Emporia State University Program Review – Reporting Year 2021

Program CIP Degree Level Recommendation* Notes** Computer Science 11.0101 B Continue Information Technology 11.0103 M Program is being relaunched as an Accelerated Online Program; will Additional Review monitor enrollment Informatics 11.0104 M Program was revised and reintroduced; will Additional Review monitor enrollment Information Systems 11.0401 B Continue Business/Business Education 13.1303 B, M Already Discontinue discontinued Library Science/Info Mgmt 25.0101 M, D Continue Business Administration 52.0201 B, M Continue Accounting 52.0301 B, M Continue Management 52.1001 B Continue Business Data Analytics 52.1301 B Program is fairly new; will monitor Additional Review enrollment Marketing 52.1401 B Continue

M= Masters; B=Bachelors; D= Doctorate

Highlighted degree level indicates this program is also a part of the University’s Strategic Program Alignment Report on Low-Enrollment Programs. You do not need to include those programs in this report.

*Recommendation options are: Continue, Additional Review, Enhance, Discontinue

**Notes are only required for programs that have a Recommendation other than “Continue”

The Notes field should contain information on Academic Support Program, etc., as well as information on programs with designation other than “Continue.” EMPORIA STATE UNIVERSITY INSTITUTIONAL OVERVIEW

Program Review Process

At Emporia State University, administrative units have the responsibility to organize program review efforts in a manner that best suits their environment and the nature of the program being reviewed. It is considered essential that all faculty connected to the program participate fully and actively in the program review process. While some departments appoint individual faculty and/or committees to process data associated with the review, reports are provided to the faculty as a whole for discussion, reflection, and decision making.

Required Components of Program Review

The information gathered for program review is meant to be helpful, informative, and instructive. It is a vehicle to change, improve, and enhance programs. While the review includes statistical and quantifiable information, qualitative and ‘value added’ information is equally important. Review components have been provided below, along with required and suggested elements within each component.

1. Centrality of the program to fulfilling the mission and role of the institution.

• Alignment with ESU mission • Support of ESU strategic plan • Support of Regents strategic plan • Distinctiveness

2. The quality of the program as assessed by the strengths, productivity, and qualifications of the faculty.

• Effective teaching, including the use of appropriate technology • Research and creative activity • Service contributions • Honors/awards

3. The quality of the program as assessed by its curriculum and impact on students.

• Program learning goals and outcomes assessment • High-impact learning opportunities • Student achievement (research and creative activity, leadership, honors/awards) • Specialized accreditation and other external evaluation • Student feedback

4. Demonstrated student need and employer demand for the program.

• Success in meeting Regents minima (required element; see KHEDS Minima Report)

2 • Graduates’ employment and advanced study • Alumni and employer surveys • Disciplinary employment trends

5. The service the program provides to the discipline, the university, and beyond.

• Support of general education and other majors • Contributions to campus and community life • Collaboration with external partners • Advancement of the discipline • Impact on Kansans’ quality of life

6. The program’s cost effectiveness.

• Cost of instruction (required element; see Program Review Indicators for cost per credit hour and cost per FTE student) • External funding

Use of Data

The program review process at the departmental level requires gathering quantitative and qualitative program information. Both types of data assist units to reflect upon the quality of the program and lend validity to the self-evaluation and resulting recommendations. Budget and financial information is provided by Fiscal Affairs. The Office of Institutional Effectiveness compiles quantitative data related to numbers of majors, credit hour production, productivity per full time/part-time FTE, etc. Surveys of recent graduates, current students, and employers provide qualitative data. For some programs, qualitative data may also include numbers of students who matriculate into graduate programs of study.

Once data are collected, faculty, staff, and administrators engage in serious and ongoing dialogue both formally (department meetings) and informally (hallway discussions, over coffee, etc.) about the implications of the data. Department chairs provide written summaries, including recommendations for each program of study, to the respective school/college dean and to the provost.

Significant Changes and Recommendations

Most programs reviewed during this cycle have shown to be productive and cost-effective, and require no action at this time. Significant changes and recommendations resulting from this review are as follows:

The Master of Science in Business Education program has already been discontinued.

The Master of Science in Information Technology program is being relaunched as an Accelerated Online Program, and should undergo additional review to ensure that it achieves adequate enrollments.

3 EMPORIA STATE UNIVERSITY SUMMARY ASSESSMENTS AND RECOMMENDATIONS

11.0101 BS in Computer Science

Centrality of the program to fulfilling the mission and role of the institution. The mission of Emporia State University, “preparing students for lifelong learning, rewarding careers, and adaptive leadership,” is consistent with the aims of the computer science program. Housed within the School of Business, computer science majors are prepared to successfully launch careers in a field that is growing and dynamic. These graduates are given strong fundamentals that allow them to take on a variety of assignments. The computer science program supports, to some degree, all five of the Emporia State strategic plan goals. It is particularly in line with GOAL 3, “Enhance the competitive role of Kansas by enrolling, retaining, and graduating students ready for life and career.” It is well documented that Kansas lacks sufficient home-grown talent to fill jobs requiring education in the STEM fields (computer science is in STEM). More talent available to Kansas businesses creates a more competitive Kansas. A strong case can be made that the computer science program supports each of the Regents’ three strategic pillars. However, the program is most central to the second pillar because it creates a much-needed talent pipeline to Kansas’ businesses, as computer science graduates are among the most sought-after degrees holders and are in short supply to businesses in Kansas.

The quality of the program as assessed by the strengths, productivity, and qualifications of the faculty. Each faculty member teaching in the computer science program holds a PhD in the field or a master’s degree and several years as a practitioner. Plus, all current tenure track faculty have some years of experience as a practitioner in addition to their academic credentials. This is helpful to our students who have practical, workplace careers in mind. Faculty in the computer science program increase their teaching effectiveness by availing themselves of classroom instructional technology available to all faculty in the School of Business. Each classroom where the program is taught has projection ability to share internet and presentation materials, simultaneous Zoom capability, and lecture capture of all class lectures. The use of Canvas as our course management system allows students to have full access to faculty members’ lectures, notes, grades, and other class communications. This is one reason we can quickly pivot to remote learning should conditions require it. Tenure track faculty in the Department of Accounting, Information Systems, and Finance averaged 2.75 peer reviewed journal articles (PRJ’S) in the five-year period ending 2019 versus our AACSB goal of 2 PRJ’s.

