master of science, leadership & management program college

Master of Science, Leadership & Management Program

College of Business and Public Management

Program Review

2019-2020

Prepared By: Kathy Duncan, EdD Loren Dyck, PhD Louise Kelly, PhD Deborah Olson, PhD

I. Introduction .............................................................................................................................. 1

II. The Programs .......................................................................................................................... 2

1. Mission, Goals, Objectives, and Learning Outcomes ......................................................... 2

2. Curriculum ............................................................................................................................ 3

3. Program Comparisons ......................................................................................................... 5

III. Students ................................................................................................................................... 6

1. Admission Policy .................................................................................................................. 6

2. Applicant, Admitted, and Matriculated Students Profile ...................................................... 6

IV. Student Support ....................................................................................................................... 7

1. Student Advising .................................................................................................................. 7

2. Counseling ........................................................................................................................... 7

3. Learning Enhancement Center ............................................................................................ 7

4. Student life ........................................................................................................................... 7

5. Library .................................................................................................................................. 7

6. Career Services ................................................................................................................... 8

V. Program Assessment .............................................................................................................. 9

1. Direct and Indirect Assessment of Learning Objectives ..................................................... 9

2. MSLM Assessment .............................................................................................................. 9

3. Faculty Coverage and Qualifications ................................................................................. 12

4. Profile of Graduating students ........................................................................................... 13

5. Resources: Financial, Facilities, Information Technology ................................................. 13

VI. Summary of Findings ............................................................................................................ 13

VII. Recommendations................................................................................................................. 14

MSLM Program Review 2019-2020 1

I. Introduction The Masters of Science in Leadership and Management (MSLM) program emphasizes the human dimensions of management. It is applicable where skills in change management, leadership, and group dynamics are demanded for professional effectiveness. The core classes develop an essential managerial knowledge base; students then customize the balance of the coursework with either electives from one focused concentration or a more generalized program of study, selecting electives from any of the three concentrations. The capstone course, built upon two or three required research courses, results in the research, writing, and presentation of either a thesis or an applied research project. The MSLM program is a networked and mutually supportive community of learners. The Master of Science in Leadership and Management (MSLM) program began in 1986 as a part of the department of Public Administration. The program was moved under the department of organizational leadership in 2002 and then to the College of Business and Public Management in 2004 where it currently resides. The program curriculum has undergone major revisions since 1986 with the most recent revisions in 2011. There are three concentrations offered within the degree: human resources management, organizational development and nonprofit management. The program is offered through 8 different regional campus centers and additional sites under the direction of the regional centers including a fully online version. The MSLM program currently has a total of ___ registered students (____ units) with ___ students primarily taking courses on the main campus and ___ students primarily taking courses on regional or online campuses. The online program was developed primarily by full-time faculty with some developed by adjunct faculty. Each online course has a fully developed shell that is used by all faculty that teach that specific course. Full-time faculty periodically teach at geographically nearby campuses to enhance the quality and consistency of the program on all campuses. The program director has worked closely with the regional directors in the hiring of new adjunct faculty to ensure quality faculty who have the education, professional experience, teaching experience and philosophy that matches the MSLM program and approach. Master syllabi, assessment instruments and rubrics have been disseminated through the campus directors to ensure consistency in course content and assessment. The MSLM program is further developed as a community of learners through common experiences. Twice per year, the Leadership Forum is held on the La Verne campus (and on regional campuses as needed) to provide a public forum for students to present their capstone papers. Students create a PowerPoint presentation, with a 15-minute oral presentation, which is evaluated by faculty and alumni as part of the assessment process. Students’ families, colleagues, current and prospective MSLM students, and campus administrators are also invited to attend. In online classes, the students create a video of the presentation and other students give feedback as well as the instructor.


II. The Program

1. Mission, Goals, Objectives, and Learning Outcomes Mission The mission of the program is to prepare professional leaders and managers to successfully address the challenges and complexity of 21st century organizational life, with integrity, as architects of organizational life and goal attainment. Goals The University of La Verne Master of Science in Leadership and Management (MSLM) curriculum is designed to educate/develop effective future leaders for all types of organizations. The design of our curriculum integrates management and leadership theories with real-world applications. MSLM students should expect to develop:

• Effective interpersonal, communication, teamwork, and leadership skills

• Problem solving and decision making skills in a dynamic, every-changing environment.

• A commitment to ethical and socially responsible behavior in a diverse working environment.

• The ability to apply organizational theory to managerial practice.

• A mastery of the human aspects of an organization. Objectives and Learning Outcomes The MSLM goals translate into the following program objectives and learning outcomes:

Objective 1: Evaluate students’ personal leadership styles and develop a plan for leadership skills development.

Learning outcomes for Objective 1:

1. Analyze a self-assessment of own leadership styles/practices

2. Create a personal leadership development plan Objective 2: Solve organizational problems in an ethical and socially responsible manner.


1. Apply ethical and moral considerations in the analysis of managerial decisions.

2. Identify ethical dilemmas and develop analytical and interpersonal approaches for dealing with them.

Objective 3: Analyze a specific Human Resource (HR) problem within an organization


1. Analyze HRM processes to identify gaps that need to be addressed in order to optimize the use of individual and team talents.


2. Create a development plan to address gaps in HRM systems which include specific recommendations so that all HRM systems are integrated, understood, and legally defensible.

Objective 4: Design effective organizations


1. Develop a corporate mission statement, strategies, and goals.

2. Establish high performance group work and team environment.

3. Analyze the leadership of the organization and its effectiveness. Objective 5: Evaluate approaches to bring about organizational change and to choose the most effective one(s).


1. Identify the need for change including stakeholder analysis, organizational readiness for change and the role of the change agent.

2. Apply specific change and conflict models to a specific organizational problem. Objective 6: Apply research and analytical skills in the development of a research topic.


1. Integrate literature search, analysis and writing skills in the development of a literature review on a chosen topic.

2. Develop the ability to apply current organizational research to an organizational setting. Objective 7: Communicate effectively both in writing and verbally.


1. Create a well written capstone paper/thesis.

2. Deliver an effective oral presentation of capstone paper/thesis.

Objective 8: Design, conduct, and complete an integrated research project.


1. Analyze key organizational issues with an integrated action plan for change (case).

2. Analyze key organizational issues with integrated recommendations building on theory and research findings (thesis).

2. Program Curriculum

The MSLM curriculum consists of: Foundation Course: 0-3 units MGMT 500 Management: Theory and Practice The foundation course is waived if a student has completed an undergraduate degree in business or management within the past 7 years. Core Courses: 15 units MGMT 520 Leadership: Theory and Practice (3) MGMT 521 Ethics and Decision Making (3) MGMT 522 Human Resources Management (3)


MGMT 523 Organizational Theory and Design (3) MGMT 569 Conflict Management and Organizational Change (3) MGMT 586 Organizational Research Methods I (3) Electives and Concentrations: 12 semester hours Each student can select a set of courses that addresses his or her career needs. Concentrations require a minimum of four courses (12 semester hours) that may include required core courses in the same discipline. Available concentrations include Human Resource Management, Organizational Development and Nonprofit Management. Human Resources Management Concentration MGMT 522 Human Resources Management (3) and a minimum of three of the following: MGMT 525 Management of Diversity (3) MGMT 526 Training and Development (3) MGMT 529 Seminar in Human Resources Management (3) MGMT 554 Negotiations and Collective Bargaining (3) Organizational Development Concentration MGMT 523 Organizational Theory and Design (3) and a minimum of three of the following: MGMT 525 Management of Diversity (3) MGMT 556 Building Partnerships; Creating Coalitions (3) MGMT 559 Seminar in Organizational Development (3) MGMT 582 Managing Groups and Teams (3) Nonprofit Management Concentration MGMT 520 Leadership: Theory and Practice (3) and a minimum of three of the following: MGMT 530 Managing Nonprofits (3) MGMT 531 Marketing Nonprofits (3) MGMT 532 Effective Fundraising (3) MGMT 533 Accounting and Compliance for Nonprofits (3) MGMT 534 Grant Writing (3) Research and Culminating Activity: 6-9 units MGMT 596 Graduate Seminar (3) OR MGMT 588 Organizational Research II* (3) AND MGMT 594 Thesis (3) *MGMT 588 counts as an elective There are also two certificates offered, one in Organizational Leadership and one in Nonprofit Management. All courses in the certificates can apply to the MSLM program, if desired. The admissions requirements for the certificate are identical to those for the MSLM program.


