This website uses cookies to store information on your computer. Some of these cookies are used for visitor analysis, others are essential to making our site function properly and improve the user experience. By using this site, you consent to the placement of these cookies. Click Accept to consent and dismiss this message or Deny to leave this website. Read our Privacy Statement for more.
Basis for the decision/program commentsThe Dean provides strategic directives to the Assistant Deans and Program Chairs, as well as obtaining direct feedback from faculty members via monthly meetings. The Dean is able to coordinate assistance from other academic support units (i.e., learning resource center, library services, and institutional research) and the Curriculum Committee in order to deploy key College of Business (COB) initiatives to meet standards and criteria. These systematic processes may allow the COB to implement changes more efficiently.The COB systematically determines the strategic direction of the school in alignment with the university’s mission, core values, and foundational directives. The COB actively participates in implementing the uuniversity’s long-term, targeted growth strategy. The alignment of this process may increase the effectiveness of the COB in meeting the mission and vision of the university and the COB.The strategic planning process is a comprehensive institutional effectiveness-oriented approach. This encourages the applicant to create links among its various units and encourages collaborative action plans and communication.Student complaints are gathered in the listening and learning methods identified in Criterion 3.2 that allow the COB to resolve complaints and problems on an aggregate level, as well as through the Dean of Student Affairs on an individual level. With the environment created in the organization, students also seemed very comfortable in discussing any issues with faculty members and Program Directors that may enhance the ability to pursue common purposes.The course-embedded Learning Outcomes Manager (LOM) tool is an exemplary practice. The measurement process uses standardized assignments and assessment rubrics in selected courses in all programs. Data from assessments became available in April, 2013. Course outcomes are mapped to program outcomes and integrated into the electronic e/College platform. This permits real-time faculty assessment of student learning. The COB has developed a Human Resource (HR) Plan (Appendix 5.1); it is thorough and based on several authoritative sources. The HR plan addresses the implementation of policies and procedures to ensure faculty excellence through proper credentialing and professional development opportunities. The HRM process includes recruiting, training, observing, evaluating, and developing faculty. By creating an atmosphere that fosters superior teaching, the COB ensures that students are equipped to meet program outcomes.All program curriculum requirements are systematically enforced across all campuses and online. This assures all students at COB that they are receiving a high quality education to prepare them for meeting their career goals. 1. The most significant opportunities for improvement are: The COB may benefit from establishing a comprehensive performance evaluation process for COB administrators that would incorporate feedback from all of the stakeholders (i.e. 360 degree feedback). Feedback from all of the COB’s stakeholders may provide additional insight to the leaders as they develop the COB strategic plan.A consistent process for faculty and PACs’ input into the strategic planning process is not evident on all campuses. Figure 8 on action plans SP3 notes plans to integrate faculty into the semi-annual strategic planning process. Input from all faculty members and PACs may improve the planning process and implementation of action plans.All student segments are not identified with the exception of ground vs. online students. Identifying student segments and systematically analyzing segmented results data is a useful step in the effective process of gathering relevant, actionable data for each segment. Without segmented data, it is difficult to meet the needs and expectations of all students.A majority of the assessment-reported measures lack trended results (three or more data points), comparisons, or benchmark data. Most quantitative measures lack established targets that are attempted to be accomplished. Very critical to this process is the lack of these types of data collection and analyses for each of the program outcomes listed in Criterion 4.1. These are traditional components of an effective, comprehensive assessment plan. The COB does not appear to have a process to enforce its expectations for faculty scholarship. A number of faculty members appear not to have participated in any relevant scholarly activities for several years. The faculty’s engagement in scholarship may be reflected in continuous improvement of their teaching discipline.The COB is encouraged to continue the process of revising the graduate admissions criteria that will help students to determine if any basic undergraduate CPC knowledge still needs to be acquired that will prepare students for advanced study in graduate business programs.
Profile Pages
Print Page