The quality of the program as assessed by its curriculum and impact on students. Five program learning goals for the computer science program are assessed annually by our Student Learning Committee. All 17 faculty in the AISF Department combined to produce 2,075 student high impact learning experiences in calendar year 2020. Significantly, a team of Emporia State computer science students won the first-ever Kansas Collegiate Case Competition powered by Cerner. The cases focused on developing a resourcing strategy to meet the needs of Cerner’s global client base. Each team was given a real-world business challenge designed for students to explore and develop their abilities to create innovative solutions. These students

4 competed against teams from Fort Hays State University, Kansas State University, Pittsburg State University, and the University of Kansas. Faculty sponsor Dr. Sajed Rahman summed it up best: “We want our students to come out of the classroom as good problem solvers. This achievement confirms that.” Students in this program have opportunities for internships, industry visits, and membership in business-based student honors clubs such as Beta Gamma Sigma and Beta Alpha Psi, and in specialty and service clubs such as the IT Club and Phi Beta Lambda.

Demonstrated student need and employer demand for the program. The computer science program meets the Regents’ minima with an average of 31.2 upper division majors, but is just below the minima for graduating majors at 9.2. We believe that we will reach that minima as our graduation rate has been increasing over the last three years. Computer science graduates have a 100% positive career outcomes rate (employed or in graduate school based on a knowledge rate minimum of 60% for 2018-19). All areas in the School of Business face strong employment trends. We see particular strengths in the technology area, led by demand for computer science majors. Job demand for occupations available to computer science majors is expected to increase by over 11% (projections based on multiple information sources compiled by ESU Career Services).

The service the program provides to the discipline, the university, and beyond. Computer science is housed in the Department of Accounting, Information Systems, and Finance (AISF) within the School of Business. The AISF Department contributes IS 110/113 to support the general education curriculum and the business degree core. Various faculty members support campus life by serving on university and School of Business committees and by serving as sponsors for student organizations. The Emporia community benefits from the service of our faculty members on committees and boards of the Chamber of Commerce and Emporia Main Street.

The program’s cost effectiveness. The Office of Institutional Effectiveness reports a 4-year average cost (FY 2016-FY 2019) of $252 per credit hour and $3632 per FTE student for the Department of Accounting, Information Systems, and Finance. These averages are relatively high for ESU, due primarily to higher faculty salaries in these disciplines. In 2019 the School of Business awarded $252,288 in scholarships from endowments and gifts raised for the school.

Recommendation: Continue the program.

11.103 MS in Information Technology

5 These graduates are given strong fundamentals that allow them to take on a variety of assignments. The MSIT program supports, to some degree, all five of the Emporia State strategic plan goals. It is particularly in line with GOAL 3, “Enhance the competitive role of Kansas by enrolling, retaining, and graduating students ready for life and career.” It is well documented that Kansas lacks sufficient home-grown talent to fill jobs requiring education in the STEM fields (the MSIT is a STEM degree). More talent available to Kansas businesses creates a more competitive Kansas. A strong case can be made that the MSIT program supports each of the Regents’ three strategic pillars. However, the program is most central to the second pillar because it creates a much-needed talent pipeline to Kansas’ businesses, as STEM graduates available to Kansas’ business and industry are in short supply. As such, students graduating with a Master of Science in Information Technology are among the most sought-after degrees holders in Kansas (and the US) and help fill a much-discussed gap for businesses in Kansas.

The quality of the program as assessed by the strengths, productivity, and qualifications of the faculty. Each faculty member teaching in the MSIT program holds a PhD in the field. Plus, all current tenure track faculty have some years of experience as a practitioner in addition to their academic credentials. This is helpful to our students who have practical, workplace careers in mind. Faculty in the MSIT program increase their teaching effectiveness by availing themselves of classroom instructional technology available to all faculty in the School of Business. Each classroom where the program is taught has projection ability to share internet and presentation materials, simultaneous Zoom capability, and lecture capture of all class lectures. The use of Canvas as our course management system allows students to have full access to faculty members’ lectures, notes, grades, and other class communications. This is one reason we can pivot quickly to remote learning, if conditions require it. Tenure track faculty in the Department of Accounting, Information Systems, and Finance averaged 2.75 peer review journal articles (PRJ’S) in the five-year period ending 2019 versus our AACSB goal of 2 PRJ’s.

The quality of the program as assessed by its curriculum and impact on students. The MSIT is accredited by AACSB, the world’s most highly esteemed business accreditor. AACSB accreditation is held by less than 5% of the world’s business schools. Assurance of learning and assessment are key requirements of this accreditation. As such, the five learning goals for the MSIT program are assessed by faculty in the program and overseen by a wider School of Business faculty committee. This program is evaluated every five years by three outside reviewers (business deans from peer schools) who visit the school, and by structured committee reviewers who oversee the work of the peer review teams. Students in this program have opportunities for internships, industry visits, and membership in business-based student honors clubs such as Beta Gamma Sigma and Beta Alpha Psi, and in specialty and service clubs such as the IT Club and Phi Beta Lambda.

Demonstrated student need and employer demand for the program. The MSIT program is new, having begun in 2019. It does not yet meet the Regents’ minima and has experienced a slow start. We use this program to reach international students wishing to enroll in an AACSB-accredited program that is part of the STEM field. The pandemic has blunted some of these efforts. However, our spring 2021 enrollment of international students includes 7 new MSIT degree seekers and 15 total students. In addition, the MSIT is being

6 relaunched in 2021 as an Accelerated Online Program, offered as a part of our collaboration with Academic Partnerships, Ltd. Academic Partnerships projects enrollment in the 75- to 100- student range within the next two years. All areas in the School of Business face strong employment trends. We see particular strengths in the technology area, led by demand for students with technology and management skills. Job demand for occupations available to MSIT graduates is expected to increase by nearly 12% (projections based on multiple information sources compiled by ESU Career Services).

The service the program provides to the discipline, the university, and beyond. The Master of Science in Information Technology is housed in the Department of Accounting, Information Systems, and Finance (AISF) within the School of Business. The AISF Department contributes IS 110/113 to support the general education curriculum and the business degree core. All of our MSIT graduate faculty teach in the undergraduate programs as well. Various faculty members support campus life by serving on university and School of Business committees and by serving as sponsors for student organizations. The Emporia community benefits from the service of our faculty members on committees and boards of the Chamber of Commerce and Emporia Main Street.

