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PROGRAM MODIFICATION PROPOSAL FORM

Name of Institution: Winthrop University

Briefly state the nature of the proposed modification (e.g., adding a new concentration, extending the program to a new site, curriculum change, etc.): The College revised its MBA program to be more competitive with other schools in the region and to increase enrollment. The revision shortened the program from 36 to 30 hours and made the concentrations optional. This modification also removes the International Business and the Software Project Management concentrations from the program. We are also changing the program title for the on-campus program in the CHE listing from “Evening Business Administration” to “Business Administration” as the courses are offered in various modes and times.

Current Name of Program (include degree designation and all concentrations, options, and tracks):

Program: Master of Business Administration in Evening Business Administration and Business Administration

Concentrations: 1) General (no concentration) 2) Finance 3) Human Resource Management 4) Marketing 5) Software Project Management 6) Strategic Leadership 7) Sport Marketing & Revenue Generation 8) International Business

Proposed Name of Program (include degree designation and all concentrations, options, and tracks): Program: Master of Business Administration

Concentrations: 1) General (no concentration) 2) Finance 3) Human Resource Management 4) Marketing 5) Strategic Leadership 6) Sport Marketing & Revenue Generation

Program Designation: Associate’s Degree Master’s Degree Bachelor’s Degree: 4 Year Specialist Bachelor’s Degree: 5 Year Doctoral Degree: Research/Scholarship (e.g., Ph.D. and DMA) Doctoral Degree: Professional Practice (e.g., Ed.D., D.N.P., J.D., Pharm.D., and M.D.)

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Does the program currently qualify for supplemental Palmetto Fellows and LIFE Scholarship awards? Yes No - No.

If No, should the program be considered for supplemental Palmetto Fellows and LIFE Scholarship awards? Yes No - No.

Proposed Date of Implementation: Fall 2021

CIP Code: 52.0201

Current delivery site(s) and modes: Sites: Winthrop University

Modes: 1) Online – MBA with no concentration and the following concentrations: marketing, strategic leadership, and sports marketing and revenue generation. 2) Traditional on-campus – MBA with no concentration and the following concentrations: finance, human resource management, software project management and international business

Proposed delivery site(s) and modes: Winthrop University

Modes: 1) Online – MBA with no concentration and the following concentrations: marketing, strategic leadership, and sports marketing and revenue generation. 2) Traditional on-campus/Hybrid – MBA with no concentration and the following concentrations: finance and human resource management.

Program Contact Information (name, title, telephone number, and email address):

PN Saksena Dean 803-323-4826 [email protected]

Institutional Approvals and Dates of Approval:

Graduate Revision Task Force – Jan. 23, 2020 College of Business Faculty Assembly – March 6, 2020 College of Business Administration Dean – March 12, 2020 Graduate Council – April 7, 2020 Graduate Faculty Assembly – April 17, 2020 Provost – September 18, 2020 President – September 29, 2020

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Background Information

Provide a detailed description of the proposed modification, including target audience, centrality to institutional mission, and relation to strategic plan.

The redesign of the Winthrop MBA program had several goals: to reduce the number of credit hours to match competing programs in the region, to reduce the number of prerequisite courses in the program to allow students to proceed through the program more quickly, and to integrate more cutting-edge content into the program by introducing data analytics and data management, which are reflected in both regional and national trends for colleges of business. The core of the program is reduced to 27 credit hours, with a 3 credit hour elective class, which may be combined with 6 additional hours to earn an optional concentration. Students who do not want to complete a concentration will complete 30 credit hours. Those opting for a concentration will complete 36 credit hours. There are three 9 credit hour threads comprising the 27 credit hour core, completion of which will earn a student three 9 credit hour micro-certificates: Leadership in Organizations, Business Analytics, and Financial Analysis. Students choosing to complete a concentration will also earn a six-hour micro-certificate in either Finance, Human Resource Management, Marketing, Strategic Leadership, or Sport Marketing & Revenue Generation. Awarding micro-certificates in addition to the degree will improve the marketability of graduating students through stackable credentials. The target audience is business professionals who want to advance in their careers.

The changes are central to Winthrop University’s mission because it delivers a more competitive program, which improves the educational quality of the program to the benefit of students, enriching the state of South Carolina.

The changes reflect the College of Business Administration’s strategic plan because they promote student success with program innovations that better meet the needs of regional employers, thereby increasing graduate student enrollment.

In addition, the changes reduce the program’s instructional costs by allowing us to deliver an innovative MBA curriculum with fewer courses and fewer faculty resources.

