January 31, 2008
TO: Mark Schneiderhan, Chair Senate Committee on Educational Policy
FROM: Midge Grosch Director, Programs and Academic Assessment
I am forwarding for review and action by the Senate Committee on Educational Policy the attached Proposal to Establish the Bachelor of Business Administration (BBA) program.
The proposal was approved by the faculty in the College of Business Administration on November 3, 2007.
Attachment
Cc: S. Lenway J. Pierce
Revised on 1/31/08 - Final Internal Approval Routing Form August, 2006
Title of Program/Center: Bachelor of Business Administration______
1. Review and Approval by Department □ Date: N/A_____
2. Review and Approval by College X Date: 11/3/2007
3. Analysis of Needed Resources by Academic Affairs: Adequacy, □ Date:______Appropriateness, Availability
4. If Program is Graduate, Review by Graduate College Executive Committee □ Date:______
5. Review by Senate Committee on Educational Policy □ Date:______
6. Final Review by Academic Affairs for Academic and Fiscal Soundness □ Date:______
Comments:
Revised on 1/31/08 - Final REQUEST FOR A NEW UNIT OF INSTRUCTION
BACKGROUND
1. Name of Institution: : University of Illinois at Chicago______
2. Title of Proposed Program: Bachelor of Business Administration ______
3. Contact Person _James Pierce______
3.1. Telephone _312-996-2494______3.2. E-mail [email protected]______3.3. Fax _312-413-3896______
4. Level of Proposed Unit
__ Undergraduate Certificate (1-2 years) __ Post-Baccalaureate Certificate __ Undergraduate Certificate (2-4 years) __ Post-Master’s Certificate __ Associate __ First Professional Certificate X Baccalaureate __ Masters __ First Professional __ Doctorate1
5. Requested CIP Code (6-digits) ______
6. Proposed Date for Enrollment of First Class: ______
7. Location Offered2: On-Campus ___ Off-Campus ___: Region Number(s)______or Statewide___ On-Line: __X__
MISSION, OBJECTIVES AND PRIORITIES
8. Mission
8.1. Describe specific objectives and measurable contributions the program will make to the university’s mission, paying particular attention to the program’s consistency with the university’s focus statement and priorities.
The Bachelor of Business Administration (BBA) degree program is proposed as a baccalaureate completion program offered by the College of Business Administration in partnership with the
1 To assist staff in specialized areas of instruction, IBHE will retain two outside consultants to review all new doctoral program proposals. 2 Institutions may request approval to offer a program, simultaneously, on- and off-campus, including statewide. However, assessments of program objectives and outcomes should be developed that address all of the locations and modes of delivery for which the institution is seeking approval. Note that “on-campus” approval extends to the entire region in which the main campus is located. New off-campus programs to be offered outside the institution’s region require approval.
3 University of Illinois Global Campus. This program will bring access to a high-quality, online Bachelor’s degree completion program developed and taught by faculty actively engaged in academic research to the people of Illinois and the world beyond. The program will offer the convenience and flexibility of an online degree program for people who are unable to come to campus due to location and/or circumstance. This flexibility is combined with a quality curriculum developed and overseen by the faculty of an AACSB accredited school of business. This program directly supports UIC’s mission “to provide a wide range of students with the educational opportunity only a leading research university can offer.”
The program will particularly benefit students engaged in their career who stopped their education before completing their Bachelor’s degree. The program also provides an additional point of access to the University of Illinois to students who have completed the first two years of a Bachelor’s degree at a community or junior college.
It is anticipated that the program will appeal especially to people who have reached the end of their career advancement opportunities due to their lack of a completed Bachelor’s degree. The program also offers the possibility of providing companies with a mechanism to offer a developmental benefit for its employees.
8.2. Explain how the program will meet regional and state needs and priorities, making specific reference to The Illinois Commitment.
The BBA program addresses the following policy areas of The Illinois Commitment:
Policy Area One: Economic Growth The BBA program has the promise of being a workforce development opportunity for employers seeking to increase the productivity and effectiveness of their employees through education.
Policy Area Four: Access and Diversity The BBA program offers access to education to Illinois residents who cannot meet on a campus. It also provides access to those whose schedule does not permit them to commit to an educational program that meets at set dates and times.
Policy Area Five: High Quality The BBA program offers a high-quality, professionally accredited program to these same students.
8.3. Identify similar programs and sponsoring institutions in the state. Compare these programs with the proposed program. Discuss the possible impact of the proposed program on these programs.
Although virtually every institution in the state of Illinois offers a Bachelor of Business Administration (BBA) degree program, the only other fully online BBA completion degree program (other than the proposed UIC BBA degree completion program) is sponsored by the University of Illinois at Springfield (UIS). The curriculums for the UIS program and proposed UIC program are fairly similar. The major difference between the two programs is the tuition rate. The UIS tuition rate is less than half the proposed UIC tuition rate. As a result, the new UIC program should not have a significant impact on the UIS program. However, the UIS program cohort size is constrained by the availability of instructors. As a result of the UIC College of Business Administration partnership with the Global Campus on the BBA completion
4 program, this constraint will not be a factor in the UIC BBA degree completion program cohort size. Therefore, the UIS program should not have an impact on the UIC program cohorts.
Other competitors for the UIC BBA degree completion program with fully online programs will be for-profit institutions such as Devry University and the University of Phoenix. The main distinction between the UIC program and these programs lies in the quality of the faculty input into the UIC courses as well as the fact that the UIC College of Business is accredited by the AACSB organization. The tuition rate for the UIC program has been priced to be slightly higher than the rate for the programs from these institutions in order to reflect this difference in quality.
Finally, the last set of competitors for the UIC BBA program are sponsored by major out-of-state universities such as the University of Indiana, the University of Maryland, the University of Massachusetts, the University of Texas, Penn State University and Arizona State University. The UIC program will need to be price-competitive with these “name brand” programs.
8.4. Discuss estimated future employment opportunities for graduates of this program. Compare the estimated need for graduates with the estimated number of graduates from this program and existing programs identified in 8.3 above. Where appropriate, provide documentation by citing data from such sources as employer surveys, current labor market analyses, and future workforce projections. Describe any special need for this program expressed by state agencies, industry, research centers, or other educational institutions.