Recommendation: Additional review. We will need to monitor the MSIT after its relaunch as an Accelerated Online Program to ensure that it achieves adequate enrollments.

11.0104 MS in Informatics

Centrality of the program to fulfilling the mission and role of the institution. Emporia State University’s mission is “Preparing students for lifelong learning, rewarding careers, and adaptive leadership.” Consistent with that mission, students who graduate with a Master of Science degree in Informatics are qualified for a range of careers in military, business, not-for-profit, public, legal, and other sectors. The program “enhances the competitive role of Kansas” (ESU Strategic Plan Goal 3) by preparing and graduating students for life and careers in highly selective high-demand fields such as quantitative economics, geoinformatics, and political science. The program contributes to the pursuit of “distinctive initiatives in curricula and programs” (ESU Strategic Plan Goal 1) through its interdisciplinarity and curricular flexibility. Courses are taught by highly qualified faculty from the College of Liberal Arts and Sciences and the School of Library and Information Management.

The quality of the program as assessed by the strengths, productivity, and qualifications of the faculty.

7 The program’s core faculty members are trained in the use of state-of-the-art computer programs such as GIS, ArcGIS and ERDAS Imagine, R, SAS, JMP, SPSS, MATLAB, Mathematica, Statistica, Minitab, StatCrunch, Python, Stata, and QGIS. They have published a significant number of peer-reviewed studies in politics, geospatial analysis, and econometrics. One faculty member has been invited to be part of the Federal Reserve Bank’s Women in Economics Symposium 2021.

The quality of the program as assessed by its curriculum and impact on students. The MS in Informatics was transferred from the School of Library & Information Management to the Department of Interdisciplinary Studies in Fall 2018. That transfer involved a complete revision, replacing the existing Nursing Informatics curriculum with two concentrations in Geoinformatics and Quantitative Economics. A third concentration in Political Science has just been added. For the past two years, the department chair and the core faculty have concentrated their efforts on recruiting students and on developing assessment strategies. In addition, we are exploring the feasibility of establishing an advisory board composed of professionals, students, alumni, and experts in the field of informatics who will regularly convene to assist in areas such as identifying internship and employment opportunities for our students, providing recommendations for curricular updates and revisions, and offering seminars for faculty and students. Consistent with industry standards, the high-powered R programming language is utilized in courses and projects; moreover, Python programming, Microsoft Access, Microsoft Excel, and others are featured. Students are actively applying what they learn in the program in their current professional-level jobs and through higher-level internships (e.g., Kansas Bank Commissioner, Evergy, LoudLight, and others).

Demonstrated student need and employer demand for the program. The MS in Informatics in its present form is essentially a new program, with a revised curriculum and a different departmental home. The program is beginning to find its audience, with its first graduate in Summer 2020 and 16 students enrolled Spring 2021. Current students in the program seek to expand their skills in data analytics, information acquisition and management, and research techniques. Official projections of job growth in informatics tend to be based on data from fields such as computer science, health informatics, and econometrics. Jobs in informatics are projected to grow between 8 and 14 percent from 2019 to 2029, particularly for master's degree or Ph.D. graduates. https://www.bls.gov/ooh/life-physical-and- social-science/economists.htm?view_full The department will be working closely with the ESU Alumni Association to survey the career and employment patterns of graduates as they enter the workforce.

The service the program provides to the discipline, the university, and beyond. The Informatics program provides opportunities for baccalaureate degree holders to earn a master’s degree in one of the growing areas of employment across the country. Graduate students gain invaluable experience by working and training with faculty on research projects. Graduate students serve as role models for undergraduate students and provide them with a vision of future careers. As the program grows, it will significantly contribute to the research and development capacity of the State of Kansas through innovation, discovery, and the production of highly qualified experts in informatics.

The program’s cost effectiveness. The Office of Institutional Effectiveness reports a 4-year average cost (FY 2016-FY 2019) of $79 per credit hour and $1223 per FTE student for the Department of Interdisciplinary Studies. These averages are relatively low for ESU, due to the fact that interdisciplinary programs have few instructional costs of their own. Informatics is one of ESU’s most cost-effective programs.

Recommendation: Additional review. Enrollment in the MS in Informatics has increased since its transfer and revision (currently 16), but we will need to monitor the program to ensure continued momentum.

11.0401 BSB in Information Systems

Centrality of the program to fulfilling the mission and role of the institution. The mission of Emporia State University, “preparing students for lifelong learning, rewarding careers, and adaptive leadership,” is consistent with the aims of the information systems (IS) program. Housed within the School of Business, this program prepares graduates to successfully launch a technology or technology management career in a field that is growing and dynamic. These graduates are given strong fundamentals that allow them to take on a variety of assignments. The IS program supports, to some degree, all five of the Emporia State strategic plan goals. It is particularly in line with GOAL 3, “Enhance the competitive role of Kansas by enrolling, retaining, and graduating students ready for life and career.” It is well documented that Kansas lacks sufficient home-grown talent to fill jobs requiring education in the STEM- related fields. More talent available to Kansas businesses creates a more competitive Kansas. A strong case can be made that the IS program supports each of the Regents’ three strategic pillars. However, the program is most central to the second pillar because it creates a much-needed talent pipeline to Kansas’ businesses, as these graduates available to Kansas’ business and industry are in short supply. As such, students graduating from the IS program are among the most sought-after degrees holders in Kansas (and the US) and help fill a much-discussed gap for businesses in Kansas. These students may also earn a Data Security minor from the School of Business.

The quality of the program as assessed by the strengths, productivity, and qualifications of the faculty. Each faculty member teaching in the IS program holds a PhD in the field or a master’s degree and several years as a practitioner. Plus, all current tenure track faculty have some years of industry experience as a practitioner in addition to their academic credentials. This is helpful to our students who have practical workplace careers in mind. Faculty in the IS program increase their teaching effectiveness by availing themselves of classroom instructional technology available to all faculty in the School of Business. Each classroom where the program is taught has projection ability to share internet and presentation materials, simultaneous Zoom capability, and lecture capture of all class lectures. The use of Canvas as our course management system allows students to have full access to faculty members’ lectures, notes, grades, and other class communications. This is one reason we can pivot quickly to remote learning, if conditions require it. Tenure track faculty in the Department of Accounting, Information Systems, and

9 Finance averaged 2.75 peer review journal articles (PRJ’S) in the five-year period ending 2019 versus our AACSB goal of 2 PRJ’s.