Certificate in Organizational Leadership Requirements: 18 semester hours MGMT 520 Leadership: Theory and Practice (3) MGMT 521 Ethics and Decision-Making (3) MGMT 523 Organizational Theory & Design (3) MGMT 569 Conflict Management and Organizational Change (3) Two of the following: MGMT 525 Management of Diversity (3) MGMT 556 Building Partnerships; Creating Coalitions (3) MGMT 582 Managing Groups and Teams (3) MGMT 590 Selected Topics in Leadership and Management (3) Certificate in Nonprofit Management Requirements: 18 semester hours MGMT 520 Leadership: Theory and Practice (3) MGMT 530 Managing Nonprofits (3) MGMT 531 Marketing for Nonprofits (3) MGMT 532 Effective Fundraising (3) MGMT 533 Accounting and Compliance for Nonprofits (3) One MGMT course from core courses (3) MGMT 590: Special topics courses are offered periodically and features a current topic of interest based on student and faculty input. A MGMT 590 course may count toward a concentration depending on the topic. The use of the special topic course allows a deeper, richer examination of emerging topics related to leadership or management. Recent examples have included Mindful Leadership and travel courses. Under the MGMT 590 special topic designation, the travel courses include pre-work, travel with visits to local business and presentations by local business leaders, and integrative papers related to the business issues in that geographic area. The recent travel courses have included a mix of MSLM, MPA, and Gerontology students for a cross-discipline learning experience.

3. Program Comparisons Although it is difficult to compare La Verne’s program with those of other institutions due to the limited information available, some comparisons of the curriculum can be made. More detailed information of the seven selected institutions is included in Appendix I. The selected institutions and programs are: University of San Diego (MS Executive Leadership) University of Southern California (Executive Master of Leadership) University of Redlands (Master of Arts Management) Pepperdine University (MS Management and Leadership) Brandman University (Organizational Leadership MA) University of Denver (MS in Leadership and Organizations) Gonzaga University (MA in Organizational Leadership) The MSLM program and comparison programs have similar requirements for the number of units. The programs offer some of the same courses or courses whose topics are included in MSLM courses. The MSLM and one other institution offer concentrations in HR and nonprofit management. MSLM offers an elective in diversity management, some other institutions offer courses in cross-cultural management or global leadership. Some of the institutions offer a


course in either creativity or innovation which the MSLM has integrated those topics into the change course. Some of the common courses or topics include: Leadership Ethics and/or decision making Change Organizational theory or design Groups and teams Human Resources III. Students

1. Admission Policy

Student applications are carefully reviewed for the following criteria:

1. A bachelor’s degree from a regionally accredited college or university.

2. A preferred GPA of 2.75 in the last 60 semester hours of undergraduate work. Some

applicants with lower GPA’s may be admitted conditionally or requested to submit GRE

(analytical and verbal).

3. Two positive letters of recommendation.

4. A current resume and personal statement of purpose.

Students without a degree from an English speaking institution, where English is the primary language of instruction and of the geographic area, must establish minimal proficiency in English by accomplishing one of the following: a TOEFL score of 550 or more, a score of 105 in Duolingo, completion of ESL 112, a GRE verbal score of 150, or satisfactory completion of prerequisite courses at ULV as indicated by a placement examination. All students are expected to be proficient in word processing, spreadsheets, electronic communications, and information research and retrieval on the Internet.

2. Applicant, Admitted, and Matriculated Student Profile

The majority of MSLM students are working adults taking evening and Saturday or online classes on a part-time or full-time basis. Additionally, there are international students taking a full-time course load. Appendix II shows the profile of the MSLM applicants, admitted, and matriculated students. Over the past three years, ____, the average number of applications per year for the main campus was ___, out of which ___ were admitted for an admission rate of ___%. Over the same three-year period, ___% of the admitted students matriculated. _______ percent of the matriculated students were international students on F-1 visas. The ethnic diversity of the MSLM graduates in 2018-19 were 34% Hispanic, 22% white, 16.9% African American, and 7.6% Asian. It should be noted that not all students indicate race or ethnicity on their application. IV. Student Support

1. Student Advising

https://banweb.laverne.edu/prod/bwckctlg.p_disp_course_detail?cat_term_in=201150&subj_code_in=ESL&crse_numb_in=112


Every MSLM student regardless of the program or location is assigned a professional advisor to help the student with course scheduling and sequencing. An Individualized progress sheet helps the advisor and student to keep track of the student program requirement. There is one advisor for the La Verne campus and an advisor for each of the RCA campuses where the MSLM degree is offered and for the online students. The program director and other faculty are available for students to advise on professional, educational, and academic development.

2. Counseling

The University of La Verne Counseling Center provides a full range of counseling services designed to assist each person to achieve his or her full human potential. Managed by the psychology department in the College of Arts and Sciences, the center provides free counseling services to all university students. Students can utilize the services on their own initiative with or without a referral from the faculty or staff.

3. Academic Success Center

The Academic Success Center (ACE) provides tutoring services to all the students of the University of La Verne free of charge. The tutoring covers discipline-specific areas such as academic writing as well as communication skills. The services are available to students either in a face-to-face format or online. Tutors are available over the weekend and during evening hours to accommodate the regional campuses students as well as working adults.

4. Student life

The MSLM students at the University of La Verne are not active participants in the campus student life. Most students come to class from work, just before it starts, and leave right after it ends. In order to provide a means of communication with the students and for the students, a Blackboard Community for all MSLM students was created to provide students with an online networking opportunity and to provide the MSLM program director and advisors with the means to communicate with the students. In addition to networking opportunity, MSLM Central provides student access to course outlines and syllabi, ability to post jobs and resumes, advising forms, special events and the course schedule.

5. Library

The MSLM students are served by the Elvin and Betty Wilson Library located on the University La Verne campus. The library houses a collection of 178,000 print and 40,000 electronic books in fields such as management, psychology, sociology, leadership organizational behavior, and other relevant fields. Additionally, thousands of books are available to students. If Wilson Library does not own an item needed by a student, the student can order the item from the library’s homepage to be delivered by LINK+, a consortium of 40+ libraries in California and Nevada that has five days a week courier service to get the book to La Verne in 48-72 hours. MSLM students have access to over 9 million additional books via LINK+. If an item is not available from LINK+, particularly articles that appear in journals unavailable through Wilson Library, students can order books and articles through LeoDelivers, the library’s web-based interlibrary loan system. Articles are scanned and sent from lending libraries to Wilson Library, then delivered via email to the requestor; books are mailed to the library and made available for pickup or mailed to the requestor. LeoDelivers provides access for La Verne students and faculty to resources available at thousands of libraries across the United States and around the world. Wilson Library subscribes to 25,680 journal titles: 250 are print journals and all other titles


are electronic journals accessible 24/7 exclusively to La Verne students wherever they are located via the library’s proxy server. Of those journal titles, over 270 are of primary interest to management and organizational leadership, and over 10,000 journal titles are available in related disciplines. The library subscribes to 64 databases of which, 21 are directly relevant to the degree programs within the purview of the CBPM programs The library utilizes 24-hour online librarian access via chat, 24-hour “LEOPAC” access which allows students to access the library’s resources online, 24-hour “Leo delivers” which allows students to access materials from other libraries, and 24-hour “Link +” which allows students to access other libraries directly online. The library subscribes to many research sources such as ProQuest, Sage, and EBSCOhost. A current student survey shows that that 80% of respondents are slightly or very satisfied with remote access to the library materials.

6. Career Services

Career Services at the University of La Verne provides quality resources, counseling, and services to help students and alumni assess and apply their education and life experiences to a lifetime of fulfilling opportunities. Their mission is to assist undergraduate and graduate students and alumni with identifying, developing, and implementing their career goals through self-direction and personal responsibility. Career services provide MSLM students with: Career planning, advice and guidance which includes assessments and interpretation

Resume and letter writing tips and review Job search strategies Mock Interviews Graduate school advice which includes choosing a school and the application process Workshops on resume writing, interviewing techniques and job search

Career Services holds an Etiquette and Networking Dinner and Virtual Career Fairs to help students in their job search with their professional development. They also maintain a library of career-related books and employment source materials, accessible during business hours. Additionally, the office maintains directories and information on graduate school programs and national fellowship opportunities, for students whose professional goals might require additional research opportunities or advanced degrees. Online services include targeted information and links for career exploration, internships, summer jobs, full-time employment, graduate school, conducting a job search, and much more. Additionally, the College of Business and Public Management has hired a career counselor for the students in our college. V. Program Assessment

1. Direct and Indirect Assessment of Learning Objectives

The MSLM assessment plan has two components: The first one is course embedded whereby the MSLM objectives and learning outcomes are assessed in MSLM core courses (see Appendix III for the curriculum map). The second component of the assessment involves the utilization of course evaluations (see Appendix IV), current student survey (Appendix V) and alumni survey (see Appendix VI). to ensure that students are satisfied with their educational experience in the program and that the program is current and relevant.


