program review for: management · subsequent year through 2008. ... through multiple choice...

Program Review for:

Management

Department Head:

Dr. Ken Chadwick

Department of Management and Marketing

Report Completed by:

Dr. Ken Chadwick with the assistance of all management faculty

Date of Review:

Spring 2015

ii

TABLE OF CONTENTS

Introductory Review ................................................................................................................2

1. Program Mission ................................................................................................................5

1.1 Mission Statement for the Program ..................................................................................5

1.2 Relationship to Institutional Mission ...............................................................................5

2. Program Curriculum ........................................................................................................ 5

2.1 Most Recent Curriculum Study ........................................................................................5

2.2 Major/Minor .....................................................................................................................6

2.3 Student Learning Outcomes and Assessment ..................................................................6

2.4 General Education Requirements ...................................................................................40

2.5 Anticipated Changes ......................................................................................................42

3. Program Rationale ............................................................................................................42

3.1 Similar Programs Nearby ...............................................................................................42

3.2 Relationship with These Programs .................................................................................42

4. Assessing Demand for Program ......................................................................................44

4.1 Types of Jobs in Which Graduates Could be Expected to be Employed .......................44

4.2 National, State, and Area Need for Graduates ...............................................................44

4.3 Degrees Awarded, Number Currently Employed, Government and Other Agencies....46

5. Outside Interest in the Program ......................................................................................46

5.1 Interest on the Part of Local Groups ..............................................................................46

5.2 Formal Agreements with Industry, Government and Other Agencies ...........................49

6. Students ..............................................................................................................................51

6.1 Enrollment ......................................................................................................................51

6.2 Admissions Policies and Practices .................................................................................52

6.3 Attrition and Graduation Record ....................................................................................53

6.4 Career Counseling ..........................................................................................................55

6.5 Follow-up and Student Placement ..................................................................................55

7. Faculty ................................................................................................................................57

7.1 Faculty Who Are Direct Participants in the Program ....................................................57

7.2 Narrative of Faculty Accomplishments ..........................................................................60

iii

7.3 Staffing Changes ............................................................................................................62

7.4 Strengths or Specialists Not Existing in Present Faculty ...............................................62

7.5 Special Faculty Services .................................................................................................63

8. Department Objectives Related to the Program ............................................................63

8.1 Annual Plans for the Program ........................................................................................63

8.2 Changes in Departmental/Program Objectives ..............................................................64

8.3Anticipated Changes in Department/Program Objectives...............................................64

8.4 Are Resources Adequate Relative to Other Programs in the College ............................64

9. Informational Resources/Libraries .................................................................................65

10. Facilities-Equipment .......................................................................................................65

10.1 Current Facilities and Equipment .................................................................................65

10.2 Needed Additional Facilities ........................................................................................66

10.3 Needed Additional Equipment .....................................................................................66

Conclusion ..............................................................................................................................67

Appendix A – Enrollment and Faculty Fact Sheet ..................................................................68

Appendix B – Matrix Linking Program Curriculum to Gen. Ed .............................................70

Appendix C – Evaluation Team Report ...................................................................................76

Appendix D - Use of Results of Program Review ...................................................................78

1

NARRATIVE

Introductory Review

Briefly summarize actions taken to address concerns/recommendations from the previous five-

year review. (Refer to Appendix C and Appendix D (Form A) generated from last report.

Append these following the Narrative.) If this is a new program with no previous review, then

state the year this program was first offered.

The only weakness/recommendation from the previous five-year review (May 2010) was,

“Objectives could be better aligned with program goals with additional emphasis on higher order

thinking.” In 2009, the department developed new student learning outcomes and objectives

based on data collected from the previous five years, previous reviewer comments and advice

and feedback from Renee Hicks. By 2010, the department had only recently begun collecting

data using the revised set of outcomes and objectives. As a result, I decided to keep the same

outcomes and objectives in place so as to assess trends in learning outcomes based ono the 2009

plan.

Revised May 2006

2

APPENDIX C

EVALUATION TEAM REPORT

Program: Bachelor of Science in Management

Department: Management and Marketing

Department Head: Dr. Ken Chadwick

Date of this report: May 4, 2010

Primary Reader: Dr. Susan Roark

Secondary Reader: Dr. Sue Westbook

1. Is program relevant to the university mission? Is it essential to the university? (Sec. 1)

Comments: The program is relevant to the university mission. By drawing on the broader

mission of the university, the programs in the college strive to contribute to a global economy

and diverse work force. The program is essential to the university in its provision of graduates to

the region’s workforce.

2. Is curriculum appropriately reviewed and revised to meet the needs of students and

community? (Sec. 2.1)

Comments: The program was reviewed in 2004 and has made curriculum changes in each

subsequent year through 2008. Accreditation through AACSB also provides a mechanism for

systematic program review and improvement. Changes have been made in the curriculum since

2004 and every subsequent year through 2008. Trend data is provided through the assessment of

student learning.

3. Are Student Outcomes Objectives measurable? Assessed appropriately? Are

improvements/changes made for improved learning based on assessments? (Sec. 2.3)

Comments: New student learning outcomes were developed in spring 2009 and are assessed

through multiple choice questions administered during the final exam of key management

courses. Many of the student learning outcomes are knowledge based although they are aligned

with goals focusing on higher order thinking. Although data have not been collected for these

student learning outcomes, prior to spring 2009, data were provided on the previous SLOs for the

past five semesters. Improvements in the program were made based on these data.

4. Based on data provided, does the program compare favorably with institutions

within a 100 mile radius? (Sec. 3)

Comments: The management program compares favorably with other programs within a 100

mile radius in regard to degree hours. Differences in programs are evident in the concentrations

3

offered within the management programs within the area with Nicholls being the only institution

offering a concentration in Health Care Management.

5. Based on demand and interest in the program and a 5-year projection in graduates, how would

you assess the future of the program? (Sec. 4, 5, 6)

Comments: No five-year projection is provided; however, the management program offers a

broad focus so that graduates may be employed in a variety of settings. Data provided show that

the demand for management graduates has increased in Louisiana at a higher rate than the United

States, and the increase in graduates gives support to these data. The management program has

established relationships with local, state, and not-for-profit organizations and agencies.

6. Is the faculty profile appropriate to accomplish the program’s mission? How would you rate

the Teaching, Research and Service of the faculty in the program? (Sec. 7)

Comments: For the past five years, approximately 50 percent of the full-time faculty are very

active in research and service. Faculty teaching workload is considerably less than the other

units within the institution and less than the University of Louisiana System policy for a

minimum teaching load of 24 credit hours.

7. Is there a pattern of "continuous improvement" demonstrated over the past five years, as

evidenced in the Annual Plans? (Sec. 8)

Comments: The management program indicates overall department progress toward

continuous improvement. Also, the assessment plan for the student learning outcomes indicates

a pattern of continuous improvement in the program itself.

8. Are departmental support, equipment and facilities appropriate to meet the needs of the

program? (Sec. 8, 9, 10)

Comments: Faculty have been successful and are motivated to continue obtaining outside

funding through grant writing for additional equipment. Therefore, support, equipment and

facilities are appropriate to meet the needs of the program.

9. Overall strengths and weakness of academic program based on report and presentation.

STRENGTHS WEAKNESSES

Faculty research and service Objectives could be better aligned with

program goals with additional emphasis on

higher order thinking

Facilities and equipment

Student learning outcomes assessment plan

Recommendations: Minor revision to program outcomes using a single higher order verb.

4

APPENDIX D

Nicholls State University: FORM A (revised 2006) Use of Results of Program Review Date: May 28, 2010

Name of Department:

Name of Degree Program:

Management and Marketing

Management

Describe at least one improvement or change (action plan) that will be made in the degree

program (listed above) as a result of this review. NOTE: Progress towards the completion of this action plan should be documented in the

departmental annual plan, Part l.C. This evidence of action taken will be reviewed as part of

the e program's next five-year review.

As per the recommendations of the evaluation team, the student learning outcomes will

be revised using a single higher order verb. ________________________

Signature of Department Head

5

1. Program Mission

1.1 Mission Statement for the Program:

MISSION STATEMENT

MANAGEMENT PROGRAM

Consistent with the University and the College of Business Administration, the Management

program prepares students from the Bayou Region of South Louisiana and beyond to contribute

to a dynamic regional and global economy as well-educated, responsible, and engaged

management professionals through quality teaching, applied and pedagogical research, and

service.

1.2 Relationship to Institutional Mission:

In developing the mission statement for Management we sought to draw from the broader

mission statements of Nicholls State University and the College of Business Administration. In

doing so, we focus on the development of a program designed to prepare students to effectively

compete as well-educated and responsible citizens in increasingly complex regional, national,

and international business environments.

NSU Mission Statement

Nicholls State University is a student-centered regional institution dedicated to the education of a

diverse student body in a culturally rich and engaging learning environment through quality

teaching, research, and service. Nicholls supports the educational, cultural, and economic needs

of its service region and cultivates productive, responsible, and engaged citizens.

CBA Mission Statement

The College of Business Administration prepares students from the Bayou Region of South

Louisiana and beyond to contribute to a dynamic regional and global economy as well-educated,

responsible, and engaged business professionals through quality teaching, applied and

pedagogical research, and service.

2. Program Curriculum

2.1 Most Recent Curriculum Study:

a. Last in-depth study:

The last program review was submitted in December 2009.

b. Changes to the curriculum were as follows:

2010

6

No changes.

2011

The Health Care Concentration in Management eliminated due to lack of resources.

Human Resources Concentration – removed requirement to choose one course from MNGT 370,

469 or 486 and added those three hours to an expanded list of approved electives

2012

Clarified that students must take 300 or 400 level courses for the management minor

2013

In a collaborative effort with industry, the College of Business developed and implemented the

concentration in Maritime Management. The program has over 80 students enrolled as of fall

2014.

2014

No changes.

2.2 Major/Minor:

a. Major: The degree requires 120 for all students in the major. This includes those

concentrating in Human Resources or Maritime Management.

b. Minor: The curriculum does not require a minor but does provide a minor in

management. The minor requires 18 hours of 300 or 400 level coursework.

7

2.3 Student Learning Outcomes and Assessment (Specifically reference SLOs from

Departmental Annual Plans):

Year: 2010-2011

Program Learning Outcome 1

Program Learning Outcome

Students pursuing the management degree will be able to demonstrate understanding of the key

principles of management and apply core concepts of management through the following

objectives:

1.1 Demonstrate knowledge of the macro level (strategic planning) and micro level (problem

solving/decision making) aspects of the Planning function of management.

1.2 Demonstrate knowledge of the macro level (organizational structure) and micro (HRM)

level aspects of the Organizing function of management.

1.3 Identify the key elements of the macro level (corp. governance/vision) and micro level

(leadership/ motivation/communication/HR) aspects of the Directing function of management.

1.4 Identify the key elements of the macro level (financial controls/quality) and micro level

(individual and group performance/corporate culture) aspects of the Control function of

management.