The quality of the program as assessed by its curriculum and impact on students. The IS program is accredited by AACSB, the world’s most highly esteemed business accreditor. AACSB accreditation is held by less than 5% of the world’s business schools. Assurance of learning and assessment are key requirements of this accreditation. As such, the four learning goals for the IS program are assessed annually by faculty in the program and overseen by a wider School of Business faculty committee. This program is evaluated every five years by three outside reviewers (business deans from peer schools) who visit the school, and by structured committee reviewers who oversee the work of the peer review teams. Students in this program have opportunities for internships, industry visits, and membership in business-based student honors clubs such as Beta Gamma Sigma, and in specialty and service clubs such as the IT Club and Phi Beta Lambda. All 17 faculty in the AISF Department combined to produce 2,075 student high impact learning experiences in calendar year 2020.

Demonstrated student need and employer demand for the program. The IS program meets the Regents’ minima with averages of 49.6 upper division majors and 21.8 graduates. IS graduates have a 92% positive career outcomes rate (employed or in graduate school based on a knowledge rate minimum of 60% for 2018-19). All areas in the School of Business face strong employment trends. We see particular strengths in the technology area, led by demand for students with technology and management skills. Job demand for occupations available to information systems majors is expected to increase by over 12% (projections based on multiple information sources compiled by ESU Career Services).

The service the program provides to the discipline, the university, and beyond. The IS major is housed in the Department of Accounting, Information Systems, and Finance (AISF) within the School of Business. The AISF Department contributes IS 110/113 to support the general education curriculum and several other courses to support the business degree core. Various faculty members support campus life by serving on university and School of Business committees and by serving as sponsors for student organizations. The Emporia community benefits from the service of our faculty members on committees and boards of the Chamber of Commerce and Emporia Main Street.

The program’s cost effectiveness. The Office of Institutional Effectiveness reports a 4-year average cost (FY 2016-FY 2019) of $252 per credit hour and $3632 per FTE student for the Department of Accounting, Information Systems, and Finance. These averages are relatively high for ESU, due primarily to high faculty salaries in these disciplines. In 2019 the School of Business awarded $252,288 in scholarships from endowments and gifts raised for the school.

Recommendation: Continue the program.

10 13.1303 MS in Business Education

Our MS in Business Education was discontinued in 2018.

25.0101 Master of Library Science, Ph.D. in Library & Information Science

Centrality of the program to fulfilling the mission and role of the institution. ESU’s vision is “changing lives for the common good,” and its mission is “preparing students for lifelong learning, rewarding careers, and adaptive leadership.” The School of Library and Information Management (SLIM) and its graduate programs are well aligned with ESU’s vision and mission. The programs generate professional librarians who serve the common good by meeting peoples’ information needs. Librarians enjoy rewarding careers in which they strive to promote lifelong learning. Their training equips them with the broad skills to be adaptive community leaders with strong adaptability. These programs are distinctive—the only such programs in the state of Kansas.

The quality of the program as assessed by the strengths, productivity, and qualifications of the faculty. All SLIM full-time faculty members have their Ph.D. in Library and Information Science (LIS) or closely related fields. SLIM faculty have been very productive in their research output in recent years in the form of peer-reviewed journal articles and conference presentations. SLIM has been known for its hybrid mode of delivery for decades, making ubiquitous use of advanced technology. Its strength in online teaching proved itself during this COVID-19 pandemic period, when SLIM pivoted from the hybrid mode to the fully online mode without any problem. SLIM faculty members have been active in services on campus and in communities. For example, Dr. Sandra Valenti is serving as the current President of the Faculty at ESU. SLIM faculty have also been recognized nationally for their contributions to our discipline. For example, Dr. Mirah Dow received the American Library Association’s Beta Phi Mu Award in 2019 for her excellence in the preparation of library professionals.

The quality of the program as assessed by its curriculum and impact on students. SLIM has a systematic assessment mechanism for effective learning, with each course carefully assessed for assurance and improvement. SLIM faculty hold a monthly curriculum meeting as a part of this assessment mechanism. SLIM provides many high impact learning opportunities. SLIM faculty have taken students abroad to many different countries to give them global experiences in LIS fields. They also have taken students to national conferences to foster their professional development. Both international and domestic trips are partially funded by SLIM’s endowment. SLIM master’s students have garnered honors and awards at the state and national levels. To name a few, Areli Bermudez-Villarreal (2020, Dick and Donna Crawford Scholarship), Ruth Mahaffy (2019, Sarah Rebecca Reed Scholarship & the LITA/Larew Scholarship), Sara Schoenthaler (2018, Winner of National Library Sharktank Competition), Gloria Acosta (2018, Beta Phi Mu International Sarah R. Reed Scholarship & REFORMA Scholarship), Brandon West (2018, American Library Association Award for Political Activism). SLIM doctoral students participate in faculty research, resulting in co-authored peer- reviewed journal articles and academic conference presentations. Doctoral students have been

11 active in their own research as well. Some recent examples: Hui-Fen Chang (2019) presented “Keeping Library Makerspaces Relevant” at the Mountain Plain Library Association conference. Brady Lund and Ting Wang (2020) published their article “An analysis of spam from predatory publications in library and information science” in the Journal of Scholarly Publishing. SLIM is accredited by the American Library Association. The accreditation process has a 7-year cycle, with the next review in 2023. SLIM gathers data from current students via survey every 2 or 3 years.

Demonstrated student need and employer demand for the program. SLIM’s MLS program successfully meets KBOR’s enrollment minimum, with a 5-year average of 330.4. SLIM’s Ph.D. program also meets KBOR’s minimum, with a 5-year average of 19.2. According to the 2017 survey, 82.5% of graduates (52/63 respondents) indicated that they obtained positions relevant to the degree field within 12 months of degree completion. SLIM Ph.D. graduates have consistently obtained positions in higher education. For example, Dr. Becky Jo Dodge (2019) is Program Director of Radiation Therapy and Senior Lecture of Allied Health at Washburn University’s School of Applied Studies. Dr. Rene Burress (2019) is an assistant professor in the University of Central Missouri’s library science program and received the American Library Association’s Jesse H. Shera Award for Support of Dissertation Research. SLIM gathers data from alumni and employers every 2 or 3 years to assess program performance and plan for the future. U.S. Bureau of Labor Statistics predicts that employment of librarians and library media specialists is projected to grow 5 percent from 2019 to 2029, faster than the average for all occupations.