The alumni survey was administered to the alumni of the MSLM program. The survey was sent via email to all MSLM alumni with a valid email address. The college received 39 responses. A survey was also sent to current students. Seventy-five responses were received from current students.

2. MSLM Assessment In this section each of the MSLM objectives along with the results of the direct and the indirect assessments are listed. The complete results of assessing the learning outcomes for each objective are shown in Appendix VII. Objective 1: Evaluate students’ personal leadership styles and develop a plan for leadership skills development. Direct assessment: One hundred fifty-five observations were used to assess student achievement on this objective using two learning outcomes. 68 of the students have excellent performance (31 main campus, 9 online, 28 regional campuses), 60 have good performance (23 main campus, 22 online, 15 regional campuses), 21 have satisfactory performance (11 main campus, 7 online, 3 regional campuses)and 6 have unsatisfactory performance (5 main campus, 1 online, 0 regional campuses), this implies that 82.6% have a good or excellent mastery in analyzing a self-assessment of their own leadership styles/practices (outcome 1). Fifty-three of the students have excellent performance (21 main campus, 6 online, 26 regional campuses), 47 have good performance (25 main campus, 13 online, 9 regional campuses), 40 have satisfactory performance (18 main campus, 13 online, 9 regional campuses) and 14 have unsatisfactory performance (5 main campus, 5 online, 2 regional campuses), this implies that 64.9% have a good or excellent mastery in creating a personal leadership development plan (outcome 2). Indirect assessment: The teaching evaluations average for the MGMT 520 course where objective 1 is assessed was 3.8 (3.9 main, 3.8 online, 3.8 regional campus) for the academic year of 2018-2019. The alumni survey found that 97% rated this area as good or excellent. When comparing this area to co-workers from other universities, 93.9% gave a rating of equally or better prepared. Objective 2: Solve organizational problems in an ethical and socially responsible manner. Direct assessment: One hundred fifteen observations were used to assess student achievement on this objective using two learning outcomes. 56 of the students have excellent performance (30 main campus, 15 online, 11 regional campuses), 37 have good performance (17 main campus, 5 online, 15 regional campuses), 18 have satisfactory performance (11 main campus, 1 online, 6 regional campuses) and 4 have unsatisfactory performance (2 main campus, 1 online, 1 regional campuses), this implies that 80.9% have a good or excellent mastery in applying ethical and moral considerations in the analysis of managerial decisions (outcome 1). Fifty-seven of the students have excellent performance (30 main campus, 17 online, 10 regional campuses), 35 have good performance (17 main campus, 5 online, 13 regional campuses), 22 have satisfactory performance (11 main campus, 1 online, 10 regional campuses) and 2 have unsatisfactory performance (2 main campus, 0 online, 0 regional campuses), this implies that 79.3% have a good or excellent mastery in identifying ethical dilemmas and develop analytical and interpersonal approaches for dealing with them (outcome 2).


Indirect assessment: The teaching evaluations average for the MGMT 521 course where objective 2 is assessed was 3.5 (3.4 main, 3.4 online, 3.5 regional campus) for the academic year of 2018-2019. The alumni surveys found that 100% rated this area as good or excellent. When comparing this area to co-workers from other universities, 90.9% gave a rating of equally or better prepared. Objective 3: Analyze a specific Human Resource (HR) problem within an organization Direct assessment: Two hundred and eighteen observations were used to assess student achievement on this objective using two learning outcomes. One hundred forty-five of the students have excellent performance (67 main campus, 32 online, 0 regional campuses), 44 have good performance (12 main campus, 22 online, 10 regional campuses), 19 (11 main campus, 1 online, 6 regional campuses) have satisfactory performance and 10 have unsatisfactory performance (3 main campus, 4 online, 3 regional campuses), this implies that 86.7% have a good or excellent mastery in analyzing HRM processes to identify gaps that need to be addressed in order to optimize the use of individual and team talents (outcome 1). One hundred forty-one of the students have excellent performance (65 main campus, 38 online, 38 regional campuses), 56 have good performance (21 main campus, 20 online, 15 regional campuses), 10 have satisfactory performance (4 main campus, 2 online, 4 regional campuses) and 12 have unsatisfactory performance (6 main campus, 3 online, 3 regional campuses), this implies that 90% have a good or excellent mastery in creating a specific plan to address gaps in HRM systems so that they are integrated, understood by managers and employees, legally defensible (outcome 2). Indirect assessment: The teaching evaluations average for the MGMT 522 course where objective 3 is assessed was 3.6 (3.7 main, 3.7 online, 3.5 regional campus) for the academic year of 2018-2019. The alumni surveys found that 75.8% rated this area as good or excellent. When comparing this area to co-workers from other universities, 84.8% gave a rating of equally or better prepared. Objective 4: Design effective organizations Direct assessment: Seventy-eight observations were used to assess student achievement on this objective using three learning outcomes. 44 of the students have excellent performance (22 main campus, 12 online, 10 regional campuses), 29 have good performance (8 main campus, 11 online, 10 regional campuses), 5 have satisfactory performance (4 main campus, 0 online, 1 regional campuses) and 0 have unsatisfactory performance, this implies that 93.6% have a good or excellent mastery in developing a corporate mission statement, strategies, and goals (outcome 1). 48 of the students have excellent performance (22 main campus, 17 online, 9 regional campuses), 13 have good performance (6 main campus, 6 online, 1 regional campuses), 8 have satisfactory performance (6 main campus, 0 online, 2 regional campuses) and 0 have unsatisfactory performance, this implies that 88.4% have a good or excellent mastery in establishing high performance group work and teams environment (outcome 2). 50 have excellent performance (18 main campus, 17 online, 15 regional campuses), 24 have good performance (10 main campus, 6 online, 8 regional campuses), 8 have satisfactory performance (6 main campus, 0 online, 2 regional campuses) and 0 have unsatisfactory performance, this implies that 90.2% have a good or excellent mastery in analyzing the leadership of the organization and its effectiveness (outcome 3).


Indirect assessment: The teaching evaluations average for the MGMT 523 course where objective 4 is assessed was 3.6 (3.6 main, 3.6 online, 3.7 regional campus) for the academic year of 2018-2019. The alumni surveys found that 78.8% rated this area as good or excellent. When comparing this area to co-workers from other universities, 84.8% gave a rating of equally or better prepared. Objective 5: Evaluate approaches to bring about organizational change and to choose the most effective one(s). Direct assessment: Ninety-eight observations were used to assess student’s achievement on this objective using two learning outcomes. 70 of the students have excellent performance (22 main campus, 7 online, 41 regional campuses), 18 have good performance (8 main campus, 3 online, 7 regional campuses), 9 have satisfactory performance (5 main campus, 3 online, 1 regional campuses) and 1 have unsatisfactory performance (1 regional campuses), this implies that 89.8% have a good or excellent mastery in identifying the need for change including stakeholder analysis, organizational readiness for change and the role of the change agent (outcome 1). 67 of the students have excellent performance (20 main campus, 7 online, 40 regional campuses), 20 have good performance (12 main campus, 2 online, 6 regional campuses), 8 have satisfactory performance (4 main campus, 4 online, 1 regional campuses) and 3 have unsatisfactory performance (3 regional campuses), this implies that 88.8% have a good or excellent mastery in applying specific change and conflict models to a specific organizational problem (outcome 2). Indirect assessment: The teaching evaluations average for the MGMT 569 course where objective 5 is assessed was 3.8 (3.6 main, 3.8 online, 3.9 regional campus) for the academic year of 2018-2019. The alumni surveys found that 84.8% rated this area as good or excellent. When comparing this area to co-workers from other universities, 93.9% gave a rating of equally or better prepared. Objective 6: Apply research and analytical skills in the development of a research topic. Direct assessment: One hundred and seventy-three observations were used to assess student’s achievement on this objective using two learning outcomes. 76 of the students have excellent performance (20 main campus, 27 online, 29 regional campuses), 57 have good performance (22 main campus, 7 online, 28 regional campuses), 34 have satisfactory performance (8 main campus, 9 online, 17 regional campuses) and 6 have unsatisfactory performance (4 main campus, 1 online, 1 regional campuses), this implies that 76.9% have a good or excellent mastery in integrating literature search, analysis and writing skills in the development of a literature review on a chosen topic (outcome 1). 76 of the students have excellent performance (20 main campus, 21 online, 35 regional campuses), 62 have good performance (23 main campus, 13 online, 26 regional campuses), 32 have satisfactory performance (10 main campus, 8 online, 14 regional campuses) and 4 have unsatisfactory performance (2 main campus, 1 online, 1 regional campuses), this implies that 79.3% have a good or excellent mastery in developing the ability to apply current organizational research to an organizational setting (outcome 2). Indirect assessment: The teaching evaluations average for the MGMT 586 course where objective 6 is assessed was 3.8 (3.9 main, 3.9 online, 3.6 regional campus) for the academic year of 2018-2019. The alumni surveys found that 78.8% rated this area as good or excellent. When comparing this area to co-workers from other universities, 87.9% gave a rating of equally or better prepared.