Action Plan for 2010-11

In the fall of 2009 the management faculty met to develop/revise outcomes, objectives and

assessment procedures for the major. This included the assessment of students’ ability to

demonstrate an understanding of the key principles of management and apply core concepts of

management through the following objectives:

Assessment Methods

Embedded exam questions

ETS Exam

Targets (Expected Results)

75% of our Management majors will meet or exceed expectations

E = 100% of questions correct

8

M = 67% of questions correct

B < 67% of questions correct

Satisfactory achievement will be indicated with an average score at or above the national average

on the management portion of the ETS Exam

Results (attach evidence)

1.1

88% of MNGT students assessed exceeded or met expectations.

1.2


1.3


1.4


ETS

National Average - 55.2%

Management Majors - Fall 2010 - 55%, Spring 2011 - 61%.

Use of Results (Action Plan for 2011-12)

Students performed well but the outcomes, objectives and assessment procedures were revised in

Fall 2009. As a result, further monitoring of results is needed to better assess knowledge in the

field.

The COB has subscribed to a new “premium” package for ETS which will allow for more

precise assessment of student strengths and weaknesses in the field.



9

Students pursuing the management degree will be able to recognize and correctly apply human

resource management practices and apply core concepts of management through the following

objectives.

2.1 Identify appropriate recruitment and selection practices.

2.2 Identify key training and development issues.

2.3 Distinguish between different types of compensation and benefits

2.4 Recognize potential legal issues in human resource management.

2.5 Recognize key concepts of diversity.



assessment procedures for the major. This included the assessment of students’ ability to

demonstrate an understanding of human resource management practices and apply core concepts

of management.

Assessment Methods


ETS Exam



E = 100%

M = 50%

B = < 50%




2.1 - 100% of MNGT students exceeded or met expectations.


10




ETS


Management Majors - Fall 2010 - 55% Spring 2011 - 61%.




field.




Program Learning Outcome - Students pursuing the management degree will be able to

recognize and apply appropriate techniques in the applications associated with an organization's

operations and apply core concepts of management through the following objectives:

3.1 Construct an optimum sales and inventory plan

3.2 Apply time scheduling techniques in project management

3.3 Identify key components in supply chain management

3.4 Compute forecasts using appropriate models

3.5 Identify methods of facility location, layout, and appropriate production processes

3.6 Demonstrate knowledge of quality practices



assessment procedures for the major. This included the assessment of our students' to recognize

and apply appropriate techniques in the applications associated with an organization's operations.

Assessment Methods

11


ETS Exam



E = 100%

M = 50%

B = < 50%

ETS










ETS






field.

12





demonstrate knowledge and ability to apply organizational behaviors topics and apply core

concepts of management through the following objectives:

4.1 Identity key employee behaviors linked to organizational goals

4.2 Recognize major motivational theories

4.3 Identify features that characterize teams

4.4 Demonstrate competence on leadership theories

4.5 Demonstrate knowledge of conflict management



assessment procedures for the major. This included the assessment of our students' ability to

demonstrate knowledge and ability to apply organizational behaviors topics.

Assessment Methods


ETS Exam






ETS

13




4.1 - 94% of MNGT students exceeded or met expectations





ETS






field.





identify and /or differentiate the critical components of the strategic management process and

apply the core concepts of management through the following objectives:

5.1 Identify key components of the external analysis

5.2 Identify key components of the internal analysis

5.3 Differentiate between corporate-level and business-level strategies in organizations

5.4 Identify means of implementing strategies within organizations

14



assessment procedures for the major. This included the assessment of our students' to identify

and /or differentiate the critical components of the strategic management process

Assessment Methods


ETS Exam



ETS




5.1 - 85% of MNGT students exceeded expectations.




ETS






field.



15

Year: 2011-2012


Students pursuing the management degree will be able to demonstrate understanding of the key

principles of management and apply core concepts of management through the following

objectives:

1.1 Demonstrate knowledge of the macro level (strategic planning) and micro level (problem


1.2 Demonstrate knowledge of the macro level (organizational structure) and micro (HRM)

level aspects of the Organizing function of management.

1.3 Identify the key elements of the macro level (corp. governance/vision) and micro level

(leadership/ motivation/communication/HR) aspects of the Directing function of management.

1.4 Identify the key elements of the macro level (financial controls/quality) and micro level

(individual and group performance/corporate culture) aspects of the Control function of

management.



assessment procedures for the major. As a result, we will continue to monitor results to attempt

to identify significant trends before making any revisions to our assessment of student learning

outcomes.

Assessment Methods


ETS Exam






16

ETS


of 57.3%.






ETS

National Average – 57.3%



Student performance was inconsistent for the year, but the outcomes, objectives and assessment

procedures were revised in fall 2009. As a result, further monitoring of results is needed to

better assess knowledge in the field and recognize significant trends in our assessments





recognize and correctly apply human resource management practices through the following

objectives:

2.1 Identify appropriate recruitment and selection practices.

2.2 Identify key training and development issues.

2.3 Distinguish between different types of compensation and benefits

2.4 Recognize potential legal issues in human resource management.

17

2.5 Recognize key concepts of diversity.





outcomes.

Assessment Methods


ETS Exam






ETS









ETS

18




Student performance was inconsistent but the outcomes, objectives and assessment procedures

were revised in fall 2009. As a result, further monitoring of results is needed to better assess

knowledge in the field and recognize significant trends in our assessments.





recognize and apply appropriate techniques in the applications associated with an organization's

operations through the following objectives:

3.1 Construct an optimum sales and inventory plan

3.2 Apply time scheduling techniques in project management

3.3 Identify key components in supply chain management

3.4 Compute forecasts using appropriate models

3.5 Identify methods of facility location, layout, and appropriate production processes

3.6 Demonstrate knowledge of quality practices





outcomes.

Assessment Methods


ETS Exam


19


3.1




3.2




3.3




3.4




3.5



B < 5 0% of questions correct

3.6


20



ETS









3.6 - 81 % of MNGT students exceeded or met expectations.

ETS





fall 2009. As a result, further monitoring of results is needed to better assess knowledge in the

field and recognize significant trends in our assessments.




Program Learning Outcome - Students pursuing the management degree will demonstrate

knowledge and ability to apply organizational behavior topics through the following objectives:

4.1: Identity key employee behaviors linked to organizational goals

21

4.2: Recognize major motivational theories

4.3: Identify features that characterize teams

4.4: Demonstrate competence on leadership theories

4.5: Demonstrate knowledge of conflict management





outcomes.

Assessment Methods

Embedded exam Questions

ETS exam



4.1




4.2



4.3




22

4.4




4.5




ETS









ETS




Students’ performance was inconsistent, but the outcomes, objectives and assessment procedures

were revised in Fall 2009. As a result, further monitoring of results is needed to better assess

knowledge in the field.

23





identify and/or differentiate the critical components of the strategic management process through

the following objectives:

5.1: Identify key components of the external analysis

5.2: Identify key components of the internal analysis

5.3: Differentiate between corporate-level and business-level strategies in organizations

5.4: Identify means of implementing strategies within organizations





outcomes.

Assessment Methods


ETS exam


75% of our majors will meet or exceed expectations

ETS Exam




ETS

24








ETS




Student performance was inconsistent but the outcomes, objectives and assessment procedures

were revised in fall 2009. As a result, further monitoring of results is needed to better assess

knowledge in the field and recognize significant trends in our assessments.



25

Year: 2012-2013



demonstrate understanding of the key principles of management.

1-1: Demonstrate knowledge of the macro level (strategic planning) and micro level (problem


1-2: Demonstrate knowledge of the macro level (organizational structure) and micro level

(HRM) aspects of the Organizing function of management.

1-3: Identify the key elements of the macro level (corp. governance/vision) and the micro level

(leadership/motivation/communication/HR) aspects of the Directing function of management.

1-4: Identify the key elements of the macro level (financial controls/quality) and micro level

(individual and group performance/corp. culture) aspects of the Control function of management.





outcomes.

Assessment Methods -


ETS Test






ETS





26





ETS




Student performance was inconsistent.




outcomes.



recognize and correctly apply human resource management practices.

Assess Student ability to:

2-1: Identify appropriate recruitment and selection practices.

2-2: Identify key training and development issues.

2-3: Distinguish between different types of compensation and benefits.

2-4: Recognize potential legal issues in human resource management.

2-5: Recognize key concepts of diversity.





outcomes.

Assessment Methods


ETS exam

27






ETS




Not assessed in 2012-2013, will be assessed again in 2013-2014.





outcomes.



recognize and apply appropriate techniques in the applications associated with an organization’s

operations.

Assess student ability to:

3-1 Construct an optimum sales and inventory plan

3-2: Apply time scheduling techniques in project management

3-3: Identify key components in supply chain management

3-4: Compute forecasts using appropriate models

3-5: Identify methods of facility location, layout, and appropriate production processes

3-6: Demonstrate knowledge of quality practices




28


outcomes.

Assessment Methods - Use of embedded questions and ETS exam


ETS Test






ETS





3-1 - 82% of students met or exceeded expectations

3-2 - 96% of students met or exceed




3-6 - 92% of students met or exceeded expectations.

ETS



29


Students performed well on each of the six objectives




outcomes.



knowledge and ability to apply organizational behavior topics.


Obj 1: Identify key employee behaviors linked to organizational

Obj 2: Recognize major motivational theories

Obj 3: Identify features that characterize teams

Obj 4: Demonstrate competence on leadership theories

Obj 5: Demonstrate knowledge of conflict management

Action Plan for 2012-13 - In the fall of 2009 the management faculty met to develop/revise

outcomes, objectives and assessment procedures for the major. As a result, we will continue to

monitor results to attempt to identify significant trends before making any revisions to our

assessment of student learning outcomes.



ETS Test






30

ETS




Not assessed in 2012-2013, will be assessed again in 2013-2014.





outcomes.



identify and/or differentiate the critical components of the strategic management process.

Assess student ability to

5-1: Identify key components of the external analysis

5-2: Identify key components of the internal analysis

5-3: Differentiate between corporate-level and business-level strategies in organizations

5-4: Identify means of implementing strategies within organizations







ETS Test

31

Targets (Expected Results) -





ETS





5-1 – 76.5% of students met or exceeded expectations




ETS




Students exceeded expectations on each of the objectives.




outcomes

32

Year: 2013-2014

Program Learning Outcome- Students pursuing the management degree will be able to

demonstrate understanding of the key principles of management.


1-1: Demonstrate knowledge of the macro level (strategic planning) and micro level (problem


1-2: Demonstrate knowledge of the macro level (organizational structure) and micro level

(HRM) aspects of the Organizing function of management.

1-3: Identify the key elements of the macro level (corp. governance/vision) and the micro level

(leadership/motivation/communication/HR) aspects of the Directing function of management.

1-4: Identify the key elements of the macro level (financial controls/quality) and micro level

(individual and group performance/corp. culture) aspects of the Control function of management.

Action Plan for 2013-14 -




outcomes.

Assessment Methods


ETS Test






ETS



33







ETS

National Average – 2013 - 57.0% 2014 - 54.6%


(Note: The test forms changed in 2014 so there are separate national average figures for 2013

and 2014.)


