Request to College Curriculum Committee

REQUEST TO COLLEGE CURRICULUM COMMITTEE FOR CURRICULAR IMPROVEMENTS DEPARTMENT: BIS PROPOSED EFFECTIVE SEMESTER: Fall 2009 COLLEGE: Haworth College of Business PROPOSED IMPROVEMENTS Academic Program Substantive Course Changes Misc. Course Changes New degree* New course Title New major* Pre or Co-requisites Description (attach current & proposed) New curriculum* Deletion (required by others) Deletion (not required by others) New concentration* Course #, different level Course #, same level New certificate Credit hours Variable credit New minor Enrollment restriction Credit/no credit Revised major Course-level restriction Cross-listing Revised minor Prefix Title and description COGE reapproval Admission requirements (attach current & proposed) Other (explain**) Graduation requirements General education (select one) Deletion Transfer Not Applicable Other (explain**) Other (explain**)

** Other:

Title of degree, curriculum, major, minor, concentration, or certificate: Business Minor for Non-Business Students Existing course prefix and #: N/A Proposed course prefix and #: BUS 2003 Credit hours: 3 Existing course title: N/A Proposed course title: Information Technology in Business Existing course prerequisite & co-requisite(s): None Proposed course prerequisite(s): None. Proposed course co-requisite(s): None Proposed course prerequisite(s) that can also be taken concurrently: N/A Is there a minimum grade for the prerequisites or corequisites? No The default grades are D for undergraduates and C for graduates.

Major/minor or classification restrictions: Open to all WMU sophomore students or above who are in good standing with the university.

For 5000 level prerequisites & corequisites: Do these apply to: (circle one) undergraduates graduates both

Specifications for University Schedule of Classes: a. Course title (maximum of 30 spaces): Information Tech in Business b. Multi-topic course: No c. Repeatable for credit: No d. Mandatory credit/no credit: No e. Type of class and contact hours per week (check type and indicate hours as appropriate) 1. Lecture 3. Lecture/lab/discussion 5. Independent study 2. Lab or discussion 4. Seminar or studio 6. Supervision or practicum

CIP Code (Registrar’s use only):

Chair/Director Date

Chair, College Curriculum Committee Date

Dean David Shields Date: Graduate Dean: Date

Curriculum Manager: Return to dean Date Forward to: Date

Chair, COGE/ PEB / FS President Date FOR PROPOSALS REQUIRING GSC/USC REVIEW:

* Approve Disapprove Chair, GSC/USC Date

* Approve Disapprove Provost Date

Revised May 2007. All previous forms are obsolete and should not be used. 1. Explain briefly and clearly the proposed improvement.

‘BUS2003 Information Technology in Business’ is a required course within the Business Minor for Non- Business Students.

2. Rationale. Give your reason(s) for the proposed improvement. (If your proposal includes prerequisites, justify those, too.)

This course combines key elements of several Computer Information System courses for non-business students. In this course, students are introduced to technologies that provide business processes automation and add value to business.

3. Effect on other colleges, departments or programs. If consultation with others is required, attach evidence of consultation and support. If objections have been raised, document the resolution. Demonstrate that the program you propose is not a duplication of an existing one.

This change has no effect on other colleges, departments or programs.

4. Effect on your department’s programs. Show how the proposed change fits with other departmental offerings.

This change will have no effect on the CIS programs other than making it available for the proposed minor. CIS Program would have the responsibility of staffing the course and determining faculty qualified to teach the course.

5. Effects on enrolled students: Are program conflicts avoided? Will your proposal make it easier or harder for students to meet graduation requirements? Can students complete the program in a reasonable time? Show that you have considered scheduling needs and demands on students’ time. If a required course will be offered during summer only, provide a rationale.

No program conflicts are anticipated. However, any non-business students who begin in the Business Minor could not use BUS2003 to satisfy BUS2700 requirements. Course will be offered year round if demand warrants.

6. Student or external market demand. What is your anticipated student audience? What evidence of student or market demand or need exists? What is the estimated enrollment? What other factors make your proposal beneficial to students?