Recently, the Bachelor of Business Administration (BBA) degree has transformed its reputation among student populations, making it a more desirable degree for traditional students and career- changers alike. In the past 10 years, according to Eduventures’ research, institutions have seen consistent and significant growth in the number of BBA degrees conferred annually. Employers have certainly helped to fuel this transformation through increased salaries and through the recruitment and hiring specifically of BBA degree holders.
A BBA degree can equip current and aspiring business professionals for the constantly changing marketplace. By developing their critical thinking, management, and leadership skills, as well as the global perspectives necessary for success, graduates will earn a valuable professional credential that serves as a launching pad for a variety of business operation and leadership positions.
There are a number of advantages for professionals who enroll in a BBA program, including advancement opportunities. Through a well-planned business administration curriculum, students prepare to plan, organize, direct, and control the many functions and processes of an organization. The BBA curriculum exposes students to strategic management, financial and managerial accounting, managerial communication, finance, management information systems, business ethics, and marketing among other components of a business.
As a result, BBA graduates are highly employable and often advance to upper levels of business management. Employers of all sizes and in various industries seek business administration graduates for a broad range of positions from business manager and sales representative, to human resource manager and project planner. In addition to high wages and a promising career outlook, the broad and diverse needs of private industry provide opportunities for BBA graduates to work for any size organization in practically any area of interest. Entry-level jobs for graduates with a BBA degree include accounting, consulting, commercial banking, corporate finance, financial investment, insurance broker, real estate sales and marketing.
5 Business skills are important for anyone who wants a lucrative career. According to the U.S. Bureau of Labor Statistics (BLS), business professionals are among the highest paid workers in the nation. As of May 2004, according to BLS, median annual earnings for a person graduating with a BBA varied between $50,770 and $84,220. The BLS reports that the number of jobs in many different facets of the business industry is projected to grow as fast as or faster than the national average for all jobs. The BLS estimates that business and financial operation jobs will grow by approximately 20% over the next 10 years and add over 1.1 million jobs.
Due to these factors, the market for BBA degrees is large and growing. In 2004, approximately 115,000 business undergraduate degrees were awarded and it is estimated that the market is growing at more than 5% per year. The expansion of online BBA programs has opened this market to a large number of prospective students, and, as a result, the market is expected to continue to grow in the foreseeable future. The online programs have been created to address the growing audience of working adults who desire to complete their BBA degree either to change careers or enhance their advancement opportunities. The BLS and census data indicate that there are more than 315,000 business and finance-related professionals without a bachelor’s degree in Illinois alone. This number does not include working adults who are looking to make a change and start their careers in business. For these individuals, an online degree completion program is becoming the most viable alternative for achieving their objectives. Surveys have shown that the percentage of individuals extremely interested in utilizing the online avenue for obtaining their degree at 30% and growing fast.
In summary, employer demand is fueling significant growth in individuals seeking BBA degrees. For a large segment of the working adult population who want to pursue a BBA degree, an online program is fast-becoming the preferred alternative. It is currently estimated that, at its peak in 2- 3 years, the UIC BBA degree completion program is estimated to enroll 200 students per academic year.
9. Program Description
The UIC College of Business Administration currently offers Bachelor of Science degrees in Accounting, Economics, Entrepreneurship, Finance, Information and Decision Sciences, Management and Marketing. The Bachelor of Science in Business Administration (BSBA) degree program was offered several years ago, but is no longer offered on campus. The online BBA completion program will, therefore, be a newly designed degree program. This program will consist of the final two years of course work and the students will be required to have completed the first two years prior to being admitted to this program. The BBA will be a general business degree, not requiring (or allowing) the student to major in any one functional area (such as Accounting or Finance). Each class will be eight (8) weeks in length with six (6) eight week sessions offered during a calendar year. This will enable students to complete the program in 18 to 36 months, depending on the number of classes taken in each 8 week session. Upon successful completion of all coursework, online students will receive a BBA from UIC.
The BBA will be offered as a cohorted program. Courses will only be offered in certain terms, with many only be offered once per year. While existing UIC CBA policies will apply to this program, the applicability of all policies in practice to this program will be monitored to ensure their appropriateness.
Admission Requirements Admission will be limited to transfer students who have completed at least sixty (60) hours of post-secondary coursework. The requirements for admission include:
6 Grade Point Average: 2.5/4.00 cumulative GPA in all post-secondary course work
Required Previous Courses: Prerequisite coursework (below) completed prior to enrollment with a grade of “C” or better.
Required Tests: None
Prerequisite Courses Semester Hours
ENGL 160, 161 Academic Writing I and II 6 MATH 160 Finite Mathematics 5 ECON 130 Principles of Economics for Business 5 Analyzing the Natural World 5 Exploring World Cultures 3 Understanding the Creative Arts 3 Understanding the Individual and Society 3 Understanding the Past 3 Understanding U.S. Society 3 Electives 24
Total Prerequisite Hours ______60_____
BBA Degree (Completion) Requirements Semester Hours
ACTG 210 Introduction to Financial Accounting 3 211 Introduction to Managerial Accounting 3 355 Business Law 3 BA 200 Managerial Communication 3 495 Business Strategy 3 ECON 218 Microeconomics: Theory and Business Applications 4 FIN 300 Introduction to Managerial Finance 3 IDS 200 Introduction to Management Information Systems 4 270 Business Statistics I 4 355 Operations Management 3 371 Business Statistics II 3 MGMT 340 Introduction to Organizations 3 350 Business and Its External Environment 3 485 Business Ethics 3 MKTG 360 Introduction to Marketing 3
Additional Coursework (four 3-hour courses) 12
Total 60
The overall degree includes 60 hours of transfer credit and 60 hours of online coursework. The Required Core courses will be the same as those included in the CBA on-campus Bachelor of Science programs. The other required courses will be courses currently offered, but not required, in the on-campus programs. All of these courses have been developed, approved and
7 successfully taught by the CBA faculty. The only new course is BA 495, which will be developed for online delivery prior to the start of the BBA program. This course will serve as the capstone of the coursework and will be similar in content and requirements to the existing 495 classes (offered in Accounting, Economics, Finance, Information and Decision Sciences and Management), with the exception of group presentations.