Assessment of Need

Provide an assessment of the need for the program modification for the institution, the state, the region, and beyond, if applicable.

We collected market research information from both Wiley and Sons Educational Services (our online education partner) and our accreditation agency (AACSB.) That information shows that the market for traditional MBA programs is declining, while the need for employees trained in analytics and programming is growing. Nationally, programs incorporating analytics and programming into their MBA programs are experiencing growth. Such information is supported with our external and internal assessment data. External employer surveys show that the quantitative skills of our program’s graduates lags behind that of other MBA-trained employees. Internally, our program-level assessment results for quantitative methods and information system ability show decline in recent years. We believe that strengthening our students quantitative and information systems training through the introduction of analytics and computer science courses will promote enrollment and build higher-level professional competencies.

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Next, the shortening of our MBA program is encouraged by our online program partner – Wiley. Wiley shared market research that suggests our enrollment will increase because there is a large demand for programs as short as 30 credit hours. Decreasing the minimum level of credit hours to 30, and to 36 hours for students opting to complete a concentration, will enable our programs to increase enrollment.

Employer surveys and the College’s Business Advisory Council requested that the program increase analytics content and provide stackable credentials.

Transfer and Articulation Identify any special articulation agreements for the modified proposed program. Provide the articulation agreement or Memorandum of Agreement/Understanding.

There are no such agreements that would be affected.

Description of the Program

Projected Enrollment

Year Fall Headcount Spring Headcount Summer Headcount New Total New Total New Total 2021 84 172 25 172 15 172 2022 87 189 28 189 17 189 2023 90 209 31 209 19 209 2024 94 233 34 233 21 233 2025 98 243 37 243 22 243

Explain how the enrollment projections were calculated.

In fall 2020, approximately 158 students were enrolled in the MBA degree program, an increase of 30 over the previous year. This was due to the growth of an online program that began in fall 2018. In fall 2020, the online program has about 70 students and the campus-based program has about 88 students. The College’s online partner, Wiley, estimates that online enrollment will continue to increase by about 20% per year over the next five years until we reach 150 online students. This is a total that Wiley advises is the program’s potential. We estimate that our campus-based program’s enrollment will stabilize at about 63 students. This seems reasonable in light of the rapid growth of the Charlotte market and the fact that this program had 251 students enrolled in fall 2012. Another 25 students are assured by contract with the city government of Liuzhou China. The numbers in the table above reflect an assumption that all growth in enrollment occurs each fall. This table is constructed assuming that approximately 50% of new/incremental enrollment occurs in fall, with approximately 30% in spring and 20% in summer. Keep in mind that there is continuous graduation and that new students both replace graduating students in the program and also represent new growth.

2021 incremental enrollment is 14, 2022, incremental enrollment is 17 above 2021, 2023 incremental enrollment is 20 above 2022, 2024 incremental enrollment is 24 above 2023, and 2025 incremental is 10 above 2024. The 2025 incremental enrollment is lower than other years because the online program

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ACAP, November 19, 2020 3.f reaches its projected potential of 150, with another 63 in the campus-based program and 25 from Liuzhou China, for a total of 243. Revenues are based on these incremental enrollments from year to year.

The students from the Lizhou agreement must successfully complete a 6 month intensive English program before applying for admission to the MBA program. This program is completed in lieu of a required TOEFL score.

Curriculum

Attach a curriculum sheet identifying the courses required for the program.

Curriculum Changes Courses Eliminated from Program Courses Added to Program Core Courses Modified MGMT 682 – Organizational BADM 571 – Applied Analytics and ACCT 680 – Accounting for Behavior/Organizational Data Visualization Managers Development MGMT 683 – Sustainable CSCI 685 – Data Management ECON 680 – Managerial Economics Operations CSCI 670 (prerequisite) – BADM 561 (concentration) – MGMT 680 – Leadership and Computer Science Electronic Commerce for Managers Organizational Behavior MGMT 684 – Strategic and International Issues in Management MKTG 680 – Marketing Management QMTH 680 – Statistical Methods and Business Research

In addition to the courses listed, there are a number of prerequisite courses that students must satisfy. Since this program is primarily designed for those graduating from an undergraduate business program, about a third of entering students will be required to take prerequisite courses. Prerequisite courses cover the following topics: accounting, economics, and finance.