Objective 7: Communicate effectively both in writing and verbally Direct assessment: Two hundred and fifteen observations were used to assess student achievement on this objective using two learning outcomes. 99 of the students have excellent performance (37 main campus, 5 online, 57 regional campuses), 80 have good performance (27 main campus, 6 online, 47 regional campuses), 29 have satisfactory performance (15 main campus, 7 online, 7 regional campuses) and 8 have unsatisfactory performance (3 main campus, 1 online, 4 regional campuses), this implies that 82.9% have a good or excellent mastery in creating a well written capstone paper/thesis (outcome 1). 138 of the students have excellent performance (53 main campus, 6 online, 79 regional campuses), 55 have good performance (17 main campus, 10 online, 28 regional campuses), 15 have satisfactory performance (6 main campus, 3 online, 6 regional campuses) and 7 have unsatisfactory performance(5 main campus, 0 online, 2 regional campuses), this implies that 89.8% have a good or excellent mastery in delivering an effective oral presentation of a case study or thesis (outcome 2). Indirect assessment: The teaching evaluations average for the MGMT 596 course where objective 7 is assessed was 3.6 (3.7 main, 3.8 online, 3.5 regional campus) for the academic year of 2018-2019. The alumni surveys found that 97% rated this area as good or excellent. When comparing this area to co-workers from other universities, 93.9% gave a rating of equally or better prepared. Objective 8: Design, conduct, and complete an integrated research project. Direct assessment: One hundred and ninety-nine observations were used to assess student achievement on this objective using one learning outcome. 100 of the students have excellent performance (32 main campus, 5 online, 63 regional campuses), 58 have good performance (15 main campus, 6 online, 37 regional campuses), 36 have satisfactory performance (17 main campus, 8 online, 11 regional campuses) and 5 have unsatisfactory performance (1 main campus, 0 online, 4 regional campuses), this implies that 79.4% have a good or excellent mastery in analyzing key organizational issues with an integrated action plan for change (outcome 1). Indirect assessment: The teaching evaluations average for the MGMT 596 course where objective 8 is assessed is 3.67(3.8) for the academic year of 2010-2011 (data is not available for MGMT 594 due to small number of students). The alumni surveys found that 81.2% rated this area as good or excellent. When comparing this area to co-workers from other universities, 75.8% gave a rating of equally or better prepared. Additionally, of those alumni obtaining additional graduate work, 87.9% consider themselves better prepared than most.

3. Faculty Coverage and Qualifications Appendix VIII shows the fall 2017 units generated by campus, whether the class is taught by a full time faculty, full-time faculty on overload or by an adjunct, and whether the faculty has a doctorate degree or not. As shown in the appendix, 63% of the MSLM units were taught by faculty with a doctorate while 37% were taught by faculty with a master’s degree. Thirty percent of the units were taught by full time faculty, 6% were taught by full-time faculty on overload and 64% of the units were taught by adjunct faculty.


For the main campus, 89% of the units were taught by full-time faculty, 0% were taught by full-time faculty on overload, and 11% of the units were taught by adjunct faculty. Of the units generated on the La Verne campus, 95% were taught by doctoral qualified faculty while the remainder were taught by master’s prepared faculty.

For the regional campuses, 2% of the units were taught by full time faculty, 2% were taught by full-time faculty on overload and 96% of the units were taught by adjuncts. Forty-seven percent of the units were taught by doctoral qualified faculty while the remainder were taught by master’s prepared faculty. For online classes, 13% of the units were taught by full time faculty, 22% were taught by full-time faculty on overload and 64% of the units were taught by adjuncts. Fifty-nine percent of the units were taught by doctoral qualified faculty while the remainder were taught by master’s prepared faculty.

4. Profile of Graduating Students The MSLM program had 114, 135, and 118 graduates for the academic years 2016-17, 2017-18, and 2018-19 respectively (See Appendix IX). Students average 2 years to complete the program. The average age of the students in the program is 37 years. The average GPA 3.8. The breakdown by 54% of the graduates are female. The breakdown of the graduates by ethnicity shows 34% Hispanic, 22% white, 16.9% African American, and 7.6% Asian.

5. Resources: Financial, Facilities, Information Technology There is adequate classroom space on the central campuses. There is wireless access across the central and regional campuses. Regional campuses have adequate classrooms and technology, although technology can be an issue when courses are taught at work sites. 56.3% of students are satisfied or highly satisfied with parking which is a marked improvement with the construction of additional parking facilities. Sufficient computer labs and support services exist to help MSLM students whether they are on the La Verne campus or regional campuses. Sufficient financial resources are available to support the program. VI. Summary of Findings The learning outcomes assessment meet the goal of 80% of students at excellent or good except for outcomes 6.1 and 6.2 (program objective 6) and outcomes 8.1 and 7.1 (program objective 8 and part of 7). These objectives are met in MGMT 586 and MGMT 596. These are the two final courses for most students and probably the most difficult courses. MGMT 586 requires graduate level writing for a literature review and the plan for research which is used in the capstone course. MMT 596 requires an analysis of the student’s research to make recommendations for organizational change and is where the final level of writing is assessed. 586 is the only core course that requires a literature review and students often struggle with this specific type of writing. More in-class exercises and examples may assist with this. The application of research to organizational problems is the in the final chapter of the capstone and students are often anxious to be finished and graduate. Again, more in-class exercises to demonstrate how to accomplish quality recommendations could help improve this area. What is most concerning is that the two 596 objectives are lowest in the online environment. There may be a need for more mandatory telephone or WebEx conferences between the online students


and the professor. It has been noticed also that occasionally an on-the-ground student chooses the online version of 596 for various reasons. Although this is permitted by policy, it is not recommended as students with little to no online experience do not do as well in this final course. Advisors could be instructed to strongly suggest that non-online students do not take the online version of MGMT 586 or 596. The Leadership Practices Inventory (LPI) was replaced with Emotional Intelligence 2.0 in MGMT 520: Leadership Theory and Practice. The LPI had become too expensive and was not useful for leadership development for students who do not currently have direct reports. There was a highly successful MGMT 590 course titled mindfulness and leadership. Some content from the course could be integrated into MGMT 520. MGMT 523: Organization Theory and Practice was modified to become more organizational behavior oriented. We realized that many critical topics, such as teams, diversity, organizational politics, and communication, were included in elective courses and therefore not covered for all students. The final assignment has been updated and related learning and program goals need to be updated to reflect this. Innovation has been integrated into MGMT 569: Change and Conflict. The largest concentration in the MSLM program has been Human Resources. The concentration was designed several years ago and had not been reviewed recently by outside sources. Five HR managers were interviewed collecting a variety of ideas about revising the core HRM course and the electives especially to include more about inclusivity and global HR management. There is also some question about needing a collective bargaining and negotiations course as it is not useful in all organizations. There were additional recommendations for adding more specific HR functions into course content (e.g., retention, performance evaluation, benefits, strategic role of HR) and more. Several comparison schools offer a course in talent management. The topic is included in MGMT 529, but might be considered as a separate course. Coaching has been suggested as a possible special topics course (MGMT 590). A taskforce of full-time and adjunct faculty with HR and diversity expertise will be created with the goal of revising and/or creating new courses for the HR concentration. With the decrease in numbers of MSLM students, the decision was made to return to a research-based capstone which had become unmanageable with larger numbers of students. The use of such services as Mechanical Turk and social media for data gathering makes organizational permission, which can be problematic for some students, unnecessary. A requirement for organizational recommendations in the final chapter leads to an integration of MSLM concepts and learnings. Students were asked to include their reflections about the program and their learning in their final presentation, but we were losing the documentation of this as it was part of a poster or PPT presentation. An epilogue was added to the capstone to capture this information. MGMT 520 was made a prerequisite to the capstone course to ensure that students have a foundation of leadership theory prior to the course. Adding other core courses as prerequisites was not done due to the difficulties of ensuring a specific course order on the regional campuses. A recommendation from the external reviewer was to increase the mix of pedagogical methods. There were specifically some student/alum complaints about there being too many team assignments. With smaller class sizes, there is less need for team assignments in every class. New faculty have brought new approaches as well. The external reviewer of the last program review recommended more training for adjunct faculty. There are now twice per year Saturday trainings for adjunct faculty in the CBPM each with a different and current theme (e.g., technology).