The service the program provides to the discipline, the university, and beyond. SLIM’s School Media Licensure program, a part of the MLS curriculum, is offered in cooperation with ESU’s Teachers College. SLIM also offers a dual master’s degree and a master’s with Archives Certificate jointly with ESU’s History department. SLIM’s Ph.D. program collaborates with the School of Business and The Teachers College to offer concentrations in informatics, information systems, and instructional design & technology. SLIM has provided numerous continuing education courses and free webinar sessions, open to all in the LIS community. SLIM regularly collaborates with external partners such as Emporia High School, Emporia Public Library, Kansas State Library and Washburn University Libraries by placing graduate assistants with the agencies, sharing the cost. Two out of ten winners of the national I Love My Librarian Awards in 2021 are SLIM’s MLS alumni, and four out of 50 state librarians in the U.S. are SLIM’s MLS alumni. SLIM alumni in libraries throughout Kansas work to improve the quality of life for the people in their communities by providing valuable information services.

The program’s cost effectiveness. The Office of Institutional Effectiveness reports a 4-year average cost (FY 2016-FY 2019) of $293 per credit hour and $3518 per FTE student for the School of Library & Information Management. These averages are relatively high for ESU, but within typical ranges for graduate programs in this discipline. SLIM has been successful in securing external funding in recent years. Dr. Mirah Dow obtained and administered a $496,277 IMLS (Institute of Museum and Library Services) grant from 2015 to 2018 to offer STEM certificates. Dr. Bobbie Bushman was awarded a sub-grant of $83,354 as a part of a larger IMLS grant with her external colleagues in

12 2019. SLIM has also created several new scholarships through successful fundraising efforts in recent years.

Recommendation: Continue the program.

52.0201 BSB and MBA in Business Administration

Centrality of the program to fulfilling the mission and role of the institution. The mission of Emporia State University, “preparing students for lifelong learning, rewarding careers, and adaptive leadership,” is consistent with the aims of the business administration program. Housed within the School of Business, this program offers undergraduate students a broad and flexible curriculum preparing them for quality entry-level professional jobs in their field, where their solid business foundation allows them to more quickly advance. Graduate students are prepared to take management/executive positions within a firm or to run a start-up business. The business administration program supports, to some degree, all five of the Emporia State strategic plan goals. It is particularly in line with GOAL 3, “Enhance the competitive role of Kansas by enrolling, retaining, and graduating students ready for life and career.” It is well documented that Kansas is experiencing a “brain drain” as recent graduates leave the state in pursuit of other opportunities. Growing the state’s enterprises with the help of native Kansans educated in Kansas means more opportunities and a better quality of life for the state’s citizenry. This creates a virtuous cycle for a more competitive Kansas. A strong case can be made that the business administration program supports each of the Regents’ three strategic pillars. However, the program is most central to the second pillar because it creates a much-needed talent pipeline to Kansas’ businesses, as these graduates available to Kansas’ business and industry are in short supply. As such, students graduating from the business administration program are still among the most sought-after degree holders in Kansas.

The quality of the program as assessed by the strengths, productivity, and qualifications of the faculty. Each faculty member teaching in the business administration program holds a PhD in the field or a master’s degree and several years as a practitioner. Most of our current tenure track faculty have some years of industry experience as a practitioner in addition to their academic credentials. This is helpful to our students who have practical workplace careers in mind. Faculty in the business administration program teach in both classroom and online environments. They increase their teaching effectiveness by availing themselves of instructional technology available to all faculty in the School of Business. All online courses must pass a Quality Matters review for effective online learning. Each classroom where the program is taught has projection ability to share internet and presentation materials, simultaneous Zoom capability, and lecture capture of all class lectures. The use of Canvas as our course management system allows students to have full access to faculty members’ lectures, notes, grades, and other class communications. Tenure track faculty in the Department of Business Administration (BUA) averaged 4.8 peer review journal articles (PRJ’S) in the five-year period ending 2019 versus our AACSB goal of 2 PRJ’s.

The quality of the program as assessed by its curriculum and impact on students.

13 The business administration program is accredited by AACSB, the world’s most highly esteemed business accreditor. AACSB accreditation is held by less than 5% of the world’s business schools. Assurance of learning and assessment are key requirements of this accreditation. As such, the business administration program’s learning goals (four each for the BSB and the MBA) are assessed annually by faculty in the program and overseen by a wider School of Business faculty committee. This program is evaluated every five years by three outside reviewers (business deans from peer schools) who visit the school, and by structured committee reviewers who oversee the work of the peer review teams. BSB students have opportunities for internships, industry visits, and membership in business-based student honors clubs such as Beta Gamma Sigma, and in specialty and service clubs such as the Collegiate Entrepreneurs Organization and Phi Beta Lambda. While most MBA students are working professionals studying online, those seeking more vigorous advancement can elect participation in internships, industry visits, Beta Gamma Sigma, and Beta Alpha Psi. All 15 faculty in the BUA Department combined to produce 3,736 student high impact learning experiences in calendar year 2020.

Demonstrated student need and employer demand for the program. The BSB meets the Regents’ minima, averaging 152.6 upper division majors and 56.8 graduates. The MBA also meets those standards, averaging 129 enrollees and 43.6 graduates. Business administration graduates have a 94% positive career outcomes rate (employed based on a knowledge rate minimum of 60% for 2018-19). All areas in the School of Business face strong employment trends. We see continuing strengths in the business administration sector, led by demand for students with strong fundamentals in management and executive development. Job demand is expected to increase by 6% for occupations available to BSB graduates, and by nearly 11% for occupations available to MBA graduates (projections based on multiple information sources compiled by ESU Career Services).

The service the program provides to the discipline, the university, and beyond. The business administration program is housed in the Department of Business Administration within the School of Business. Various faculty members support campus life by serving on university and School of Business committees and by serving as sponsors for student organizations. The Emporia community benefits from the service of our faculty members on committees and boards of the Chamber of Commerce and Emporia Main Street.

