1

______________ _____

Annual Report to IACBE

2010 - 2011

From

The Richard J. Bolte, Sr. School of Business

at

Mount St. Mary’s University

Emmitsburg, Maryland

2

IACBE Annual Report

For Academic Year 2010 - 2011

General Information

Institution’s Name: Mount St. Mary’s University

Institution’s Address: 16300 Old Emmitsburg Road

Emmitsburg, Md. 21727

Name of Submitter: William G. Forgang, Ph. D.

Dean,

Richard J. Bolte, Sr. School of Business

Phone: 301- 447-5326

FAX: 301-447-5335

Email: Forgang@msmary.edu

Date: 9/1/11

Membership Status and Accreditation Information

A. Status: AccreditedB. Next institutional accreditation site visit: 2015C. If applicable, when is your next reaffirmation of IACBE accreditation site visit: 2014.

If you are accredited by the IACBE: Web site address for the location of your public notification of accreditation by

IACBE: http://www.msmary.edu/School_of_business/accreditation.html Web site address for the location of your public disclosure of student achievement

and business school performance information: http://www.msmary.edu/School_of_business/accreditation.html

D. If you have received an accreditation letter from the IACBE Board of Commissioners with “notes” that identified areas needing corrective action, please list the number of the IACBE’s Accreditation Principle for each note. Indicate whether corrective action has already been taken or that you have made plans to do so.

3

Administrative Information

1. Provide the following information pertaining to the current president / chief executive officer of your institution.

Name: Dr. Thomas H. PowellTitle: PresidentHighest Earned Degree: Ph.D.Telephone: 301-447-3156FAX: 301- 447 – 5634

2. Provide the following information pertaining to the current chief academic officer of your institution.

Name: Dr. David RehmTitle: ProvostHighest Earned Degree: Ph.D.Telephone: 301- 447 – 5218FAX: 301- 447 – 5863

3. Please provide the following information pertaining to the current head of your academic business unit.

Name: Dr. William G. ForgangHighest Earned Degree: Ph.D.Telephone: 301 – 447 – 5326FAX: 301- 447 – 5335

4. Please provide the following information pertaining to your current primary representative to the IACBR, if not the same as the head of the academic business unit.

Same as above: Dr. William G. Forgang

5. Provide the following information pertaining to your current alternate representative to the IACBE.

Name: Professor Mary Beth GrahamHighest Degree Earned: MBATelephone: 301 – 447 – 5396FAX: 301 – 447 - 5335

4

Programmatic Information

1. Did you terminate any business programs during the reporting year?No

2. Were changes made in any of your business programs?Changes have been made since our initial accreditation report was filed. Please refer to section of this report beginning on page 21.

3. Were any new business programs (including majors, concentrations, or emphases) established during the academic year?

No

4. If applicable, was approval of your institution’s accrediting body required for any of the programs identified in item 3 above?

No.

5. Has your outcome assessment plan been submitted to the IACBE?Yes

6. Is the original or revised outcomes assessment plan that you submitted to the IACBE still current or have you made changes?

Plan is current

5

Commissioner’s Notes and Actions

Introduction:Mount St. Mary’s University received its accreditation letter dated December 13, 2007, and the letter included “notes and observations.” We responded in November 2008. This Annual Report repeats the “notes and observations” and identifies corrective actions taken in 2007 – 08, 2008 – 09, 2009 – 10, and 2010 -11. Mount St. Mary’s University has not received a reply from the IACBE to its 2007- 08, 2008 – 09, or 2009 - 10 Annual Reports.

Note #1Principle 1.0: Outcomes Assessment (Expectation #1). Your outcomes assessment plan has been implemented, but a complete plan with all rubrics and measures must be submitted to the IACBE. Then, the revised plan must be fully implemented and results used to make meaningful changes and improvements.

Mount St. Mary’s University has implemented a thorough assessment of student learning. A table summarizing the direct and indirect assessments, the assessment results, and our meaningful corrective actions are presented in Appendix I of this Report. The intended learning outcomes assessment rubric for written student work appears in Appendix III of this Annual Report.

Note #2Principle 3.2 (Common Professional Component)a. Coverage of operations management is low in the traditional programs in marketing,

management, international business, and sport management. In your annual report, please provide an annual progress report on increasing CPC coverage of operations management in these areas.

6

Table 1 indicates that the coverage of operations management in the traditional

programs is higher in 2010 – 11 than the self-study year though lower than the previous two

year.

Table 1CPC Hours in Operations Management as Percent of Total CPC Hours

Traditional Program

2005 – 06Self-Study

Year

2007 - 08 2008 - 09 2009 - 10 2010 - 11

Business Major

1.3% 3.9% 5% 4.9% 3.6%

Marketing Concentration

1.2% 3.9% 5% 5% 3.9%

Finance Concentration

2.5% 3.9% 5.14% 5.3% 4.6%

ManagementConcentration

1.2% 3.9% 4.9% 4.9% 3.8%

International Business Concentration

1.2% 3.9% 5% 5.2% n.a.1

Sport Management Major

1% 3.9% 5% 5.2% 3.6%

1. No graduates in 2011

b. Coverage of international business / global dimensions is low in the traditional programs in finance, management, marketing, and sport management. Provide an annual progress report on increasing CPC coverage of international / global dimensions of business in these programs.

7

Table 2 indicates that the coverage of international business topics as a percentage of total CPC hours in the traditional programs is higher in 2010 – 1011 compared to the self- study year and consistent with the percentages since 2008 – 09.

Table 2CPC Hours in International Business as Percent of Total CPC Hours1

Traditional Program

2005 – 2006 (self- study

year)

2007 - 2008 2008 -2009 2009 - 10 2010 - 11

Business Major

1.2% 4% 6.8% 5.6% 5.7%

Marketing Concentration

1.6% 4.3% 6.1% 5.7% 6.3%

Finance Concentration

1.5% 3.6% 6.3% 5.4% 5.9%

Management Concentration

1.4% 3.8% 6.5% 5.3% 5.9%

Sport Management Major

1.2% 4% 6.7% 5.6% 5.9%

1 The School of Business faculty, in 2008, replaced ECON 350 (Managerial Economics) with ECON 360 (Global Business and Economics and accounts for the increased coverage of topics in global business and economics.

c. In the MPAS program coverage of organizational behavior, human resources management, operations management, and international / global dimensions of business is low. Provide an annual progress report on increasing CPC coverage in these areas within the MPAS program.

8

Table 3 indicates that CPC coverage in organizational behavior, human resources management

and international business as a percentage of total CPC are higher in 2010 – 11 than the self-

study year. The percentage of total CPC hours in operations management declined in 2010- 11

from the prior year.

Table 3CPC Hours as Percent of Total CPC Hours in

MPAS Program

2005 – 2006(self- study year)

2007 - 2008 2008 - 2009 2009- 2010 2010 - 11

Organizational Behavior

2.8% 2.7% 3% 3.1% 6.6%

Human Resources Management

1.2% 2.7% 3.3% 5.1% 3.8%

Operations Management

8.5% 6.9% 6.2% 8.1% 6.8%

International Business

1.0% 3.1% 5.7% 4.5% 6.9%

Note #3

Principle 4.1 (Faculty Qualifications- Expectation B- 1)Doctoral coverage is low in the MBA and MPAS programs. In your review, please provide an annual progress report on increasing doctoral coverage in the MBA and MPAS programs.