Over the past couple of assessment periods students have performed well in all areas except

1.3. Faculty met to assure consistent emphasis of the target concepts and agreed on areas that

need to be covered. Changes will be implemented into their courses. In addition, the faculty

reviewed assessment questions to determine if improvements could be made to assure they were

successfully assessing the most critical areas. Several questions were revised that were

determined to be poorly written, confusing or inconsistent with the target objectives. The

instructors will use the revised instrument for future assessment.



recognize and correctly apply human resource management practices.

Assess Student ability to:

2-1: Identify appropriate recruitment and selection practices.

2-2: Identify key training and development issues.

2-3: Distinguish between different types of compensation and benefits.

2-4: Recognize potential legal issues in human resource management.

2-5: Recognize key concepts of diversity



34



Assessment Methods


ETS Test






ETS









ETS




and 2014.)


Students have performed well in this area. Faculty will continue to assess learning outcomes.

35



recognize and apply appropriate techniques in the applications associated with an organization’s

operations.


3-1 Construct an optimum sales and inventory plan

3-2: Apply time scheduling techniques in project management

3-3: Identify key components in supply chain management

3-4: Compute forecasts using appropriate models

3-5: Identify methods of facility location, layout, and appropriate production processes

3-6: Demonstrate knowledge of quality practices





outcomes.

Assessment Methods


ETS Exam






ETS





36





3-5 - 93 of students met or exceeded expectations

3-6 - 91% of students met or exceeded expectations.

ETS


Management Majors - Fall 2013 - 62% = Spring 2014 - 58%.


and 2014.)





knowledge and ability to apply organizational behavior topics


4-1: Identify key employee behaviors linked to organizational

4-2: Recognize major motivational theories

4-3: Identify features that characterize teams

4-4: Demonstrate competence on leadership theories

4-5: Demonstrate knowledge of conflict management





outcomes.

Assessment Methods


ETS Test


37


4.1




4.2



4.3




4.4




4.5




ETS

38









ETS

National Average – 2013 - 57.0%, 2014 - 54.6%



and 2014.)


Over the past few assessment periods students have underperformed in areas 4.1 and

4.2. Faculty will assess and identify ways to improve student learning/retention in this area.



identify and/or differentiate the critical components of the strategic management process.


5-1: Identify key components of the external analysis

5-2: Identify key components of the internal analysis

5-3: Differentiate between corporate-level and business-level strategies in organizations

5-4: Identify means of implementing strategies within organizations





outcomes

Assessment Methods

39


ETS Test







ETS




Embedded exam questions -





ETS

National Average – 2013 - 57.0%, 2014 - 54.6%



and 2014.)



40

2.4 General Education Requirements (See Appendix B):

a. List those courses in your curriculum which may be completed to fulfill general

education requirements.

There are no courses in Management that can be used to satisfy General Education requirements.

b. Explain how courses in your curriculum which are NOT designated as General

Education Courses reinforce or supplement the General Education goals and learning

outcomes.

The management curriculum was developed, and is continually refined, to reinforce or

supplement the University’s General Education, and the College of Business’s, goals and

learning outcomes. Several examples of how specific management courses reinforce the General

Education goals and learning outcomes are described below.

1. Effective communication

Expected Outcome/Goal: Upon completion of their degree program, students will be able to

effectively use the English language, writing and speaking with clarity, coherence, and

persuasiveness.

MNGT 301 (Principles of Management) requires students to compile presentations on the

practical relevance of materials covered in the course. Students also choose a publicly traded

company to profile and determine its level of success in the company’s industry. These projects

draw on students’ ability to clearly write and organize logical arguments as well as present these

arguments to a captive audience.

MNGT 305 (Entrepreneurship) involves making and justifying decisions relating to the

marketing, finance, and overall operations of a proposed business venture. These decisions are

built into a group business plan that is turned in at the end of the semester. The arguments and

projections found within the business plan are also pitch by student teams, requiring a clear and

coherent presentation of the analyzed material.

MNGT 470 (Organizational Structure and Behavior) Students are required to work in groups to

analyze and present a case to the class. The student must be able to synthesize information and

present it in an organized and comprehensive manner using strong verbal skills. They must also

do a written executive summary of the case summarizing their analysis.

MNGT 370 (Human Relations and Interpersonal Skills) requires students to present a relevant

book using effective analysis of audience, time, purpose, visual aids, lead the class in an activity,

and use strong oral presentation skills. The course also requires role playing to develop

listening, conflict management, negotiation and other interpersonal communication skills.

41

Students must also participate in an ethical dilemma debate where they must use persuasion,

active listening, and communication skills.

MNGT 420 (Multinational Management) students formally present current topics in

multinational management and are evaluated on: proper organization of materials and arguments

made; effectiveness and professionalism of delivery; the proper use of visual aids; and the ability

to respond to audience questions.

2. Quantitative Reasoning and Mathematics


comprehend and to use quantitative concepts and methods to interpret and to critically

evaluate data and to effectively problem-solve in a variety of contexts demanding quantitative

literacy.

Students in MNGT 368 (Operations Management) are required to recognize and apply

optimization, statistical and heuristic decision models in managing the production function. An

understanding of core concepts and techniques is needed to demonstrate the ability to effectively

assess the data and demonstrate its use in decision-making.

Students in MNGT 367 (Human Resource Management) are required to calculate and analyze

employee turnover figures. Students must also understand correlation coefficients to determine

if a test used for employee selection is valid.

3. Computer Literacy


demonstrate competence in computer literacy, including fundamental concepts of computing

and fluency in the use of contemporary computing and information technology.

All students in the Management curriculum are expected to possess at least a basic level of

competence in computer literacy. In addition, all Management faculty incorporate the use of

Moodle as a means of providing information and feedback to students.

Specifically, courses such as MNGT 305 (Entrepreneurship) and MNGT 470 (Organizational

structure and behavior) require students to collect, organize, and make presentations using word

processing and/or electronic presentation software.

42

2.5 Anticipated Changes:

What changes, if any, are planned in the program curriculum during the next several

years? Be specific. Why are these changes planned? How will these changes affect its

enrollment, staffing and costs?

If the Maritime Management Concentration continues to grow, or, as some have suggested, it

becomes a separate degree program (major) in the college, it may increase class sizes and the

number of course offerings needed to effectively deliver the material. This may require

additional staffing and/or result in additional costs. The concentration, although self-supporting

through contributions from regional businesses, may at some point require state funding.

3. Program Rationale

3.1 Similar Programs Nearby:

List of similar programs and the names of institutions (public and private) offering

the same or a similar program within a 100-mile radius.

Seven institutions within a 100-mile radius of Nicholls State University offer a bachelor’s degree

in Management (or a degree name with a similar meaning). They are:

Louisiana State University

Loyola

Southeastern Louisiana University

Southern University at Baton Rouge

Tulane University

University of Louisiana of Lafayette

University of New Orleans

None of these institutions offer a program (concentration) in maritime management.

3.2 Relationship With These Programs:

How does your program compare with program outcomes in other universities?

What are the similarities and differences in your curriculum and credit hours to

these universities?

Contained in the table below are the aforementioned institutions (along with Nicholls State

University) and their respective Management programs. The table notes the number of degree

hours, the actual degree granted, and concentrations offered (if any).

43

Table 3.1

Similar Programs Nearby

Institution

Degree

Hours Degree Concentration(s)

Nicholls State University 120

B.S. Management

Human Resources

Maritime Management

Southern University at

Baton Rouge

121 B.S. Business

Management

Human Resources

Supply Chain Management

Louisiana State University 120 B.S. Management

Human Resources

Entrepreneurship

Loyola University

120

B.B.A. – Major in

Management

n/a

Southeastern Louisiana

University 120 B.A. Management

International Management

Entrepreneurship and Small

Business Management

Human Resources

Tulane

122 B.S. Management

Consulting

Entrepreneurship

University of Louisiana at

Lafayette

120

B.S. Business

Administration –

Major in Management

n/a

University of New Orleans

120 B.S. Management Human Resources

It is evident that the Management degree offered by Nicholls State University is in-line with

those of other institutions with regard to degree hours. With regard to concentrations, Nicholls

does offer students the ability to focus their Management studies in two specific

concentrations—Human Resources and Maritime. Two of the seven institutions do not offer a

44

concentration as an option. Similar to Nicholls, four institutions offer specific concentrations in

Human Resources Management. Nicholls is unique in the fact that it is the only institution

offering a concentration in Maritime Management. Not only is this concentration unique to the

state, but, we believe, the country. We know of no other program that provides a concentration

in our particular focus—the oil and gas sector of the maritime industry.

4. Assessing Demand for Program

4.1 List the types of jobs in which graduates with this degree could be expected to be

employed.

Managers are needed in virtually every business, as well as in governmental agencies,

educational institutions, religious organizations and churches, and non-profit associations. As a

result, management graduates have a wide variety of career paths from which to choose. The

management program prepares students to manage people, financial resources and operations at

every level of organizations across many industries. Most job titles below are from graduate

surveys.

Compensation and Benefits Managers

Coordinator for Advancement

Corporate Operations Asst.

Commercial Project Manager

Department Supervisor

Emergency Management Directors

Food Service Managers

Human Resources Managers

Industrial Production Managers

Logistics Coordinator

Management Analysts

Medical and Health Services Managers

Meeting, Convention, and Event Planners

Materials/Project Coordinator

Operations Research Analysts

Parts Representative

Production Assistant

Property, Real Estate, and Community

Association Managers

Public Relations and Fundraising Managers

Purchasing Managers

Recruiting Coordinator

Training and Development Managers

Transportation Assistant

Sales Managers

Social and Community Service Managers

Service Center Manager

Sales

4.2 Specify regional need for graduates as per Louisiana Economic Development forecast

and Louisiana Workforce Commission projections and surveys.

The following table shows a sample of occupations commonly held by individuals with

management degrees in both the U.S. and State of Louisiana and the projected growth rates in

these jobs from 2012 to 2022. Management graduates are well-positioned for employment in

these positions. (http://www.bls.gov/ooh/management/ )

(http://www.laworks.net/LaborMarketInfo/LMI_OccAllProj.asp?years=20122022)

http://www.bls.gov/ooh/management/compensation-and-benefits-managers.htm

http://www.bls.gov/ooh/management/emergency-management-directors.htm

http://www.bls.gov/ooh/management/food-service-managers.htm

http://www.bls.gov/ooh/management/human-resources-managers.htm

http://www.bls.gov/ooh/management/medical-and-health-services-managers.htm

http://www.bls.gov/ooh/management/property-real-estate-and-community-association-managers.htm

http://www.bls.gov/ooh/management/property-real-estate-and-community-association-managers.htm

http://www.bls.gov/ooh/management/public-relations-managers.htm

http://www.bls.gov/ooh/management/sales-managers.htm

http://www.bls.gov/ooh/management/social-and-community-service-managers.htm

http://www.bls.gov/ooh/management/

http://www.laworks.net/LaborMarketInfo/LMI_OccAllProj.asp?years=20122022

45

Table 4.1

Occupations in Management and Expected Job Demand Growth

Occupation*

United States Louisiana

Human Resources Managers, All Other +13% +18%

Medical & Health Services Manager +23% +21%

Managers, All Others +7% +21%

First-line Supervisors/Managers of Office and

Administrative Support workers

+6% +30%

Chief Executives +11% +27%

Financial Managers +9% +30%

Purchasing Managers +4% +12%

General & Operations Managers +2% +15%

Managers, All Others +7% +21%

Compensation & Benefits Managers +3% +27%

First-line Supervisors/Managers of Retail Sales

Workers

+12.1% +30%

Training & Development Specialists +15% +11%

First-Line Supervisors/Managers of Production &

Operating Workers

-2% +30%

Administrative Services Managers +12% +14% *

List is intended as a sample only and is not all-inclusive.