There are a few suggestions from alumni that topics related to finance, budgeting and business strategy be included in the MSLM program. Those types of courses are already offered in the MBA program. An MSLM student, who has a recent undergraduate degree in business can earn an MBA with an additional 6-7 classes after completing the MSLM. This is explained in information meetings and in the capstone course. The MSLM mission statement has not been reviewed for several years. A revised statement should be developed to be in alignment with the university’s and college’s new strategic plan. VII. Recommendations Based on learning outcome assessments and the results of student and alumni surveys, the following recommendations are made.

1. Review and revise course content and course as needed the Human Resources Management concentration using a faculty taskforce with HR and diversity expertise.

2. Develop and offer a MGMT 590 course on coaching. 3. Update the program outcome and learning objectives to match the revised MGMT 523. 4. Integrate more in-class exercises and examples into MGMT 586 and 596 for writing a

literature review and organizational recommendations based on research data. Implement mandatory scheduled meetings with online students and the instructor by telephone or WebEx in both these courses.

5. Review and revise as needed the MSLM mission statement in conjunction with the university’s new strategic plan.

VIII. External Reviewer

Appendix I: Program Comparison

S/N University Name Admission Requirement

(Domestic Applicants)

Admission Requirement

(International Applicants)

No. of Electives

& Concentrations

Remarks

1 University of San Diego

Program: MS Executive

Leadership

* GMAT score or a

Professional Product that

demonstrates your ability to

analyze complex problems

* TOFEL or IELTS Preparing for Leadership: Self Appraisal and

Analysis

3 36 units program

http://www.sandiego.edu/business/graduate/ms-executive-leadership/ Optimizing Individual Learning 1.5

Leadership, Power & Politics 1.5

Ethics in the Workplace 1.5

` Communicating your Leadership Point-of-

View

1.5

Effective Decision Making 1.5

Succession Planning & Talent Management 1.5

Partnering for Performance Using Situational

Lead II

1.5

Problem Solving & Negotiation 1.5

Leadership in a Team Context 1.5

Leadership in a Global Context 1.5

Leading Organization Change 3

Designing Organizational Culture: Values &

Alignment

1.5

Innovation & Organizational Learning 1.5

Marketing Strategy, Structure & Processes 3

Finance & Accounting in Organizational

Leadership

4.5

Corporate Governance 1.5

Executing Strategic Initative 1.5

Leadership for the Future 1.5

Total 36

2 University of Southern

California

Program: Leadership

(Executive ML)

* GPA: 3.0+ * TOFEL (iBT): 90+

* IELTS: 6.5+

Leadership Foundations: Competencies and

Core Values

4 12 units 28 units program

http://catalogue.usc.edu/preview_program.php?catoid=8&poid=7989&returnto=2401 Leading Individuals, Groups and Teams 4

Strategic Leadership of Organizations 4

Leading Transformations Across Sectors:

Integrative Seminar

4

Total 16

3 University of Redlands

Program: Master of Arts in

Management

* GMAT or other test scores

may be supplied to

support an application

* TOFEL: 550 Business Ethics and Society 4 36 units program

http://www.redlands.edu/study/schools-and-centers/business/degree-programs/ma-in-management/Management and Organizational Behavior 4

Contexts for Contemporary Management 4

Introduction to Analytics and Decision Making 4

Managerial Assessment and Development 4

Human Resources Management 4

Organization Theory 4

Strategy 4

Management Consulting Capstone 4

Total 36

4 Pepperdine University

Program: MS in Management

and Leadership

* Official GMAT or GRE Test

score not required

* TOFE or PTE or IELTS Behavior in Organizations 4 36 units program

https://bschool.pepperdine.edu/masters-degree/management-leadership/curriculum/courses.htmLedership Workshop 1

Creativity and Innovation 4

Leading Self 1

Creating and Leading Teams 2

Advanced Principles of Leadership and

Organizations

4

Talent Management 4

Organizational Dynamics and Managing

Change

4

Business Negotiation and Conflict Resolution 4

Capstone; Systems Theory 2

Great Leaders, Great Literature 4

Cross-cultural Management 2

Total 36

5 Brandman University

Program: MA in

Organizational Leadership

* GPA: 3.0+ n/a Organizational Research 3 12 units 36 units program

https://www.brandman.edu/academic-programs/business-and-professional-studies/ma-in-organizational-leadershipFoundations of Organizational Leadership 3

Democracy, Ethics and Leadership 3

Self, Systems & Leadership 3

Seminar in Organizational Dynamics 3

Leadership and Team Development 3

Leading Organizational Change 3

Leadership Capstone Seminar 3

Total 24

Core Requirements

(Courses / Units)

4 Pepperdine University

Program: MS in Management

and Leadership

* Official GMAT or GRE Test

score not required

* TOFE or PTE or IELTS Behavior in Organizations 4 36 units program

https://bschool.pepperdine.edu/masters-degree/management-leadership/curriculum/courses.htmLedership Workshop 1

Creativity and Innovation 4

Leading Self 1

Creating and Leading Teams 2

Advanced Principles of Leadership and

Organizations

4

Talent Management 4

Organizational Dynamics and Managing

Change

4

Business Negotiation and Conflict Resolution 4

Capstone; Systems Theory 2

Great Leaders, Great Literature 4

Cross-cultural Management 2

Total 36

5 Brandman University

Program: MA in


* GPA: 3.0+ n/a Organizational Research 3 12 units 36 units program

https://www.brandman.edu/academic-programs/business-and-professional-studies/ma-in-organizational-leadershipFoundations of Organizational Leadership 3

Democracy, Ethics and Leadership 3

Self, Systems & Leadership 3

Seminar in Organizational Dynamics 3

Leadership and Team Development 3

Leading Organizational Change 3

Leadership Capstone Seminar 3

Total 24

6 University of Denver

Program: Master of Science

in Leadership and

Organizations with a

Concentration in

Organizational Development

* GPA: 2.5+

* does not require GRE or

GMAT scores

* TOEFL: 550+

* IELTS: 6.5+

Leadership Development 4 12 units 48 units program

http://bulletin.du.edu/pdf/2017-2018-graduate.pdf Building the 21st-Century Organization 4

Principles of Financing for Organizations 4

Graduate Social Research Methods 4

Capstone Project 4

or Capstone Seminar

or Interdisciplinary Capstone Seminar

Fundamentals of Organizational

Development

4

Organizational Culture and Organizational

Development Impacts

4

Team Interventions 4

Evaluate and Sustain Change 4

Total 36

7 Gonzaga University

Program: M.A.


* GPA: 3.0+ * TOEFL: 550+ Organizational Leadership 3 15 units 30 units program

https://www.gonzaga.edu/catalogs/current/graduate/school-of-leadership-studies/ma-organizational-leadershipLeadership and Imagination 3

Communication and Leadership Ethics 3

Organizational Behavior and Theory 3

Organizational Leadership Capstone 3

Total 15

7 Gonzaga University

Program: M.A.


* GPA: 3.0+ * TOEFL: 550+ Organizational Leadership 3 15 units 30 units program

https://www.gonzaga.edu/catalogs/current/graduate/school-of-leadership-studies/ma-organizational-leadershipLeadership and Imagination 3

Communication and Leadership Ethics 3

Organizational Behavior and Theory 3

Organizational Leadership Capstone 3

Total 15

Appendix II: MSLM Applicant, Admitted, and Matriculated

Appendix III: MSLM Curriculum Map

520 521 522 523 569 586 594 596 Testing Stage

Implementation

Main Campus

Implementation Off

Campus

LPI PaperFall 2008 Fall 2009 Fall 2010

Complete a self assessment of own leadership styles/practices X Fall 2008 Fall 2009 Fall 2010

Create a personal leadership development plan X Fall 2008 Fall 2009 Fall 2010

Defining

Moments

Paper Winter 2008 Winter 2009 Fall 2010

Apply ethical and moral considerations in the analysis of

managerial decisions. X Winter 2008 Winter 2009 Fall 2010

Identify ethical dilemmas and develop analytical and

interpersonal approaches for dealing with them. X Winter 2008 Winter 2009 Fall 2010

HRM

Systems

Analysis

Paper Fall 2008 Fall 2009 Fall 2010

Analyze HRM processes to identify gaps (including selection,

performance management, training and development, and

career/succession planning) that need to be addressed in order

to optimize the use of individual and team talents.