9

For the MPAS program: Comparing 2010– 2011 to the self- study year of 2005 - 06, the

percentage of courses taught by full- time faculty has increased whereas the percentage

taught by doctoral-level faculty has declined, see table 4.

Table 4# and % Courses by Full-Time and Doctoral Faculty

MPAS Program

MPAS # Courses # Full Time # Ph.D. % Full Time % Doctoral

2005 / 06Self study year

27 9 9 33% 33%

2006 / 07

2007 / 08 22 9 9 41% 41%

2008 / 09 23 9 8 39% 34%

2009 / 10 18 7 11 39% 61%

2010 / 11 26 12 7 46% 27%

Dr. Knopik’s letter of September 26, 2011 requests data about full- time professionally and

doctoral- qualified faculty, see table 4-a.

Table 4 - a

# and % Courses by Full- Time Doctoral and Professionally

Qualified Faculty

MPAS

MPAS # Courses # Full Time # Ph.D. # Prof.

Qualified

% Full Time % Doctoral % Prof.

10

Qualified

2005 / 06Self study

year

27 9 9 7 33% 33% 26%

2006 / 07 29 11 9 3 38% 31% 10%

2007 / 08 22 9 9 3 41% 41% 14%

2008 / 09 23 9 8 2 39% 34% 10%

2009 / 10 18 7 11 2 39% 61% 22%

2010 / 11 26 12 7 2 46% 27% 8%

For the MPAS program, the percentage of courses taught by doctoral plus professionally

qualified faculty has varied over the years, and in 201- / 11 (35%) is below the self- study year

((59%).

For the MBA program, the number and percentage of courses taught by full-time and by

doctoral- level personnel are higher than the self-study year though these figures have

declined from their peak levels.

Table 5# and % of Courses Taught by Full-Time and Doctoral Faculty

MBA(Fall and Spring)

# Courses # Full Time # Ph.D. % Full Time % Doctoral

2005 / 06 59 29 21 49% 36%

2006 / 07

11

2007 / 08 60 37 27 62% 45%

2008 / 09 61 38 27 62% 44%

2009 / 10 66 33 25 50% 38%

2010 / 11 69 34 20 49% 29%

For the MBA program, the percentage of courses taught by doctoral plus professionally qualified faculty has been relatively steady in the 55% range, though the percentage decline to 51% in 2010 -11.

Table 5- a

# and % Courses by Full- Time Doctoral and Professionally

Qualified Faculty

MBA

(Fall and Spring)

MPAS # Courses # Full Time # Ph.D. # Prof.

Qualified

% Full Time % Doctoral % Prof.

Qualified

2005 / 06 59 29 21 13 49% 36% 22%

2006 / 07 62 31 22 13 50% 35% 21%

2007 / 08 60 37 27 7 62% 45% 12%

2008 / 09 61 38 27 6 62% 44% 10%

2009 / 10 66 33 25 12 50% 38% 18%

2010 / 11 69 34 20 8 49% 29% 12%

Note #4Principle 4.2 (Faculty Load)The University has agreed to develop a written policy on overloads for full- time and part- time faculty. Once the policy has been finalized, please provide a copy to the IACBE. Also, provide a progress report on reducing the number of faculty overloads.

Work- Load Policy

12

At the meeting of the full faculty on May 1, 2008, the following policy was passed by the faculty and forwarded as a recommendation to the Vice President for Academic Affairs and the President.

“Ordinarily, faculty who are on tenure- track or who are tenured teach 21 credit hours per academic year (fall and spring semesters, exclusive of summer).

Faculty who are full time and who have not yet earned the terminal degree, but who are actively working toward the terminal degree during the academic year (by means of coursework, research, and / or other degree requirements) teach 21 credit hours per academic year.

Faculty who are full- time, who have not earned the terminal degree, and who are not actively working toward the terminal degree during the academic year generally are expected to teach 24 credit hours per academic year. Full-time faculty who possess the terminal degree but who are not on tenure-track also teach 24 credit hours per academic year. For any faculty who have a 24 credit hour teaching load, the department chair may request a reduction of credit hours per academic year in special circumstances; this request should be made to the Vice President for Academic Affairs, who will make the final decision. Those non-tenure track faculty who, for two years prior to the adoption of this language were teaching a 21- hour load or its equivalent, ordinarily will continue to teach a 21- hour load or its equivalent.

In departments offering laboratory or studio courses, determinations regarding faculty teaching load may be based on criteria other than the credit hours of courses. These policies will be agreed upon by the Department Chair and the Vice President for Academic Affairs.

Ordinarily, a faculty member may teach no more than one overload per semester.

Overloads:

As indicated in Table 6 Mount St. Mary’s University reduced the number of overload teaching assignments from nineteen in the self- study year of 2005 – 2006 to five in 2009 – 2010 and six in 2010- 11. The University reduced the number of exceptions to the work- load policy from two exceptions in the self- study year to one exception in 2007 – 08. In 2008 – 09, 2009 – 2010, and 2010 - 11 the number of exceptions to the workload policy has risen back to two per year.

13

Table 6Faculty Teaching Loads1

2005 – 2006Self- Study

Year

2007 - 2008 2008 - 2009 2009 - 2010 2010 - 11

# Overload Courses

19 11 15 5 6

# Exceptions to Policy2

2 1 2 2 2

Footnotes

1 The normal teaching load is 7 courses per academic year. Newly hired Lecturers have a normal course load of 8 courses per academic year. This data differs from numbers previously reported based on prior mis- interpretation of the work- load policy

2 The work- load policy limits faculty to 1 overload class per semester.

Note #5Principle 7.6 (International Cooperation- Expectation H)Additional steps could be taken to internationalize your business programs. In your Annual Report, please provide an annual progress report on increasing globalization of your business programs.

Mount St. Mary’s University reports several developments that internationalize our programs.

a) In 2008, the faculty replaced in the traditional undergraduate program and the MPAS program ECON 350 (Managerial Economics) with ECON 360 (Global Business

14

and Economics). The new course is required for business majors beginning with freshmen entering the University in 2009.

b) In Fall 2008 The University offered a three- credit elective (BUS 395: Global Business Experience: Russia) and this course included a mid- semester SIFE (Students in Free Enterprise) trip to South Ural State University (SUSU) in Russia. This 2008 trip to Russia led to a relationship between the two universities that has expanded in several directions.

i. A SUSU graduate completed our MBA program in 2011 on a full scholarship.

ii. In fall 2009 and 2010, the School of Business offered an International Marketing class simultaneously with SUSU. Web casts and email allowed students from both universities to collaborate on international teams to solve case study problems. SUSU students and faculty have sufficient English language skills to conduct this joint work.

iii. Mount St. Mary’s University hosted twelve students and faculty from SUSU in March 2010. The visit included classroom exercises, cultural exchanges, sightseeing, and recreational activities.

iv. The School of Business sent eight students and two faculty members to SUSU in the spring of 2011.

v. In 2010 – 2011, Mount St. Mary’s University and SUSU offered a simultaneous course in International Trade and Finance using web cam technologies.

vi. SUSU students competed in our annual Ethics Case Competition in 2010.vii. Students from Shandong Business and Technical Institute competed in

2011 in our Ethics Case Competition.viii. SUSU students and faculty have been invited to Mount St. Mary’s

University for a week in the spring 2012, and SUSU students are expected to compete in our Ethics Case Competition.

c) In the spring of 2009 and 2010, the School of Business offered in collaboration with the History Department BUS 450: China and India: Business, Globalization, and Poverty.

d) In 2008, the faculty renamed MBA 504 (Managerial Economics) “Global Business and Economics.” The new course is required of all MBA students.

e) In 2010, Dr. Michael Barry, Associate Professor of Economics served as Visiting Scholar (Fall semester) at Shandong Business and Technical Institute. In 2011 (Spring semester), Dr. “Jack” Hu from Shandong served as Visiting Scholar to Mount St. Mary’s University.