Regionally, new data released shows that Louisiana ranks first in the nation in economic

impact from America’s domestic maritime industry. The report shows the state’s 54,850

maritime jobs pump more than $11.3 billion annually into the Louisiana economy. According to

a study commissioned by the Transportation Institute and conducted by Pricewaterhouse-

Coopers (PWC), Louisiana also ranks first in the country in maritime jobs per capita, with one in

every 83 jobs connected to the state’s domestic maritime industry, nearly twice that of any other

state. Louisiana also ranks third in the nation in shipbuilding, according to a recent study by the

U.S. Maritime Administration covering commercial and military construction. Shipbuilding

accounts for 29,250 jobs and more than $2.23 billion in annual economic impact for the state.

Across America, the domestic maritime industry includes approximately 40,000 vessels,

supports 478,440 jobs, and has an annual economic impact of $92.5 billion, according to the

Transportation Institute’s findings. In total, approximately 54,850 jobs in Louisiana are a direct

result of the maritime industry. Obviously, this information strongly suggests there will continue

to be robust demand for our students receiving the management degree with the maritime

concentration. (http://www.americanmaritimepartnership.com/2014/04/09/louisiana-ranked-top-

maritime-state-nation/)

http://www.americanmaritimepartnership.com/2014/04/09/louisiana-ranked-top-maritime-state-nation/

http://www.americanmaritimepartnership.com/2014/04/09/louisiana-ranked-top-maritime-state-nation/

46

4.3 Provide data on degrees awarded, number currently employed and projected demand

for graduates indicating sources of data for projections. Explain projections.

The following table contains the number of management graduates of the over the last five years

according to the Office of Assessment and Institutional Research.

Table 4.3

Number of Degrees Awarded

2009-10 2010-11 2011-12 2012-13 2013-14

40 47 47 41 49

Data on graduates currently employed is not available, although anecdotal evidence suggests that

graduates with good academic records and work histories have no problems finding entry-level

positions and opportunities for career development.

The following management occupations all require a bachelor's degree and one year or less of

experience, the change in employment in thousands of workers from 2010 to 2020 and the

percentage increase of employment across the U.S.:

Occupation

Employment Increase

(in thousands), 2010

to 2020

Percent

Increase

Meeting, Convention, and Event

Planners 31.3 43.7

Medical and Health Services

Managers 68 22.4

Management Analysts 157.2 21.9

Operations Research Analysts 9.4 14.6

Training and Development Managers 4.3 14.6

Sales Managers 40.1 11.7

Industrial Production Managers 13.7 9.1

Purchasing Managers 4.9 7.2

Source: Bureau of Labor Statistics, Employment Projections,

http://www.bls.gov/emp/

5. Outside Interest in the Program

5.1 Identify interest on the part of local groups, industry, research centers, and other educational

institutions, or state agencies (example: Hospitals, culinary institutes, business.)

http://www.bls.gov/emp/

47

The College of Business Administration has developed specific articulation agreements with

regional community and technical colleges, specifically with Baton Rouge Community College,

Delgado Community College, River Parishes Community College and L.E. Fletcher Technical

College.

As a vital regional resource, the College recognizes a responsibility to extend its teaching and

problem solving abilities to the community. The College offers this service by providing

continuing education seminars, continuing education courses, and consulting services through

individual efforts of the faculty. The faculty advances the welfare of the University, the

community, and academic and professional organizations through professional interaction.

Management faculty members are active in local organizations and are often interviewed by

local media in search of an expert opinion.

Students are exposed to local business leaders when they appear in class as guest speakers and

when they attend meetings set up by various student organizations. Management majors are

eligible for internships. Students interested in an internship must meet requirements set by the

College of Business Administration.

Besides these scholarships and contributions, the College of Business has received

approximately $350,000 to offer a new concentration in Maritime Management.

The Maritime Management Concentration is the only four-year business program in the state

designed specifically to address the needs of the oil and gas sector of the maritime industry.

Funded and developed by regional maritime related firms, the program is designed to create

additional value for both students and employers. Financial partners in the program include:

Aries Marine Corp.

Bollinger Shipyards Inc.

Candy Fleet, LLC

Cenac Marine Services

Edison Chouest Offshore

Comar Marine, LLC

Galliano Marine Services

Gordon “Bubba” Dove Jr. Foundation

Harvey Gulf International Marine, LLC

L and M Botruc Rental Inc.

Marine Systems Inc., (MSI)

Montco Offshore Inc.

Morgan Stanley

Otto Candies, LLC

Phelps Dunbar, LLP

SEACOR Foundation

SEACOR Marine, LLC

South Central Industrial Association

http://www.ariesmarine.com/site.php

http://www.bollingershipyards.com/

http://www.candyfleet.com/

http://www.cenac.com/

http://www.chouest.com/

http://www.comarmarine.com/history.htm

https://pcms.plansource.com/entities/19685/pub_nodes/352338

http://gordondovejrfoundation.webs.com/

http://harveygulf.com/

http://www.botruc.com/

http://www.kirbycorp.com/4_kes/msi/index.cfm

http://www.montcooffshore.com/

http://www.morganstanley.com/

http://www.ottocandies.com/

http://phelpsdunbar.com/

http://www.seacormarine.com/

http://www.seacormarine.com/

http://www.sciaonline.net/

48

The following monetary awards indicate the support and recognition that industry, government

and other agencies outside the academic community have given the College of Business

Administration:

Argent Bank Professorship in Business Administration $60,000 (Board of Regents

matching contribution $40,000)

Betsy Ayo Professorship in Accounting and Business Law $60,000 (Board of Regents


Gerald Gaston Professorship in Business Administration $60,000 (Board of Regents


Entergy Endowed Professorship in Information Systems $60,000 (Board of Regents

contribution $40,000)

John C. Daigle Professorship in Free Enterprise $60,000 (Board of Regents contribution

$40,000)

Peltier Foundation Professorship in Business Administration $60,000 (Board of Regents


Clarence Riviere Professorship $60,000 (Board of Regents contribution $40,000)

Arlen B. Cenac, Jr. Endowed Chair in Accounting Information Systems $600,000 (Board

of Regents contribution $400,000)

Boysie Bollinger Endowed Professorship in Business $300,000 (Board of Regents


Charlotte Bollinger Endowed Professorship in Business $150,000 (Board of Regents


Otto Candies Endowed Chair in Business Information Systems $600,000 (Board of

Regents contribution $400,000)

Paul Callais Endowed Professorship in Business $150,000 (Board of Regents


John Brady Sr. and Pat Brady Endowed Professorship in Business $300,000 (Board of


Harold Callais Endowed Professorship in Economic Development $300,000 (Board of


Peter Callais Endowed Professorship in Business $150,000 (Board of Regents


Andie Bollinger Endowed Professorship in Business $150,000 (Board of Regents


Harvey Peltier Endowed Professorship in Business Administration $60,000 (Board of


Agnes Candies Endowed Professorship in Business Administration $60,000 (Board of


49

Numerous scholarships and awards for students are funded by individuals in the business

community, corporations and professional organizations. A partial list is included below:

Gerald Gaston College of BA Scholarships – three $500 scholarships presented annually.

Association of Government Accountants Scholarships – two $250 scholarships presented

annually.

Baton Rouge Institute of Management Accountants Scholarships – one $500 scholarships

presented annually.

Mike Bauer Scholarship – one or two $1000 scholarships presented annually.

James J. Buquet, Jr. Business Scholarships – two $400 scholarships presented annually.

Northwestern Mutual Financial Network Scholarships – two $1000 scholarships

presented annually.

Norman Swanner “Big Boy” Memorial Business Scholarships – two $500 scholarships

presented annually.

L.J. Hebert, Jr. Banking Scholarship – one $500 scholarship presented annually.

Ridley J. Gros Scholarship – one $1500 scholarship presented annually.

Glen Walters Marketing Scholarship – one $1000 scholarship presented annually.

Mr. and Mrs. O.J. Cenac Scholarship – two $500 scholarship presented annually.

Irvin Ryker Financial Planning Scholarship – one $1000 scholarship presented annually.

E.R.T. Marquette, CPA Scholarship – one $100 presented annually

South Central Chapter of the Louisiana Society of CPAs Scholarship – one $250

presented annually.

South Central Chapter of the Louisiana Society of CPAs Outstanding Accounting

Graduates Awards –two $125 presented annually.

Also, Several Louisiana Educational Quality Support Fund (LEQSF) & ITS Grants have been

awarded to faculty in the College of Business and the Management Department. Due to these

grants, all classrooms in the College of Business are equipped with state-of-the-art technologies.

5.2 Summarize any formal arrangements with industry, government, and other agencies outside

of the academic community; specifically identify use and composition of advisory board(s) and

describe nature of relationship with these board(s) (frequency of meetings, purpose of advisory

board, etc.).

The College of Business maintains an advisory board made up of local and national business

leaders, which benefits the Management program as well as all other programs within the

college. Additionally, numerous faculty are involved with external constituencies via consulting,

speaking engagements, civic memberships, and research. The College and Department have

established significant relationships with local organizations, state agencies, and non-for-profit

groups.

50

Dr. Ken Chadwick serves as the Program Director of the department’s maritime Management

Program. The program draws on input (both financial and advisory) from dozens of regional

businesses to maintain the program. Pedagogical materials have been developed with the help of

local organizations. Drs. Chadwick, Cashen, and Cater (no longer with Nicholls) have published

case studies of local and regional companies as Olympian Machine, Kleinpeter Farms Dairy of

Baton Rouge, Raising Cane's Chicken Fingers of Baton Rouge, Rabenhorst Funeral Homes of

Baton Rouge, Eagle Consulting of Gibson, LA, Rouse's Supermarkets of Thibodaux, and Emily's

Boutique of Thibodaux. Dr. Chadwick served as the guest speaker for South Central Industrial

Organization and the Bayou Industrial Group. He also serves on the board of directors of Bayou

Council Behavioral Health Services and is a member of the Thibodaux Rotary Club.