The degree requirements also include 12 credit hours of “selective” coursework. This will consist of either four three-credit-hour courses or three four-credit-hour courses selected from existing approved courses. The courses will be specified when the student enters the program, but may vary over time, due to changing expectations in the business community. Coursework will enhance students’ business skills and will enable them to qualify for and progress in a variety of occupations. Thus, students will not be able to individually choose their selectives.
The UIC BBA completion program will make use of the standard Global Campus technologies, including a Course Management System (CMS), synchronous web conferencing, ePortfolios, podcasting, and plagiarism prevention services. No specialized technologies above the Global Campus baseline will be needed.
Course evaluation will include students and peers. Students will complete a summative evaluation at the end of each course, focusing on the quality of instruction, relevancy and rigor of content, and the success at meeting course objectives. Peer review of content and delivery will be take place periodically. Focus groups of current students will be used to provide feedback on the technology and employers (and potential employers) will be asked to review the overall curriculum and student learning outcomes periodically.
Course Descriptions
ACTG 210 Introduction to Financial Accounting 3 Hours Concepts and standards underlying the preparation and analysis of external reports; alternative affects and role of accounting in the business environment and capital markets. PREREQUISITE(S): Sophomore standing.
ACTG 211 Introduction to Managerial Accounting, 3 Hours Management planning and control; cost concepts and measurement; cost accounting systems; analysis of cost and volume-profit relationships; standard costs and variances; and budget preparation. PREREQUISITE(S): ACTG 210 and sophomore standing or above.
ACTG 355 Business Law, 3 Hours Commercial Transactions including: contracts, sales of goods, negotiable instruments, and secured transactions. PREREQUISITE(S): ACTG 211 or equivalent.
8 BA 200 Managerial Communication, 3 Hours Principles of effective business communication applied to practice in writing and speaking, individual and team work; emphasis on written communication. PREREQUISITE(S): English 161 (Academic Writing II) or the equivalent.
BA 495 Business Strategy, 3 Hours (Campus Approval Pending) Strategic management and business policy formulation and implementation. Students will utilize knowledge from all functional areas of business to formulate business strategy and implementation plans through case analysis (may include simulation). PREREQUISITE(S): ACTG 210 and ACTG 211 and BA 200 and ECON 218 and IDS 200 and IDS 270; and IDS 355 and FIN 300 and MGMT 340 and MGMT 350 and MKTG 360; and senior standing or above.
ECON 218 Microeconomics: Theory and Business Applications, 4 Hours The price system, efficient resource allocation by consumers, firms, and government; perfect and imperfect competition; government regulation; ethics and the marketplace; business applications. PREREQUISITE(S): ECON 130; or ECON 120 and ECON 121; and MATH 160.
FIN 300 Introduction to Managerial Finance, 3 Hours Description of financial markets. Time value of money. Risk and return. Market valuation of securities. Capital budgeting, capital structure and dividend policy of firms. PREREQUISITE(S): ACTG 210; and MATH 160; and Credit or concurrent registration in ECON 218
IDS 200 Introduction to Management Information Systems, 4 Hours Introduction to concepts and application of information technology for solving business problems and supporting organizational functions. Includes hands-on instruction on use of computer-based productivity tools. PREREQUISITE(S): None
IDS 270 Business Statistics I, 4 Hours Survey of concepts and techniques for business applications of statistics. Use of computer software for tabulation and analysis of data. PREREQUISITE(S): MATH 160 or MATH 165.
IDS 355 Operations Management, 3 Hours Application of management sciences to the planning and design of production, distribution, and service systems. PREREQUISITE(S): IDS 200 and IDS 270 and ENGL 161 and ECON 218.
IDS 371 Business Statistics II, 3 Hours Continuation of survey of statistical concepts and techniques for operational and managerial decisions. Use of computer software for analysis of data. PREREQUISITE(S): IDS 270 (currently under review)
MGMT 340 Introduction to Organizations, 3 Hours Important organization and management concepts and applications. Their relevance to individual and organizational goal attainment. Emphasizes organizational structure, systems, processes, and change, national and global. PREREQUISITE(S): ENGL 161 and MATH 160.
9 MGMT 350 Business and Its External Environment , 3 Hours Concerns the political, economic, social, legal, regulatory and international environment of business and the ethics and social responsibility of business actions. PREREQUISITE(S): ENGL 161 and MATH 160.
MGMT 485 Business Ethics , 3 Hours Leading theories of ethics and moral choice. Analysis of ethical problems in business. Guidelines for ethical decision-making. Case studies in business ethics. PREREQUISITE(S): Mgmt 340 and Mgmt 350
MKTG 360 Introduction to Marketing, 3 Hours The role of marketing in business and society. The marketing decision process in domestic and international settings. PREREQUISITE(S): ENGL 161 and MATH 160.
9.2. Student Learning Objectives At the completion of the BBA program, students will be able to:
Understand how consumers, organizations, and government institutions allocate scarce resources
Analyze economic conditions that affect organizations
Understand and use information technology
Understand and apply theories regarding how organizations operate and how individuals within organizations behave
Understand and apply research methods in the study of organizations and individuals
Understand and apply basic concepts from all business disciplines
Communicate persuasively analytical conclusions, both verbally and in writing
9.3. Strategies to Encourage Student Learning The College of Business Administration offers a theory-driven, practically-focused educational experience in all of its programs in keeping with its strategic vision of creating and disseminating knowledge at the intersection of theory and practice. Students will be encouraged to achieve the student learning objectives set forth for the BBA program using the following strategies:
Case Analysis Simulation of Business Conditions Team Projects Examinations to ensure mastery of domain knowledge Monitored discussions on key concepts
10 The pedagogical strategy of the program is based in the existing strength of the college to provide students with opportunities to demonstrate their mastery of course content and programmatic goals through the application of their knowledge to real business situations, analysis of cases, and the employment of simulations. Less interactive approaches such as exams will be used, where appropriate and necessary, to ensure that students have mastered basic concepts and knowledge so that it may be applied in more interactive ways.
RESOURCES
10.