15

Observation #1Principle 3.4 (Expectations A- 2 and A- 3 Breadth and Depth of Curriculum)Before trying to reduce the liberal arts core, concentrate on providing consistency to the business core and then see if there is a need to approach the University to modify the core curriculum. Also, consider revising the concentrations with more requirements and / or courses.

The faculty, in 2009, approved a change to the concentrations in the business major. A concentration is still comprised of three advanced- level courses plus a graded internship. The change is that one of the three concentration courses must be cases- oriented (BUS 308: Human Resources Management, BUS 401: Strategic Marketing, BUS 361: Corporate Finance II, or BUS 408: International Business Management). The change reflects our mission to prepare methodologically sound and ethical decision-makers.

Observation #2Principle 6- 1 (Expectation D- 1)The Department of Business, Accounting, and Economics teaches 22% of the credit hours but receives only 14% of the expenditures. Insufficient funding may hinder students’ learning outcomes. We recommend that you closely monitor student learning outcomes for any evidence in this area.

Table 7 indicates that the School of Business contributes a larger percentage of student credit hours than it receives as a percentage of University Instructional Expenditures. Since the self- study year, the gap has widened from -3.5 percentage points in 2005 - 06 to -6.5 percentage points in 2010 - 11. There is no evidence that the discrepancy is harmful to student learning, though there are developing concerns in fall 2011 that section sizes are growing too large.

16

School of Business

(includes business graduate program)

2005-2006 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011

# of Full-Time Undergraduate Faculty 95 100 107 107 103 101

# of Full-Time BAE Faculty 15 17 19 20 21 19

% of Full-Time Undergraduate Faculty that are in the BAE 15.8% 17.0% 17.8% 18.7% 20.4% 18.8%

Student Credit Hours (BAE - MBA Business included summer term) 10,533 11,059 10,704 11,204 10,955 11,200

Student Credit Hours (University includes summer term) 57,565 59,149 58,943 57,461 57,731 56,857

Business, Accounting & Economics & MBA Expenditures $ 1,582,627 $ 1,708,507 $ 1,476,293 $1,696,744 $ 1,747,378 $ 1,892,337

University Instructional Expenditures $10,680,933 $11,647,203 $13,011,566 $13,473,188 $13,947,419 $14,298,129

% of University Instructional Exp that are the BAE & MBA 14.8% 14.7% 11.3% 12.6% 12.5% 13.2%

17

% of University Credit Hours contributed by BAE / MBA 18.3% 18.7% 18.2% 19.5% 19.0% 19.7%

RATIO of BAE/MBA Credit hours to Expenditures 0.67% 0.65% 0.73% 0.66% 0.63% 0.59%

Difference between Instructional Expenditure and Credit Hour %

-3.5 percent points

-4.0 percent points

-6.8 percent points

-6.9 percent points

-6.4 percent points

-6.5 percent points

Notes -Schedules with Instruction and Academic Support Expenditures are supplied by Brian Ecker's. - FY10 figures are unaudited as of

9/9/11

18

Observation #3 (Principle 7- 4, Expectation E: Business and Industry Linkages)Provide an annual progress report on strengthening business and industry linkages.

In fall 2009, the School of Business formed an Advisory Committee, and the first meeting was held in September 2009 with sequential meetings in April and September 2010 and April 2011. The Advisory Committee worked with the Dean on the development of the strategic plan for the newly formed School of Business. During 2010 – 11, the Committee discussed fund raising tactics and strategies to further internationalize our degree programs.

Industry linkages have improved as evidenced by:

The SIFE Team established a Business Advisory Board, and members of the Board guide student projects and coach the team prior to competitions.

The Federal Reserve Challenge Team works with area financial advisors and bankers to prepare for the competition. The Team held a conference call with the PNC Bank chief economist and discussed key themes in their presentation and responded to questions.

The Accounting Club regularly hosts professionals in their classrooms. Several classes have real-world research projects with such organizations as

Enterprise Rent- A- Car, Hershey Ice Cream, St. Jude’s School, and Strawberry Hill Nature Preserve.

Service learning projects for area not-for-profit organizations are part of two courses: BUS 101 (Introduction to Business – 3 credits) and BUS 313 (Principles of Marketing – 3 credits)

In 2009 – 2010, The BB & T Foundation awarded the School of Business a $500,000 ten-year grant. In addition to funded classroom activities, the grant provides resources for the Center for the Study of the Moral Foundations of Capitalism. The Center hosted (2010 – 11) a series of community business forums to discuss the role of personal and corporate ethics in a free market economy, the appropriate size and role of the public sector, the effectiveness of the regulatory environment, and the dynamism of free markets. Planning for the 2011 – 2012 Community Business Forums is underway.

Outcomes Assessment

19

E. Has your outcomes assessment plan been submitted to the IACBE?

Yes.

F. Is the original or revised outcomes assessment plan you submitted to the IACBE still current or have changes been made?

Minor changes were made, and the revised plan is attached. Please see Appendix I for the direct and indirect assessments applied to each of our programs, the results of the assessments, and the actions taken in response to the assessment data.

G. Complete Form A.Please refer to Appendix I. That table identifies the direct (2) and indirect (2) assessments applied to each program, the results, and actions taken / planned.

The intended student learning objectives in the table below are used to assess student learning on the capstone course writing assignment and on case studies across concentrations, see appendix III.

Table 8

Student Learning Information for the Major in Business

Mission of the School of Business

The Mount St. Mary’s University School of Business is dedicated to liberal and pre- professional learning in the pursuit of truth and graduates responsible, capable, methodologically sound and ethical decision-makers.

Table 9

Intended Student Learning Outcomes for Business Major and MBA

The School of Business has established the following learning objectives around the University’s four pillars

Faith

Sensitive to issues of ethics and social responsibility

Under the role of business in broader society

Discovery

Possessing requisite technical skills and knowledge to succeed in work force

Possessing learning skills that foster life- long learning, personal development, career growth and effective citizenship

Analyzing complex problems and applying appropriate problem solving methodologies and making appropriate recommendations

Developing situational awareness to anticipate problems

Gathering, examining, processing, and interpreting data

Demonstrating the ability to analyze and communicate the meaning of data

Understanding of how the functional areas of a firm are integrated into a unified business system

Managing the details and deliverables of multiple tasks simultaneously

Communicates effectively via written and spoken word through contemporary technologies

Practicing effective listening

Leadership

Combining self-reflection and assessment which fosters personal development as well as organizational and societal effectiveness

Acquiring the capacity for leadership to make contributions to society

Turning in assignments in a timely, complete and professional manner

Engaging actively in the classroom experience

Displaying respect and tact in a diverse world

Working to promote effective and appropriate recommendations to achieve common goals

Community

Understanding the importance of compliance with the letter and spirit of professional codes of conduct

Demonstrating a fundamental understanding of and adherence to ethical business behavior

Understanding the role of business in the broader society

Completing tasks competently and responsibly to meet the needs of the community

20

Programmatic Information

21

1. Did you terminate any business or business- related degree programs during the reporting period?

No

2. Were changes made in any of your business majors, concentrations, or emphases?

Yes, there were changes in the accounting major, the business major, and the MBA program.