Ms. Melanie Boudreaux, MBA, PHR serves as a member and volunteer-leader in the Bayou

Society of Human Resources (SHRM) serving as the mediator between Human Resource

professionals and NSU Business students. Additionally, she is a member of the National Society

of Human Resource Management. In 2014, Ms. Boudreaux was requested by the SHRM

President to be an Ambassador for the Thibodaux Chamber of Commerce.

Dr. Jeff Haynie provides consulting services to organizations seeking an organizational

diagnosis of their climate at no charge. Summary reports from employee responses are generated

and returned to upper management.

Dr. Marilyn Frey has been the Leadership Consultant for the year-long Leadership Terrebonne

program (Sponsored by the Terrebonne Parish Chamber of Commerce) from 2011 to the present.

She has also provided Leadership training to Leadership St. Mary Program (sponsored by the St.

Mary Parish Chamber of Commerce) for 2014. Additionally, Dr. Frey has served as judge and

MC for the first-annual Best of Lafourche awards program, 2014 (Leadership Lafourche,

Lafourche and Thibodaux Chambers of Commerce joint event). Furthermore, she is the NSU

College of Business representative to the Tri-Parish Toastmasters Organization.

Dr. Luke Cashen has served as a board member of the Lafourche Chamber of Commerce from

2010-2012. He has also conducted several workshops for the Chamber and its members where

the focus was on ways the Chamber could increase value to its members and the business

community. Additional focus of these workshops was on increasing membership revenue and

membership involvement in Chamber activities. Furthermore, Dr. Cashen has served as keynote

speaker for the Houma/Terrebonne and St. Mary Rotary Clubs. Lastly, Dr.Cashen has

maintained involvement with industry via directing 15 MBA internships over the past five years

(sample companies: Edison Chouest, Thibodaux Regional Medical Center, LA Small Business

Development Center, Rouses, Terrebonne General Medical Center, Occidental Petroleum,

Danos, Terrebonne Consolidated Government, John Deere, Associated Grocers, and Byron

Talbot Contractors).

Finally, faculty involved in the management program frequently invite local executives as guest

speakers for conferences and classes. Also, job placement and student internships have created

more interactions between management faculty and the industry.

51

6. Students

6.1. Enrollment:

a. What recruitment initiatives are in place other than the university recruitment program?

Faculty volunteers attend annual scholarship banquets to gain a presence at these award

ceremonies for high school students considering Nicholls as their university. As part of the

College of Business’ outreach efforts, the External Relations committee actively recruits students

by participating in high school job fairs as well as student (e.g., University Majors Day) and

community (e.g., Colonel Day) events so potential students are more exposed to the benefits of

the Nicholls College of Business as their school and major of choice.

b. What are the qualities of students attracted to the program, (e.g., standardized test

scores for admission, GPA, etc.)

The following table shows the ACT scores and High School GPA’s for management majors from

2009 - 2014 ACT scores show a steady increase over this time period reflecting the selective

admissions standards of the University. The average ACT score from 2009 -2013 was 21.33.

The current year’s average is 22.18. Average high school GPA’s for management majors also

shows an increasing trend from 3.15 in Fall 2009 to 3.27 for the Fall 2014 semester. Again, this

is most likely attributed to the selective admissions policy changes at the University Level.

References Section 6.1-b

TERM

Number of First-

Time Students

Avg. ACT of First-

Time Students

Avg. High School GPA

of First-Time Students

Number of New

Transfer

Students

Fall 2009 18 21.33 3.15 4

Fall 2010 12 20.75 2.98 4

Fall 2011 14 21.23 3.10 11

Fall 2012 10 21.56 3.11 9

Fall 2013 11 22.18 3.12 6

Fall 2014 34 22.18 3.27 10 Notes: Number of First-Time Freshmen with the Average ACT Composite Score and the Average High School GPA.

c. Explain enrollment trends (number of majors) for the 5-year period under review (See

Appendix A).

Average enrollment for the 5 years from 2009-2010 to 2013-2014 was 164 for Fall and 164 for

Spring (up from 157 for Fall and 149 for Spring for the previous 5 year period. Also, Fall 2014-

2015 enrollment was up to 223 students. The increase in enrollment is reflective of the hard

work of faculty throughout the College of Business. The most recent increase is, in part, a

reflection of the growth of the Maritime Management Concentration.

52

References Section 6.1-c

YEAR

Number of Majors

Fall Spring

Avg. ACT of Majors

Fall Spring

2009-2010 145 157 20.71 20.54

2010-2011 161 154 20.68 20.63

2011-2012 174 164 20.95 21.17

2012-2013 159 165 21.20 21.09

2013-2014 179 180 21.36 21.59

2014-2015 223 21.45

d. Provide a 5-year projected enrollment for the program.

Based on increasing interest in the Maritime Management concentration, the Management

program is expected to increase at a conservative rate over the next 5 years. Otherwise,

enrollment for the next 5-year period can be expected to continue as it has over the past 5-year

period. Projected enrollment for the program, however, is based on maintaining the quality of

the program. In maintaining quality, AACSB accreditation along with the appropriate number of

qualified faculty are essential. AACSB accreditation has allowed the program to establish

relationships with local, regional, and national CPA firms resulting in an increased number of

recruiting and job placement opportunities for students.

6.2. Admissions Policies and Practices:

a. Are there special admissions policies for students wishing to enter this program? If

so, explain. For example, indicate numbers applying, accepted, and enrolling; the

geographic areas from which they came; special recruitment programs for minorities

and other special considerations.

There are no special admissions or recruiting policies for students wishing to enter the

Management Program beyond those for all students to enter the College of Business. All majors

must meet university requirements and have at least 54 hours of course credits with a 2.0 GPA

prior to beginning 300-level courses in the College of Business.

b. List and describe special transfer relationships with other institutions (i.e., 2+2

agreements with A.S. graduates from community colleges, etc.)

Nicholls has several basic special transfer agreements with Fletcher Technical Community

College (FTCC) and River Parish Community College (RPCC) whereby FTCC and RPCC

students are offered some University core courses at Nicholls and allowed dual-

admissions/cross-enrollment and actual transfer from these colleges to Nicholls. Also, when

there exists a four-year degree program (e.g., Petroleum Services) where FTCC students could

continue from their associates, Nicholls allows course transfers from Fletcher for these programs.

Specific for the Nicholls College of Business, Nunez Community College has an agreement

where students in the Associates degree program can transfer to the Bachelor of Science in

53

Business Administration at Nicholls. Of course, many courses taken at FTCC, RPCC, Nunez

Community College, Delgado, South Central Louisiana Technical College, and other state-wide

community colleges have comparable courses to those offered at Nicholls so students obtaining

associates from these institutions will be able to transfer these courses when applicable.

6.3 Award Productivity and Graduation Record (Address data in Appendix A):

a. Explain attrition record of candidates for degrees during the last 5 years. What

strategies are in place to address attrition?

Award productivity (i.e., the number of degrees awarded each year divided by the number that

would be expected to be awarded) has been consistently above that of the university for the past

5 years beginning in 2009. Figure 6.3-displays the comparisons of Management major award

productivity by year with the university’s productivity. As can be seen in the figure, there was a

decline from 2010 to 2012 which may be viewed as attrition. Of course, this trend has been

reversed and is anticipated to positively increase in the near future. Much of this positive trend

has occurred due to introducing the Maritime Management concentration which has been well

received from the student body. Obviously, faculty with discipline-specific knowledge (e.g.,

Management, HR, Maritime) will continue to be matched with students who major in these fields

as part of advising assignments. The quality feedback received from establishing discipline-

specific faculty-advisee relationships allows students to successfully complete the degree and

realize the benefits that come with the major. Nicholls has seen increasing costs making advising

even more beneficial so students understand the return-on-investment gained by majoring in

business. Still, the Management program is always reaching out to local businesses so we are

assured that our current curriculum offerings are properly preparing students for employment

with these organizations.

54

References Section 6.3-a

TERM

Program

FTE

Program

Awards

Program

Award Productivity

University

FTE

University

Awards

University

Award Productivity

2009-2010 140.77 40 0.28 5160.50 938 0.18

2010-2011 150.27 47 0.31 5098.93 959 0.19

2011-2012 164.67 47 0.29 4959.70 910 0.18

2012-2013 157.40 41 0.26 4801.13 914 0.19

2013-2014 172.20 49 0.28 4753.67 967 0.20

2014-2015 123.43 0 0.00 2692.77 Notes: The Award Productivity measure compares the number of degrees awarded each year to the number of degrees that would be expected to be awarded. (One-fourth for Bachelor; One-half for Associate; and Two-Thirds for Masters)

b. Explain number of semesters to graduate. If average number of semesters to graduate

exceeds university average, please explain.

Average number of years to graduate for the 5 year cycle was 4.41 years which is less than the

4.66 year average for the university (based on data provided by AIR).


YEAR

Avg. # of Years to Graduate

Program NSU

2009-2010 4.57 4.76

2010-2011 5.50 4.57

2011-2012 4.25 4.52

2012-2013 3.67 4.77

2013-2014 4.08 4.69

2014-2015 Note: The Average Number of Years to Graduate is an average of the number of years it takes for students within the same graduation class to graduate. This average only includes students who began their college career at Nicholls as First-Time students.

c. Explain graduation data (trends or fluctuations in number of degrees awarded) for last

5 years. Explain reason for low completer programs if applicable. (Low completer as

defined by Board of Regents: Bachelor or Associate Degrees < 8 graduates per year;

Master or Specialist Degrees < 5 graduates per year; Ph.D. Degree < 2 graduates per

year)

The average number of degrees awarded for the 5 year period is 45 (up from 35 in the previous 5

year period).

There are no low completed programs.

55


YEAR

Degrees

Awarded

Avg. ACT of

Graduates

2009-2010 40 20.53

2010-2011 47 20.71

2011-2012 47 21.00

2012-2013 41 21.75

2013-2014 49 21.60

2014-2015 0

6.4 Career Counseling:

What advisement and counseling service, other than provided by the university, do you

provide to students?

The Department of Management and Marketing prides itself on being accessible to students for

career counseling and advising throughout their academic career. Beyond the official university

advising period, faculty consistently practice an open-door policy, encouraging students to come

to them with questions on any aspect of their academic careers and their future career choices. In

addition, the College maintains close ties to many regional employers who routinely provide us

with information on job openings in their organizations. This information is disseminated to

students and alumni via email, Moodle, and plasma screens located in Powell and White Halls.

Area businesspeople and recruiters sometimes make presentations to students about career

opportunities and job hunting tips either in classes or to student organizations.

The College internship program has helped many students obtain internships by giving them

real-life, hands-on experience in various areas of management. Many students have obtained

permanent employment through their internship participation. Finally, the Society for Human

Resource Management provides any management major interested in joining with the

opportunity to interact with regional human resource professionals on a regular basis. These

professionals make themselves available to student members for any advice or information they

may seek.

6.5 Follow-up and Student Placement:

a. Provide information with respect to former students in the program (job placement,

continuing degree work, etc.) over the past five (5) years?

Listed below is a sample of information with regard to student placement over the past five

years. This list is not exhaustive. It is designed to demonstrate that Management graduates are

succeeding with job placement. The information listed in the table below reflects available data

provided by students on exit surveys.