Non-business students are expected to find BUS2003 an attractive course where they will learn technology and business value of technology. This course will also provide a competitive edge for WMU students when applying for employment in a business setting. Demand within WMU is expected to be substantial for the new minor, thereby for the new course.

7. Effects on resources. Explain how your proposal would affect department and University resources, including faculty, equipment, space, technology, and library holdings. Tell how you will staff additions to the program. If more advising will be needed, how will you provide for it? How often will course(s) be offered? What will be the initial one-time costs and the ongoing base-funding costs for the proposed program? (Attach additional pages, as necessary.)

A few CIS faculty already have the expertise to teach the course. No negative effect on resources expected. Courses will be taught in Schneider Hall using existing technology. No additional library resources are anticipated.

8. General education criteria. For a general education course, indicate how this course will meet the criteria for the area or proficiency. (See the General Education Policy for descriptions of each area and proficiency and the criteria. Attach additional pages as necessary. Attach a syllabus if (a) proposing a new course, (b) requesting certification for baccalaureate-level writing, or (c) requesting reapproval of an existing course.)

This course is not intended to serve as General Education course but will be available as electives for non-business students. 9. List the learning outcomes for the proposed course or the revised or proposed major, minor, or concentration. These are the outcomes that the department will use for future assessments of the course or program. Major learning outcomes for this courses are:  Explain the importance of technology in business applications and decision making.  Explain how technology can be a competitive advantage for a business.  Hands-On use of CRM, ERP, Web 2.0, or SCM software.  Explain business processes and how business technology automates them.  Identify components of a network infrastructure.  Explain online business and promotional technologies.  Hands-On use of business intelligence/reporting.  Explain importance of privacy, information security, and ethics in the context of an organization.

10. Describe how this curriculum change is a response to assessment outcomes that are part of a departmental or college assessment plan or informal assessment activities.

The accreditation association for business colleges, the Association to Advance Collegiate Schools of Business (AACSB), continually revises its standards, most recently in January 2008. The proposed business minor is expected to reduce the number of non-business majors in sophomore level BBA-required classes. This reduction will assist HCoB’s efforts to meet an emerging informal standard among AACSB schools regarding faculty to student ratios. The current HCoB ratio is substantially higher than those of our peer, competitor and aspirant AACSB schools.

11. (Undergraduate proposals only) Describe, in detail, how this curriculum change affects transfer articulation for Michigan community colleges. For course changes, include detail on necessary changes to transfer articulation from Michigan community college courses. For new majors or minors, describe transfer guidelines to be developed with Michigan community colleges. For revisions to majors or minors, describe necessary revisions to Michigan community college guidelines. Department chairs should seek assistance from college advising directors or from the admissions office in completing this section.

Michigan community colleges currently offer undergraduate business courses that are identified as equivalent to several lower-division BBA major requirements. These equivalent courses may be transferred for credit as 1000 and 2000 level BBA major and General Business minor requirements. Such courses would continue to be accepted as equivalent for transfer students pursuing a BBA. If transfer students have taken the equivalent of BUS2700 and met the required transfer grade requirements, the courses could be used as three credit hours toward the BUS 2003 requirement of the proposed Business Minor.

Transfer students who began their programs at a Michigan community college prior to Fall 2009 (or the effective date of this proposal) will follow the transfer policies in effect at the time of their first semester at the community college.

Catalog Descriptions of Required Courses for the Business Minor for Non-Business Students

BUS 2003: Information Technology in Business (3 credit hrs) Catalog Description: This course introduces non-business students to modern business information and process management using emerging information technologies to strengthen business process efficiency and technology management. Technology is embedded in almost all primary and support activities that bring value to a business. The dynamics of business technology is explored through business analysis tools as well as integrated enterprise systems, such as enterprise resources planning (ERP), supply chain management (SCM), customer relationship management (CRM), Internet business & marketing technologies, business data communication, business collaboration, business intelligence/reporting, information security and compliance, and other essential concepts. These concepts and software functions are brought to the classroom using lectures, numerous in-class hands-on exercises, team/individual projects, and guest speakers.