Division/Department Goals s2

DELTA STATE UNIVERSITY Division of Management, Marketing, and Business Administration Unit Strategic Plan and Annual Report 2009-10

___X____Academic Unit ______Administrative/Support Unit

I. Unit Title: Division of Management/Marketing/Business Administration

School/College or University Division: College of Business

Unit Administrator: Dr. Paul Starkey, Chair (Prepared by: Dr. Rebecca Hochradel, Interim Chair)

Program Mission:

The mission of the Division of Management, Marketing and Business Administration is to provide students degree programs which afford a broad range of career opportunities for individuals who desire to specialize in Management, Marketing, Hospitality Services Management, or General Business. In addition to a well-balanced background in general education, the curriculum includes core courses in accounting, economics, data processing, finance, and communication in order to establish a strong common body of knowledge in business administration.

Management: The management major is designed for the student with a broad interest in management activities and problems.

International Business and Development: The international business and development track is designed for students interested in international business.

Marketing: The marketing major is designed to develop individual skills for use in the dynamic area of business which matches the product offerings of a firm to the needs of its customers.

Hospitality Services Management: The hospitality services management major is to prepare students for an entry-level position in the service industry.

General Business: The general business major is designed to give students a basic understanding of all business areas. Students can also choose the Entrepreneurship track of study which allows them to focus on the skills and knowledge needed to operate a small business.

Management, Marketing and Business Administration Plan and Report 2009-10 1 II. Educational Program Learning Outcome Assessment Plan (Academics)

Division of Management/Marketing/Business Administration A. Learning Outcome B. Data Collection and C. Results of D. Use of Evaluation What should a graduate in the major know, value, or be able to do at Analysis Evaluation Results graduation and beyond? 1. What assessment tools and/or What were the findings of the 1. List any specific recommendations. methods will you use to determine analysis? 2. Describe changes in curriculum, achievement of the learning outcome? courses, or procedures that are 2. Describe how the data from these proposed or were made/ are being tools and/or methods will be/have made as a result of the program been collected. learning outcome assessment 3. Explain the procedure to analyze process. the data. Division majors will demonstrate 1) At least 50% of the Division majors 25.8% of Division majors passed the Professors will evaluate course effective oral and written will earn credit on the writing Writing Proficiency Examination in content to identify additional writing communication skills. proficiency Examine data from 2009-10. opportunities that could lead to Writing Proficiency Exam improved written skills. Professors GE 2 32.6% of Division majors passed the will be encouraged to incorporate Writing Proficiency Examination in graded written assignments in their 2008-09. courses.

43% of Division majors passed the Writing Proficiency Examination in 2007-08.

47% of Division majors passed the Writing Proficiency Examination in 2006-07.

2) Business Graduate Survey will be An overall average of 95.7% of Data indicates an overall increase of conducted every 2 years beginning respondents (2010) reported that the 2.7% in writing and presentation spring 2010 using an electronic College of Business program skills from the 2006 survey, with a survey. E-mailing list of graduates enhanced their writing and 4.9% increase in writing skills and a from the past 5 years will be obtained presentation skills. Specifically, 1.9% increase in presentation skills. from Alumni and department records. 95.9% of the graduates reported their Given appropriate funding, the survey Results of a series of questions business degree from DSU enhanced should be administered electronically designed specifically to rate written their written skills and 95.6% in 2010-11 and results compared to Management, Marketing and Business Administration Plan and Report 2009-10 2 and oral communication skills will be reported enhancement of oral those obtained in an earlier admission tabulated and cross-tabulated. presentation skills. of the survey. Comparisons will be made with results of Employer Survey. Once a The survey was not administered in baseline is established, data will be 2008-09. compared to previous years’ results. At least 90% of the Division of An overall average of 93% of graduates responding to the respondents (2006) reported that the Alumni/Graduate Survey will report College of Business program that the College of Business program enhanced their presentation/writing enhanced their writing skills. skills. Specifically, 91% of graduates reported their business degree from DSU enhanced their interpersonal skills, 91% reported enhancement of written skills, 94% reported enhancement of oral presentation skills, and 96% reported their degree provided the ability to deliver business presentations. Division majors will demonstrate the 1) 100% of the Division professors 100% of Division professors required Data show the percentage of ability to use and manage business will require use of technology in their the use of technology in their classes professors who required the use of technology. classes as evidenced by course syllabi. 2008-09. technology remained at 100% in 2009-2010 as compared to 2008-09. GE 4 100% of Division professors required Professors will be encouraged to the use of technology in their classes expand the use of business 2008-09. technology in their classes.

85% of Division professors required the use of technology in their classes 2007-08.

83% of Division professors required the use of technology in their classes in 2006-07.

2) Business Graduate Survey will be An overall average of 93.3% of Data indicates a 4.3% increase that conducted every 2 years beginning respondents (2010) reported that the the program contributed to the spring 2010 using an electronic College of Business program students’ personal growth in the use survey. E-mailing list of graduates contributed to their personal growth of technology as compared to the from the past 5 years will be obtained in the use of technology. 2006 survey. Given appropriate

Management, Marketing and Business Administration Plan and Report 2009-10 3 from Alumni and department records. funding, the survey could be Results of a series of questions The survey was not administered in administered electronically in 2010- designed specifically to rate 2008-09. 11, collecting this information, and technology skills will be tabulated and results compared to those obtained in cross-tabulated. Comparisons will be An overall average of 89% of an earlier admission of the survey. made with results of Employer respondents (2006) reported that the Survey. Once a baseline is College of Business program established, data will be compared to enhanced their ability to use and previous years’ results. At least 90% manage business technology. of the Division graduates responding Specifically, 89% of respondents to the Alumni/Graduate Survey will reported that the College of Business report that the College of Business program enhanced their ability to use program enhanced their ability to use and manage business technology and manage business technology. while 88% reported the ability to use the internet to research a business related problem. Division majors will demonstrate a 1). MFT testing will be conducted The MFT was not administered in 98.9% of students earned a grade of broad understanding of the functional annually. Students will score 50 % or 2009-10. In lieu of the MFT, final “C’ or higher demonstrating a broad areas of business. greater as measured by the ETS team project grades in the Strategic understanding of the functional areas assessment indicators. The ETS Field Management class were evaluated to of business. Final project grades GE 1 Achievement Test in Business is the demonstrate division majors’ broad along with MFT results for 2010-11 U.S. standard benchmarking measure understanding of the functional areas should be used to measure this goal of business core administered to of business. Strategic Management is and to take appropriate steps to business seniors. the capstone course and requires the maintain these results. use of knowledge in the functional Professors will submit questions from areas of business. 51.6 % of student their functional areas to include on project grades were “A”, 35.2% were the MFT. “B”, 12.1% were “C”, and 1.1% was below “C”.

The MFT was not administered in 2008-09. In lieu of the MFT, final team project grades in the Strategic Management class were evaluated to demonstrate majors’ ability to work as a team member when completing hospitality management tasks. Strategic Management is the capstone course and requires the use of knowledge in the functional areas of

Management, Marketing and Business Administration Plan and Report 2009-10 4 business. 46.6 % of team project grades were “A”, 23.3% were “B”, and 26.6% were “C”. Less than 1% was below “C”.