56

Table 6.5

Student Placement

Individual

Company

Title

Katie Dufrene SEACOR Marine H R Assistant

Mark Mayberry Bollinger Shipyards

Alistair Moussa SAE Foundation Coord. for Advancement

Brett Landry SEACOR Marine

Lee Holcomb Garber Bros. Towing

Stacy Himel NVI, LLC Corporate Operations Asst.

Nadjah George Hancock/Whitney Bank Recruiting Coordinator

Jeffery Matte Oceaneering Commercial Project Mgr

Jonah Blanchard Chevron/DNOW Materials/Project Coord.

Chelsea Saenz Kongsberg Maritime Logistics Coordinator

Rachel Yezak SafeZone Safety Systems Business Development

Paige Liner Morris P. Hebert Human Resource Intern

Shelly Naquin Busy Bee Clinic Human Resource Assistant

Taylor Ford Rouses Supermarkets Human Resource Assistant

Delilah Duplantis Supreme Services Human Resources

Dillon Cortez JC Penny Assistant Manager

Tyler Duplantis Onshore Construction

Company, LLC

Project Superintendent

Julie Lear D&S Marine Services, LLC Benefits Administrator

Erica Baehr Hunting Energy Services Human Resources Assistant

Lea Ratley RPC, Inc. Payroll Administrator

Caitlin Keehn Enterprise Products Senior Human Resource

Assistant

Emily Doucet Tanks A Lot, Inc. Human Resources/

Accounts Receivable

Mindy Fanguy Morris P. Hebert Human Resource Generalist

b. What percentage of graduates from this major has entered graduate or professional school?

Data specific to management students does not exist. However a survey of fall 2014 graduates

of the Department showed that 41% of students responded that they plan to pursue another

degree or a higher degree after graduation.

7. Faculty

57

7.1 Faculty Who Are Direct Participants in the Program:

Table 7.1

FACULTY PROFILE AND TEACHING LOAD (Report quantity for last 5 years or since last review)

Name

Date of

Employment

Present Rank

Full-Time /

Part-Time

Tenured/

Non-

Tenured

Highest

Degree

Earned

Avg Teaching

Load

No. of Advisees

Assigned by Program

FT PT T NT Credit

Hour

Contact

Hour

Graduate Under-

grad

Luke Cashen Fall 2004 Associate Professor X X Ph.D. 7

7

545

Jim Cater Fall 2006 Assistant Professor X X Ph.D. 10 10 90

Ken Chadwick Fall 2000 Department Head &

Professor

X X D.B.A 7 7 710

Jeff Haynie Fall 2012 Assistant Professor X X Ph.D. 9 9 143

Xun Li Fall 2009 Assistant Professor X X Ph.D. 9 9 245

Marilyn Macik-

Frey

Fall 2007 Assistant Dean

&Associate Professor

X X Ph.D. 7 7 315

Sonya Premeaux Fall 2003 Associate Dean &

Associate Professor

X X Ph.D. 4.5 4.5

Anushiri Rawat Fall 2010 Assistant Professor X X Ph.D. 9 9 118

Otmar Varela Fall 2003 Associate Professor X X Ph.D. 10 10 18

Viraj Varma Fall 2014 Assistant Professor X X Ph.D. 9 9 13

Melanie

Boudreaux

Fall 2013 Instructor X X M.B.A. 12 12 104

Stacy Nichols Fall 2006,

2008

Instructor X X M.B.A. 12 12 157

Table 7.2

FACULTY RESEARCH / SCHOLARLY ACTIVITIES

(Report quantity for last 5 years or since last review)

58

Name

Number of

Refereed

Publications

Number

of

Citations

Grants

Number of

Presentations

Number of

Exhibitions

Number Amount Paper Poster

Luke Cashen 4 3 4 $345,439 4

Melanie Boudreaux (Instructor)

0 0

Ken Chadwick 5 41 1 $100.00 4

Jeff Haynie 5 18 6

Xun Li 9 228 4

Marilyn Macik-Frey 7 39 4

Viraj Varma (new, Fall 2014) 1 4

59

Table 7.3

FACULTY SERVICE AND AWARDS

(Report quantity for last 5 years or since last review)

Name

Committees

National/State

Committees

Professional

Committees

Awards /

Recognition

University College Program Department

Luke Cashen 16 37 1 10 9

Melanie Boudreaux

(Instructor)

1 2 1

Ken Chadwick 5 23 1 10 10

Jeff Haynie 6 6 1 1

Xun Li 4 7 5 9

Marilyn Macik-Frey 9 36 1 6 3

Viraj Varma (new) 1 4 1 1

7.2 Narrative of Faculty Accomplishments:

60

Summarize quality of faculty achievements accomplished in program.

Dr. Ken Chadwick, Professor of Management, has served as the Head of the Department of

Management and Marketing since the fall of 2005. He previously held the Harvey Peltier, Sr.

Endowed Professorship in Business Administration. He currently holds the

Peter Callais Endowed Professorship in Business (awarded and the Otto B. Candies Endowed

Professorship in Maritime Management (both awarded in 2013). He also serves as the Director

of the College’s new Maritime Management program. Dr. Chadwick mainly teaches the senior-

level strategy course. He has presented and published research in several areas of management

with articles appearing in leading academic journals such as the Academy of Management

Journal, Entrepreneurship: Theory and Practice, the Journal of Business Research and SAM

Advanced Management Journal. Dr. Chadwick has also served as Principal or Co-Principal

Investigator on ten grants in the College of Business that were awarded total approximately $

700,000.00.

Dr. Luke Cashen serves as an Associate Professor of Management where he predominantly

teaches undergraduate and graduate courses in Strategic Management. Additionally, he teaches

courses in the areas of Multinational Management and Principles of Management. His teaching

and service to his students have earned him the College of Business 2007and 2011 Excellence in

Teaching Award, as well as the Apple Award: Contributing to the Success of Graduates for the

2006-2007, 2008-2009, 2011-2012, and 2013-2014 academic years. Dr. Cashen has presented

research at national and regional conferences in the areas of restructuring, governance, executive

equity ownership, and institutional theory. Additionally, he has published in peer-reviewed

journals in the same topics. Dr. Cashen actively represents the Department and College through

his service at all levels of the University. Furthermore, he serves as Director of the

Traditional/Evening MBA Program where his duties include managing the program’s day-to-day

issues, as well as promotion and recruitment.

Dr. Marilyn Macik-Frey, Associate Professor of Management has also served as the Assistant

Dean of the College of Business since 2012. She currently holds the Candies Family Endowed

Professorship in Business Administration. She teaches undergraduate level Organizational

Behavior, Human Relations and Interpersonal Skills, Principles of Management and graduate

level Leadership and Ethics courses. She has published in the Journal of Management, Journal

of Management Studies, Journal of Organizational Behavior, Journal of Knowledge

Management, and Journal of Business and Leadership. Her award winning article in the

Consulting Psychology Journal (2004) has been reprinted in the American Psychological

Association’s The Wisdom of Coaching (2007) and she has published several invited book

chapters in her areas of interest. She and her co-authors received the McGraw Hill

Distinguished Paper Award in the Association of Business Communication-Southwest Division

in 2013 for their work related to social media, leadership and crisis communication.

Dr. Xun Li serves as an Assistant Professor of Management, having joined the faculty of the

61

Department of Management and Marketing in the fall of 2009. She teaches classes in Operations

Management and Quantitative Analysis. Dr. Li has presented research at international

conferences in the areas of supply chain management, operations management, decision

sciences, and information privacy. Additionally, she has published in peer-reviewed journals in

the same topics. Dr. Li has been serving on committees focusing on the establishment of internal

relationships with relevant parties, external relationship with communities, and the assessment of

undergraduate programs.

Dr. Jeffrey J. Haynie is an Assistant Professor of Management who currently holds the Entergy

Endowed Professorship in Business. Jeffrey joined the faculty in Fall of 2012 and teaches

various management classes including Principles of Management and Entrepreneurship. His

research interests consist of organizational justice, relational trust, and core self-evaluations.

Several of his academic contributions have been presented at national and regional conferences

along with appearing in peer reviewed journals including Small Group Research and Leadership

Quarterly. He also serves on several college and university committees and is an active member

in both the Academy of Management and Southern Management Association.

Dr. Viraj Varma serves as an Assistant Professor of Management, having joined the faculty of

the Department of Management in the Fall of 2014. He received a PhD in Management, and an

M.S. in Human Resource Management, both from Auburn University. Prior to that, he obtained

an MBA from Indian Institute of Technology Kharagpur, and a B.S. in Mechanical Engineering

from Jadavpur University, both in India. He has also worked in the industry for over nine years

and was involved in power plant operations, project management, software development, and

change management consulting. He is also a certified Senior Professional in Human Resources.

Dr. Varma primarily teaches courses on organizational behavior and human resource

management within the undergraduate, MBA, and EMBA programs. He is an active member of

the Academy of Management, Southern Management Association, Society for Human Resource

Management, and Bayou SHRM. Dr. Varma’s research interests include strategy-as-practice,

organizational change, employee engagement, and strategic human resource management. He

has regularly presented his research at national and international conferences.

Mrs. Melanie Boudreaux serves as an Instructor of Management, having joined the faculty of the

Department of Management in the fall of 2013. She teaches undergraduate level courses

including: Principles of Management, Human Resource Management, Human Resources

Seminar, and Human Relations and Interpersonal Skills. Mrs. Melanie Boudreaux actively

supports the Department of Management and the College of Business through her service. She is

the faculty advisor for the Society of Human Resource Management at Nicholls State University.

She is also a member of the National Society of Human Resource Management and a member of

the local Bayou Society of Human Resource Management. These societies along with the

relationships Melanie has built in the community help connect students to local and national

Human Resource practitioners.

7.3 Staffing Changes:

62

a. What staffing changes have occurred in the last five (5) years?

2010

Dr. Otmar Varela left the faculty

Mrs. Stacey Nichols joined the faculty

2011

Dr. Sonya Premeaux and left the faculty

Dr. Anushri Rawat joined the faculty

2012

Dr. Jim Cater left the faculty

Dr. Jeff Haynie joined the faculty

2013

Mrs. Melanie Boudreaux joined the faculty

Mr. Bill Riviere, Mr. Reed Davison, and Dr. Joe Orgeron join the faulty as adjunct instructors

teaching maritime courses.

2014

Dr. Rawat left the faculty

Dr. Varma joined the faculty

b. What staffing changes are planned (needed) in the next five (5) years?

Although no staffing changes are planned a significant increase in demand for the maritime

management concentration may require an increase in course offerings.

c. Give a rationale.

Student demand for the management concentration has been quite strong since its inception in

fall 2013 (80 + students).

7.4 Strengths or Specialists Not Existing in Present Faculty:

What strengths or specialties not possessed by current faculty would be desirable to

improve the program and its mission?

There are no obvious areas of weakness in meeting the needs of Management students.