Accounting Major: Significant changes were adopted in 2008. The School of Business faculty reduced the accounting major from 48 credits to 30 credits by eliminating required business courses. The curriculum change gives accounting majors the flexibility to pursue study in non-business disciplines such as information systems, language, mathematics, or any discipline of interest. Students have the option to take business courses. For those accounting students seeking the CPA, business study may occur in pursuit of 150- credit hours. Table 10 summarizes the changes to the accounting major.

Because of the reduced business content in the accounting major, Mount St. Mary’s University recognizes that the accounting major may now fall outside of the purview of the IACBE.

Table 10Changes in the Accounting Curriculum

Curriculum Prior to 2009 Revisedt Curriculum

ACCT 101: Principles of Accounting No change

ACCT 210: Intermediate Accounting I No change

ACCT 211: Intermediate Accounting II No change

ACCT 212: Intermediate Accounting III No change

ACCT 303: Cost Accounting No change

ACCT 401: Federal Taxation No change

ACCT 405: Auditing No change

22

ACCT 410 : Accounting Information Systems

No change

ACCT 303: Advanced Accounting No change

BUS 360: Corporate Finance No change

ECON 101: Principles of Economics I Dropped as requirement

ECON 102: Principles of Economics II Dropped as requirement

BUS 301: Business Law I Dropped as requirement

BUS 307: Business Management and Organization

Dropped as requirement

BUS 311: Information Systems Dropped as requirement

Business Elective Dropped as a requirement

Total credits = 48 Total credits = 30

Business Major: Three significant changes were enacted in the undergraduate business major in responding to the Bolte School mission and to the assessments of student learning.

i. BUS 250: Introduction to Business and Decision- Making : A new three-credit course is required, effective with the incoming freshman class of 2009. The course (BUS 250: Introduction to Business and Decision-Making) introduces sophomore-level students to the functional areas of a firm and focuses on the development of problem- solving methodologies. The new course responds to the mission and to direct assessments of student learning in the capstone course in business policy. The assessments indicate student weaknesses in the use of data, the tendency to report rather than analyze, and ineffective replies to non-structured problems. Given the new course, our three- hundred level functional area courses will become more rigorous through increased use of case- studies and greater quantitative problem solving. The faculty anticipate improvements in student learning as assessed in the capstone business policy class.This new course increases the business major (without a concentration) from 42 to 45 credits.The Bolte School offered the new course for the first time in the fall 2010. The Dean assessed the course and made suggestions to re-balance the content in the course. The effectiveness of this course in raising student performance on assessments will be determined over time as students complete BUS 250 and progress through the 300- and 400- level courses..

23

ii. ECON 360: Global Business and Economics. Economics 360: Global Business and Economics replaces Economics 350: Managerial Economics. effective Fall / 2010. The change increases the coverage of global business topics. During 2009 – 2010, The School of Business offered both BUS 350 and ECON 360. The CPC tables in this Report are based on ECON 350 as the transition is made to the new requirement. As such, the CPC tables understate the coverage of topics in international business.

iii. Cases Class : The business major included a three-credit elective. The curriculum change requires that students complete a cases-oriented class in lieu of a business elective (BUS 308: Human Resources Management, BUS 401: Strategic Marketing, BUS 361: Corporate Finance II or BUS 408: International Business Management: Cases and Applications) rather than a general business elective. The intention is to strength problem-solving skills and lead to higher levels of performance on writing assignments. This curriculum change results from the analysis of the assessments of student learning in the capstone course, and it more closely aligns our curriculum to our mission. The Dean intends to renumber the cases classes such that all are at the 400-level and to include “cases” in the titles.

Table 11 summarizes the changes to the business major.

24

Table 11Changes in the Business Curriculum

No Concentration

Prior Curriculum Curriculum Effective with Freshmen Entering 2009

ECON 101: Principles of Economics I No change

ECON 102: Principles of Economics II No change

ACCT 101: Principles of Accounting I No change

ACCT 203: Managerial Cost Accounting No change

------ BUS 250: Introduction to Business and Decision- Making (3 credits)

BUS 301: Business Law No change

BUS 307: Business Management and Organization

No change

BUS 311: Information Systems No change

BUS 313: Principles of Marketing No change

BUS 340: Management Science No change

BUS 360: Corporate Finance No change

ECON 350: Managerial Economics ECON 360: Global Business and Economics

BUS 400: Business in Society No change

BUS 404: Business Policy No change

Business elective Must take a cases- oriented business courseBUS 361: Corporate Finance II: Cases and ApplicationsBUS 308: Cases in Human Resources Management: BUS 401:Cases in Strategic Marketing: BUS 408: International Business management: Cases and Applications

Total = 42 credits Total = 45 credits

MBA Program:

25

Three changes were made to the MBA curriculum in April 2008 and put in place in 2009 – 10 to foster compliance to the mission and in response to observed learning outcomes.

MBA 501 Managerial Self- Assessment (3 credits) is re-named Business Decision- Making and Communications (3 credits) to strengthen the development of business decision- making skills in accordance with the mission of the School of Business and in response to the observed learning outcomes in the capstone policy class.

MBA 504 Managerial Economics (3 credits) is changed to Global Business and Economics (3 credits) to strengthen the international dimension of the degree program.

MBA 519 Strategic Analysis and Integrated Decision- Making (3 credits) is increased to 4 credits to comply with state regulations that define a graduate concentration to be more than 12 credits. The fourth credit is awarded on the basis of an additional concentration- specific assignment in the capstone class.

MBA 599 Research (3 credits) is eliminated in favor of MBA 536 Corporate Social Responsibility (3 credits) to strengthen the business ethics component of the degree program in accordance with our mission statement.

Table 12 summarizes the changes to the MBA program.

Table 12Changes to the MBA Curriculum

Curriculum Prior to 2009 New Curriculum

MBA 501: Managerial Self- Assessment (3) Business Decision - Making and Communications (3)

MBA 503: Financial Reporting and Control (3) No change

MBA 504: Managerial Economics (3) Changed to Global Business and Economics (3)

MBA 505: Marketing Theory and Practice (3) No change

MBA 506: Quantitative and Statistical Methods for Managers (3)

No change

MBA 509: Financial Analysis (3) No change

MBA 516: Organizational Theory and Practice (3) No change

MBA 518: Management Information Systems (3) No change

26

MBA 519: Strategic Analysis and Integrated Decision Making

Increased to 4 credits

MBA 599: Independent Research (3) This research course is eliminated as a requirement; MBA 536 Corporate Social Responsibility is inserted as a requirement (3)

Elective or concentration class No change

Elective or concentration class No change

Total = 36 credits Total =37 credits

3. Were any new business or business- related degree programs established during the academic year?

The School of Business added two graduate certificate options to the MBA Program beginning in Fall / 2010.