In 2007-08, management majors performed the best in the areas of Quantitative Business Analysis (44.4%), Management Core Concepts (43.4%), and Marketing Core Concepts (36.9%). Marketing majors performed the best in the areas of Management Core Concepts (50.0%), Marketing Core Concepts (48.8%), and Quantitative Business Analysis (42.8%). General business majors performed the best in the areas of Quantitative Business Analysis (44.4%), Management Core Concepts (43.4%), and Marketing Core Concepts (36.9%).

In 2006-07, management majors performed the best in the areas of Quantitative Business Analysis (42.9%), Management Core Concepts (40.8%), and Marketing Core Concepts (40.8%). Marketing majors performed the best in the areas of Quantitative Business Analysis (61.2%), Marketing Core Concepts (51.4%), and Legal and Social Issues (48.4%). General business majors performed the best in the areas of Quantitative Business Analysis (42.9%), Management Core Concepts (40.8%), and Marketing Core Concepts (40.8%).

2) Business Graduate Survey will be Although this information was not Data could not be directly compared

Management, Marketing and Business Administration Plan and Report 2009-10 5 conducted every 2 years beginning specifically obtained on the survey, to the 2006 survey. Given spring 2010 using an electronic an average of 96.3% of respondents appropriate funding, the survey could survey. E-mailing list of graduates (2010) reported that the College of be administered electronically in from the past 5 years will be obtained Business program provided a broad 2010-11, collecting this information, from Alumni and department records. knowledge in degree discipline. and results compared to those Results of a series of questions obtained in an earlier admission of the designed specifically to rate functional The survey was not administered in survey. area of business skills will be 2008-09. tabulated and cross-tabulated. Comparisons will be made with An overall average of 92% of results of Employer Survey. Once a respondents (2006) reported that the baseline is established, data will be College of Business program compared to previous years’ results. enhanced their ability to understand At least 90% of the Division graduates the functional areas of business. responding to the Alumni/Graduate Specifically, 92 % reported an Survey will report that the College of understanding of the broad Business program enhanced their fundamental areas in business, 92% ability to understand the functional reported being able to apply business areas of business. theory to real world problems, 91% reported being able to identify/define business problems, 94% have the ability to think strategically, 91% have the ability to make ethical business decisions, and 89% reported having good decision making skills.

Management A. Learning Outcome B. Data Collection and C. Results of D. Use of Evaluation What should a graduate in the major know, value, or be able to do Analysis Evaluation Results at graduation and beyond? 1. What assessment tools and/or What were the findings of the 1. List any specific recommendations. methods will you use to determine analysis? 2. Describe changes in curriculum, achievement of the learning courses, or procedures that are outcome? 2. Describe how the data proposed or were made/ are being from these tools and/or methods will made as a result of the program be/have been collected. learning outcome assessment process. 3. Explain the procedure to analyze the data.

Management, Marketing and Business Administration Plan and Report 2009-10 6 Identifies and uses management core MFT testing will be annually. The MFT was not administered in Although not reported by major, 98.9% concepts Students will score 50 % or greater as 2009-10. In lieu of the MFT, final of students earned a grade of “C’ or measured by the ETS assessment team project grades in the Strategic higher demonstrating understanding of GE 1, 2, 3, 6 indicators. The ETS Field Management classes were evaluated management core concepts. Final Achievement Test in Business is the to demonstrate management majors’ project grades along with MFT results U.S. standard benchmarking measure understanding of management core for 2010-11 should be used to measure of business core administered to concepts. Strategic Management is this goal and to take appropriate steps business seniors. the capstone course and requires the to maintain these results. use of knowledge in the management Professors will submit questions from core area of business. Although the their functional areas to include on the results were not reported by major, MFT. 51.6 % of student project grades were “A”, 35.2% were “B”, 12.1% were “C”, and 1.1% was below “C”.

The MFT was not administered in 2008-09. In lieu of the MFT, final team project grades in the Strategic Management class were evaluated to demonstrate majors’ ability to work as a team member when completing hospitality management tasks. Strategic Management is the capstone course and requires the use of knowledge in the functional areas of business. 46.6 % of team project grades were “A”, 23.3% were “B”, and 26.6% were “C”. Less than 1% was below “C”.

In 2007-08, management majors performed the best in the areas of Quantitative Business Analysis (44.4%), Management Core Concepts (43.4%), and Marketing Core Concepts (36.9%). Marketing majors performed the best in the areas of Management Core Concepts (50.0%), Marketing Core Concepts (48.8%), and Quantitative Business Analysis

Management, Marketing and Business Administration Plan and Report 2009-10 7 (42.8%). General business majors performed the best in the areas of Quantitative Business Analysis (44.4%), Management Core Concepts (43.4%), and Marketing Core Concepts (36.9%).

In 2006-07, management majors performed the best in the areas of Quantitative Business Analysis (42.9%), Management Core Concepts (40.8%), and Marketing Core Concepts (40.8%). Marketing majors performed the best in the areas of Quantitative Business Analysis (61.2%), Marketing Core Concepts (51.4%), and Legal and Social Issues (48.4%). General business majors performed the best in the areas of Quantitative Business Analysis (42.9%), Management Core Concepts (40.8%), and Marketing Core Concepts (40.8%). Data could not be directly compared to Business Graduate Survey will be This information was not specifically the 2006 survey. Given appropriate conducted every 2 years beginning obtained on the survey. Although not funding, the survey could be spring 2010 using an electronic reported by major, an overall average administered electronically in 2010-11, survey. E-mailing list of graduates of 96.3% of respondents (2010) collecting this information, and results from the past 5 years will be obtained reported that the College of Business compared to those obtained in an from Alumni and department records. program provided a broad knowledge earlier admission of the survey. Results of a series of questions in degree discipline. designed specifically to rate knowledge of management core The survey was not administered in concepts will be tabulated and cross- 2008-09. tabulated. Comparisons will be made with results of Employer Survey. An overall average of 92% of Once a baseline is established, data respondents (2006) reported that the will be compared to previous years’ College of Business program results. At least 90% of management enhanced their ability to understand majors will report that the College of the functional areas of business.

Management, Marketing and Business Administration Plan and Report 2009-10 8 Business program enhanced their Specifically, 92 % reported an ability to identify and use understanding of the broad management core concepts. fundamental areas in business, 92% reported being able to apply business theory to real world problems, 91% reported being able to identify/define business problems, 94% have the ability to think strategically, 91% have the ability to make ethical business decisions, and 89% reported having good decision making skills. Demonstrates problem solving, MFT testing will be annually. The MFT was not administered in Although not reported by major, 98.9% communication, and planning skills Students will score 50 % or greater as 2009-10. In lieu of the MFT, final of students earned a grade of “C’ or necessary for solving management measured by the ETS assessment team project grades in the Strategic higher demonstrating understanding of issues. indicators. The ETS Field Management classes were evaluated problem solving, planning, and Achievement Test in Business is the to demonstrate management majors’ communication skills. Final project GE 1 ,2, 3 U.S. standard benchmarking measure understanding of problem solving, grades along with MFT results for of business core administered to communication, and planning skills. 2010-11 should be used to measure business seniors. Strategic Management is the capstone this goal and to take appropriate steps course and requires the use of to maintain these results. knowledge in problem solving, Professors will submit questions from communication and planning skills. their functional areas to include on the Although not reported by major, MFT. 51.6% of student project grades were “A”, 35.2% were “B”, 12.1% were “C”, and 1.1% was below “C”.