Table I
STUDENT ENROLLMENT PROJECTIONS FOR THE NEW PROGRAM
Budget 2nd 3rd 4th 5th Year Year Year Year Year Number of Program Majors (Fall 70 196 365 483 542 headcount) 41 135 264 351 385 Annual Full-Time-Equivalent Majors Annual Credit Hours in EXISTING 0 2455 4800 6348 6999 Courses1 772 105 204 300 300 Annual Credit Hours in NEW Courses1 0 35 68 100 100 Annual Number of degrees Awarded
1Include credit hours generated by both majors and non-majors in courses offered by the academic unit directly responsible for the proposed program.
In the table above, the new course is BA 495.
11 11. Table II
TOTAL RESOURCE REQUIREMENTS FOR THE NEW UNIT
Current Budget 2nd 3rd 4th Year Year Year Year Year 1 Total Resource $267,919 $909,523 $1,142,977 $1,634,046 $1,798,971 Requirements
2 Resources Available from $0 $0 $0 $0 $0 Federal Sources1
3 Resources Available from $0 $411,065 $1,142,977 $1,634,046 $1,798,971 Other Non-State Sources1
4 Existing State Resources2 $0 $0 $0 $0 $0
5 Resources Available $267,919 $498,458 $0 $0 $0 through Internal Reallocation3
6 New State Resources $0 $0 $0 $0 $0 Required4
Breakdown: New State Resources Required 7 FTE Staff5 8 Personal Services 9 Equipment and Instructional Needs 10 Library 11 Other Support Services6 1These lines reflect funds available (not incremental funds) from non-state sources in any given year 2Existing state resources in each successive year are equal to the sum of the previous year’s existing state resources (line 4); plus resources made available through internal reallocation (line 5); plus new state resources (line 6). If state resources allocated to a program in any given year (line 4) exceed state resource requirements needed to support the program in the following year, state resource requirements should be reduced with a negative dollar adjustment on line 5. The sum of lines 2 through 6 will always equal line 1. 3Numbers can be either positive (allocated to the program) or negative (allocated away from the program). 4Reflects the level of state funding requested in the referenced year. Dollars reported are incremental. 5Reflects the number of FTE staff to be supported with requested funds. Not a dollar entry. 6Other dollars directly assigned to the program. Do not include allocated support services.
12 Projected increments in total resource requirements (line 1) in terms of projected staff requirements, equipment and instructional materials, library requirements, and contractual services for internships, practical, or clinical placements.
The University of Illinois Global Campus is funding the development and operation of the BBA program. This is a full cost recovery program that is structured and priced so that all the development and operating costs will be covered by tuition revenues (line 3) when enrollments reach a steady-state level. Until then, the Global Campus will fund all program costs through a line of credit, which is represented as internal reallocation (line 5) on this table. The draw against the line of credit will be paid back from future tuition revenues.
The total resource requirements are summarized in Table II. These numbers include the full cost of online course development, plus the full program operating costs including instruction, student advising, library services, career services, Global Campus IT and management infrastructure (overhead costs) and program marketing expenses.
Explanation of required new state resources (line 6) in the budget year in terms of assumptions and factors used to construct line items 7 through 11. If resource requirements in the budget year include non-recurring costs (e.g., one-time equipment purchases), describe how these resources will be reallocated in subsequent years.
The program doe not use state resources. The cost of course development incurred in the first two years of the program will be invested by the Global Campus and will be recovered as part of the Global Campus’ share of tuition revenue generated.
12. Describe the institutional resources available to develop and maintain a quality program. Include the following elements in your discussion:
Faculty qualifications, evaluation, and reward structure Under the accreditation standards of the Association to Advance Collegiate Schools of Business (AACSB), the faculty of an academic program must collectively meet standards for sufficiency and qualification. The sufficiency standard is that 75% of credit hours in any academic program offered at a location must be generated in classes taught by instructors who participate in the department, college, and/or university beyond the teaching of their courses. Faculty participate through engagement with students in co curricular activates, participation in faculty governance, and service to the department, college, and university. This standard ensures that instruction is offered by teachers who are engaged with their colleagues and have a greater commitment to the institution.
Instructors, taken as a whole must also meet standards for their qualification to offer instruction in their specific subject area. At least 90% of the instructors employed in this program must be deemed qualified to teach in their subject area by either their continuing intellectual contributions to business disciplines or through continuing contributions to the practice of business. Intellectual contributions generally refer to the dissemination of research in peer reviewed, scholarly journals. Contributions to practice refer to active professional practice, maintenance of professional certifications, and/or the production of materials designed to enhance the practice of business. These standards for faculty alkalization are the same for existing on-campus programs offered by the College of Business Administration.
13 These standards limit the ability to staff academic programs with adjunct faculty who are not engaged with the college. Thus, current UIC CBA faculty will be employed to develop and serve as the Instructor of Record for each class. Instructors of Record will ensure that content remains current, learning objectives are met and assessed, and supervise all supporting staff such as teaching assistants. Initially, faculty will be compensated through overcompensation for their development and teaching efforts. As the program grows and matures, however, the intention is to incorporate teaching in the BBA program into the regular teaching load of the CBA faculty.
Library and Related Resources Library services for the UIC College of Business Administration BBA Completion program will be provided through the partnership between the Global Campus and the Brookens Library at the University of Illinois at Springfield. This partnership has been established to provide easy access to library resources, including electronic reserves and materials necessary to complete course- related research, for online students such as those in the BBA Completion program. The level of library resources required to support programs offered through the Global Campus is adjusted each year based on the expected number of students to be served.
Students will have access to scholarly journal articles through full text electronic databases, and scanned copies of articles and book chapters that are not available electronically will be provided as needed. Subject specific databases are available, including ABI Inform, Business Source Elite, EconLit, Lexis Nexis Academic Universe, Regional Business News, the Wall Street Journal, and Standard and Poor’s NetAdvantage. Most contain full text. Some journal titles are also available through interdisciplinary databases, such as Academic Search Premier, Article First, and Expanded Academic ASP.
Books will be available electronically through NetLibrary or by mail. Students will have access to books and journals at other libraries through the Interlibrary Loan program.