The program’s cost effectiveness. The Office of Institutional Effectiveness reports a 4-year average cost (FY 2016-FY 2019) of $197 per credit hour and $2970 per FTE student for the Department of Business Administration. These averages are typical for ESU and indicate good cost-effectiveness. In 2019 the School of Business awarded $252,288 in scholarships from endowments and gifts raised for the school.

Recommendation: Continue the program.

14 52.0301 BSB in Accounting, Master of Accountancy (MAcc)

Centrality of the program to fulfilling the mission and role of the institution. The mission of Emporia State University, “preparing students for lifelong learning, rewarding careers, and adaptive leadership,” is consistent with the aims of the accounting program. Housed within the School of Business, the BSB in Accounting prepares graduates to successfully launch a career in public accounting through a strong emphasis on CPA preparation; related work in industry is an alternative to the CPA path. The MAcc curriculum offers advanced preparation for work at the top levels of the accounting field. In all cases, accounting graduates are given strong fundamentals that allow them to take on a variety of assignments. The accounting program supports, to some degree, all five of the Emporia State strategic plan goals. It is particularly in line with GOAL 3, “Enhance the competitive role of Kansas by enrolling, retaining, and graduating students ready for life and career.” It is well documented that Kansas lacks adequate talent in accounting. More talent available to Kansas businesses creates a more competitive Kansas. A strong case can be made that the accounting program supports each of the Regents’ three strategic pillars. However, the program is most central to the second pillar because it creates a much-needed talent pipeline to Kansas’ businesses, as these graduates available to Kansas’ business and industry are in short supply. As such, students graduating from the accounting program are still among the most sought-after degrees holders in Kansas.

The quality of the program as assessed by the strengths, productivity, and qualifications of the faculty. Each faculty member teaching in the accounting program holds a PhD in the field or a master’s degree. Virtually all our faculty have earned their CPA. Many have numerous years as a practitioner. This is helpful to our students who have practical workplace careers in mind. Faculty in the accounting program increase their teaching effectiveness by availing themselves of classroom instructional technology available to all faculty in the School of Business. Each online course must pass a Quality Matters review. Also, course platforms have numerous instructional technology designs that increase course delivery effectiveness. Each classroom where the program is taught has projection ability to share internet and presentation materials, simultaneous Zoom capability, and lecture capture of all class lectures. The use of Canvas as our course management system allows students to have full access to faculty members’ lectures, notes, grades, and other class communications. This is one reason we can pivot quickly to remote learning, if conditions require it. Tenure track faculty in the Department of Accounting, Information Systems, and Finance (AISF) Department averaged 2.75 peer review journal articles (PRJ’S) in the five-year period ending 2019 versus our AACSB goal of 2 PRJ’s.

The quality of the program as assessed by its curriculum and impact on students. The accounting program is accredited by AACSB, the world’s most highly esteemed business accreditor. AACSB accreditation is held by less than 5% of the world’s business schools. Assurance of learning and assessment are key requirements of this accreditation. As such, the accounting program’s learning goals (four for the BSB and three for the MAcc) are assessed annually by faculty in the program and overseen by a wider School of Business faculty committee. The program is evaluated every five years by three outside reviewers (business deans from peer schools) who visit the school, and by structured committee reviewers who oversee the work of the peer review teams. Students in the program have opportunities for

15 internships, industry visits, and membership in business-based student honors clubs such as Beta Gamma Sigma and Beta Alpha Psi, and in specialty and service clubs such as Phi Beta Lambda. In the 2018 reporting period, 66.7% of accounting majors passed a particular part of the CPA exam on the first attempt. This ranks ESU as 10th out of 72 schools in our five-state region. All 17 faculty in the AISF Department combined to produce 2,075 student high impact learning experiences in calendar year 2020.

Demonstrated student need and employer demand for the program. The BSB in Accounting meets the Regents’ minima, averaging 98 upper division majors and 38.8 graduates. The MBA also meets those standards, averaging 56.6 enrollees and 23.8 graduates. Accounting graduates have a 100% positive career outcomes rate (employed or in graduate school based on a knowledge rate minimum of 60% for 2018-19). All areas in the School of Business face strong employment trends, and we see continuing strengths in the accounting sector. Job demand is expected to increase by over 8% for occupations available to BSB Accounting graduates, and by over 11% for occupations available to MAcc graduates (projections based on multiple information sources compiled by ESU Career Services).

The service the program provides to the discipline, the university, and beyond. The accounting program is housed in the Department of Accounting, Information Systems, and Finance (AISF) within the School of Business. The AISF Department contributes IS 110/113 to support the general education curriculum and several other courses to support the business degree core. Various faculty members support campus life by serving on university and School of Business committees and by serving as sponsors for student organizations. The Emporia community benefits from the service of our faculty members on committees and boards of the Chamber of Commerce and Emporia Main Street. During 2020, VITA student volunteers prepared over 140 tax returns free of charge. In addition, clients claimed over $195,000 in Federal and State income tax refunds, bringing resources back into the local community.

The program’s cost effectiveness. The Office of Institutional Effectiveness reports a 4-year average cost (FY 2016-FY 2019) of $252 per credit hour and $3632 per FTE student for the Department of Accounting, Information Systems, and Finance. These averages are relatively high for ESU, due primarily to high faculty salaries in these disciplines. The AISF Department Chair holds the Dr. John C. Rich Distinguished Professorate in Accounting thanks to approximately $1.25 million in external funding. In 2019 the School of Business awarded $252,288 in scholarships from endowments and gifts raised for the school.

Recommendation: Continue the program.

52.1001 BSB in Management

16 education leading them into quality entry-level professional jobs in their field, where their solid business foundation allows them to more quickly advance. The management program supports, to some degree, all five of the Emporia State strategic plan goals. It is particularly in line with GOAL 3, “Enhance the competitive role of Kansas by enrolling, retaining, and graduating students ready for life and career.” It is well documented that Kansas is experiencing a “brain drain” as recent graduates leave the state in pursuit of other opportunities. Growing the state’s enterprises with the help of native Kansans educated in Kansas means more opportunities and a better quality of life for the state’s citizenry. This creates a virtuous cycle for a more competitive Kansas. A strong case can be made that the management program supports each of the Regents’ three strategic pillars. However, the program is most central to the second pillar because it creates a much-needed talent pipeline to Kansas’ businesses, as these graduates available to Kansas’ business and industry are in short supply. As such, students graduating from the management program are still among the most sought-after degrees holders in Kansas.