The MFT was not administered in 2008-09. In lieu of the MFT, final team project grades in the Strategic Management class were evaluated to demonstrate majors’ ability to work as a team member when completing hospitality management tasks. Strategic Management is the capstone course and requires the use of knowledge in the functional areas of business. 46.6 % of team project grades were “A”, 23.3% were “B”, and 26.6% were “C”. Less than 1%

Management, Marketing and Business Administration Plan and Report 2009-10 9 was below “C”.

In 2007-08, management majors performed the best in the areas of Quantitative Business Analysis (44.4%), Management Core Concepts (43.4%), and Marketing Core Concepts (36.9%). Marketing majors performed the best in the areas of Management Core Concepts (50.0%), Marketing Core Concepts (48.8%), and Quantitative Business Analysis (42.8%). General business majors performed the best in the areas of Quantitative Business Analysis (44.4%), Management Core Concepts (43.4%), and Marketing Core Concepts (36.9%).

In 2006-07, management majors performed the best in the areas of Quantitative Business Analysis (42.9%), Management Core Concepts (40.8%), and Marketing Core Concepts (40.8%). Marketing majors performed the best in the areas of Quantitative Business Analysis (61.2%), Marketing Core Concepts (51.4%), and Legal and Social Issues (48.4%). General business majors performed the best in the areas of Quantitative Business Analysis (42.9%), Management Core Concepts (40.8%), and Marketing Core Concepts (40.8%). Data indicates an overall increase of Business Graduate Survey will be Overall, an average of 96.5% of 4.5% in problem solving, conducted every 2 years beginning respondents (2010) reported that the communication, and planning skills spring 2010 using an electronic College of Business program compared to the 2006 survey. Data survey. E-mailing list of graduates contributed to their growth in problem was not reported by major and specific

Management, Marketing and Business Administration Plan and Report 2009-10 10 from the past 5 years will be obtained solving, communication, and planning categories could not be directly from Alumni and department records. skills. Specifically, 97.6% of the compared. Results of a series of questions respondents believed their problem Given appropriate funding, the survey designed specifically to rate problem solving skills were enhanced, 96.3% could be administered electronically in solving, communication, and believed their planning skills were 2010-11, collecting this information, planning skills will be tabulated and enhanced, and 95.6% believed their and results compared to those obtained cross-tabulated. Comparisons will be communication skills were enhanced. in an earlier admission of the survey. made with results of Employer Survey. Once a baseline is The survey was not administered in established, data will be compared to 2008-09. previous years’ results. At least 90% of management majors will report An overall average of 92% of that the College of Business program respondents (2006) reported that the enhanced their problem solving, College of Business program communication, and planning skills enhanced their ability to understand necessary for solving management the functional areas of business. issues. Specifically, 92 % reported an understanding of the broad fundamental areas in business, 92% reported being able to apply business theory to real world problems, 91% reported being able to identify/define business problems, 94% have the ability to think strategically, 91% have the ability to make ethical business decisions, and 89% reported having good decision making skills. Demonstrates the ability to work as a MFT testing will be annually. The MFT was not administered in Although not reported by major, 100% team member when completing Students will score 50 % or greater as 2009-10. In lieu of the MFT, final of teams earned a grade of “C’ or management tasks. measured by the ETS assessment team project grades in the Strategic higher demonstrating the ability to indicators. The ETS Field Management class were evaluated to work as a team member when GE 5 Achievement Test in Business is the demonstrate management majors’ completing management tasks. Final U.S. standard benchmarking measure ability to work as a team member. project grades along with MFT results of business core administered to Strategic Management is the capstone with MFT results for 2010-11 should business seniors. course and requires the ability to work be used to measure this goal and to as a team member. Although not take appropriate steps to maintain these reported by major, 51.6 % of team results. project grades were “A”, 35.2% were Professors will submit questions from “B”, and 13.2% were “C”. their functional areas to include on the MFT.

Management, Marketing and Business Administration Plan and Report 2009-10 11 The MFT was not administered in 2008-09. In lieu of the MFT, final team project grades in the Strategic Management class were evaluated to demonstrate division majors’ ability to work as a team member when completing management tasks. Strategic Management is the capstone course and requires the use of knowledge in the functional areas of business. 46.6 % of team project grades were “A”, 23.3% were “B”, and 26.6% were “C”. Less than 1% was below “C”.

In 2007-08, management majors performed the best in the areas of Quantitative Business Analysis (44.4%), Management Core Concepts (43.4%), and Marketing Core Concepts (36.9%). Results showed weaknesses in the areas of Finance (25.6%), Legal and Social Environment (30.0%), and International Issues (34.1%).

In 2006-07, management majors performed the best in the areas of Quantitative Business Analysis (42.9%), Management Core Concepts (40.8%), and Marketing Core Concepts (40.8%). Results showed weaknesses in the areas of Finance (25.4%), Economics (32.3%), and Accounting (32.3%). In 2005-06, management majors performed the best in the areas of Quantitative Business Analysis (52.7%), Management Core Concepts (48.5%), and Marketing Core

Management, Marketing and Business Administration Plan and Report 2009-10 12 Concepts (45.1%). Results showed weaknesses in the areas of Finance (29.7%), Economics (33.3%), and Accounting (36.1%).

Business Graduate Survey will be An overall average of 95.9% of Data was not reported by major so conducted every 2 years beginning respondents (2010) reported that the direct comparisons with the 2006 spring 2010 using an electronic College of Business program survey could not be made. survey. E-mailing list of graduates enhanced their ability to work Given appropriate funding, the survey from the past 5 years will be obtained cooperatively in a group. could be administered electronically in from Alumni and department records. 2010-11, collecting this information, Results of a series of questions The survey was not administered in and results compared to those obtained designed specifically to rate 2008-09. in an earlier admission of the survey. teamwork skills will be tabulated and cross-tabulated. Comparisons will be 100% of management graduates made with results of Employer reported (2006) the College of Survey. Once a baseline is Business program enhanced their established, data will be compared to ability to work as a team member previous years’ results. At least 90% when completing management tasks. of management majors will report that the College of Business program enhanced their ability to work as a team member when completing management tasks.

Marketing A. Learning Outcome B. Data Collection and C. Results of D. Use of Evaluation What should a graduate in the major know, value, or be able to do Analysis Evaluation Results at graduation and beyond? 1. What assessment tools and/or What were the findings of the 1. List any specific recommendations. methods will you use to determine analysis? 2. Describe changes in curriculum, achievement of the learning courses, or procedures that are outcome? 2. Describe how the data proposed or were made/ are being from these tools and/or methods will made as a result of the program be/have been collected. learning outcome assessment process. 3. Explain the procedure to analyze the data.