Assistance will be available by phone, email, or “Ask Away,” a 24 hours a day, 365 days a year chat service that allows students to ask questions through two-way communication. Online tutorials, guides, orientations, and other forms of assistance will help students gain familiarity with library resources.
Student support services, support staff, equipment, and other resources Support for prospective and enrolled students in the College of Business Administration (CBA) Bachelor of Business Administration degree completion program (BBA) will primarily be provided by the University of Illinois Global Campus, Office of Student Services, with guidance and assistance from appropriate CBA and UIC campus administration units. From prospect to graduate, a single Global Campus advisor is assigned to assist the student throughout their educational career.
This advisor will either provide the student or assist the student with the following processes:
The admission process (items needed) The application process (how to submit an application) Program requirements Orientation of the learning environment, student services and library resources Program coursework Registration Academic Advising
14 Financial Aid Disability Resources Access to library services Career Services Obtaining textbooks Alumni services Statement of Account (billing) issue resolution
The advisor will establish a relationship with the student through proactive email and phone conversations. This relationship will create a sense of community for the online student, allowing the advisor to assist in the removal of common barriers such as lack of financing or lack of a support system. Advisors are available from 7:00 a.m. to 7:00 p.m. Monday through Thursday and 7:00 a.m. to 5:00 p.m. on Fridays. Students always have the option of speaking with any advisor if their advisor is unavailable. The use of a CRM (Customer Relationship Management system) allows any advisor to assist if needed and tracks all communications. The mission of the Global Campus Office of Student Services is to provide exemplary student services in the quality and quantity (delivery time) of services. Staffing for the Office is based on the number of programs offered through the Global Campus and the number students enrolled in them. The goal is to staff the Office so that an advisor serves between 200-300 enrolled students.
The Global Campus Office of Technology Services supports the online learning environment for students enrolled in the BBA and other programs offered through the Global Campus. The Office of Technology Services maintains the hardware and software through which the courses are offered and, in conjunction with the Office of Instructor Services and Office of Program/Course Development, offers a help desk for students who have questions or issues with using the learning management software.
Teaching/scholarship effectiveness and course evaluation The College of Business Administration (CBA) will partner with the Global Campus in customizing the overall program, course and teaching effectiveness evaluation and assessment approach for the online BBA degree completion program. This approach has been defined and is being implemented under a grant from the Lumina Foundation. Following are key components of this approach.
Academic Success: An academic program is successful when students acquire the knowledge and skills they need to lead enjoyable lives and pursue rewarding careers. Important contributors to academic success are the quality of the education program and student support services.
- Education quality is at the heart of the Global Campus experience . Exemplary content provided by CBA tenure-track faculty assures a sound, quality foundation . Superior online pedagogy crafted into Global Campus programs by the award-winning Illinois Online Network . Quality-assured instruction by trained and monitored educators
- Constant monitoring by the CBA and Global Campus of relevant and up-to-date content, pedagogy and instruction assures accountability. - Students’ persistence in their chosen program is measurable and a primary goal. - Graduation is a key measure of student success
15 Learning Assessment: All bachelor's degree completion programs and master’s degrees offered through The Global Campus will have a plan for assessment of student learning that consists of five parts. The College of Business Administration will define this plan for the BBA degree completion program:
1. List of program outcomes 2. List of expected learning objectives for each course in the program 3. Direct measurement methods for each learning objective 4. Analysis of data collected through measurement techniques 5. Description of the way results are used to improve student learning
In the assessment plan, a matrix will be used to illustrate the alignment between program outcomes, learning objectives, and direct measurement methods. Emphasis will be placed on direct measures that are authentic and meaningful, such as portfolios, projects, and teamwork. An assessment of program outcomes will be conducted on an annual basis.
Teaching Assessment: The CBA and the Global Campus will evaluate instructor qualifications and teaching performance at several points before and during classroom teaching, and provide training and support to insure teaching quality is uniform and follows best practices. Most of the instructors for the BBA degree completion program will be CBA faculty and graduate students. New instructors’ credentials will be scored against two levels of rubrics to provide a measure of educational qualifications, teaching and online teaching experience, and previous uses of educational technologies. Once the vita for a potential instructor is received, it is evaluated against the first rubric. This rubric considers years of teaching experience including applicable scholarship, appropriateness of degree and accreditation of degree granting institution as well as previous on-line teaching experience. Potential instructors with a rubric score of 23 or above will be invited to participate in a telephone interview (Appendix A). The next step in the process involves a phone interview using an interview rubric. Potential instructors must score a 46 or above to move to the next step in the hiring process (Appendix B).
- Before teaching for the Global Campus, all instructors take a four-week Certification course where they learn how to use the technologies, and learn how to teach online. The Certification course helps academically well-qualified instructors achieve a level of online experience before they teach the first time. - Global Campus instructors are assigned a mentor the first time they teach. The mentor provides guidance and advice and boosts confidence in first-time instructors. - Instructors are evaluated while teaching with a rubric to determine the level and quality of interaction and feedback instructors provide. In addition, instructor course logins are monitored to identify courses with potential problem instructors. - End-of-term student evaluations isolate the instruction from the course design so that teaching quality can be more easily identified.
Periodic, informal evaluation of the course and instruction by the Global Campus Department of Instructor Services takes place throughout the course. At the end of the eight week term instructors and courses are evaluated through ICES, an on-line end of course evaluation process that allows students to provide feedback on instructor performance and effectiveness as well as an overall course evaluation. This evaluation provides both quantitative and qualitative data for review (Appendix C).
16 The combination of periodic evaluations by the Department of Instructor Services and the end of term evaluations by students, informs the overall evaluation process. This process brings to the forefront areas of instructor challenge and the need for additional mentoring and support as well as whether an instructor will be rehired to teach in the future for the BBA degree completion program. It also provides invaluable information regarding course and technology effectiveness.
These end-of-course evaluations provide data to inform the overall process of continuous improvement for the program courses and instructors. Additional information and data is provided through the Global Campus Department of Student Services and ongoing feedback through the student/advisor relationship. All students are paired with an advisor at the Global Campus upon acceptance to a program. This relationship continues through graduation. Course issues are expected to be discussed as part of this ongoing relationship and this feedback will be collected and summarized to provide additional data. This combination of information will be used to improve instructor and course effectiveness as well the course facilitation, design and the utilization of technology.