The quality of the program as assessed by the strengths, productivity, and qualifications of the faculty. Each faculty member teaching in the management program holds a PhD in the field or a master’s degree and several years as a practitioner. Most of our current tenure track faculty have some years of industry experience as a practitioner in addition to their academic credentials. This is helpful to our students who have practical workplace careers in mind. Faculty in the management program teach in both classroom and online environments. They increase their teaching effectiveness by availing themselves of instructional technology available to all School of Business faculty. All online courses must pass a Quality Matters review for effective online learning. Each classroom where the program is taught has projection ability to share internet and presentation materials, simultaneous Zoom capability, and lecture capture of all class lectures. The use of Canvas as our course management system allows students to have full access to faculty members’ lectures, notes, grades, and other class communications. Tenure track faculty in the Department of Business Administration (BUA) averaged 4.8 peer review journal articles (PRJ’S) in the five-year period ending 2019 versus our AACSB goal of 2 PRJ’s.

The quality of the program as assessed by its curriculum and impact on students. The management program is accredited by AACSB, the world’s most highly esteemed business accreditor. AACSB accreditation is held by less than 5% of the world’s business schools. Assurance of learning and assessment are key requirements of this accreditation. As such, the four learning goals for the management program are assessed annually by faculty in the program and overseen by a wider School of Business faculty committee. The program is evaluated every five years by three outside reviewers (business deans from peer schools) who visit the school, and by structured committee reviewers who oversee the work of the peer review teams. Students in the program have opportunities for internships, industry visits, and membership in business- based student honors clubs such as Beta Gamma Sigma, and in specialty and service clubs such as the Collegiate Entrepreneurs Organization and Phi Beta Lambda. All 15 faculty in the BUA Department combined to produce 3,736 student high impact learning experiences in calendar year 2020.

Demonstrated student need and employer demand for the program.

17 The management program meets the Regents’ minima with averages of 37.6 upper division majors and 18 graduates. Management program graduates have a 100% positive career outcomes rate (employed based on a knowledge rate minimum of 60% for 2018-19). All areas in the School of Business face strong employment trends. We see continuing strengths in the management sector, led by demand for students with strong fundamentals in management and executive development. Job demand for occupations available to management majors is expected to increase by over 10% (projections based on multiple information sources compiled by ESU Career Services).

The service the program provides to the discipline, the university, and beyond. The management program is housed in the Department of Business Administration within the School of Business. The BUA Department contributes BU 103, BU 260, BU 393, and BU 241 to support the general education curriculum and several other courses to support the business degree core. Various faculty members support campus life by serving on university and School of Business committees and by serving as sponsors for student organizations. The Emporia community benefits from the service of our faculty members on committees and boards of the Chamber of Commerce and Emporia Main Street.

Recommendation: Continue the program.

52.1301 BSB in Business Data Analytics

Centrality of the program to fulfilling the mission and role of the institution. The mission of Emporia State University, “preparing students for lifelong learning, rewarding careers, and adaptive leadership,” is consistent with the aims of the business data analytics (BDA) program. Housed within the School of Business, this program prepares graduates to successfully launch a technology or technology management career in a field that is growing and dynamic. These graduates are given strong fundamentals that allow them to take on a variety of assignments. The BDA program supports, to some degree, all five of the Emporia State strategic plan goals. It is particularly in line with GOAL 3, “Enhance the competitive role of Kansas by enrolling, retaining, and graduating students ready for life and career.” It is well documented that Kansas lacks sufficient home-grown talent to fill jobs requiring education in the STEM- related fields. More talent available to Kansas businesses creates a more competitive Kansas. A strong case can be made that the BDA program supports each of the Regents’ three strategic pillars. However, the program is most central to the second pillar because it creates a much- needed talent pipeline to Kansas’ businesses, as these graduates available to Kansas’ business and industry are in short supply. As such, students graduating from the BDA program are among the most sought-after degrees holders in Kansas (and the US) and help fill a much-discussed gap

18 for businesses in Kansas. These students may also earn a Data Security minor from the School of Business.

The quality of the program as assessed by the strengths, productivity, and qualifications of the faculty. Each faculty member teaching in the BDA program holds a PhD in the field or a master’s degree and several years as a practitioner. This is helpful to our students who have practical workplace careers in mind. Faculty in the BDA program increase their teaching effectiveness by availing themselves of classroom instructional technology available to all faculty in the School of Business. Each classroom where the program is taught has projection ability to share internet and presentation materials, simultaneous Zoom capability, and lecture capture of all class lectures. The use of Canvas as our course management system allows students to have full access to faculty members’ lectures, notes, grades, and other class communications. This is one reason we can pivot quickly to remote learning, if conditions require it. Tenure track faculty in the Department of Accounting, Information Systems, and Finance averaged 2.75 peer review journal articles (PRJ’S) in the five-year period ending 2019 versus our AACSB goal of 2 PRJ’s.

The quality of the program as assessed by its curriculum and impact on students. The BDA program is accredited by AACSB, the world’s most highly esteemed business accreditor. AACSB accreditation is held by less than 5% of the world’s business schools. Assurance of learning and assessment are key requirements of this accreditation. As such, the four learning goals for the BDA program are assessed annually by faculty in the program and overseen by a wider School of Business faculty committee. The program is evaluated every five years by three outside reviewers (business deans from peer schools) who visit the school, and by structured committee reviewers who oversee the work of the peer review teams. Students in the program have opportunities for internships, industry visits, and membership in business-based student honors clubs such as Beta Gamma Sigma and Beta Alpha Psi, and in specialty and service clubs such as the IT Club and Phi Beta Lambda. All 17 faculty in the AISF Department combined to produce 2,075 student high impact learning experiences in calendar year 2020.

Demonstrated student need and employer demand for the program. The BDA program is relatively new, having begun in Fall 2018. It was the first undergraduate BDA program in Kansas. The BDA does not yet meet the Regents’ minima and has experienced a slow start. The program’s intended audience includes international students wishing to enroll in an AACSB-accredited program in a STEM-related field, and the pandemic has slowed efforts to reach this audience. However, in Fall 2020 we had 17 upper division majors, and we expect a university-led promotion effort to increase the number of majors in the future. All areas in the School of Business face strong employment trends. We see particular strengths in the technology area, led by demand for students with technology and management skills. Job demand for occupations available to BDA majors is expected to increase by over 12% (projections based on multiple information sources compiled by ESU Career Services).