Management, Marketing and Business Administration Plan and Report 2009-10 13 Identifies and uses marketing core MFT testing will be annually. The MFT was not administered in Although not reported by major, concepts Students will score 50 % or greater as 2009-10. In lieu of the MFT, final 98.9% of students earned a grade of measured by the ETS assessment team project grades in the Strategic “C’ or higher demonstrating GE 1 ,2, 3, 6 indicators. The ETS Field Management class were evaluated to understanding of marketing core Achievement Test in Business is the demonstrate marketing majors’ concepts. Final project grades along U.S. standard benchmarking measure understanding of the marketing core with MFT results for 2010-11 should of business core administered to concepts. Strategic Management is be used to measure this goal and to business seniors. the capstone course and requires the take appropriate steps to maintain use of knowledge of marketing core these results. concepts. Although not reported by Professors will submit questions from major, 51.6 % of student project their functional areas to include on the grades were “A”, 35.2% were “B”, MFT. 12.1% were “C”, and 1.1% was below “C”.

The MFT was not administered in 2008-09. In lieu of the MFT, final team project grades in the Strategic Management class were evaluated to demonstrate that marketing majors can identify and use marketing core concepts. Strategic Management is the capstone course and requires the use of knowledge in the functional areas of business. 46.6 % of team project grades were “A”, 23.3% were “B”, and 26.6% were “C”. Less than 1% was below “C”.

In 2007-08, marketing majors performed the best in the areas of Management (50.0%), Marketing Core Concepts (48.8%), and Quantitative Business Analysis (42.8%). Results showed weaknesses in the areas of Finance (30.7%), Economics (31.7%), and Accounting (33.3%).

In 2006-07, marketing majors

Management, Marketing and Business Administration Plan and Report 2009-10 14 performed the best in the areas of Quantitative Business Analysis (61.2%), Marketing Core Concepts (51.4%), and Legal and Social Issues (48.4%). Results showed weaknesses in the areas of Accounting (23.0%), Economics (29.0%), and International Issues (34.4%).

Business Graduate Survey will be This information was not specifically Data could not be directly compared conducted every 2 years beginning obtained on the survey. Although not to the 2006 survey. Given appropriate spring 2010 using an electronic reported by major, an overall average funding, the survey could be survey. E-mailing list of graduates of 96.3% of respondents (2010) administered electronically in 2010- from the past 5 years will be obtained reported that the College of Business 11, collecting this information, and from Alumni and department records. program provided a broad knowledge results compared to those obtained in Results of a series of questions in degree discipline. an earlier admission of the survey. designed specifically to rate knowledge of marketing core The survey was not administered in concepts will be tabulated and cross- 2008-09. tabulated. Comparisons will be made with results of Employer Survey. 86% of marketing graduates reported Once a baseline is established, data (2006) the College of Business will be compared to previous years’ program enhanced their ability to results. At least 90% of marketing identify and use marketing core majors will report that the College of concepts. Business program enhanced their ability to identify and use marketing core concepts. Demonstrates the ability to work as a MFT testing will be annually. The MFT was not administered in Although not reported by major, team member when completing Students will score 50 % or greater as 2009-10. In lieu of the MFT, final 100% of teams earned a grade of “C’ marketing tasks. measured by the ETS assessment team project grades in the Strategic or higher demonstrating the ability to indicators. The ETS Field Management class were evaluated to work as a team member when GE 5 Achievement Test in Business is the demonstrate marketing majors’ broad completing marketing tasks. Final U.S. standard benchmarking measure understanding of the functional areas project grades along with MFT results of business core administered to of business. Strategic Management is with MFT results for 2010-11 should business seniors. the capstone course and requires the be used to measure this goal and to use of knowledge in the functional take appropriate steps to maintain areas of business.51.6 % of student these results. project grades were “A”, 35.2% were Professors will submit questions from “B”, 12.1% were “C”, and 1% was their functional areas to include on the

Management, Marketing and Business Administration Plan and Report 2009-10 15 below “C”. MFT.

The MFT was not administered in 2008-09. In lieu of the MFT, final team project grades in the Strategic Management class were evaluated to demonstrate marketing majors’ ability to work as a team member when completing marketing tasks. Strategic Management is the capstone course and requires the use of knowledge in the functional areas of business. 46.6 % of team project grades were “A”, 23.3% were “B”, and 26.6% were “C”. Less than 1% was below “C”.

In 2006-07, marketing majors performed the best in the areas of Quantitative Business Analysis (61.2%), Marketing Core Concepts (51.4%), and Legal and Social Issues (48.4%). Results showed weaknesses in the areas of Accounting (23.0%), Economics (29.0%), and International Issues (34.4%).

Business Graduate Survey will be An overall average of 95.9% of Data was not reported by major so conducted every 2 years beginning respondents (2010) reported that the direct comparisons with the 2006 spring 2010 using an electronic College of Business program survey could not be made.

Management, Marketing and Business Administration Plan and Report 2009-10 16 survey. E-mailing list of graduates enhanced their ability to work Given appropriate funding, the survey from the past 5 years will be obtained cooperatively in a group. could be administered electronically from Alumni and department records. in 2010-11, collecting this Results of a series of questions The survey was not administered in information, and results compared to designed specifically to rate 2008-09. those obtained in an earlier admission teamwork skills will be tabulated and of the survey. cross-tabulated. Comparisons will be An overall average of 89% of made with results of Employer marketing graduates reported (2006) Survey. Once a baseline is the College of Business program established, data will be compared to enhanced their ability to work as a previous years’ results. At least 90% team member when completing of marketing majors will report that marketing tasks. Specifically, 89% the College of Business program reported having the teamwork skills enhanced their ability to work as a needed to effectively perform team member when completing marketing responsibilities and 87% marketing tasks. reported the skills needed to interact in a group setting. Demonstrates problem solving, MFT testing will be annually. The MFT was not administered in Although not reported by major, communication, and planning skills Students will score 50 % or greater as 2009-10. In lieu of the MFT, final 98.9% of students earned a grade of necessary for developing marketing measured by the ETS assessment team project grades in the Strategic “C’ or higher demonstrating an strategies. indicators. The ETS Field Management class were evaluated to understanding of marketing strategies. Achievement Test in Business is the demonstrate marketing majors’ Final project grades along with MFT GE 1, 2 U.S. standard benchmarking measure understanding of problem solving, results for 2010-11 should be used to of business core administered to communication, and planning skills. measure this goal and to take business seniors. Strategic Management is the capstone appropriate steps to maintain these course and requires the use of results. knowledge in problem solving, Professors will submit questions from communication, and planning. their functional areas to include on the Although not reported by major, MFT. 51.6% of team project grades were “A”, 35.2% were “B”, 12.1% were “C”, and 1% was below “C”.

The MFT was not administered in 2008-09. In lieu of the MFT, final team project grades in the Strategic Management class were evaluated to demonstrate majors’ problem solving, communication, and planning skills necessary for developing marketing

Management, Marketing and Business Administration Plan and Report 2009-10 17 strategies and a comprehensive marketing plan. Strategic Management is the capstone course and requires the use of knowledge in the functional areas of business. 46.6 % of team project grades were “A”, 23.3% were “B”, and 26.6% were “C”. Less than 1% was below “C”.