Career/Employment Services Assessment: The ultimate criterion for individuals seeking a better and more secure life though long-term and satisfying employment is success in the chosen career field. Steps in progressing toward that success traditionally include the following:
- Career exploration and decision support, beginning when the students are selecting their fields of study - Decision testing against knowledge and skills gained while students complete their academic programs - Securing employment is an important goal for students desiring to enter or advance in the workplace upon graduation - Job effectiveness, retention and career advancement are among the key assessment measures after graduates enter the workforce
The Career Services assessment will begin with the early declarations of program-enrolled students which are then monitored over the time of program matriculation. Assistance in seeking employment will be provided and consistency with earlier choices monitored. Post employment assessment will include the traditional post-graduate survey sent to the student.
QUALITY ASSURANCE3
13. Program/Student Learning Outcomes Assessment
13.1. Describe the program’s assessment plan, which should include the following elements:
I. Program Learning Outcomes
A. General
The general goal of the program is to prepare students for entering or advancing in a career in business or management (in both for-profit and not-for-profit organizations).
The general goal is broken down into component parts as follows:
3 Quality assurance processes are those ongoing reviews that maintain program and instructional standards.
17 Preparation for careers in business or management requires that the student have acquired basic skills in communication and analytical reasoning that make use of mathematics and economics. Our experience is that all of our students need basic education at the college level in these areas. Students who are preparing for careers in business or management also need to pursue general education in the arts and sciences so that they are able to understand the society of which they are a part. To fulfill this objective, students need to be exposed to the study of history and philosophy, social science, literature, and natural sciences. Students in the BBA Completion Program must complete these general education requirements before entering the BBA program. Preparation for careers in business requires that the student have a working knowledge of the business disciplines, and an ability to apply that knowledge to business situations.
The business disciplines included in the BBA Completion Program include: Accounting (financial and managerial) Business Ethics Entrepreneurship Finance for managers Management information systems Statistics for business Operations management – production Organizations The external environment of business Marketing for managers
The student should also have experience in applying these business disciplines to actual business situations. This will be achieved through extensive and intensive case analyses.
B. Specific Learning Goals
1. Understanding how consumers, organizations, and government institutions allocate scarce resources 2. Analyzing economic conditions that affect organizations 3. Understanding and using information technology 4. Understanding and applying theories regarding how organizations operate and how individuals within organizations behave 5. Understanding and applying research methods in the study of organizations and individuals. 6. Understanding and applying basic concepts from all business disciplines 7. Communicating persuasively analytical conclusions, both verbally and in writing
II. Curriculum Content
A. How areas of the curriculum address the required learning experiences.
All business programs in the UIC College of Business are accredited by the Association to Advance Collegiate Schools of Business (AACSB). AACSB has identified the
18 following areas of learning experiences for undergraduates. This list includes general education and management-specific areas. The table indicates the specific courses in the General Education and Business Core curricula that pertain to each area.
19 Undergraduate Areas of Learning Experiences Communication abilities Academic Writing (English Composition), Managerial Communication Ethical understanding and Exploring World Cultures, Understanding the Creative Arts, reasoning abilities Understanding the Past, Business Ethics Analytic skills Analyzing the Natural World courses; Economics Courses; Business Statistics I; Business Statistics II Use of information technology Management Information Systems; Accounting Courses Multicultural and diversity Exploring World Cultures courses, Understanding the understanding Individual and Society courses Reflective thinking skills Understanding US Society courses, Understanding the Past courses, Understanding the Creative Arts courses, Understanding the Individual and Society courses, Exploring World Cultures courses Ethical and legal Business and Its External Environment; Business Ethics; responsibilities in Business Law organizations and society Financial theories, analysis, Finance reporting, and markets Creation of value through the Operations Management, Marketing integrated production and distribution of goods, services, and information Group and individual Management (Organizations) dynamics in organizations Statistical data analysis and Business Statistics I; Business Statistics II; Integrative Course management science as they (Business Strategy) support decision-making processes throughout an organization. Information technologies as Management Information Systems; Integrative Course they influence the structure (Business Strategy) and processes of organizations and economies, and as they influence the roles and techniques of management Domestic and global economic Economics Courses; Business and Its External Environment; environments or organizations Business, Society and the Global Economy Other management-specific Entrepreneurship; Negotiations knowledge and abilities as identified by the school
B. Faculty-led processes for managing the curriculum
Undergraduate Academic Program Committee The undergraduate degree programs are under regular review by a standing committee within the college, the Undergraduate Academic Program Committee. This committee “serves as the agent of the college faculty for the study of and recommendations on undergraduate programs, including new programs, new course proposals, changes in prerequisites, changes in contact
20 hours, recommendations for curricula, general education offerings, admission, scholastic standards, and graduation requirements.” [CBA Bylaws]
Each department in the CBA has an Undergraduate Curriculum Committee with the task of monitoring and changing the curriculum. An example is as follows:
B.S. in Accounting The curriculum in the Department evolves continuously through regular interaction with business leaders and the accounting profession. The Department’s Professional Advisory Board and the faculty discuss curriculum changes extensively. The field of accounting changes all of the time as new accounting standards are promulgated in the US and new issues arise in capital markets. Topics that have evolved recently and covered in courses include: the increased use derivative instruments and stock options for employees, use of non-standard reporting practices by internet firms and rising importance of intangible assets. In many new cases, readings and spreadsheet models have been introduced. All courses increasingly emphasize research methods on the Internet and critical thinking skills.
13.2. Identify measures to be used to assess and improve student learning, curriculum, and instruction.
III. Measurement of Learning Goals
The measurement of learning goals for each of the four portions of the undergraduate program is accomplished as follows:
A. Basic Education Requirements for Business Measurement of acquisition of basic skills will be accomplished primarily by an examination of grades earned in the courses listed above. The basic skills in communication, math, and economics are necessary for successful completion of the program, so a separate “test” of basic skills is deemed not to be necessary in math and English. A test of basic skills in economics is included on the Educational Testing Service Major Field Test in Business (see below). The College requires that each graduating senior complete the Educational Benchmarking, Inc. Undergraduate Business Exit survey. The EBI survey consists primarily of questions pertaining to satisfaction with the various aspects of the program, but it also now includes questions regarding the student’s satisfaction with enhancement of:
Presentation skills Writing skills Ability to work in teams Ability to use technology Ability to think critically Ability to define problems Ability to solve problems Ability to analyze and interpret data EBI notes that students are able to assess their own learning with reasonable accuracy, so the responses to these questions can be used to measure achievement of these general learning goals. These questions pertain to some broad learning goals, so these data will inform all aspects of the assessment of the effectiveness of the curriculum.