The service the program provides to the discipline, the university, and beyond. The BDA program is housed in the Department of Accounting, Information Systems, and Finance (AISF) within the School of Business. The AISF Department contributes IS 110/113 to support the general education curriculum and several other courses to support the business

19 degree core. Various faculty members support campus life by serving on university and School of Business committees and by serving as sponsors for student organizations. The Emporia community benefits from the service of our faculty members on committees and boards of the Chamber of Commerce and Emporia Main Street.

Recommendation: Additional review. The BDA is relatively new, but we will need to monitor the program to ensure that it achieves adequate enrollments.

52.1401 BSB in Marketing

Centrality of the program to fulfilling the mission and role of the institution. The mission of Emporia State University, “preparing students for lifelong learning, rewarding careers, and adaptive leadership,” is consistent with the aims of the marketing program. Housed within the School of Business, this program offers students a specialized marketing education preparing them for quality entry-level professional jobs in their field, where their solid business foundation allows them to more quickly advance. The business administration program supports, to some degree, all five of the Emporia State strategic plan goals. It is particularly in line with GOAL 3, “Enhance the competitive role of Kansas by enrolling, retaining, and graduating students ready for life and career.” It is well documented that Kansas is experiencing a “brain drain” as recent graduates leave the state in pursuit of other opportunities. Growing the state’s enterprises with the help of native Kansans educated in Kansas means more opportunities and a better quality of life for the state’s citizenry. This creates a virtuous cycle for a more competitive Kansas. A strong case can be made that the marketing program supports each of the Regents’ three strategic pillars. However, the program is most central to the second pillar because it creates a much-needed talent pipeline to Kansas’ businesses, as these graduates available to Kansas’ business and industry are in short supply. As such, students graduating from the marketing program are still among the most sought-after degrees holders in Kansas.

The quality of the program as assessed by the strengths, productivity, and qualifications of the faculty. Each faculty member teaching in the marketing program holds a PhD in the field or a master’s degree and several years as a practitioner. While some tenure track faculty in marketing lack industry experience, they are among the most active faculty in the School of Business in developing class assignments around local businesses (e.g., marketing plans, social media audits). This is helpful to our students who have practical workplace careers in mind. Faculty in the marketing program teach in both classroom and online environments. They increase their teaching effectiveness by availing themselves of instructional technology available to all faculty in the School of Business. Each online course must pass a Quality Matters review. Each

20 classroom where the program is taught has projection ability to share internet and presentation materials, simultaneous Zoom capability, and lecture capture of all class lectures. The use of Canvas as our course management system allows students to have full access to faculty members’ lectures, notes, grades, and other class communications. Tenure track faculty in the Department of Business Administration (BUA) averaged 4.8 peer review journal articles (PRJ’S) in the five-year period ending 2019 versus our AACSB goal of 2 PRJ’s.

The quality of the program as assessed by its curriculum and impact on students. The marketing program is accredited by AACSB, the world’s most highly esteemed business accreditor. AACSB accreditation is held by less than 5% of the world’s business schools. Assurance of learning and assessment are key requirements of this accreditation. As such, the four learning goals for the marketing program are assessed annually by faculty in the program and overseen by a wider School of Business faculty committee. The program is evaluated every five years by three outside reviewers (business deans from peer schools) who visit the school, and by structured committee reviewers who oversee the work of the peer review teams. Students in the program have opportunities for internships, industry visits, and membership in business- based student honors clubs such as Beta Gamma Sigma, and in specialty and service clubs such as the Marketing Club and Phi Beta Lambda. All 15 faculty in the BUA Department combined to produce 3,736 student high impact learning experiences in calendar year 2020.

Demonstrated student need and employer demand for the program. The marketing program meets the Regents’ minima with averages of 45.8 upper division majors and 20.8 graduates. Marketing program graduates have a 93% positive career outcomes rate (employed based on a knowledge rate minimum of 60% for 2018-19). All areas in the School of Business face strong employment trends. We see continuing strengths in the marketing sector, with demand for occupations available to marketing majors expected to increase by 11% (projections based on multiple information sources compiled by ESU Career Services).

The service the program provides to the discipline, the university, and beyond. The marketing program is housed in the Department of Business Administration in the School of Business. The BUA Department contributes four courses to the general education curriculum and several other courses to the business degree core. Various faculty members support campus life by serving on university and School of Business committees and by serving as sponsors for student organizations. The Emporia community benefits from the service of our faculty members on committees and boards of the Chamber of Commerce and Emporia Main Street.

Recommendation: Continue the program.

21 The Bachelor of Science in Business Data Analytics program is relatively new, and should undergo additional review to ensure that it achieves adequate enrollments.

The Master of Science in Informatics program has been reintroduced with a new curriculum and a different disciplinary emphasis. It should undergo additional review to ensure that it achieves adequate enrollments.

22 EMPORIA STATE UNIVERSITY FISCAL IMPLICATIONS OF RECOMMENDED PROGRAM CHANGES

AY 2015 Program Review (Fiscal Implications for FY 2016) • (No program changes recommended) AY 2016 Program Review (Fiscal Implications for FY 2017) • (No program changes recommended) AY 2017 Program Review (Fiscal Implications for FY 2018) • (No program changes recommended) AY 2018 Program Review (Fiscal Implications for FY 2019) • Significant gains in enrollment resulted from the discontinuation of the master’s in I/O Psychology and reallocation of resources to the master’s in School Psychology. Additional tuition and fee revenue is estimated at $90,000. • No fiscal implications are expected from the discontinuation of the bachelor’s in Athletic Training and the transition of the program to master’s level. AY 2019 Program Review (Fiscal Implications for FY 2020) • (No program changes recommended)

23 Emporia State University Status of Programs Needing Additional Review Reporting to Board AY 2017-2020

Year of Degree Explanation of Program Report CIP Recommendation* Level Recommendation** to Board Economics 2020 45.0603 B Will be assessed as a part Music 2020 50.0901 M Additional Review of ESU’s Spring 2021 budget reduction process. Political Science 2020 45.1001 B

M= Masters; B=Bachelors; D= Doctorate

*Recommendation options are: Continue, Additional Review, Enhance, Discontinue

**Please provide explanation for each recommendation