In 2006-07, marketing majors performed the best in the areas of Quantitative Business Analysis (61.2%), Marketing Core Concepts (51.4%), and Legal and Social Issues (48.4%). Results showed weaknesses in the areas of Accounting (23.0%), Economics (29.0%), and International Issues (34.4%).

Business Graduate Survey will be Overall, an average of 96.5% of Data indicates an overall increase of conducted every 2 years beginning respondents (2010) reported that the 4.5% in problem solving, spring 2010 using an electronic College of Business program communication, and planning skills survey. E-mailing list of graduates contributed to their growth in problem compared to the 2006 survey. Data from the past 5 years will be obtained solving, communication, and planning was not reported by major and from Alumni and department records. skills. Specifically, 97.6% of the specific categories could not be Results of a series of questions respondents believed their problem directly compared. designed specifically to rate problem solving skills were enhanced, 96.3% Given appropriate funding, the survey solving, communication, and believed their planning skills were could be administered electronically planning skills will be tabulated and enhanced, and 95.6% believed their in 2010-11, collecting this cross-tabulated. Comparisons will be communication skills were enhanced. information, and results compared to

Management, Marketing and Business Administration Plan and Report 2009-10 18 made with results of Employer those obtained in an earlier admission Survey. Once a baseline is The survey was not administered in of the survey. established, data will be compared to 2008-09. previous years’ results. At least 90% of marketing majors will report that An overall average of 90% of majors the College of Business program reported (2006) that the College of enhanced their ability problem Business program enhanced their solving, communication, and ability problem solving, planning skills necessary for communication, and planning skills developing marketing strategies and a necessary for developing marketing comprehensive marketing plan. strategies and a comprehensive marketing plan. Specifically for problem solving, 92% reported having skills to identify/define business problems, 90% reported the ability to make ethical decisions, 87% reported the ability to interact in group settings, and 98% reported the ability to apply marketing principles to business problem solving. As to communication skills, 92% reported adequate interpersonal skills, 84% reported adequate written skills, 95% reported adequate oral presentation skills, while 87% stated they have the ability to interact in a group setting. For planning, 92% reported the ability to think strategically, 84% reported adequate decision making skills, and 87% reported the skills needed to interact in a group setting.

At least 50% of marketing majors will The results of the 2009-10 Writing Professors will evaluate course earn credit on The Writing Proficiency Examination were not content to identify additional writing Proficiency Examination. reported by major. opportunities that could lead to improved written skills. Professors 37.5% of MKT majors passed the will be encouraged to incorporate Writing Proficiency Examination in graded written assignments in their 2008-09 courses.

Management, Marketing and Business Administration Plan and Report 2009-10 19 62% of MKT majors passed the Writing Proficiency Examination in 2007-08

50% of MKT majors passed the Writing Proficiency Examination in 2006-07.

General Business Administration A. Learning Outcome B. Data Collection and C. Results of D. Use of Evaluation What should a graduate in the major know, value, or be able to do Analysis Evaluation Results at graduation and beyond? 1. What assessment tools and/or What were the findings of the 1. List any specific recommendations. methods will you use to determine analysis? 2. Describe changes in curriculum, achievement of the learning courses, or procedures that are outcome? 2. Describe how the data proposed or were made/ are being from these tools and/or methods will made as a result of the program be/have been collected. learning outcome assessment process. 3. Explain the procedure to analyze the data. Demonstrates an understanding of MFT testing will be annually. The MFT was not administered in Although not reported by major, economic business conditions Students will score 50 % or greater as 2009-10. In lieu of the MFT, final 98.9% of students earned a grade of (inflation, employment, growth) and measured by the ETS assessment team project grades in the Strategic “C’ or higher demonstrating an their impact on the U.S. economy indicators. Management class were evaluated to understanding of economic business The ETS Field Achievement Test in demonstrate general business conditions. Final project grades along GE 6 Business is the U.S. standard administration majors’ understanding with MFT results for 2010-11 should benchmarking measure of business of economic business conditions and be used to measure this goal and to core administered to business their impact on the U.S. economy. take appropriate steps to maintain seniors. Strategic Management is the capstone these results. course and requires the use of Professors will submit questions from knowledge in economics. Although their functional areas to include on the not reported by major, 51.6% of MFT. student project grades were “A”, 35.2% were “B”, 12.1% were “C”, and 1% was below “C”.

The MFT was not administered in 2008-09. In lieu of the MFT, final team project grades in the Strategic

Management, Marketing and Business Administration Plan and Report 2009-10 20 Management class were evaluated to demonstrate majors’ understanding of economic business conditions (inflation, employment, growth) and their impact on the U.S. economy. Strategic Management is the capstone course and requires the use of knowledge in the functional areas of business. 46.6 % of team project grades were “A”, 23.3% were “B”, and 26.6% were “C”. Less than 1% was below “C”.

In 2007-08, general business majors performed the best in the areas of Quantitative Business Analysis (44.4%), Management Core Concepts (43.4%), and Marketing Core Concepts (36.9%). Results showed weaknesses in the areas of Finance (25.6%), Legal and Social Environment (30.0%), and International Issues (34.1%).

In 2006-07, general business majors performed the best in the areas of Quantitative Business Analysis (42.9%), Management Core Concepts (40.8%), and Marketing Core Concepts (40.8%). Results showed weaknesses in the areas of Finance (25.4%), Economics (32.3%), and Accounting (32.3%).

This information was not specifically Data could not be directly compared Business Graduate Survey will be collected on the 2010 survey. to the 2006 survey. Given appropriate conducted every 2 years beginning funding, the survey could be spring 2010 using an electronic The survey was not administered in administered electronically in 2010- survey. E-mailing list of graduates 2008-09. 11, collecting this information, and from the past 5 years will be obtained results compared to those obtained in

Management, Marketing and Business Administration Plan and Report 2009-10 21 from Alumni and department records. 92% of general business majors will an earlier admission of the survey. Results of a series of questions report that the College of Business designed specifically to rate the program enhanced their understanding understanding of economic conditions of economic business conditions will be tabulated and cross-tabulated. (inflation, employment, growth) and Comparisons will be made with their impact on the U.S. economy. results of Employer Survey. Once a Specifically, 96% indicated (2006) the baseline is established, data will be ability to identify/define business compared to previous years’ results. problems, 91% reported the ability to At least 90% of general business think strategically, 96% have an majors will report that the College of understanding of the broad functional Business program enhanced their areas in business, 97% report the understanding of economic business ability t apply business theory to real conditions (inflation, employment, world practice, 90% have the skills growth) and their impact on the U.S. needed to understand the keys to economy. successful economic development, 81% report the ability to distinguish between profit, wage rate, inflations, and economic growth, and 91% have an understanding of economic business conditions. Demonstrates problem solving, MFT testing will be annually. The MFT was not administered in Although not reported by major, communication, and planning skills Students will score 50 % or greater as 2009-10. In lieu of the MFT, final 98.9% of students earned a grade of necessary for conducting business measured by the ETS assessment team project grades in the Strategic “C’ or higher demonstrating an analyses and developing strategic indicators. The ETS Field Management class were evaluated to understanding of problem solving, business decisions. Achievement Test in Business is the demonstrate general business communication, and planning. Final U.S. standard benchmarking measure administration majors’ problem project grades along with MFT results GE 1, 2, 3 of business core administered to solving, communication, and planning for 2010-11 should be used to business seniors. skills. Strategic Management is the measure this goal and to take capstone course and requires the use appropriate steps to maintain these of problem solving, communication, results. and planning. Although not reported Professors will submit questions from by major, 51.6% of student project their functional areas to include on the grades were “A”, 35.2% were “B”, MFT. 12.1% were “C”, and 1% was below “C”.