The required MBA program includes the following courses: Semester Required Program Hours ACCT 680 Accounting for Managers 3 MGMT 680 Organizational Leadership & Communications 3 QMTH 680 Statistical Methods and Business Research 3 MGMT 684 Strategic and International Issues in Management 3 FINC 680 Financial Policy Management 3 MKTG 680 Marketing Management 3 ECON 680 Managerial Economics 3 CSCI 685 Data Management 3 BADM 571 Applied Analytics and Data Visualization 3

One Elective from the following: FINC 512, MGMT 522,

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MKTG 581, MGMT 675, MKTG 677, or BADM 694 3

Total Semester Hours 30

Concentrations:

Finance FINC512 for the elective and: FINC 519 Security Analysis and Portfolio Management 3 FINC 681 Advanced Financial Management 3

Marketing MKTG581 for the elective and: BADM 561 Electronic Commerce for Managers 3 MKTG 681 Strategic Marketing Seminar 3

Human Resource Management MGMT522 for the elective and: MGMT 524 Employment Law 3 MGMT 622 Advanced HRM and Labor Relations 3

Sports Marketing and Revenue Generation MKTG677 as the elective and: MKTG 676 Development and Sales in Sport 3 BADM 561 Electronic Commerce for Managers 3

Strategic Leadership MGMT675 as the elective and: MGMT 622 Adv. Human Resource Management and Labor Relations 3 BADM 633 International Business Culture 3

Total Semester Hours (with concentration) 36

New Courses List and provide course descriptions for new courses.

Some required courses listed above are new to this program, but already existed. The one that follows was newly created to support the revised program.

CSCI 685: Data Management: Catalog Description: This course introduces students to concepts used in the field of data management (quality, policy, and storage methods). Students will extract and manipulate data. The course will also include foundational concepts of data security.

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Similar Programs in South Carolina offered by Public and Independent Institutions Identify the similar programs offered and describe the similarities and differences for each program.

Total Program Name and Credit Designation Hours Institution Similarities Differences Both programs have core Clemson retains an operations classes containing management class and an communications, leadership, organization behavior class, which statistics, economics, Winthrop is eliminating. Winthrop accounting, finance, marketing, is adding an analytics class and a MBA 49 Clemson and strategic management. computer science class. USC Columbia retains an operations management class, which Winthrop is eliminating. USC Columbia has an advanced Both programs have core statistics class which Winthrop classes containing accounting, lacks. Last, Winthrop is adding an statistics, leadership, analytics class and a computer University of South economics, finance, marketing, science class, which USC MBA 41 Carolina - Columbia and strategic management. Columbia lacks. Both programs have core classes containing communications, leadership, statistics, economics, accounting, finance, marketing, and strategic management. Winthrop’s new computer The Citadel has an innovation science class is similar to The class and a consulting class that Citadel’s information technology Winthrop lacks. Winthrop is MBA 36 The Citadel management course. adding an analytics class. Both programs have core Coastal Carolina retains an classes containing leadership, operations management class, MBA 30 Coastal Carolina statistics, economics, finance, which Winthrop is eliminating.

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marketing, and strategic Coastal Carolina has a law class, management. which Winthrop lacks. Winthrop currently has a quantitative methods class and an accounting class, which Coastal Carolina lacks. Last, Winthrop is adding an analytics class and a computer science class, which Coastal Carolina does not have. College of Charleston retains an operations management class, which Winthrop is eliminating. College of Charleston has a law and an innovation class, which Winthrop lacks. Winthrop currently has a statistics class, which Both programs have core College of Charleston lacks. Last, classes containing accounting, Winthrop is adding an analytics leadership, economics, finance, class and a computer science marketing, global, and a strategy class, which College of Charleston MBA 36 College of Charleston capstone. does not have. Francis Marion retains an operations management class, which Winthrop is eliminating. Winthrop currently has a quantitative methods class, which Francis Marion lacks. Winthrop is Both programs have core adding an analytics class and a classes containing accounting, computer science class, which statistics leadership, economics, Francis Marion already has. Last, finance, marketing, and strategic Francis Marion does not have MBA 30 Francis Marion management. concentrations. Both programs have core South Carolina State has a classes containing accounting, management information systems leadership, statistics, class that Winthrop lacks. MBA 30 South Carolina State economics, finance, marketing, Winthrop is adding an analytics