New Graduate Certificate programsFall 2010

Project Management Organizational Development

27

15 Credits to Earn the Certificate 15 Credits to Earn the Certificate

MBA 550: Introduction to Project Management (3 credits)

MBA 560: Individual Assessment and Development (3 credits)

MBA 551: Project Risk Management (3 credits)

MBA 561: Understanding Systems, Culture, and Change (3 credits)

MBA 552 Project Leadership )3 credits) MBA 562: Consulting and Facilitation Skills (3 credits)

MBA 555: Project Portfolios (3 credits) MBA 563: Organizational Assessment and Intervention (3 credits)

MBA 558: Directed Study (3 credits) MBA 564: Feedback and Integration (3 credits)

Upon completion of the following 22 graduate credits, the student earns the MBA degree

Upon completion of the following 22graduate credits, the student earns the MBA degree.

MBA 503: Financial Reporting and Control (3 credits)

MBA 503: Financial Reporting and Control (3 credits)

MBA 504: Global Business and Economics (3 credits)

MBA 504: Global Business and Economics (3 credits)

MBA 505: Strategic Marketing (3 credits) MBA 505: Strategic Marketing (3 credits)

MBA 509: Financial Analysis (3 credits) MBA 509: Financial Analysis (3 credits)

MBA 516: Organizational Theory and Management Practice (3 credits)

MBA 518: Management and Information Technology (3 credits)

MBA 519: Strategic Analysis and Integrated Decision-Making (4credits)

MBA 519: Strategic Analysis and Integrated Decision-Making (4credits)

MBA 536: Business Ethics and Social Responsibility (3 credits)

MBA 536: Business Ethics and Social Responsibility (3 credits)

.

4. If applicable, was approval of your institutional accrediting body required for any of these programs?

28

Both certificate programs were approved by the Maryland Higher Education Commission.

Administrative Changes

1. Title ChangeFollowing a July 2009 academic reorganization, the Department of Business, Accounting, and Economics was re- designated the School of Business. Dr. William G. Forgang’s title changed from Chair of the Department of Business, Accounting, and Economics to Dean of the School of Business. In April 2011, the University received a naming endowment gift creating the Richard J. Bolte, Sr. School of Business

2. New Administratora. Dr. Carolyn Jacobson was appointed Director of Graduate and Adult Business Programs

beginning with the 2008 – 09 academic year. In July 2011, Dr. Jacobson was replaced by Ms. Deborah Powell, B.S., MBA. Contact Information is as follows:dpowell@msmary.edu301-447-5326FAX: 301- 447- 5335

b. In August 2011, Prof. Mary Beth Graham (B.S., MBA) was appointed to a new position titled Director of Undergraduate Business Programs.

29

APPENDIX I

Outcomes Assessment Plan and Results Summary

30

Assessment Activities

Traditional Undergraduate Program

Program Direct Assessments Indirect Assessments Responses

Business Major Direct Assessments

ETS Exam (n = 64)

MSM Mean = 143.7National Mean = 153.1St. Dev. = 11

BUS 404 De-Briefs (n = 67)Met Expectations = 7%Modestly Met = 75%Below = 18%

Indirect Assessments

Satisfaction Survey(n = 12 )Overall Satisfaction with School of Business:Very Satisfied = 3Satisfied = 1No reply = 8

EnhancersFaculty – helpful, knowledgeable, real world experienceGuest speakersReal life examplesDetractorsClasses not offered every semester Having same instructor for several classesRepetitive classesText books and busy workAdvisors not always availableRecommendations

Goal: The goal for 2010 - 11 was 75% of undergraduate students score at least at the 50th percentile on the ETS exam. The goal was not met.

The MSM mean score was a few points below the national mean. This goal is revised. The goal, following the change in the business curriculum, is that the MSM mean on the ETS exam improves to at least one standard deviation above the national mean by 2015.

Goal: The goal was that 75% of business majors meet expectations on the capstone course writing project scored against the intended learning outcomes rubric. This goal was met; 78% met or modestly met expectations. The goal is raised to 80% meet or modestly meet expectations and at least 50% meet expectations by 2015.

Analytic, problem-solving, quantitative, use of data and written communication

31

Bring back computer labBetter technologyMore help getting jobs and into graduate school

Alumni Survey Class of 2010

Would you attend MSM again? Yes or Probably Yes= 86%Not Sure = 9%Definitely or Probably No = 4%

skills need to be improved, beginning with problem- solving methodologies in BUS 250. Curriculum changes address these observations from the assessments of student learning.

Student work displayed the following characteristicsReporting / not analysisIneffective use of data Ineffective crafting of reply to unstructured problemIneffective situational analysis and action planningIneffective application of class / text conceptsWeak application of quantitative tools

Goal: From Alumni Study 85% of respondents would attend MSM again. The goal was met.

Actions

The new sophomore course BUS 250: Introduction to Business and Decision- Making (offered in 2010) is expected to enhance analytic and problem- solving skills and quantitative skills with improvements in assessment results initially realized with the senior class in 2013.

Given the new sophomore- level course,

32

assignments and expectations in the 300- level class will change beginning in 2011- 2012. Greater emphasis on analytic, problem-solving, use of data, and written communications to improve student learning over time.

With the new academic organization, the Dean developed a discretionary fund to help support student activities to raise satisfaction level.

The Dean created in 2009 - 2010 a Student Advisory Committee to receive information from students on what is going well and what is not going so well. The Dean meets with the student group on a monthly basis.

The appointment of Ms. Graham as Director of Undergraduate Business studies will give the Dean greater opportunity for oversight of delivery of the curriculum in accordance with learning objectives.

Management Concentration

Air Traffic Controller Case (n = 3 Teams)Met Expectations = 0Modestly Met Expectations = 3

Self- Assessment Audit(n = 3 Teams)Met Expectations = 0Modestly Met Expectations = 3

Satisfaction Survey(n = 12)

Very satisfied = 5Satisfied = 3No reply = 4

Enhancers / DetractorsEnhancersFacultyReal projectsClass sizeDetractorsExcessive amount of economics

Goal: 75% of students meet expectations on two case- oriented assignments evaluated relative to the intended learning outcomes rubric. The goal was not met on either assessment.

Actions

Data is weak and must be more closely linked to learning objectives.

Assessments will change to get more data from individual students

33

classesDean Forgang never present in classes

RecommendationsFewer economics classesGreater administrative presenceAdministrators should monitor teachers more and listen to students

Course rigor to be upgraded following introduction of new BUS 250 (Introduction to Business and Decision-Making)

Finance Concentration Comprehensive ExamN = 13Average Score = 81.6%

Met Expectations (90% or higher) = 0Modestly Met Expectations (70 – 90%) = 13Below Expectations = 0

Case Study: N = 14Met Expectations = 2Modestly Met Expectations =9Below Expectations = 3

Satisfaction SurveyN = 8

Very Satisfied = 4Satisfied = 2No Reply = 2

Enhancers / DetractorsEnhancersFacultyReal projectsClass size

DetractorsCumulative examsMandatory attendance at speakers

RecommendationsMore major classes / less coreMore direction for assignmentsRequire finance club participation

Goal: 75% of questions answered correctly. This goal was met.