63

7.5 Special Faculty Services:

a. What professional development program(s) or activities, other than provided by the

university, does the department have for its faculty?

The Management Department as part of the College of Business regularly provides partial

funding ($1000 per year per faculty member) for faculty members to attend academic

conferences to present scholarly works, such as academic papers and case studies.

The College of Business Administration has a formal mentor program for new faculty

members.

b. What other services are the faculty providing?

Dr. Luke Cashen serves as the Director of the MBA program. Dr. Ken Chadwick serves as the

Head of the Management and Marketing Department, Director of the Maritime Management

Program and Athletic Advisor. Melanie Boudreaux is the faculty advisor for the student

organization--Society of Human Resource Management. Dr. Jeff Haynie serves as the advisor of

the MBA Association. Dr. Marilyn Macik-Frey serves as the assistant Dean to the College.

8. Departmental Objectives Related to the Program (See Part 1 of Level III Annual Plans)

8.1 Annual Plans for Program

What objectives related to your program has your Department achieved within the past five

years? (As reflected in Part I of the Level III Annual Plan Assessments for past five years)

In support of maintaining a commitment to intellectual contribution management faculty

continue to publish and present research.

Faculty members in management, Dr. Marilyn Macik-Frey and Dr. Ken Chadwick, continue

to solicit more internship opportunities through the College. New firms participating include

Edison Chouest Offshore, Bollinger Shipyards, Cajun Cutters, Offshore Marine Contractors,

SEACOR Marine, Oceaneering, Garber Bros., Inc., Crescent Towing, Synergy Bank, D & S

Marine, and others.

The program now accepts transfer credits from community colleges as per agreements.

Management courses have/are been developed in support of Nicholls On-line.

Faculty continue to write grant proposals and receive monetary awards.

In support of efforts to increase visibility management faculty appeared on HTV to promote

the College of Business and the Human Resource Management Concentration. In addition,

Dr. Chadwick has done multiple interviews and spoken to both the South Central Industrial

Association and Bayou Industrial Group BIG in support of the Maritime Concentration.

All faculty members are using Moodle.

64

8.2 Changes in Departmental/Program Objectives:

What changes, if any, have occurred in program objectives within the past five years?

The Management Expected Learning Outcomes were refined in 2009 (reduced to five) to target

specific areas of expected competence.

The current student learning outcomes are:

1. Graduates in Management will be able to demonstrate understanding of the key principles of

management.

2. Graduates in Management will be able to recognize and correctly apply human resource

management practices.

3. Graduates in Management will be able to recognize and apply appropriate techniques in the

applications associated with an organization’s operations.

4. Graduates in Management will demonstrate knowledge and ability to apply organizational

behavior topics.

5. Graduates in Management will be able to identify and/or differentiate the critical components

of the strategic management process.

The outcomes reflect the core components of the management program and can be addressed and

assessed in the management courses—principles, human resources, operations, organization

behavior, and strategy.

8.3 Anticipated Changes in Departmental/Program Objectives:

What changes, if any, in program objectives are being considered for the future (ex:

expansion? downsizing? other?) Why? To what extent will the change in objectives affect

changes in the program? How will these changes affect enrollment, staffing and costs?

No changes currently being considered.

8.4 Do you believe the resources allocated to this academic program are adequate in proportion

to other programs in your college? If not, provide data and information to justify your answer.

The resources allocated to the Management program seem adequate in proportion to the other

programs in the college.

9. Informational Resources/Libraries

65

Are the library resources appropriate for the needs of the program? Why or why not?

Current library resources are appropriate for faculty and students’ informational needs. Research

collections and databases available via the electronic are adequate to support current courses and

research. In addition, when articles/books are not immediately available, the interlibrary loan

services provide a timely response to faculty needs.

10. Facilities-Equipment

10.1 Current Facilities and Equipment

The College has seventeen classrooms available for use in Powell and White Halls that are

equipped with computers containing CD-ROM and DVD drives, Internet access, ceiling-

mounted electronic projection systems, and VCRs. Most have wireless devices and speakers.

The system in 140 Powell Hall has a wireless microphone and a higher-end sound system. Two

rooms in White Hall also have Smart Boards. Three portable laptop/projection systems are also

available. The classrooms that do not have Smart Boards have monitors with Smart technology,

allowing the use of digital ink as an alternative to whiteboard and chalkboards.

The College has a laptop lab serves that as a mobile lab to be used in any classroom... This lab

contains 40 laptops with mice, chargers and independent numeric keypads for data entry. (grant

funded)

The College has the Sales and Interactive Training Lab utilized in the Professional Selling

courses which contains a professional, corporate-style training facility including role-play rooms

that are used to enhance the sales and behavioral skills of students in the program. This facility is

also used for the Annual Bayou Sales Challenge, an intercollegiate sales role-play competition

hosted by the College of Business at Nicholls each fall. (grant funded)

Two computer labs are available in Powell Hall. One lab, 109 Powell, has computers with CD-

ROMs, DVDs, and CD burners, two laser printers, one color inkjet printer, a scanner, and a

copier. These computers all have Internet access and are running Windows XP, MS Office

Professional, SPSS, QM, POM, Excel QM2, and Research Insight. The other lab (110 Powell),

designed for teaching, has 40 computers, including 39 for students and one for faculty, with the

same specifications and software as those in Powell 109. This lab also has a ceiling mounted

projection unit. Additionally, there are two computer labs in While Hall. These labs are

dedicated to the IS program, but when available can be used for other programs as well. (grant

funded)

All faculty and staff in the department have computers and printers in their offices. These

include network and Internet access, as well as a web-based e-mail system and a network

connection to a color printer. Faculty, staff, and students have access to many on-line search

engines and databases through Ellender Memorial Library. Powell and White Halls, as well as

the courtyard between the buildings, have wireless access.

66

The Cliff Gresham Room provides tiered seating for 63 students with fixed tables and chairs.

(funded by donation)

The Entré Lab, as with other business incubators, is designed to provide entrepreneurs with

temporary space and resources to assess the feasibility of a new venture, initiate start-up and

bring their product or service to market. It is the first such incubator of its kind in the area.

Students have access to office space, computers with wireless Internet access, a printer, fax

machine, scanner and binding equipment, telephones, a resource/library room, business planning

software and a high-quality boardroom and projection systems for making presentations to

stakeholders. (grant funded)

Powell Auditorium, 140 Powell, was renovated in Spring 2012. It seats 122 with 6 additional

handicap seating. The chairs are in-line, attached with lumbar support. The tables have wire

management built into the legs with enough power hubs for each student. The room offers dual

projectors, recessed lighting, and built in speaker system. (funded through donations and

building use fees)

The Marilyn Gaubert Ponder Collaborative Learning and Resource Center was developed to

enhance learning beyond the classroom, the Marilyn Gaubert Ponder Collaborative Learning and

Resource Center encourages professional socialization, networking and teamwork among

students. The center contains an electronic stock ticker, two plasma screen televisions airing

business news and current events, various business publications, computer work stations, a

coffee and sandwich shop and comfortable furniture for collaborative work or just relaxation.

(grant funded)

10.2 Needed Additional Facilities:

a) What additional facilities, if any, are needed in order to improve the quality of the

programs being offered?

b) List any such items proposed for the next five years and provide a cost estimate for each

biennium.

No additional facilities are deemed critical for the management program next five years.

10.3 Needed Additional Equipment:

a) What additional fixed and movable equipment, if any is needed in order to improve the

quality of the program being offered?

b) List all items proposed for the next five years and provide a cost estimate.

No additional equipment is deemed critical for improving the quality of the management

program next five years.

67

Conclusion

Briefly summarize the following:

a. major program accomplishments in past five years.

The major accomplishment is the development of the maritime concentration. The concentration

is unique to the state, and, we believe, the country. We know of no other program that provides

a concentration in our area of focus—the oil and gas sector of the maritime industry. Funded

and developed by regional maritime related firms, the program is designed to create additional

value for both students and employers

Since its implementation in the fall of 2013, the concentration has grown to over 80 students. In

addition, the relationship that have been developed or enhanced with regional businesses and

industry associations has created strong partnerships for the College of Business.

b. current and anticipated impediments to program growth and development.

Past, and potential future, budget cuts and faculty turnover. The department (and college) had to

eliminate concentrations that could help drive growth in the department and college (e.g., health

care concentration, entrepreneurship concentration).

In addition, the university needs to focus its limited (and dwindling) resources on its core

purpose “…. the education of a diverse student body in a culturally rich and engaging learning

environment through quality teaching, research, and service…..” To do this, we need more

effort on recruiting and retaining the best students and faculty.

c. vision for program development in next five years.

There has been preliminary discussion of developing the maritime concentration into a major.

68

APPENDIX A

FACT SHEET for 5 YEAR PROGRAM REVIEW

`Date: Feb. 2015

Program: Management & Marketing

Department: Management

Department Head: ken Chadwick

Degree Classification: Undergraduate


TERM

Number of First-

Time Students

Avg. ACT of First-

Time Students

Avg. High School GPA

of First-Time Students

Number of New

Transfer

Students

Fall 2009 18 21.33 3.15 4

Fall 2010 12 20.75 2.98 4

Fall 2011 14 21.23 3.10 11

Fall 2012 10 21.56 3.11 9

Fall 2013 11 22.18 3.12 6

Fall 2014 34 22.18 3.27 10 Notes: Number of First-Time Freshmen with the Average ACT Composite Score and the Average High School GPA.


YEAR

Number of Majors

Fall Spring

Avg. ACT of Majors

Fall Spring

2009-2010 145 157 20.71 20.54

2010-2011 161 154 20.68 20.63

2011-2012 174 164 20.95 21.17

2012-2013 159 165 21.20 21.09

2013-2014 179 180 21.36 21.59

2014-2015 223 21.45

References Section 6.3-a

TERM

Program FTE

Program Awards

Program Award

Productivity

University FTE

University Awards

University Award

Productivity

2009-2010 140.77 40 0.28 5160.50 938 0.18

2010-2011 150.27 47 0.31 5098.93 959 0.19

2011-2012 164.67 47 0.29 4959.70 910 0.18

2012-2013 157.40 41 0.26 4801.13 914 0.19

2013-2014 172.20 49 0.28 4753.67 967 0.20

2014-2015 123.43 0 0.00 2692.77

69

Notes: The Award Productivity measure compares the number of degrees awarded each year to the number of degrees that would be expected to be awarded. (One-fourth for Bachelor; One-half for Associate; and Two-Thirds for Masters)


YEAR

Avg. # of Years to Graduate

Program NSU

2009-2010 4.57 4.76

2010-2011 5.50 4.57

2011-2012 4.25 4.52

2012-2013 3.67 4.77

2013-2014 4.08 4.69

2014-2015 Note: The Average Number of Years to Graduate is an average of the number of years it takes for students within the same graduation class to graduate. This average only includes students who began their college career at Nicholls as First-Time students.