21 B. General Education Requirements An assessment of student achievement in general education will be accomplished by a regular review of the courses work that was completed to fulfill these goals. Because students are provided with considerable flexibility in how they fulfill their general education requirements, no comprehensive “test” is feasible. However, an assessment can be made of the programs that students complete to judge whether the general goals are being met.
C. Business Core The measurement of learning in the Business Core will be accomplished by the administration of the Educational Testing Service Major Field Test in Business. This test will be given to a sample of senior students who are enrolled in the Integrative Course. The ETS Test covers all areas of the Business Core and economics, and compares achievement of students tested in the College with a nation-wide group of business schools. The ETS Test provides a “score” in the following areas:
Accounting Economics Management Quantitative Business Analysis and Information Systems Finance Marketing Legal and Social Environment International Issues This test can therefore be used to assess how well students are learning in each of these areas, as well as their overall level of understanding of the basic business subjects, as compared with students across the nation. Another assessment tool is the work completed by the students in the capstone course, Business Strategy (BA 495). The case analyses, group projects, and tests results will be collected, and then a sample of this material will be evaluated annually by a faculty committee. An annual report on the quality of this material will be prepared.
Measurement of Learning Goals Will Include:
1. Exams 2. Written projects 3. Syllabi reviews 4. Student evaluation of teaching 5. ETS exam for business 6. EBI student satisfaction survey 7. Use of the Desire2Learn course management system to compile longitudinal portfolios of student work from the beginning to the end of the program 8. Periodic review of the curriculum by the faculty
IV. Use of Measurement of Learning Goals
The Undergraduate Academic Program Committee, the Academic Department Heads and the Associate Dean of Academic Affairs will meet annually to review the data described in the previous section, which includes the EBI results, the review of courses taken to satisfy the general education requirements, the ETS test results, and the report on the quality of work produced in
22 the Integrative Course. This meeting will result in recommendations for changes in the curriculum and/or changes in particular courses.
23 OFF-CAMPUS PROGRAMS ONLY
14. In addition to responding to the above questions, if all or part of the proposed program is to be delivered off-campus and/or via the Internet, provide the following:
14.1. Describe the program’s mode(s) of delivery.
The program will be delivered on-line in partnership with the University of Illinois Global Campus. The courses will be developed buy on-campus faculty and the delivered program will adhere to the accreditation standards of the Association to Advance Collegiate Schools of Business (AACSB).
14.2. Describe the process for assuring the quality of the off-campus program in the following areas: (a) faculty qualifications and evaluation; (b) student access to necessary library resources; (c) where appropriate, student and faculty access to technical support, including computing.
(a) This program falls under the AACSB accreditation of UIC. At least 90% of the instructors employed in this program must be deemed qualified to teach in their subject area by either their continuing intellectual contributions to business disciplines or through continuing contributions to the practice of business. Intellectual contributions generally refer to the dissemination of research in peer reviewed, scholarly journals. Contributions to practice refer to active professional practice, maintenance of professional certifications, and/or the production of materials designed to enhance the practice of business. These standards for faculty equalization are the same for existing on-campus programs offered by the College of Business Administration.
(b) Library services for the UIC College of Business Administration BBA Completion program will be provided through the partnership between the Global Campus and the Brookens Library at the University of Illinois at Springfield. This partnership has been established to provide easy access to library resources, including electronic reserves and materials necessary to complete course-related research, for online students such as those in the BBA Completion program. The level of library resources required to support programs offered through the Global Campus is adjusted each year based on the expected number of students to be served.
(c) Technical Support will be provided to students and faculty through the dedicated support services of the U of I Global Campus. On-site support for faculty will be provided by the existing UIC CBA Computing Services Office.
14.3. Has this program been approved for on-campus delivery?
The BSBA has been offered in the past on-campus at UIC but not in the past 20 years.
24 Appendix A: Global Campus Instructor Candidate Form
Name: Review Date: Position: Interview? (Y/N): (Appendix A)
Education and Work Experience Does not meet Meets expectations Exceeds expectations Points Notes expectations Assigned (0 pts) (3 pts) (5 pts) Degree is in an Degree is not in a subject Degree closely Degree matches approved subject area required by PAU matches subject area subject area preferred preferred by PAU by PAU Appropriateness of Degree granting institution Degree granting Degree granting degree granting not accredited institution adequate institution outstanding institution but not outstanding and appropriate Years of teaching 0 - 2 3 - 6 >6 experience in higher education Years of teaching 0 - 2 3 - 6 >6 subjects in area candidate would teach for the GC Years of non- 0 - 2 3 - 6 >6 teaching, but related work experience International or No extra qualifications Some extra Extra qualifications other non-teaching qualifications make this person work-related unique. experiences that could benefit GC students. International or No extra qualifications Some extra Extra qualifications other teaching qualifications make this person experiences or unique. qualifications that could benefit GC students Total Education and Work Experience
25 Bonus Areas: Online Experience and Education Does not meet Meets expectations Exceeds expectations Points Notes expectations Assigned (0 pts) (1 pt) (3 pts) Has taught online Has not taught online 1 – 3 courses taught More than 3 courses online taught online Has taken an online Not taken an online Taken at least one online Taken more than one course course course online course Has created an Has not created an online Has created at least one Has created more than online course course online course one online course Has been certified to Has not been certified Has taken some online Has been certified or teach online certification courses has a Master’s in Online Learning Has D2L No experience Some teaching Teaching and course Experience experience creation experience in D2L Value of a second A second degree does A second degree A second degree degree or Master’s not contribute to contributes somewhat to enhances a candidate’s degree candidate’s expertise or a candidate’s expertise or expertise or preparedness to teach for preparedness. preparedness to teach the GC. for the GC. Total Bonus Areas
Total from Education and Work Experience
Grand Total
26 Instructor Candidate Score
The rating score below will be used to evaluate instructor candidates. Candidates with scores of 23 and above will be invited to participate in a telephone interview.