Goal: 75% of students meet or modestly meet expectations on case study with student writing assessed against the intended learning outcomes rubric. This goal was met.

Actions

School of Business will make greater commitment to integrated decision-making across the curriculum.

Course rigor to be upgraded following introduction of new BUS 250 (Introduction to Business and Decision-Making) and monitored by Dean.

34

Marketing Concentration BUS 401: Marketing StrategyGreen Apple ProjectN = 20Met Expectations = 29%Modestly Met Expectations = 53%Below Expectations = 8%Unable to Evaluate = 10% 1

1 Second reader lacked sufficient course information

BUS 319: International MarketingStarbucks CaseN = 16

Met Expectations = 21%Modestly Met Expectations = 48%Below Expectations = 29%Unable to Evaluate = 8% 1

1 Second reader lacked sufficient course information

Satisfaction SurveyN = 12Very satisfied = 2Satisfied = 0Not Satisfied = 0No Reply = 10

Enhancers / Detractors

EnhancersTeachers availableTeachers with practical experienceClass size

DetractorsWork loadAccounting early on made it hard to remember

Goal: 75% of students meet or modestly meet expectations on the two exercises.

Met the goal on one of the exercises; did not meet the goal on the other.

Actions

Instructor will add quantitative exercises in marketing course and encourage students to use the Writing Center.

Course rigor to be upgraded following introduction of new BUS 250 (Introduction to Business and Decision-Making) and monitored by Dean

Economics Major (Economics is not an IACBE accredited Program. The Bolte School of Business respects the outcome assessment focus of IACBE and extends the approach to programs outside the boundaries of the IACBE)

Direct AssessmentsTest of Understanding of Collegiate Economics

MacroN = 5MSM Mean = 17.2 National Mean = 15.5

Micron = 10)MSM Mean = 18.9National Mean =16.67)

Alumni Survey (Class of 2010)

Would you attend MSM again? Yes or Probably Yes= 33%Not Sure = 0%Definitely or Probably Not = 66%

Goal: Students score at least as high as the national mean on the TUCE exam. Students out-performed the national mean on both micro and macro examinations

Actions

Dean will seek to understand negative results on the Alumni Survey..

35

Paper in ECON 211, 212, 309, and 406N = 44

Acceptable = 13Good = 18Excellent = 13

The criteria:i) Ability to apply economic

concepts and methodsii) Use of primary research

Sport Management Major

Comprehensive Exam (n = 10)60% of students performed at or above “average” defined as 75% of correct answers.

Paper (n = 10)

Met Expectations = 5Modestly Met Expectations = 5

Satisfaction SurveyN = 10Very Satisfied = 8Modestly Satisfied = 2

Enhancers / Detractors

Enhancers:Great teachersHelp with InternshipsSmall classesDetractorsOnly one professorNot many coursesPoor substitutes

RecommendationsMore classes and teachers

Alumni Survey Alumni Survey (Class of 2010)

Would you attend MSM again?

Goal: 75% of students score at least 75% on the comprehensive exam. This goal was not met.

Goal: 75% of students meet or modestly meet expectations on paper assignment. Student writing was evaluated relative to the intended outcomes rubric. This goal was not met, and the goal is revised to 65% meet expectations by 2015.

Goal: From Satisfaction Survey, 100% of students report being satisfied with the sport management program. This goal was met.

Goal: From Alumni Survey 85% of respondents would attend MSM again. This goal was met.

Actions

More real world examples, case studies applications will be added to the curriculum. Greater emphasis on critical

36

Yes or Probably Yes= 100%Not Sure = 0%Definitely or Probably No = 0%

thinking and written communications to improve student skills and knowledge in sport management.

Sport management will monitor enrollment and request an additional faculty line when enrollments warrant the request.

Accounting Major

Comprehensive Exam N= 27Met expectations = 30%Modestly met expectations = 55%Did not meet expectations = 15%

Auditing AssessmentN= 16Based on this activity, 25% of the students would have definitely passed or likely passed the auditing section of the CPA exam. An additional 16% most likely would have passed. The pass rate for the auditing portion of the exam in Maryland has ranged from 39% to 47% over the last four years. MSM results are consistent with the state-level performance.

Satisfaction SurveyN = 6Very Satisfied = 1Satisfied = 0Not Satisfied = 0No Reply = 5

Enhancers / Detractors

EnhancersFaculty and real world experienceRelevantDetractorsOnline homework

Alumni Survey (Class of 2010)

Would you attend MSM again? Yes or Probably Yes= 62%Not Sure = 25%Definitely or Probably No = 12%

Goal: 50% of students are projected to pass the CPA exam based on auditing assignment. This goal was partially met.

Goal: 75% of students meet or modestly meet expectations on comprehensive exam. This goal was met. The goal is revised to 65% of students meet expectations by 2015.

Goal: Alumni Survey: 85% would attend MSM again. This goal was not met.

Actions

No substantive actions are proposed.

Monitor effects of curriculum change

Fcaulty added a CPA prep course beginning in 2011 and it will be assessed

37

Information Systems Major

Direct Assessments

Comprehensive ExamN = 9Met Expectations = 1Modestly Met Expectations = 6Below Expectations = 2

Project in BUS 395N = 2 TeamsMet Expectations = 2

Satisfaction SurveyN = 4Very Satisfied = 1Satisfied = 2No Reply = 1

Enhancers / Detractors EnhancersFacultyBroad overviewInformative topicsDetractorsLimited technology311 not helpfulFew electives

Alumni Survey

No responses

Patterns hard to detect with small sample

Understanding of basic hardware and software lacking. Some students have trouble connecting aspects of their course work with business concepts.

Goal: Alumni Survey 85% of students would attend MSM again. No data.

Actions

Reinforce linkage of IFSY topics to basic business functions.

MPAS ProgramMPAS

ETS ExamN = 16MSM Mean = 149.4National Mean = 153.1National S.D. = 11

BUS 404 De-Briefs n = 13Expectations Met = 2 (15%)Modestly Met = 9 (70%)Not Met =2 (15%)

Satisfaction SurveyN = 14Very Satisfied = 0Satisfied = 0Dissatisfied = 0No reply = 141

1 Faculty member distributed wrong form and question was never asked

Enhancers / Detractors EnhancersFormatFacultyWell-rounded educationTime and location

Goal; 75% of students score at the 50th percentile or higher on the ETS exam. The goal was not met. The goal is revised to an average score at least one standard deviation above the national mean by 2015.

The mean score on the ETS Exam in the MPAS program was lower than the mean score in the traditional program, but the differences are not statistically significant.

Goal: 75% of students meet or modestly meet expectations on capstone course writing assignment.. Student writing was

38

DetractorsInflexible professorsSyllabi not always posted on timeMain campus not helpfulRecommendationAdvisor available in eveningTechnology supportMore courses each sessionOffer MPAS classes on main campusReduce or eliminate theology classes

Alumni SurveyN = 3Would you major in same field again? Yes = 2Probably yes = 1Would you attend MSM again? Yes = 3

evaluated relative to the intended outcomes rubric. This goal was met.