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global, and strategic class and a computer science management. class, which South Carolina State lacks. Both programs have core classes containing accounting, USC Aiken has a law class that leadership, statistics, Winthrop lacks. Winthrop is economics, finance, marketing, adding an analytics class and a global, and strategic computer science class, which management. USC Aiken lacks. University of South MBA 30 Carolina – Aiken Both programs have core Anderson has a human resource classes containing accounting, management class that Winthrop leadership, statistics, lacks. Winthrop is adding an economics, finance, marketing, analytics class and a computer global, and strategic science class, which Anderson MBA 36 Anderson University management. lacks. Claflin has a management information systems class that Both programs have core Winthrop lacks. Claflin has an classes containing accounting, operations management class that leadership, statistics, Winthrop is eliminating. Winthrop economics, finance, marketing, is adding an analytics class and a global, and strategic computer science class, which MBA 36 Claflin University management. Claflin lacks. Both programs have core classes containing accounting, leadership, statistics, ethics, economics, finance, marketing, Winthrop is adding a computer global, analytics, and strategic science class, which Charleston MBA 30 Charleston Southern management. Southern lacks. Both programs have core Columbia College has a core classes containing accounting, management information systems leadership, ethics, economics, class, a communications class, marketing, global, analytics, and and a human resource class that MBA 36 Columbia College strategic management. Winthrop lacks. Winthrop is

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adding a computer science class, which Columbia College lacks. Winthrop also has classes in statistics and finance that Columbia College lacks. Lander retains an operations management clas, which Winthrop is eliminating. Lander also has classes in logistics, quality innovation, management information systems and human resources that Winthrop lacks. Winthrop currently has accounting, marketing, economics, leadership, finance and strategy classes which Lander lacks. Last, Winthrop is adding a Both programs have core computer science class, which classes containing statistics and Lander already has. Last, Lander MS in Management 30 Lander University analytics. does not have concentrations. Both programs have core Winthrop has classes in classes containing leadership, accounting, global, statistics, and ethics, economics, marketing, strategy, which North Greenville and strategic management. lacks. North Greenville has Winthrop is adding an analytics classes in entrepreneurship and class that North Greenville human resource management, MBA 36 North Greenville College already has. which Winthrop lacks. Both programs have core classes containing leadership, Southern Wesleyan has a class in ethics, economics, finance, human resource management that accounting, and strategic Winthrop lacks. Winthrop has a management. Winthrop is marketing class and is adding a Southern Wesleyan adding an analytics class that computer science class, which MBA 36 University Southern Wesleyan already has. Southern Wesleyan lacks. Both programs have core Winthrop has an accounting class MBA 48 South University classes containing leadership, that South University lacks. South

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statistics, economics, finance, University has a law class and an marketing, global, and strategic entrepreneurship class that management. Winthrop lacks. South University has an operations management class that Winthrop is eliminating. Winthrop is adding an analytics class and a computer science class, which South University lacks.

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Faculty

State whether new faculty, staff or administrative personnel are needed to implement the program modification; if so, discuss the plan and timeline for hiring the personnel. Provide a brief explanation of any personnel reassignment as a result of the proposed program modification.

The program will require fewer faculty because of the credit hour reduction and can be serviced with the skill sets of current faculty. No new faculty, administrators, or staff will be required. No personnel reassignment will be required. In fact, the reduction in credit hours necessary to graduate may reduce the need for faculty resources.

The new computer science class will require the staffing of one class from faculty managing the college’s computer science degree. No new faculty resources will be necessary to staff the new data management class in the MBA program. Otherwise, existing faculty will be retrained as necessary to cover classes new to them.

Resources

Identify new library, instructional equipment and facilities needed to support the modified program. Library Resources: No changes in services will be required. Equipment: No changes in equipment will be required. Facilities: No changes in facilities will be required.

Impact on Existing Programs Will the proposed program impact existing degree programs or services at the institution (e.g., course offerings or enrollment)? If yes, explain Yes No - No.

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Financial Support Estimated Sources of Financing for the New Costs Category 1st 2nd 3rd 4th 5th Total Tuition Funding $1,530,816 $1,585,488 $1,640,160 $1,713,056 $1,785,952 $8,255,472 Program-Specific Fees 0 0 0 0 0 0 Special State 0 0 0 0 0 0 Appropriation Reallocation of Existing 0 0 0 0 0 0 Funds Federal, Grant, or Other 0 0 0 0 0 0 Funding Total $1,530,816 $1,585,488 $1,640,160 $1,713,056 $1,785,952 $8,255,472 Estimated New Costs by Year Category 1st 2nd 3rd 4th 5th Total Program Administration 0 0 0 0 0 0 and Faculty and Staff Salaries University Overhead $612,326 $634,195 $656,064 $685,222 $714,381 $3,302,445 @ 40% of Tuition Funding Facilities, Equipment, 0 0 0 0 0 0 Supplies, and Materials 0 0 0 0 0 0 Library Resources Other (specify) 0 0 0 0 0 0 Total $612,326 $634,195 $656,064 $685,222 $714,381 $3,302,445 Net Total (i.e., Sources $918,490 $951,293 $984,096 $1,027,834 $1,071,571 $4,953,297 of Financing Minus Estimated New Costs)

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ACAP, November 19, 2020 3.f Budget Justification Provide a brief explanation for all new costs and sources of financing identified in the Financial Support table.