X

Fall 2008 Fall 2009 Fall 2010

Create adevelopment plan to address gaps in HRM systems so

that they are integrated, understood by managers and

employees, legally defensible

X


Group

Project Winter 2008 Winter 2009 Fall 2010

Develop a corporate mission statement, strategies, and goals. X Winter 2008 Winter 2009 Fall 2010

Establish high performance group work and teams environment. X Winter 2008 Winter 2009 Fall 2010

Analyze the leadership of the organization and its effectiveness. X Winter 2008 Winter 2009 Fall 2010

Action

Plan Fall 2008 Fall 2009 Fall 2010

Identify the need for change including stakeholder analysis,

organizational readiness for change and the role of the change

agent.

X


Apply specific change and conflict models to a specific

organizational problem.X


Literature

ReviewWinter 2008 Winter 2009 Fall 2010

Integrate literature search, analysis and writing skills in the

development of a literature review on a chosen topic.

X

Winter 2008 Winter 2009 Fall 2010

Develop the ability to apply current organizational research to an

organizational setting.

X

Winter 2008 Winter 2009 Fall 2010

Case ThesisFall 2008 Fall 2009 Fall 2010

Create a well written capstone paper. X X Fall 2008 Fall 2009 Fall 2010

Deliver an effective oral presentation of capstone paper.X

X Fall 2008 Fall 2009 Fall 2010


Analyze key organizational issues with an integrated

action plan for change (case captone)X


Analyze key organizational issues with integrated

recommendations building on theory and research

findings (thesis) X Fall 2008 Fall 2009 Fall 2010

Design, conduct, and complete an integrated research project.

Evaluate approaches to bring about organizational change and to choose

the most effective one(s).

Apply research and analytical skills in the development of a research topic.

Analyze a specific Human Resource (HR) problem within an organization.

Learning Objectives and Outcomes

Evaluate students’ personal leadership styles and develop a plan for

leadership skills development

Communicate effectively both in writing and verbally.

Solve organizational problems in an ethically and socially responsible

manner.

Design effective organizations

Appendix IV: Course Evaluations

Course Evaluation Summary for MSLM Core Course (2018-2019)

Mean Scores

Course Full Time Faculty Part-time Faculty TOTAL

Main Online RCA Main Online RCA Overall Main Online RCA

MGMT 520 3.9 3.8 3.7 3.9 3.8 3.9 3.8 3.8

MGMT 521 3.6 3.3 3.3 4.0 3.5 3.5 3.4 3.4 3.5

MGMT 522 3.7 3.7 3.5 3.6 3.7 3.7 3.5

MGMT 523 3.6 3.7 3.7 3.6 3.6 3.6 3.7

MGMT 569 3.6 3.9 3.9 3.8 3.6 3.8 3.9

MGMT 586 3.9 3.9 3.2 4.0 3.8 3.9 3.9 3.6

MGMT 596 3.7 3.9 3.2 3.8 3.6 3.7 3.8 3.5

*missing scores are due to course not being taught by that category of faculty at that location or under 3 responses in the course evaluation

Appendix V: MSLM Current Student Survey Results

Course Evaluation Summary for MSLM Core Course (2018-2019)

Mean Scores

Course Full Time Faculty Part-time Faculty TOTAL

Main Online RCA Main Online RCA Overall Main Online RCA

MGMT 520 3.9 3.8 3.7 3.9 3.8 3.9 3.8 3.8

MGMT 521 3.6 3.3 3.3 4.0 3.5 3.5 3.4 3.4 3.5

MGMT 522 3.7 3.7 3.5 3.6 3.7 3.7 3.5

MGMT 523 3.6 3.7 3.7 3.6 3.6 3.6 3.7

MGMT 569 3.6 3.9 3.9 3.8 3.6 3.8 3.9

MGMT 586 3.9 3.9 3.2 4.0 3.8 3.9 3.9 3.6

MGMT 596 3.7 3.9 3.2 3.8 3.6 3.7 3.8 3.5

*missing scores are due to course not being taught by that category of faculty at that location or under 3 responses in the course evaluation

Appendix VI: MSLM Alumni Survey Results

Campus where most classes completed.

# Answer % Count

1 High Dessert Campus 1.33% 1

2 Inland Empire Campus 4.00% 3

3 Kern County Campus 2.67% 2

4 La Verne Online 18.67% 14

5 Main Campus 30.67% 23

6 Naval Base Ventura County 1.33% 1

7 Orange County Campus 10.67% 8

8 San Fernando Valley Campus 12.00% 9

9 Vandenberg Air Force Base 1.33% 1

10 Ventura County Campus 0.00% 0

11 Other (please specify) 17.33% 13

Total 100% 75

Gender:

# Answer % Count

1 Male 13.33% 10

2 Female 84.00% 63

3 Transgender 0.00% 0

4 Self Describe 2.67% 2

Total 100% 75

Years of full-time work experience before entering the MSLM program:

# Answer % Count

1 Less than 2 years 10.67% 8

2 2 - 2.9 years 4.00% 3

3 3 - 3.9 years 2.67% 2

4 4 - 4.9 years 4.00% 3

5 5 - 5.9 years 2.67% 2

6 6 - 6.9 years 4.00% 3

7 7 - 7.9 years 6.67% 5

8 8 - 8.9 years 0.00% 0

9 9 or more years 65.33% 49

Total 100% 75

What is your race/ethnicity? (Choose all that apply)

# Answer % Count

1 American Indian or Alaska Native 0.00% 0

2 Asian 24.05% 19

3 Black or African American 18.99% 15

4 Hispanic or Latino 21.52% 17

5 Middle Eastern 2.53% 2

6 Native Hawaiian or Other Pacific Islander 0.00% 0

7 White 25.32% 20

8 Decline to state 7.59% 6

Total 100% 79

Are you an international student on F-1 visa?

# Answer % Count

1 Yes 5.33% 4

2 No 94.67% 71

Total 100% 75

Undergraduate Major area:

# Answer % Count

1 Business Administration 28.00% 21

2 Business Law 0.00% 0

3 Economics 0.00% 0

4 Social Sciences 13.33% 10

5 Humanities 5.33% 4

6 Science/Mathematics 6.67% 5

7 Engineering 1.33% 1

8 Public Administration 0.00% 0

9 Organizational Management 13.33% 10

10 Other 32.00% 24

Total 100% 75

MSLM program concentration: (Choose all that apply)

# Answer % Count

1 Human Resource Management 22.08% 17

2 Organizational Development 40.26% 31

3 Non for Profit 6.49% 5

4 No Concentration 31.17% 24

Total 100% 77

What is your cumulative GPA in the MSLM program?

# Answer % Count

1 below 3.25 4.00% 3

2 3.25 to 3.49 12.00% 9

3 3.50 to 3.74 17.33% 13

4 3.75 to 4.00 66.67% 50

Total 100% 75

Current status?

# Answer % Count

1 Employed full-time 84.00% 63

2 Employed part-time 5.33% 4

3 Not employed 10.67% 8

Total 100% 75

Current level of tuition support from your employer:

# Answer % Count

1 100% 14.67% 11

2 75 - 99% 10.67% 8

3 50 - 74% 20.00% 15

4 25 - 49% 9.33% 7

5 1 - 24% 12.00% 9

6 no support 33.33% 25

Total 100% 75

What is or was your most recent annual salary range:

# Answer % Count

1 Below $30,000 10.67% 8

2 $30,000-$49,000 16.00% 12

3 $50,000-$79,000 34.67% 26

4 $80,000 or more 38.67% 29

Total 100% 75

Number of months expected to complete your entire MSLM program:

# Answer % Count

1 less than 18 months 38.67% 29

2 19 - 24 months 21.33% 16

3 25 - 36 months 36.00% 27

4 37 - 48 months 1.33% 1

5 49 - 60 months 1.33% 1

6 more than 60 months 1.33% 1

Total 100% 75

Percentage of instructors in the MSLM program you rate as excellent:

# Answer % Count

1 None 1.41% 1

2 1 to 20% 0.00% 0

3 21 to 40% 4.23% 3

4 41 to 60% 12.68% 9

5 61 to 80% 21.13% 15

6 81 to 100% 60.56% 43

Total 100% 71

Percentage of instructors in the MSLM program you rate as poor:

# Answer % Count

1 None 43.66% 31

2 1 to 20% 40.85% 29

3 21 to 40% 12.68% 9

4 41 to 60% 1.41% 1

5 61 to 80% 1.41% 1

6 81 to 100% 0.00% 0

Total 100% 71

Satisfaction with:

# Question very dissatisfied slightly dissatisfied neutral slightly satisfied very satisfied not applicable Total

1

Grades in required courses accurately reflecting your level of

performance 0.00% 0 1.41% 1 2.82% 2 7.04% 5 87.32% 62 1.41% 1 71

2

Grades in elective courses accurately reflecting your level of

performance 0.00% 0 1.41% 1 1.41% 1 11.27% 8 73.24% 52 12.68% 9 71

3 Accessibility of required course instructors outside of class 1.41% 1 2.82% 2 5.63% 4 8.45% 6 77.46% 55 4.23% 3 71

4 Accessibility of elective course instructors outside of class 1.41% 1 4.23% 3 5.63% 4 4.23% 3 70.42% 50 14.08% 10 71

5 Required course instructor's responsiveness to student concerns 2.82% 2 2.82% 2 5.63% 4 8.45% 6 77.46% 55 2.82% 2 71

6 Elective course instructor's responsiveness to student concerns 2.82% 2 2.82% 2 1.41% 1 7.04% 5 70.42% 50 15.49% 11 71

7 Required course instructors relating concepts to the real world 1.41% 1 2.82% 2 2.82% 2 9.86% 7 81.69% 58 1.41% 1 71

8 Elective course instructors relating concepts to the real world 1.41% 1 2.82% 2 1.41% 1 9.86% 7 71.83% 51 12.68% 9 71

9 Opportunities to pursue work-related projects in your courses 1.41% 1 2.82% 2 7.04% 5 15.49% 11 66.20% 47 7.04% 5 71

10 Value derived from team experiences 1.41% 1 9.86% 7 7.04% 5 28.17% 20 52.11% 37 1.41% 1 71

11 Average size of required courses 1.41% 1 4.23% 3 5.63% 4 9.86% 7 76.06% 54 2.82% 2 71

12 Average size of elective courses 0.00% 0 4.23% 3 8.45% 6 7.04% 5 66.20% 47 14.08% 10 71

Satisfaction with Administration and Support Services:


1 Availability of required MSLM courses 0.00% 0 9.86% 7 5.63% 4 19.72% 14 57.75% 41 7.04% 5 71

2 Availability of courses in your concentration 0.00% 0 7.04% 5 9.86% 7 18.31% 13 53.52% 38 11.27% 8 71

3 Quality of MSLM course classrooms 0.00% 0 1.41% 1 2.82% 2 19.72% 14 61.97% 44 14.08% 10 71

4 Remote access to library 0.00% 0 2.82% 2 1.41% 1 8.45% 6 80.28% 57 7.04% 5 71

5 Responsiveness of the Program administration to student concerns 2.82% 2 2.82% 2 11.27% 8 7.04% 5 69.01% 49 7.04% 5 71

6 Tuition/fee level of the program 1.41% 1 18.31% 13 18.31% 13 29.58% 21 32.39% 23 0.00% 0 71

7 Ease of class registration process 0.00% 0 5.63% 4 2.82% 2 23.94% 17 67.61% 48 0.00% 0 71

8 Parking availability 1.41% 1 4.23% 3 2.82% 2 12.68% 9 43.66% 31 35.21% 25 71

9 Food service availability 0.00% 0 11.27% 8 4.23% 3 9.86% 7 25.35% 18 49.30% 35 71

10 Learning Enhancement Center 0.00% 0 1.41% 1 11.27% 8 1.41% 1 32.39% 23 53.52% 38 71

11 Career Services 1.41% 1 2.82% 2 9.86% 7 1.41% 1 29.58% 21 54.93% 39 71

Satisfaction with Classmates:


1 Amount of prior work experience 1.41% 1 2.82% 2 12.68% 9 16.90% 12 64.79% 46 1.41% 1 71

2 Quality of prior work experience 1.41% 1 4.23% 3 12.68% 9 14.08% 10 63.38% 45 4.23% 3 71

3 Academic Quality 1.41% 1 14.08% 10 5.63% 4 16.90% 12 60.56% 43 1.41% 1 71

4 Ability to work in teams 4.23% 3 12.68% 9 7.04% 5 22.54% 16 50.70% 36 2.82% 2 71

5 Level of camaraderie and support 0.00% 0 7.04% 5 4.23% 3 19.72% 14 69.01% 49 0.00% 0 71

THE BOTTOM LINE - Overall Satisfaction:

# Question very dissatisfied slightly dissatisfied neutral slightly satisfied very satisfied Total

1

To what extent is your MSLM experience fulfilling your

expectations? 0.00% 0 4.23% 3 4.23% 3 25.35% 18 66.20% 47 71

2

When you compare the expense to the quality of your education,

how do you rate the value of the investment you made in your 0.00% 0 5.63% 4 8.45% 6 21.13% 15 64.79% 46 71

How inclined are you to recommend your MSLM program to a close friend?

# Answer % Count

1 not at all 1.41% 1

2 moderately 26.76% 19

3 extremely 71.83% 51

Total 100% 71

Appendix VII: MSLM Learning Outcomes Assessment

Course

Excellent Good Satisfactory Unsatisfactory Sum Excellent Good Satisfactory Unsatisfactory Sum Excellent Good Satisfactory Unsatisfactory Sum

MGMT520 44% 33% 16% 7% 100% 23% 56% 18% 3% 100% 61% 33% 7% 0% 100%

30% 36% 26% 9% 100% 16% 34% 34% 16% 100% 57% 20% 20% 4% 100%

MGMT521 50% 28% 18% 3% 100% 68% 23% 5% 5% 100% 33% 45% 18% 3% 100%

50% 28% 18% 3% 100% 74% 22% 4% 0% 100% 30% 39% 30% 0% 100%

MGMT522 71% 13% 14% 3% 100% 51% 35% 8% 6% 100% 77% 17% 2% 5% 100%

68% 22% 4% 6% 100% 60% 32% 3% 5% 100% 63% 25% 7% 5% 100%

MGMT523 65% 24% 12% 0% 100% 52% 48% 0% 0% 100% 48% 48% 5% 0% 100%

65% 18% 18% 0% 100% 74% 26% 0% 0% 100% 75% 8% 17% 0% 100%

53% 29% 18% 0% 100% 74% 26% 0% 0% 100% 60% 32% 8% 0% 100%

MGMT569 63% 23% 14% 0% 100% 54% 23% 23% 0% 100% 82% 14% 2% 2% 100%

57% 34% 9% 0% 100% 54% 15% 31% 0% 100% 80% 12% 2% 6% 100%

MGMT586 37% 41% 15% 7% 100% 61% 16% 20% 2% 100% 39% 37% 23% 1% 100%

36% 42% 18% 4% 100% 49% 30% 19% 2% 100% 46% 34% 18% 1% 100%

MGMT596 49% 23% 26% 2% 100% 26% 32% 42% 0% 100% 55% 32% 10% 3% 100%

45% 33% 18% 4% 100% 26% 32% 37% 5% 100% 50% 41% 6% 3% 100%

65% 21% 7% 6% 100% 32% 53% 16% 0% 100% 69% 24% 5% 2% 100%

Off Campus

Obj 3/Outcome 3.2:

Create a development plan to address gaps in HRM systems

which include specific recommendations so that all HRM

systems are integrated, understood, and legally defensible

Objective On Campus Online

Obj 1/Outcome 1.1:

Analyze a self assessment of own leadership styles/practicesObj 1/Outcome 1.2:

Create a personal leadership development planObj 2/Outcome 2.1:

Apply ethical and moral considerations in the analysis of

managerial decisionsObj 2/Outcome 2.2:

Identify ethical dilemmas and develop analytical and

interpersonal approaches for dealing with themObj 3/Outcome 3.1:

Analyze HRM processes to identify gaps that need to be

addessed in order to optimize the use of individual and team

Obj 6/Outcome 6.2:

Develop the ability to apply current organizational research to

an organizational settingObj 8/Outcome 8.1:

Analyze key organizational issues with an integrated action

plan for change (case)Obj 7/Outcome 7.1:

Create a well written capstone paper/thesisObj 7/Outcome 7.2:

Deliver an effective oral presentation of capstone paper/thesis

Obj 4/Outcome 4.1:

Develop a corporate mission statement, strategies, and goalsObj 4/Outcome 4.2:

Establish high performance group work and teams Obj 4/Outcome 4.3:

Analyze the leadership of the organization and its Obj 5/Outcome 5.1:

Identify the need for change including stakeholder analysis,

organizational readiness for change and the role of the change Obj 5/Outcome 5.2:

Apply specific change and conflict models to a specific

organizational problemObj 6/Outcome 6.1:

Integrate literature search, analysis and writing skills in the

development of a literature review on a chosen topic

Appendix VIII: Faculty Coverage and Qualifications

Program MSLM Fall 2017 unit solds Program MSLM

Sum of UNITS_SOLD Column Labels Sum of UNITS_SOLD Column Labels

Row Labels DOC MAS Grand Total Row Labels DOC MAS Grand Total

High Desert Victorville Campus 12 12 High Desert Victorville Campus 0% 100% 100%

Inland Empire Campus 15 87 102 Inland Empire Campus 15% 85% 100%

Kern County Campus 12 33 45 Kern County Campus 27% 73% 100%

Main Campus 411 21 432 Main Campus 95% 5% 100%

Orange County Campus 24 117 141 Orange County Campus 17% 83% 100%

Point Mugu Center 192 12 204 Point Mugu Center 94% 6% 100%

San Fernando Valley Campus 39 111 150 San Fernando Valley Campus 26% 74% 100%

ULV On-Line 192 135 327 ULV On-Line 59% 41% 100%

Vandenberg Center 33 33 Vandenberg Center 100% 0% 100%

Ventura County Campus 30 18 48 Ventura County Campus 63% 38% 100%

Grand Total 948 546 1494 Grand Total 63% 37% 100%

Program MSLM Program MSLM


Row Labels DOC MAS Grand Total Row Labels DOC MAS Grand Total

Main Campus 411 21 432 Main Campus 95% 5% 100%

Off Campuses 345 390 735 Off Campuses 47% 53% 100%

ULV On-Line 192 135 327 ULV On-Line 59% 41% 100%

Grand Total 948 546 1494 Grand Total 63% 37% 100%

Program MSLM Program MSLM


Row Labels FTF FTO PT Grand Total Row Labels FTF FTO PT Grand Total

Main Campus 384 48 432 Main Campus 89% 0% 11% 100%

Off Campuses 15 15 705 735 Off Campuses 2% 2% 96% 100%

ULV On-Line 42 75 210 327 ULV On-Line 13% 23% 64% 100%

Grand Total 441 90 963 1494 Grand Total 30% 6% 64% 100%

Appendix IX: Profile of Graduating MSLM Students

MS Leadership & Management

Headcount of Graduates 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018 2018-2019 Total

Leadership & Management 142 159 184 147 142 131 114 135 118 1272

Average of YEARS-TO-GRAD

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018 2018-2019 Average

MS Leadership & Management 1.8 1.9 1.9 2.1 2.2 2.3 2.0 2.2 2.1 2.0

Average of AGE-AT-GRADUATION

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018 2018-2019 Average

MS Leadership & Management 36 37 37 37 38 37 37 37 39 37

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018 2018-2019 Total

Female 52% 52% 54% 55% 58% 63% 62% 61% 54% 57%

Male 45% 48% 46% 44% 41% 35% 36% 39% 45% 42%

Unknown 3% 1% 0% 1% 1% 2% 2% 0% 1% 1%

Grand Total 100% 100% 100% 100% 100% 100% 100% 100% 100% 100%

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018 2018-2019 Total

First Generation 0.7% 0.6% 2.7% 3.4% 4.2% 8.4% 13.2% 3.7% 9.3% 4.7%

Non First Generation 99.3% 99.4% 97.3% 96.6% 95.8% 91.6% 86.8% 96.3% 90.7% 95.3%

Total 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018 2018-2019 Total

Two or More Races 0.0% 0.0% 0.0% 0.0% 0.7% 0.0% 0.0% 0.7% 0.8% 0.2%

American Indian/Native Alaskan 0.0% 0.6% 1.1% 0.0% 0.0% 0.0% 0.9% 1.5% 0.0% 0.5%

Asian 9.2% 12.6% 7.1% 6.1% 4.9% 5.3% 6.1% 5.2% 7.6% 7.2%

Black/African American 7.0% 12.6% 10.3% 10.9% 7.7% 13.0% 7.0% 6.7% 16.9% 10.2%

Hawaiian/Pacific Islander 0.7% 0.0% 1.1% 1.4% 0.7% 0.0% 0.9% 1.5% 0.8% 0.8%

Hispanic 25.4% 22.6% 34.2% 29.3% 40.1% 41.2% 41.2% 43.0% 35.6% 34.3%

Non Resident Alien/Foreign 28.9% 20.8% 14.1% 14.3% 10.6% 4.6% 5.3% 5.2% 5.9% 12.7%

Race Unknown 6.3% 5.0% 9.8% 12.9% 11.3% 13.7% 18.4% 20.7% 11.9% 11.9%

White 22.5% 25.8% 22.3% 25.2% 23.9% 22.1% 20.2% 15.6% 20.3% 22.2%

Grand Total 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018 2018-2019 Average Average of OVERRALL TR UNITS ATTEMPTED 5.0 5.1 4.8 2.5 5.5 6.0 7.5 4.5 6.0 5.1

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018 2018-2019 Average

Average of OVERALL TR UNITS EARNED 5 5 5 3 6 6 8 5 6 5

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018 2018-2019 Average

Average of OVERALL TR UNITS GPA 4 4 4 4 4 4 4 4 4 4

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018 2018-2019 Average Average of OVERALL ULV UNITS ATTEMPTED 37 37 39 37 38 37 37 37 37 37

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018 2018-2019 Total

Average of OVERALL ULV UNITS EARNED 37 37 38 36 37 37 37 35 37 37

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018 2018-2019 Average

Average of OVERALL ULV GPA 3.84 3.84 3.81 3.81 3.79 3.79 3.81 3.78 3.77 3.81

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018 2018-2019 Average Average of OVERALL TOTAL UNITS ATTEMPTED 37 37 39 37 38 37 38 37 37 38

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018 2018-2019 Average Average of OVERALL TOTAL UNITS EARNED 37 37 38 36 37 37 37 35 37 37

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018 2018-2019 Average

Count of OVERALL TOTAL GPA 3.84 3.84 3.81 3.81 3.79 3.79 3.81 3.78 3.77 3.80

Years 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018 2018-2019 Total

Less than a Year 4 5 1 2 3 15

1 57 58 63 48 41 35 35 34 41 412

2 59 68 72 49 62 44 45 61 49 509

3 16 26 36 38 18 32 20 26 19 231

4 4 3 7 10 16 13 7 9 5 74

5 3 1 2 5 4 4 1 20

6 1 1 1 1 1 2 7

7 1 1 2

10 1 1

Average of TOTAL GPA 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018 2018-2019 Total

3.84 3.84 3.81 3.81 3.79 3.79 3.81 3.78 3.77 3.80


2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018 2018-2019 Average

Two Or More Races 2.0 3.0 3.0 2.7

American Indian/Native Alaskan 2.0 2.5 2.0 2.0 2.2

Asian 1.9 2.3 2.6 2.7 2.6 2.4 2.3 2.6 2.1 2.3

Black/African American 2.4 2.0 2.3 2.4 2.3 2.6 2.1 2.3 1.8 2.2

Hawaiian/Pacific Islander 1.0 2.5 2.5 2.0 1.0 1.0 2.0 1.8

Hispanic 1.8 1.8 1.8 2.2 2.3 2.2 2.0 2.2 2.0 2.1

Non Resident Alien/Foreign 1.5 1.5 1.4 1.6 1.5 1.5 1.5 1.3 2.6 1.5

Race Unknown 1.9 1.8 1.6 1.8 2.1 1.8 2.0 2.6 2.2 2.0

White 1.8 2.1 2.0 2.1 2.2 2.6 2.2 1.8 2.0 2.1

Grand Total 1.8 1.9 1.9 2.1 2.2 2.3 2.0 2.2 2.1 2.0


2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018 2018-2019 Average

Female 1.9 2.1 2.0 2.3 2.3 2.4 2.0 2.3 1.8 2.1

Male 1.7 1.7 1.8 1.8 2.0 2.0 2.0 2.0 2.4 1.9

Unknown 1.8 2.0 3.0 3.0 2.3 2.5 4.0 2.4

Grand Total 1.8 1.9 1.9 2.1 2.2 2.3 2.0 2.2 2.1 2.0


2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018 2018-2019 Average

First Generation 2.0 1.0 2.0 1.0 1.8 2.3 1.7 1.4 1.2 1.7

Not First Generation 1.8 1.9 1.9 2.1 2.2 2.3 2.1 2.2 2.1 2.1

master of science, leadership & management program college

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