Students showed problems crafting replies to unstructured problems and using data to support arguments; quantitative analysis weak; a lot of reporting and little analysis

Goal: From Alumni Survey: 85% of students would enroll at MSM again. This goal was met, though the survey response was low.

Actions

MPAS faculty were urged to re- think the nature of their class assignments, increasing the number of writing assignments that call for the student to design a problem- solving method and to incorporate data into the response. Fewer end-of-chapter exercises can make room for the new assignments.

Administration of the program must be improved, including greater availability of advising in the evening plus greater main campus in the area of student services. The new Director of Graduate and Adult Business Programs is responsible for curriculum oversight.

39

MBA ProgramDirect Assessments

ETS Exam n = 61MSM Mean = 241.5National Mean = 248MSM S. D. = 15.8

519 De-Briefs n= 79Met Expectations =7 (9%)Modestly Met Expectations = 58 (74%)Below Expectations = 14 (17%)

Alumni Survey (Class of 2010)N = 45

How satisfied are you with the MBA education you received at the Mount?

Extremely Satisfied = 23 (51%)Satisfied = 18 (40%)Neutral = 4 (9%)

Enhancers / Detractors SurveyEnhancersFacultyLocation ScheduleAdministrative responsiveness

DetractorsNumber of electivesAvailability of classesLack of timely feedbackAdvisingMoodle

RecommendationsWeek-end classesLess group work

Goal: 75% of students score at the 50th percentile of higher on the ETS exam. Goal was not met. MBA students performed slightly below the national mean.

Goal: 75% percent of students meet expectations on capstone de- brief. Student writing was evaluated relative to the intended outcomes rubric. This goal was not met.

Goal: On alumni survey 90% report satisfaction with the MBA education. This goal met.

Actions

De-briefs of the simulation are a difficult unstructured task and students have difficulty creating methodology for problem-solving; the use of data is weak. The three instructors will discuss these outcomes with other instructors with intent of altering the delivery and assignments in the core MBA classes.

Revision of MBA 501 to include decision- making focus is intended to help students work successfully with unstructured

40

More classes / locations problems.

The change in the economics requirement is expected to raise scores on international business topics on the ETS exam.

Marketing Concentration MBA 577 Case N = 16Expectations Met = 59%Modestly Met Expectations = 21%Below Expectations. = 0%Unable to Evaluate = 10%1

1 Second reader lacked sufficient course information

MBA 581Research ProjectN= 8Expectations Met = 44%Modestly Met Expectations = 31%Below Expectations= 15%Unable to Evaluate = 10%1

1 Second reader lacked sufficient course information

Alumni Survey

Survey does not provide responder opportunity to designate their area of concentration.

Enhancers / DetractorsEnhancersClass Format

DetractorsMoodle

RecommendationsMore hybrid classesMore classes

Goal: 75% of students meet or modestly meet expectations on two case studies. Student writing was assessed relative to the intended outcomes rubric. This goal was met.

No substantive recommendations are made.

Actions

Alumni survey will be revised to record data by student’s concentration.

Management Concentration

MBA 590 Leadership Seminar PaperN= 8Met Expectations = 8 (100%)

MBA 516: Management Theory and

Alumni Survey

Survey does not provide responder opportunity to designate their area of

Goal: 75% of students meet or modestly meet expectations on two case studies. Student writing was assessed relative to the intended outcomes rubric Goal was met.

41

PracticeFinal project (n= 24 / 5 Teams)Met Expectations = 5 (100%)

concentration.

Enhancers / Detractors SurveyEnhancersScheduleProfessorsFocus on ethicsCapstone class

Detractors501 not usefulSome classes too easy

Scoring on assessments appears to be more lenient than in other concentrations. Dean will inquire.

Actions

No corrective actions are proposed .Dean will examine rigor of the assessments

Alumni survey will be revised to record data by student’s concentration.

.

Finance Concentration MBA 576 (n= 14)Costco CaseMet Expectations = 13 (93%)Modestly Met Expectations = 1 (7%)

MBA 576 Costco Case N = 14

Met Expectations = 9 (64%)Modestly Met Expectations = 5 (36%)Below Expectations = 0

Alumni Survey

Survey does not provide responder opportunity to designate their area of concentration.

Enhancers / Detractors SurveyAttractorsScheduleFormatCapstone classFaculty accessibleTeam projects

Detractors

Goal: 75% of students meet or modestly meet expectations on two case studies. Student writing was assessed relative to the intended outcomes rubric This goal was met.

Actions Taken

Continue to emphasize in all finance courses decision making with an ethical perspective and use of integrative cases.

Actions to be Taken

Alumni survey will be revised to record

42

MoodleSome classes too many young students

data by student’s concentration.

43

Appendix IICPC Tables

44

BUSINESS MAJOR CPC Spring 2011

  ACCT MKT FIN MGT Prin. OB HRM OM LE ECON ETH IS QM INTL POL TOTMath 105                       10 42     52

BUS 250 3 3 6 0 6 4 6   3 19 3   11 4 10 78

BUS 301             2 2 40 2 8     5 2 61

BUS 307         35 12.5 1.25 2.5 1.3   2.5   1.25 1.25   57.5

BUS 311 3 9 6   9 2 2 1 6 9 9 45 9 12 6 128

BUS 313 7 45 2   5 2 2 9 11 14 11 20 5 14   147

BUS 340 5 3 10       5 30   5 2 20 42   5 127

BUS 360 20 1 38   2     4 2 30 20 1 30 2 1 151

BUS 400   10 5     5 15   15 10 15     10 5 90

BUS 404 9 8 12   36 4 8 8     8 8 10   36 147ACCT 101 45   35   2       1   2   35     120ACCT 203 40   7     5   4 3 6 5 3   1 6 80ECON 101 3 1 4       4     30 10 2   6   60ECON 102 2 10         6   6 25 6 2       57ECON 360 1 5 15   10 3 3 3 10 30 15 2 6 30 15 148