YEAR

Degrees

Awarded

Avg. ACT of

Graduates

2009-2010 40 20.53

2010-2011 47 20.71

2011-2012 47 21.00

2012-2013 41 21.75

2013-2014 49 21.60

2014-2015 0

70

APPENDIX B

MATRIX LINKING PROGRAM CURRICULUM TO GENERAL EDUCATION GOALS AND

LEARNING OUTCOMES

General education core proficiencies applied in major courses

NOTE: The student learning outcomes for each class are listed below.

Effective Communication

MNGT 301 (Principles of Management) requires students to compile presentations on the

practical relevance of materials covered in the course. Students also choose a publicly traded

company to profile and determine its level of success in the company’s industry. These projects

draw on students’ ability to clearly write and organize logical arguments as well as present these

arguments to a captive audience.

MNGT 305 (Entrepreneurship) involves making and justifying decisions relating to the

marketing, finance, and overall operations of a proposed business venture. These decisions are

built into a group business plan that is turned in at the end of the semester. The arguments and

projections found within the business plan are also pitch by student teams, requiring a clear and

coherent presentation of the analyzed material.

MNGT 470 (Organizational Structure and Behavior) Students are required to work in groups to

analyze and present a case to the class. The student must be able to synthesize information and

present it in an organized and comprehensive manner using strong verbal skills. They must also

do a written executive summary of the case summarizing their analysis.

MNGT 370 (Human Relations and Interpersonal Skills) requires students to present a relevant

book using effective analysis of audience, time, purpose, visual aids, lead the class in an activity,

and use strong oral presentation skills. The course also requires role playing to develop

listening, conflict management, negotiation and other interpersonal communication skills.

Students must also participate in an ethical dilemma debate where they must use persuasion,

active listening, and communication skills.

MNGT 420 (Multinational Management) students formally present current topics in

multinational management and are evaluated on: proper organization of materials and arguments

made; effectiveness and professionalism of delivery; the proper use of visual aids; and the ability

to respond to audience questions.

Quantitative Reasoning and Mathematics

Students in MNGT 368 (Operations Management) are required to recognize and apply

optimization, statistical and heuristic decision models in managing the production function. An

understanding of core concepts and techniques is needed to demonstrate the ability to effectively

assess the data and demonstrate its use in decision-making.

71

Students in (Human Resource Management) are required to calculate and analyze employee

turnover figures. Students must also understand correlation coefficients to determine if a test

used for employee selection is valid.

Computer Literacy

All students in the Management curriculum are expected to possess at least a basic level of

competence in computer literacy. In addition, all Management faculty incorporate the use of

Moodle as a means of providing information and feedback to students.

Specifically, courses such as MNGT 305 (Entrepreneurship), MNGT 330 (Introduction to

Maritime Management) and MNGT 470 (Organizational Structure and Behavior) require

students to collect, organize, and make presentations using word processing and/or electronic

presentation software.

MAJOR

Courses

Effective

Communication

Quantitative

Reasoning

Computer Literacy

** All MNGT courses require some

degree of computer literacy

MNGT

301 SLOs 1,2,3,4,6

MNGT

305 SLO s 1,2 SLOs 3,4,5

MNGT

330 SLOs 2,3,6 SLO 1

MNGT

367 SLOs 1,4 SLOs 3,4

MNGT

368 SLOs 1,2,4 SLO 2

MNGT

370 SLOs 2,4

MNGT

420

MNGT

440 SLOs 2,3,4

MNGT

450 SLO 2

MNGT

470 SLOs 3,4 SLO 8

MNGT

475 SLOs 2,4,6 SLO 5 SLO 5

72

MNGT 301 - Student Outcome Objectives:

1. demonstrate an understanding of the role of managers in organizations, especially related

to how managers deal with the current rate of change, globalization, and technological

advances in organizations

2. demonstrate an understanding of the primary management functions (planning,

organizing, directing, controlling) and their interrelationships

3. demonstrate an understanding of how external and internal business environments

influence strategic decision making

4. demonstrate an understanding of the influence of both organizational and climate on

individual and group behavior

5. define management terminology at the various pertinent levels including the individual-

level (e.g., personality), group-level (e.g., leadership), and organizational-level (e.g.,

culture)

6. communicate the ethical implications of managerial decisions and business activities

7. participate in group work to practice and reinforce management principles (e.g., leading,

conflict management, teamwork, motivation, communication)

8. identify ways management principles impact your individual life as well as determine the

management style that fits you best


1. identify and discuss the roles entrepreneurs play in society;

2. identify environmental factors impacting new venture opportunities and threats

3. demonstrate an understanding of industry and competitor analyses

4. assess the feasibility of new venture opportunities;

5. demonstrate an understanding of how to launch and grow new ventures


1. Identify vessel types and vessel terminology

2. Demonstrate an understanding of the upstream sector of the offshore energy industry

3. Demonstrate an understanding of offshore energy development and transportation

4. Recognize drivers of demand in the offshore energy industry

5. Understand various aspects internal and external vessel management

6. Demonstrate an understanding of safety and regulatory standards

73

MNGT 367 - STUDENT OUTCOME OBJECTIVES:

1. demonstrate an understanding of human resource management activities (strategic HR

management, equal employment opportunity, staffing, talent management and

development, risk management and worker protection, and employee and labor relations)

2. identify laws, policies, and best practices that impact the way organizations manage their

human resources

3. identify human resource management issues facing local organizations and communicate

the implications these issues have on businesses in real-world settings

4. demonstrate an application of the HR concepts and legal requirements to real-life

scenarios


1. Demonstrate an understanding of how goods and services are produced and the overall

management of production systems.

2. Recognize and apply the role of optimization, statistical and heuristic decision models in

the management of production systems.

3. Demonstrate an understanding of the importance of the production function as a tool of

global competitive strategy.

4. Recognize the core concepts and techniques of operations management and relate/apply

to production and service environments.

5. Demonstrate an understanding of how the strategy aspect of a firm is related to operations

management.


1. To increase awareness of your strengths and “lesser strengths” in interpersonal

relationships.

2. To build on strengths in interpersonal skills through practice, role-playing, and case

studies.

3. To understand the importance of interpersonal skills in effective leadership,

communication, conflict management, career management, and motivating others.

4. To understand the importance of personal strengths and intrapersonal characteristics in

effective time management, stress management, and career management.

MNGT 420 - Student Outcome Objectives: After completing this courses student will

understand:

1. International trade and the influence of political and legal factors

2. Culture and its impact on business practices

3. How economies are defined and classified around the world

4. Economic cooperation and integration

74

5. International monetary systems

6. Foreign exchange and the global capital markets

7. Importing/Exporting and global sourcing

8. Global strategy and entrepreneurship

9. Talent Management through a global framework

MNGT 440

STUDENT OUTCOME OBJECTIVES:

1. address a variety of human resource management topics as they occur in real-world

settings

2. apply HR common practices to hypothetical cases

3. independently identify laws, policies, and best practices (through outside research) that

impact the way organizations manage their human resources

4. lead and participate in educated discussions and debates on topics relevant to human

resource professionals


1. Understand issues and techniques in staffing organizations

2. Analyze factors in the organization’s environment that affect staffing decisions,

including legal issues, measurement in selection, internal and external recruitment, and

selection

3. Apply knowledge of staffing issues to practical situations

MNGT 470

Student Outcome Objectives:

1. Students will understand the domain and causes of individual performance and other

relevant work related behaviors.

2. Students will understand how employees’ personalities, perceptions, emotions, and

attitudes influence their behaviors in work settings.

3. The student will be familiar with major motivational theories.

4. Students will be familiar with the management of individuals and groups based on key

theories in the field.

5. The student will understand the differences between management of individuals and

teams.

6. The course will clarify the role that group process (i.e. cohesiveness, communication,

conflict, decision making and group norms) play in group performance.

7. The student will explore models illustrating how individuals and groups make decisions.

8. The student will analyze the variables explaining organizational effectiveness.

MNGT 475

Student Outcome Objectives:

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1. understand the strategic importance of compensation to the achievement of organizational

goals

2. identify links between compensation objectives and business strategy

3. understand the contextual influences on compensation practice

4. differentiate among various types of compensation tools

5. build internally and externally consistent pay structures

6. demonstrate an understanding of the importance of non-monetary rewards in an

employee’s compensation package

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Revised April 2012

APPENDIX C

EVALUATION TEAM REPORT

Program: _______________________________________________________________

Department: ___________________________ Department Head: _________________

Date of this report: ___________________________

1. What actions were taken to address concerns/recommendations from the last five-year

review?

Comments: ____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

2. Is program relevant to the university mission? Is it essential to the university? (Sec. 1)

Comments: ____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

3. Is curriculum appropriately reviewed and revised to meet the needs of students and

community? (Sec. 2.1)

Comments: ____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

4. Are Student Outcomes Objectives measurable? Assessed appropriately? Are

improvements/changes made for improved learning based on assessments? (Sec. 2.3)

Comments: ____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

5. Based on data provided, does the program compare favorably with institutions

within a 100 mile radius? (Sec. 3)

Comments: ____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

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6. Based on demand and interest in the program and a 5-year projection in graduates, how

would you assess the future of the program? (Sec. 4, 5, 6)

Comments: ___________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

7. Is the faculty profile appropriate to accomplish the program’s mission? How would you

rate the Teaching, Research and Service of the faculty in the program? (Sec. 7)

Comments: __________________________________________________

__________________________________________________

__________________________________________________

__________________________________________________

8. Is there a pattern of "continuous improvement" demonstrated over the past five years, as

evidenced in the Annual Plans? (Sec. 8)

Comments: __________________________________________________

__________________________________________________

__________________________________________________

__________________________________________________

9. Are departmental support, equipment and facilities appropriate to meet the needs of the

program? (Sec. 8, 9, 10)

Comments: __________________________________________________

__________________________________________________

__________________________________________________

__________________________________________________

10. Overall strengths and weakness of academic program based on report and presentation.

STRENGTHS WEAKNESSES

Recommendations: __________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

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PROVIDE A WRITTEN RESPONSE (Form A.06) TO THIS REPORT TO

ACADEMIC AFFAIRS WITHIN FOUR (4) WEEKS AFTER THE DATE OF THE

PROGRAM REVIEW.

APPENDIX D

FORM A (revised 2006)

Use of Results of Program Review

Date:

Name of Department: Management and marketing

Name of Degree Program: Management

Describe at least one improvement or change (action plan) that will be made in the

degree program (listed above) as a result of the Academic Council’s review.

NOTE: Progress towards the completion of this action plan should be documented in the

departmental annual plan, Part 1.C. This evidence of action taken will be reviewed as

part of the program's next five-year review.

Signature of Department Head ____________________________________

NOTE: Forward one completed copy to the dean of the academic college, one

completed copy to the Vice President for Academic Affairs, and one electronic

copy to the Assistant VPAA within 4 weeks after the date of the Academic

Review.

NOTE: Forward one completed copy to the dean of the academic college, one

completed copy to the Vice President for Academic Affairs, and one electronic copy to

the Assistant VPAA within 4 weeks after the date of the Academic Review.

program review for: management · subsequent year through 2008. ... through multiple choice...

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