The MFT was not administered in 2008-09. In lieu of the MFT, final team project grades in the Strategic

Management, Marketing and Business Administration Plan and Report 2009-10 22 Management class were evaluated to demonstrate majors’ problem solving, communication, and planning skills necessary for conducting business analyses and developing strategic business decisions. Strategic Management is the capstone course and requires the use of knowledge in the functional areas of business. 46.6 % of team project grades were “A”, 23.3% were “B”, and 26.6% were “C”. Less than 1% was below “C”.

In 2007-08, general business majors performed the best in the areas of Quantitative Business Analysis (44.4%), Management Core Concepts (43.4%), and Marketing Core Concepts (36.9%). Results showed weaknesses in the areas of Finance (25.6%), Legal and Social Environment (30.0%), and International Issues (34.1%).

In 2006-07, general business majors performed the best in the areas of Quantitative Business Analysis (42.9%), Management Core Concepts (40.8%), and Marketing Core Concepts (40.8%). Results showed weaknesses in the areas of Finance (25.4%), Economics (32.3%), and Accounting (32.3%).

Business Graduate Survey will be Overall, an average of 96.5% of Data indicates an overall increase of conducted every 2 years beginning respondents (2010) reported that the 4.5% in problem solving, spring 2010 using an electronic College of Business program communication, and planning skills survey. E-mailing list of graduates contributed to their growth in problem compared to the 2006 survey. Data from the past 5 years will be obtained solving, communication, and planning was not reported by major and from Alumni and department records. skills. Specifically, 97.6% of the specific categories could not be

Management, Marketing and Business Administration Plan and Report 2009-10 23 Results of a series of questions respondents believed their problem directly compared. designed specifically to rate problem solving skills were enhanced, 96.3% Given appropriate funding, the survey solving, communication, and believed their planning skills were could be administered electronically planning skills will be tabulated and enhanced, and 95.6% believed their in 2010-11, collecting this cross-tabulated. Comparisons will be communication skills were enhanced. information, and results compared to made with results of Employer those obtained in an earlier admission Survey. Once a baseline is The survey was not administered in of the survey. established, data will be compared to 2008-09. previous years’ results. At least 90% of general business majors will report An overall average of 96% of majors that the College of Business program reported (2006) that the College of enhanced their problem solving, Business program enhanced their communication, and planning skills ability problem solving, necessary for conducting business communication, and planning skills analyses and developing strategic necessary for conducting business business decisions. analyses and developing strategic business decisions. Specifically for problem solving, 96% reported having skills to identify/define business problems, 96% reported the ability to make ethical decisions, 96% reported the ability to interact in group settings, and 91% reported the ability to understand economic business conditions. As to communication skills, 96% reported adequate interpersonal skills, 96% reported adequate written skills, 100% reported adequate oral presentation skills, while 96% stated they have the ability to interact in a group setting, and100% indicated having communication skills which aid in job performance. For planning, 91% reported the ability to think strategically, 96% reported adequate decision making skills, 96% reported the skills needed to interact in a group setting, 96% reported the ability to identify/define business problems, and

Management, Marketing and Business Administration Plan and Report 2009-10 24 96% reported an understanding of the fundamental areas of business.

At least 50% of general business The results of the 2009-10 Writing Professors will evaluate course majors will earn credit on The Proficiency Examination were not content to identify additional writing Writing Proficiency Examination. reported by major. opportunities that could lead to improved written skills. Professors 30.3% of GBA majors passed the will be encouraged to incorporate Writing Proficiency Examination in graded written assignments in their 2008-09. courses.

20% of GBA majors passed the Writing Proficiency Examination in 2007-08.

Hospitality Services Management A. Learning Outcome B. Data Collection and C. Results of D. Use of Evaluation What should a graduate in the major know, value, or be able to do Analysis Evaluation Results at graduation and beyond? 1. What assessment tools and/or What were the findings of the 1. List any specific recommendations. methods will you use to determine analysis? 2. Describe changes in curriculum, achievement of the learning courses, or procedures that are outcome? 2. Describe how the data proposed or were made/ are being from these tools and/or methods will made as a result of the program be/have been collected. learning outcome assessment process. 3. Explain the procedure to analyze the data. Demonstrates knowledge of MFT testing will be annually. The MFT was not administered in Although not reported by major, hospitality industry principles and Students will score 50 % or greater as 2009-10. In lieu of the MFT, final 98.9% of students earned a grade of practices. measured by the ETS assessment team project grades in the Strategic “C’ or higher demonstrating an indicators. The ETS Field Management class were evaluated to understanding of service industry

Management, Marketing and Business Administration Plan and Report 2009-10 25 GE 6, 9 Achievement Test in Business is the demonstrate hospitality services practices. Final project grades along U.S. standard benchmarking measure management majors’ knowledge of with MFT results for 2010-11 should of business core administered to the hospitality industry principles and be used to measure this goal and to business seniors. practices. Strategic Management is take appropriate steps to maintain the capstone course and requires the these results. use of knowledge of service industry Professors will submit questions from principles. Although not reported by their functional areas to include on the major, 51.6% of student project MFT. grades were “A”, 35.2% were “B”, 12.1% were “C”, and 1% was below “C”.

The MFT was not administered in 2008-09. In lieu of the MFT, final team project grades in the Strategic Management class were evaluated to demonstrate majors’ knowledge of hospitality industry principles and practices. Strategic Management is the capstone course and requires the use of knowledge in the functional areas of business. 46.6 % of team project grades were “A”, 23.3% were “B”, and 26.6% were “C”. Less than 1% was below “C”.

There were no results for HSM majors in 2007-08.