The assumption is that students will complete the degree in one year. The revenue per additional student is computed as the full-time semester rate for two semesters and 9 credit hours in summer at the hourly tuition rate. At present, the semester tuition rate for graduate students in this program is $7,659 and the hourly tuition rate for summer semester is $451. So, tuition funding per additional student is $7,659 x 2 semesters plus $451 x 6 credit hours: ($7,659 x 2) + ($451 x 6) = $18,024. We are assuming that all students will be residents of the state of South Carolina. Please keep in mind that the revenues and costs listed above represent the entire 30 credit hour MBA-ACCT program. The revenues and costs listed in the two certificate programs also under review are a portion of the revenues and costs listed above, not in addition to them.

There will be no new costs for this program other than allocating a portion of revenue to university overhead. Otherwise, the program will be delivered within existing resources.

No new faculty will be required. Existing faculty are upgrading skills to cover new courses.

Evaluation and Assessment

Program Objectives Student Learning Outcomes Methods of Assessment Aligned to Program Objectives High quality program AACSB accreditation and measures of faculty quality such as credentialing status and the possession of terminal degrees Graduates finding satisfactory Alumni satisfaction surveys employment in their fields after graduation Increasing enrollment by 1% per Enrollment data collected in fall year semester each year Problem-solving ability Assessment test results Critical thinking ability Assessed with the use of a rubric for assigned papers Ethics knowledge and application Assessment test results Oral communications ability Assessed with the use of a rubric for assigned presentations Written communications ability Assessed with the use of a rubric for assigned papers Leadership knowledge and Assessment test results and peer application evaluation for group projects Strategic thinking ability Assessment test results

Assessment Overview

Winthrop University executes an outcome-based programmatic assessment effort that allows for continuous improvement of academic programs, to include student learning outcomes. Part of a cyclical process, these assessment efforts are designed to determine the extent to which identified outcomes 15

ACAP, November 19, 2020 3.f are met and findings used for continuous improvement efforts. The process of identifying outcomes, collecting and analyzing data, and using results for improvement of the academic programs support the assessment of the University’s overall institutional effectiveness. The institution functions on the premise that assessment of academic programs maintains and strengthens the programs, while allowing the institution to achieve its stated outcomes.

Two goals of The Winthrop Plan, the University’s strategic plan, are supported by the assessment of academic programs; specifically to “support inclusive excellence by expanding our impact on students” and to “continually enhance the quality of the Winthrop experience for all students.” The process of student learning assessment, although focused at the program level, is informed by University structures and expectations.

Outcomes of individual academic programs are assessed through three major processes: (1) student learning outcomes assessment, focusing on what students know, think, and can do as a result of completing a program; (2) academic program review, a comprehensive evaluation of all areas of an academic program, including curriculum, faculty, students, and resources; and (3) professional accreditation review for specific disciplines. Assessment findings inform programmatic decisions, document student achievement, and improve the quality of learning for all students. The academic review system focuses on developing an institutional culture, with continual improvement at the core of assessment work.

Student Learning Outcome Assessment

Each academic program, within Winthrop University’s four degree-granting colleges, is required to implement an annual assessment plan that clearly articulates student learning outcomes and program outcomes, identifies appropriate methodology, measures the extent to which students achieve the outcomes, analyzes the findings, and uses the results to make curricular and programmatic enhancements or adjustments.

Will any the proposed modification impact the way the program is evaluated and assessed? If yes, explain. Yes No - No.

Will the proposed modification affect or result in program-specific accreditation? If yes, explain; and, if the modification will result in the program seeking program-specific accreditation, provide the institution’s plans to seek accreditation, including the expected timeline. Yes No - No. The program already has AACSB accreditation.

Will the proposed modification affect or lead to licensure or certification? If yes, identify the licensure or certification. Yes No - No.

Explain how the program will prepare students for this licensure or certification.

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If the program is an Educator Preparation Program, does the proposed certification area require national recognition from a Specialized Professional Association (SPA)? If yes, describe the institution’s plans to seek national recognition, including the expected timeline. Yes No

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