Score Decision
25 - 53 Excellent candidate
23 - 24 Good candidate
20 - 22 Average candidate
19 and Below Below average candidate
27 Appendix B: Global Campus Instructor Interview Form
Name: Interview Date: Call-in #: Position: Enroll in certification course? (Y/N): (Appendix B)
General Response Does not meet Meets expectations Exceeds expectations Points assigned Notes expectations (0 pts) (3 pts) (5 pts) Tell us a little about yourself. Vague description of Somewhat descriptive of Very descriptive of self. How do you view teaching? Why self. No personal self. Some personal Views on teaching are do you want to teach for the views on teaching. views on teaching. detailed. Motivation of UIGC? Teaching motivation is Motivation for teaching teaching is well weakly supported. is moderately supported. supported and justifiable Knowledge and Experience Does not meet Meets expectations Exceeds expectations Points assigned Notes expectations (0 pts) (3 pts) (5 pts) Students taking online courses No insights into the Can cite some Cites examples from for the first time are at a higher student’s experience challenges, but not at the previous teaching risk of dropping out. What depth we would like to experiences. Is able to kinds of challenges do those see. articulate many of the students face, and what do you most important do as an instructor to facilitate challenges. their success? Please be specific and provide examples. How would you approach Doesn’t have any idea. Brings in some ideas Brings in ideas from teaching a course where the text previous experience and book, lessons and assignments from papers have been selected or designed by someone else? Sometimes students complain Has trouble thinking Has some ideas, but not Able to articulate about their online instructors. of student complaints at the depth we would complaints that students What are the top three like. might have, based on complaints that you believe lack of feedback and students have about online contact. instructors and what do you do to promote student satisfaction?
Subtotal
28 Philosophical Outlook Does not meet Meets expectations Exceeds Points assigned Notes expectations expectations (0 pts) (3 pts) (5 pts) What do you believe are the top Has few or no ideas Has some ideas, but not Able to articulate success three instructor success factors at the depth we would factors and show insight in the online environment? like. into the online teaching Describe each and provide practice. examples of how you translate those into practice? Give an example (anonymously) Has no example to Vague example, with Well articulated example of one of the “challenging” online share poor resolution that shows insight into or face-to-face students you have challenges of online had. Describe why this student teaching and learning. was a challenge and what you did to manage him/her. What are some reasons that No thoughts, or single Can articulate some ideas Well thought out reasons adults with college degrees are words, only, such as why students enroll in interested in enrolling in online “access” online courses programs? (lifelong learning) What would be the most difficult No thoughts Some thoughts about Good understanding of aspects of teaching an eight-week courses the issues accelerated eight-week course? What will be the most difficult aspects for students taking an accelerated course?
Subtotal
Total from page 1
Total
29 Personal Qualities Does not meet Meets expectations Exceeds Points assigned Notes expectations expectations (0 pts) (3 pts) (5 pts) How do you support and No idea Has some thoughts Can articulate the issues encourage diversity in the online and speak from or face-to-face classroom? experience How do you balance the need for Speaks to one extreme Speaks of balance, but Understands that deadlines with the need for or the other not well defined teaching is always a flexibility? balance How can humor help or hinder Awkward response Some thoughts Well articulated response an instructor’s relationship with students? Sometimes, in the online No example Poor example, not well Example from environment, student articulated experience that shows a coursework becomes “lost”, that balanced response is, students assert that it was sent, yet you have not received it. Give a specific example of how you have handled or would handle this situation. How would you teach your Poor answer Has some ideas Response shows that the online courses when the Internet instructor has thought connection you routinely use about this problem. becomes unavailable? Where did you hear/read about No points No points No points No points this position?
Subtotal
Total from page 2
Grand Total
Enroll in Certification Course? (Y/N)
30 Instructor Candidate Interview Score The rating score below will be used to rate candidate interviews. Candidates with scores of 46 and above will be enrolled in the Instructor Services Certification Course.
Score Decision
59 - 65 Excellent candidate
52 - 58 Good candidate
46 - 51 Average candidate
45 and Below Below average candidate
31 Appendix C: Course Evaluation
This course was:
Specifically Required Required, But a Choice Elective
Expected grade in the course:
A B C D F
Rate the instructor's overall teaching effectiveness.
Exceptionally Low 1 2 3 4 5 Exceptionally High
Rate the overall quality of this course.
Exceptionally Low 1 2 3 4 5 Exceptionally High
How much have you learned in this course?
Very Little 1 2 3 4 5 A Great Deal
The instructor was conscientious about his/her instructional responsibilities.
Strongly Agree 1 2 3 4 5 Strongly Disagree
The course was:
Organized 1 2 3 4 5 Disorganized
32 How difficult was the course material?
Too Difficult 1 2 3 4 5 Rather Easy
The grading procedures for the course were:
Very Fair 1 2 3 4 5 Very Unfair
How well did graded activities reflect content and emphasis of the course?
Well Related 1 2 3 4 5 Poorly Related
How would you characterize the instructor's ability to explain?
Excellent 1 2 3 4 5 Very Poor
The instructor was sensitive to student needs.
Almost Always 1 2 3 4 5 Almost Never
The instructor motivated me to do my best work.
Almost Always 1 2 3 4 5 Almost Never
Compared to other courses, how much did you learn in this course?
Much More 1 2 3 4 5 Much Less
It was easy to use the technology in this course.
33 Strongly Disagree 1 2 3 4 5 Strongly Agree
The technology facilitated my interactions with classmates.
Strongly Disagree 1 2 3 4 5 Strongly Agree
I received adequate technical support in this course.
Strongly Disagree 1 2 3 4 5 Strongly Agree
The technology in this course worked well.
Strongly Disagree 1 2 3 4 5 Strongly Agree
What are the major strengths of the instructor/course?
What do you suggest to improve the course?
34 Please comment on the grading procedures in the course.
35