions.

In written academic work, this will often comes across as the careful selection of diverse views from published material, rather than ‘single-source reporting’, i.e. giving one source, as anecdotal unquestioned evidence, at the end of each sentence.

An MBA student should show the skill of analysis very strongly as employers are paying a premium for such ‘sharp’ minds.

(A sharp analytical mind will see the obvious contradictions in the standard Glion assessment framework, which is why we need to clarify it to ourselves and communicate it clearly to others!)

Synthesis and Creativity, i.e. how well does the student generate and show creative ideas and solutions?

Acid test: Would you employ this person based on their creative solution-finding ability?

 

This is a ‘skill’ of bringing ideas together (i.e. synthesizing) to create new and novel thoughts and solutions to problems and situations (i.e. being creative).  An MBA student should show the skills of finding viable solutions very strongly as employers are paying a premium for ‘answers’, ‘competitive solutions’ etc.

Application, i.e. how well does the student show that their ideas can and will work in a practical situation?

Acid test: Would you employ this person based on their decision-making and practical abilities?

 

This is a ‘skill’ of showing in sufficient detail how proposed ideas can be sensibly implemented in various situations by others.  This is a basic management skill which an MBA student should show in informing and directing others in the workplace.

Presentation i.e. how well has the student followed all of the submission requirements and presented a document of sufficient quality for an academically-informed business reader?

Acid test: Would you employ this person based on their ability to effectively communication to target audiences within specified requirements?

 

This is a ‘skill’ of effectively communicating the possession of all the above abilities with the specified academic assignment requirements according to a very high standard.