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Basis for the decision/program commentsIO 3 - Review of all Academic ActivitiesThe Master of Science in Management and all Doctoral Programs are not presented for accreditation and has not been reviewed in the self-study. The site visit team has not reviewed these programs.IO 5.d - Publication of Student Learning Outcome ResultsThe College of Business and Management does not currently provide information to the public pertaining to student achievement.1. The most important strengths or outstanding practices are: Ethical behaviors are fostered throughout the organization in a number of different ways including: the “University Integrity Statement,” the University catalog, the “Student Code of Conduct and Statement of Academic Integrity,” in the Student Handbook and the Faculty Handbook, and annual required training on ethics and integrity for faculty. (Self-study pages 17- 21) Further, these values are modeled by the faculty in their work with students and others. Multiple methods of fostering ethical behavior may help in creating and maintaining a culture of ethical practice. Multiple methods, including nationally normed student satisfaction surveys, Net Promoter Score Surveys, employer surveys, alumni surveys and advisory boards are used to measure student and stakeholder satisfaction. (Self-Study pages 28-30.) Multiple methods of measuring satisfaction helps ensure that important student and stakeholder needs are not neglected. The college has made programmatic changes as a result of student and stakeholder input. (Self-Study page 36.) Changes help ensure that student and stakeholder needs are being met.The college has an assessment plan and process in place. (Self-Study pages 43-45 and Appendix G) This course based approach to assessment is systematic and deployed. Since 2012 the assessment plan is under revision for all business programs. The new process is evolved from a need to standardize program assessment activities, beginning with a renewed examination of the programs. The assessment program consists of determine the program learning outcomes; establish the student artifacts that reflect the program learning outcomes; score students artifact using a standardized rubric. The process includes a three year cycle of 1) review of artifacts, 2) implementation of recommended changes; 3) artifacts are collected for analysis and follow up. Artifacts collected from every course offered are reviewed by program committees. Information extracted from the artifacts is used for program changes. Direct assessment of student learning in the content area is necessary to measure the strengths and weaknesses of the programs and provide a basis for continuous program improvement.Examples of process and program improvements are evident. (Self-Study pages 65-67) Program improvement efforts may help ensure the college meets its stated value of providing excellence in instruction. The university provides an orientation and training program for new faculty. (Self-Study page 70) These development activities help assure that faculty are knowledgeable of the teaching model as well as policies and procedures.Faculty developmental funds of over $2,000.00 per faculty member were available to full-time faculty members helping to fund scholarship, and professional development. Allocated professional development funding may help assure that faculty members are professionally active in their fields; and that they are prepared to fulfill the college’s mission.The degree programs meet the Common Professional Component (CPC) requirements. (Self-Study pages 93-94) Meeting the CPC requirement helps ensure that the college is deploying a quality business program. The university has over 30 articulation agreements with community colleges and universities. (Self-Study pages 114-15) Articulation agreements may help ensure seamless transfer of students.2. The most significant opportunities for improvement are:The college has listed strategic objectives with a time table for action; however, these action timetables do not extend beyond 2013. (Self-Study pages 23-26, Figures 2.2 and 2.3) The use of long- term action planning may help the college meet its strategic objectives. While “educational achievers” have been identified as a major target group, there is no further segmentation of students (ex. traditional, non-traditional, online, ground, graduates, undergraduates, location, military, and veteran). Gathering data by segments is a useful step in the college’s process of collecting relevant, actionable data for each segment. Without segmented data it may be difficult to meet the needs of all majors. There are no measureable goals for the survey instruments or for the advisory boards. (Self-Study pages 37-42.) Quantitative measures may help the college monitor trend changes in satisfaction as a result of programmatic initiatives. While there are three data points for some programs, the artifices collected have varied; and their analysis methodology has not been consistently applied. Consistency of artifacts and analysis methodology may help the college see trends and results of program improvements. No comparative benchmark data of direct measures of learning outcomes are presented. Surveys are measures of satisfaction and grades are inadequate measures. Comparisons of direct measures to similar programs (benchmarks) at comparable higher educational institutions may provide more robust results to make better program improvements. Direct assessment data has not been segmented by learning modality or location. Segmented data may help the college to improve the student learning by addressing the needs of each learning modality or location. Undergraduate credit hours taught by academically qualified faculty are at 19.7 percent. (Self-Study page 73) The historic ACBSP benchmark is to have 40 percent of undergraduate credit hours taught by academically qualified faculty. Deploying qualified faculty helps ensure quality business education. The college acknowledges this as an opportunity for improvement. (Self-Study page 74)Forty percent of the 15 full-time faculty members listed in the faculty load table taught more than 72 quarter credits per year. Most of these taught more than 90 quarter credit hours in the academic year. (Self-Study “Faculty Load Table”) With a teaching load of more than 72 credits per year, faculty effectiveness and student learning outcomes may be adversely impacted. There is no college-wide system for monitoring and controlling faculty loads. A process that accumulates and reports total faculty loads may help to minimize excessive teaching loads.Three (20 percent) of 15 full-time faculty members were not engaged in scholarly activities over the last three years. (Self-study Appendix Q) Scholarly activity encourages currency and relevancy in the respective business fields.While the college offers four one quarter credit courses MGMT 507A (Foundations of Accounting), MGMT 507B (Foundations of Finance), MGMT 507C (Foundations of Economics) and MGMT 507D (Foundations of Statistics) for students who have no previous knowledge in those areas, the college does not offer foundations courses for the other CPC knowledge areas (for example management, marketing, business law, information systems, global, policy-comprehensive integrative) for those student who do not have previous course work or foundations knowledge. This knowledge must be incorporated in the graduate credit hours. Graduate programs require 48 quarter hours for graduation. As a result the graduate programs may not include 45 quarter (30 semester) graduate credit hours beyond the CPC reserved exclusively for graduate students.
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