Business Graduate Survey will be This information was not specifically Data could not be directly compared conducted every 2 years beginning collected on the 2010 survey. to the 2006 survey. Given appropriate spring 2010 using an electronic funding, the survey could be survey. E-mailing list of graduates The survey was not administered in administered electronically in 2010- from the past 5 years will be obtained 2008-09. 11, collecting this information, and from Alumni and department records. results compared to those obtained in Results of a series of questions No HSM graduates responded to the an earlier admission of the survey. designed specifically to rate (2006) survey. hospitality services management principles and practices will be

Management, Marketing and Business Administration Plan and Report 2009-10 26 tabulated and cross-tabulated. Comparisons will be made with results of Employer Survey. Once a baseline is established, data will be compared to previous years’ results. At least 90% of hospitality services management majors will report that the College of Business program enhanced their knowledge of hospitality industry principles and practices. Demonstrates the ability to work as a MFT testing will be annually. The MFT was not administered in Although not reported by major, team member when completing Students will score 50 % or greater as 2009-10. In lieu of the MFT, final 100% of teams earned a grade of “C’ hospitality management tasks. measured by the ETS assessment team project grades in the Strategic or higher demonstrating the ability to indicators. The ETS Field Management class were evaluated to work as a team member when GE 5 Achievement Test in Business is the demonstrate hospitality services completing service management tasks. U.S. standard benchmarking measure management majors’ teamwork skills. Final project grades along with MFT of business core administered to Strategic Management is the capstone results with MFT results for 2010-11 business seniors. course and requires teamwork skills. should be used to measure this goal Although not reported by major, and to take appropriate steps to 51.6% of team project grades were maintain these results. “A”, 35.2% were “B”, 12.1% were Professors will submit questions from “C”, and 1% was below “C”. their functional areas to include on the MFT. The MFT was not administered in 2008-09. In lieu of the MFT, final team project grades in the Strategic Management class were evaluated to demonstrate majors’ ability to work as a team member when completing hospitality management tasks. Strategic Management is the capstone course and requires the use of knowledge in the functional areas of business. 46.6 % of team project grades were “A”, 23.3% were “B”, and 26.6% were “C”. Less than 1% was below “C”.

Business Graduate Survey will be An overall average of 95.9% of Data was not reported by major so

Management, Marketing and Business Administration Plan and Report 2009-10 27 conducted every 2 years beginning respondents (2010) reported that the direct comparisons with the 2006 spring 2010 using an electronic College of Business program survey could not be made. survey. E-mailing list of graduates enhanced their ability to work Given appropriate funding, the survey from the past 5 years will be obtained cooperatively in a group. could be administered electronically from Alumni and department records. in 2010-11, collecting this Results of a series of questions The survey was not administered in information, and results compared to designed specifically to rate 2008-09. those obtained in an earlier admission teamwork skills will be tabulated and of the survey. cross-tabulated. Comparisons will be No HSM graduates responded to the made with results of Employer (2006) survey. Survey. Once a baseline is established, data will be compared to previous years’ results. At least 90% of hospitality services management majors will report that the College of Business program enhanced their ability to work as a team member when completing hospitality management tasks. Demonstrates problem solving, MFT testing will be annually. The MFT was not administered in Although not reported by major, communication, and planning skills Students will score 50 % or greater as 2009-10. In lieu of the MFT, final 98.9% of students earned a grade of necessary for solving hospitality measured by the ETS assessment student project grades in the Strategic “C’ or higher demonstrating an management issues. indicators. The ETS Field Management class were evaluated to understanding of problem solving, Achievement Test in Business is the demonstrate hospitality services communication, and planning. Final GE 1, 2, 3 U.S. standard benchmarking measure management majors’ problem project grades along with MFT results of business core administered to solving, communication, and planning for 2010-11 should be used to business seniors. skills. Strategic Management is the measure this goal and to take capstone course and requires the use appropriate steps to maintain these of problem solving, communication, results. and planning skills. Although not Professors will submit questions from reported by major, 51.6% of student their functional areas to include on the project grades were “A”, 35.2% were MFT. “B”, 12.1% were “C”, and 1% was below “C”.

The MFT was not administered in 2008-09. In lieu of the MFT, final team project grades in the Strategic Management class were evaluated to demonstrate majors’ problem solving,

Management, Marketing and Business Administration Plan and Report 2009-10 28 communication, and planning skills necessary for solving hospitality management issues. Strategic Management is the capstone course and requires the use of knowledge in the functional areas of business. 46.6 % of team project grades were “A”, 23.3% were “B”, and 26.6% were “C”. Less than 1% was below “C”.

Business Graduate Survey will be Overall, an average of 96.5% of Data indicates an overall increase of conducted every 2 years beginning respondents (2010) reported that the 4.5% in problem solving, spring 2010 using an electronic College of Business program communication, and planning skills survey. E-mailing list of graduates contributed to their growth in problem compared to the 2006 survey. Data from the past 5 years will be obtained solving, communication, and planning was not reported by major and from Alumni and department records. skills. Specifically, 97.6% of the specific categories could not be Results of a series of questions respondents believed their problem directly compared. designed specifically to rate solving skills were enhanced, 96.3% Given appropriate funding, the survey teamwork skills will be tabulated and believed their planning skills were could be administered electronically cross-tabulated. Comparisons will be enhanced, and 95.6% believed their in 2010-11, collecting this made with results of Employer communication skills were enhanced information, and results compared to Survey. Once a baseline is those obtained in an earlier admission established, data will be compared to The survey was not administered in of the survey. previous years’ results. At least 90% 2008-09. of hospitality services management majors will report that the College of No HSM graduates responded to the Business program enhanced their (2006) survey. problem solving, communication, and planning skills necessary for solving hospitality management issues.

At least 50% of hospitality services The results of the 2009-10 Writing Professors will evaluate course management majors will earn credit Proficiency Examination were not content to identify additional writing on The Writing Proficiency reported by major. opportunities that could lead to Examination. improved written skills. Professors No HSM majors took the Writing will be encouraged to incorporate Proficiency Examination in 2008-09. graded written assignments in their courses. 0% of HSM majors passed the

Management, Marketing and Business Administration Plan and Report 2009-10 29 Writing Proficiency Examination in 2007-08.

100% of HSM majors passed the Writing Proficiency Examination in 2006-07.

Goals - Division/Department Goals for 2009-10

A. Goal # 1- The division will employ additional faculty members to support and enhance the division’s programs of study.

1. Institutional Goal(s) supported by this goal: SP 1, 2, 3

2. Evaluation Procedure(s): Analyze the division’s budget.

3. Actual Results of Evaluation: Due to budget constraints, funding was not provided so no hiring occurred.

4. Use of Evaluation Results: Efforts will continue to employ faculty members that will allow the division to offer required classes for the Management degree. The Gaming Management track in the HSM program was eliminated.

B. Goal # 2 – The division will encourage students to participate in internship classes.

1. Institutional Goal(s) supported by this goal: SP 1, 2, 5 QEP 1, 3

2. Evaluation Procedure(s): Enrollment data will be examined to determine participation in internship programs.

Management, Marketing and Business Administration Plan and Report 2009-10 30 3. Actual Results of Evaluation Division students participated in internship in the following majors: HSM, Management, and Marketing.

4. Use of Evaluation Results: Internships provide opportunities for students to gain knowledge and work experience. Additionally, these classes provide a service to those organizations who hire students.

C. Goal # 3 – Faculty will engage in service, research, and other scholarly activities.

1. Institutional Goal(s) supported by this goal: SP1, 3, 5 QEP 3

2. Evaluation Procedure(s): Faculty annual reviews will provide information to determine if the goal is met.

3. Actual Results of Evaluation 100% of division faculty engaged in service, research, and other scholarly activities.

4. Use of Evaluation Results: Faculty will bring current information to the classroom and share the information with stakeholders of the university.

D. Goal #4 – The division will evaluate and make changes to curriculums to meet stakeholder expectations.

1. Institutional Goal(s) supported by this goal: SP 1, 2

2. Evaluation Procedure(s): Evaluate curriculum committee meeting information.

3. Actual Results of Evaluation The curriculum for each major was reviewed and changes to curriculums were made where needed.