TOTAL 138 95 140   105 37.5 54.25 63.5 98 180 117 113 191 85.3 86 1504

45

BUSINESS MAJOR Finance Concentration

  ACCT MKT FIN MGT Prin OB HRM OM LE ECON ETH IS QM INTL POL TOT

Math 105                       10 42     52

BUS 250 3 3 6 0 6 4 6   3 19 3   11 4 10 78

BUS 301             2 2 40 2 8     5 2 61

BUS 307         35 12.5 1.25 2.5 1.3   2.5   1.25 1.25   57.5

BUS 311 3 9 6   9 2 2 1 6 9 9 45 9 12 6 128

BUS 313 7 45 2   5 2 2 9 11 14 11 20 5 14   147

BUS 340 5 3 10       5 30   5 2 20 42   5 127

BUS 360 20 1 38   2     4 2 30 20 1 30 2 1 151

BUS 400   10 5     5 15   15 10 15     10 5 90

BUS 404 9 8 12   36 4 8 8     8 8 10   36 147

ACCT 101 45   35   2       1   2   35     120

ACCT 203 40   7     5   4 3 6 5 3   1 6 80

ECON 101 3 1 4       4     30 10 2   6   60

ECON 102 2 10         6   6 25 6 2       57

ECON 360 1 5 15   10 3 3 3 10 30 15 2 6 30 15 148

BUS 361 18 6 42   3 1 1 6 1 6 6 3 2 3   98

Total 156 101 182   108 38.5 55.25 69.5 99 186 123 116 193 88.3 86 1602

46

BUSINESS MAJOR - MARKETING CONCENTRATION

  ACCT MKT FIN MGT Prin OB HRM OM LE ECON ETH IS QM INTL POL TOT

Math 105                       10 42     52

BUS 250 3 3 6 0 6 4 6   3 19 3   11 4 10 78

BUS 301             2 2 40 2 8     5 2 61

BUS 307         35 12.5 1.25 2.5 1.3   2.5   1.25 1.25   57.5

BUS 311 3 9 6   9 2 2 1 6 9 9 45 9 12 6 128

BUS 313 7 45 2   5 2 2 9 11 14 11 20 5 14   147

BUS 340 5 3 10       5 30   5 2 20 42   5 127

BUS 360 20 1 38   2     4 2 30 20 1 30 2 1 151

BUS 400   10 5     5 15   15 10 15     10 5 90

BUS 404 9 8 12   36 4 8 8     8 8 10   36 147

ACCT 101 45   35   2       1   2   35     120

ACCT 203 40   7     5   4 3 6 5 3   1 6 80

ECON 101 3 1 4       4     30 10 2   6   60

ECON 102 2 10         6   6 25 6 2       57

ECON 360 1 5 15   10 3 3 3 10 30 15 2 6 30 15 148

BUS 401 5 44 10   5 5 5 5   10 20   10 10 20 149

Total 143 139 150   110 42.5 59.25 68.5 98 190 137 113 201 95.3 106 1653

47

BUSINESS MAJOR - MANAGEMENT CONCENTRATION

  ACCT MKT FIN MGT Prin OB HRM OM LE ECON ETH IS QM INTL POL TOT

Math 105                       10 42     52

BUS 250 3 3 6 0 6 4 6   3 19 3   11 4 10 78

BUS 301             2 2 40 2 8     5 2 61

BUS 307         35 12.5 1.25 2.5 1.3   2.5   1.25 1.25   57.5

BUS 311 3 9 6   9 2 2 1 6 9 9 45 9 12 6 128

BUS 313 7 45 2   5 2 2 9 11 14 11 20 5 14   147

BUS 340 5 3 10       5 30   5 2 20 42   5 127

BUS 360 20 1 38   2     4 2 30 20 1 30 2 1 151

BUS 400   10 5     5 15   15 10 15     10 5 90

BUS 404 9 8 12   36 4 8 8     8 8 10   36 147

ACCT 101 45   35   2       1   2   35     120

ACCT 203 40   7     5   4 3 6 5 3   1 6 80

ECON 101 3 1 4       4     30 10 2   6   60

ECON 102 2 10         6   6 25 6 2       57

ECON 360 1 5 15   10 3 3 3 10 30 15 2 6 30 15 148

BUS 308 9 8 8   10 12.5 3.5 6 5   8 3 12 2 5 92

Total 147 103 148   115 50 57.75 69.5 103 180 125 116 203 87.3 91 1596

48

SPORT MANAGEMENT MAJOR

  ACCT MKT FIN MGT Prin. OB HRM OM LE ECON ETH IS QM INTL POL TOTMath 105                       10 42     52

BUS 250 3 3 6 0 6 4 6   3 19 3   11 4 10 78

BUS 301             2 2 40 2 8     5 2 61

BUS 307         35 12.5 1.25 2.5 1.25   2.5   1.25 1.25   57.5

BUS 311 3 9 6   9 2 2 1 6 9 9 45 9 12 6 128

BUS 313 7 45 2   5 2 2 9 11 14 11 20 5 14   147

BUS 340 5 3 10       5 30   5 2 20 42   5 127

BUS 360 20 1 38   2     4 2 30 20 1 30 2 1 151

BUS 400   10 5     5 15   15 10 15     10 5 90

BUS 404 9 8 12   36 4 8 8     8 8 10   36 147ACCT 101 45   35   2       1   2   35     120ACCT 203 40   7     5   4 3 6 5 3   1 6 80ECON 101 3 1 4       4     30 10 2   6   60ECON 102 2 10         6   6 25 6 2       57ECON 360 1 5 15   10 3 3 3 10 30 15 2 6 30 15 148

TOTAL 138 95 140   105 37.5 54.25 63.5 98.3 180 117 113 191 85.3 86 1503.5

49

BUSINESS MAJOR MPAS

  ACCT MKT FIN MGT Prin. OB HRM OM LE ECON ETH IS QM INTL POL TOTMath 105                                

BUS 250                                

BUS 301             2 2 40 2 8     5 2 61

BUS 307         35 12.5 1.25 2.5 1.25   2.5   1.25 1.25 0 57.5

BUS 311   2     4       2   3.5 20   3 0 34.5

BUS 313 7 45 2   5 2 2 9 11 14 11 20 5 14 0 147

BUS 340 3 1 5       3 20   2 1   20 1 2 58

BUS 360 6 2 16   2 2 1 1 2 4 1 1 2 2 2 44

BUS 400   5 3   10 10 3   5 5 10 5 8 10 0 74

BUS 404 16 16 24   16 8 16 16   8 4 8 8   30 170ACCT 101                                ACCT 203                                ECON 101                                ECON 102                                ECON 360 6 0 0 0 0 15 0 0 6 40 7 0 7 15 0 96

TOTAL 38 71 50   72 49.5 28.25 50.5 67.3 75 48 54 51.3 51.3 36 742

50

APPENDIX III

Learning Objectives Scoring Grid

51

Outcomes Assessment Scoring Table

Assessment of Undergraduate Strategy De-Briefs

Semester ________

Student _________________________

Instructor ________________________

Scoring GridLearning Objective Reader #1 Reader #2

FaithSensitive to issues of ethics, justice, and social responsibility faced by managers at all levels of the workplaceUnderstanding the role of business in the broader society

DiscoveryPossessing requisite technical skills and knowledge in order to enter into and succeed in the work forcePossessing learning skills that foster lifelong learning, personal development, career growth, and effective citizenship in a dynamic worldAnalyzing complex problems and applying appropriate problem solving methodologies and making appropriate recommendationsDeveloping situational awareness to anticipate problemsGathering, examining, processing, and interpreting dataDemonstrating the ability to analyze and communicate the meaning of dataUnderstanding how the functional areas of a firm are integrated into a unified business systemManaging the details and deliverables of multiple tasks simultaneouslyCommunicates effectively via written

52

and spoken word and through contemporary technologiesPracticing effective listening

LeadershipContinuing self-reflection and assessment which fosters personal development as well as organizational and societal effectivenessAcquiring the capacity for leadership to make contributions to societyTurning in assignments in a timely, complete, and professional mannerEngage in actively in the classroom experienceDisplaying respect and tact in a diverse worldWorking cooperatively to promote effective and appropriate recommendations to achieve common goals

CommunityUnderstanding the importance of compliance with the letter and spirit of professional codes of conductDemonstrating a fundamental understanding of and adherence to ethical business behaviorUnderstanding the role of business in the broader societyCompleting tasks competently and responsibly to meet the needs of the community