4. Use of Evaluation Results: Management, Marketing and Business Administration Plan and Report 2009-10 31 Changes to curriculums will be made when needed to meet the expectations of stakeholders. These changes will result in improvement to programs and services offered to the community.

E. Goal # 5 – The division will offer classes in various formats in an effort to increase enrollment.

1. Institutional Goal(s) supported by this goal: SP 1, 2 QEP 1, 2, 3

2. Evaluation Procedure(s): Division information (syllabi, schedule of classes, etc.) will be evaluated.

3. Actual Results of Evaluation Classes were offered during the day and evenings. In-class, hybrid, and online formats were offered.

4. Use of Evaluation Results: The effectiveness of course formats and delivery methods will continue to be examined. Appropriate changes will be implemented for improvement.

F. Goal # 6 – Recruiting efforts for the division will be addressed.

1. Institutional Goal(s) supported by this goal: SP 1, 2 QEP 4

2. Evaluation Procedure(s): Information addressing student enrollment provided by Institutional Research will be evaluated.

3. Actual Results of Evaluation The College of Business implemented television ads for all undergraduate majors and division faculty attended various recruiting events. Specific data is not available.

4. Use of Evaluation Results: Enrollment for the division will increase. Additionally, the effectiveness of recruiting methods will be examined. Management, Marketing and Business Administration Plan and Report 2009-10 32 Appropriate changes will be implemented for improvement

Goals - Division/Department Goals for 2010-11

A. Goal # 1- The division will employ additional faculty members to support and enhance the division’s programs of study.

1. Institutional Goal(s) supported by this goal: SP 1, 2, 3

2. Evaluation Procedure(s): Analyze the division’s budget.

3. Expected Results of Evaluation: Funding for the faculty positions will be provided and hiring will take place.

4. Use of Evaluation Results: Efforts will continue to employ faculty members that will allow the division to offer required classes for the Management degree.

B. Goal # 2 – The division will encourage students to participate in internship classes.

1. Institutional Goal(s) supported by this goal: SP 1, 2, 5 QEP 1, 3

2. Evaluation Procedure(s): Enrollment data will be examined to determine participation in internship programs.

3. Expected Results of Evaluation Division students will participate in internship in the following majors: HSM, Management, and Marketing.

4. Use of Evaluation Results:

Management, Marketing and Business Administration Plan and Report 2009-10 33 Internships provide opportunities for students to gain knowledge and work experience. Additionally, these classes provide a service to those organizations who hire students.

C. Goal # 3 – Faculty will engage in service, research, and other scholarly activities.

1. Institutional Goal(s) supported by this goal: SP 1, 3, 5 QEP 3

2. Evaluation Procedure(s): Faculty annual reviews will provide information to determine if the goal is met.

3. Expected Results of Evaluation 100% of division faculty will engage in service, research, and other scholarly activities.

4. Use of Evaluation Results: Faculty will bring current information to the classroom and share the information with stakeholders of the university.

D. Goal #4 – The division will evaluate and make changes to curriculums to meet stakeholder expectations.

1. Institutional Goal(s) supported by this goal: SP 1, 2

2. Evaluation Procedure(s): Evaluate curriculum committee meeting information.

3. Expected Results of Evaluation Changes to curriculums will be made where needed.

4. Use of Evaluation Results: Changes to curriculums will be made when needed to meet the expectations of stakeholders. These changes will result in improvement to programs and services offered to the community.

Management, Marketing and Business Administration Plan and Report 2009-10 34 E. Goal # 5 – The division will offer classes in various formats in an effort to increase enrollment.

1. Institutional Goal(s) supported by this goal: SP 1, 2 QEP 1, 2, 3

2. Evaluation Procedure(s): Division information (syllabi, schedule of classes, etc) will be evaluated.

3. Expected Results of Evaluation Classes will be offered during the day, evenings, and online.

4. Use of Evaluation Results: The effectiveness of course formats and delivery methods will continue to be examined. Appropriate changes will be implemented for improvement.

F. Goal # 6 – Faculty will attend recruiting events.

2. Evaluation Procedure(s): Information addressing student enrollment provided by Institutional Research will be evaluated.

3. Expected Results of Evaluation Recruiting efforts will increase.

4. Use of Evaluation Results: Enrollment for the division will increase. Additionally, the effectiveness of recruiting methods will be examined. Appropriate changes will be implemented for improvement.

G. Goal # 7 – Faculty will incorporate writing assignments into each course. Management, Marketing and Business Administration Plan and Report 2009-10 35

2. Evaluation Procedure(s): Division information (syllabi, application for Letter of Recognition for Writing Across the Curriculum, etc.) will be evaluated.

3. Expected Results of Evaluation Writing activities will increase.

4. Use of Evaluation Results: Number of students passing the Writing Proficiency Examination will increase.

Data and information for department:

Mission Statement:

The objective of the Division of Management, Marketing and Business Administration is to provide students degree programs which afford a broad range of career opportunities for individuals who desire to specialize in Management, Marketing, General Business Administration, or Hospitality Services Management. In addition to a well-balanced background in general education, the curriculum includes core courses in accounting, economics, data processing, finance, and communication in order to establish a strong common body of knowledge in business administration.

Number of Majors: The following table displays the division’s number of majors:

Division of Management, Marketing, and Business Administration Number of Majors 2002-2009 2002* 2003 2004 2005 2006 2007 2008 2009 2010** GBA 373 500 463 417 395 346 318 271 105 MGT 309 217 221 252 285 276 263 290 111

Management, Marketing and Business Administration Plan and Report 2009-10 36 MKT 171 161 158 130 146 114 119 104 32 OAD 70 50 56 37 32 25 16 1 0 BED 73 63 48 20 25 15 6 0 0 HSM 2 2 3 5 30 49 48 36 10 TOTAL 998 993 949 861 913 825 770 702 258 * Prior to Divisions' Merger ** Spring semester only

Credit Hour Production: The following table displays the division’s credit hour production:

Division of Management, Marketing, and Business Administration Credit Hour Production 2002-2009 2002* 2003 2004 2005 2006 2007 2008+ 2009+ 2010**+ GR 957 1,530 1,854 1,359 1,284 1,023 429 1,602 447 UG 7,258 9,767 9,103 8,513 8,733 8,651 4,083 6,195 2,566 TOTAL 8,215 11,297 10,957 9,872 10,017 9,674 4,512 7,797 3,013 * Prior to Divisions' Merger ** Spring semester only + Economics hours not included

Number of Graduates: The following tables display the division’s number of graduates.

Div. of Mgt, Mkt, & Bad

Management, Marketing and Business Administration Plan and Report 2009-10 37 Graduates

2005-06 2007-08 2008-09 2009-10 GBA 28 26 20 39 MGT 40 42 31 22 MKT 12 17 21 13 OAD* 3 0 0 0 HSM 0 3 1 2 BED* 1 0 0 0 TOTAL 84 102 73 76 * Major no longer offered

Grants, Contracts, Partnerships, Other Accomplishments

Selected Data  Currently, the Division has 9 faculty with approximately 77.8% being terminally qualified.  The Division offers 2 online programs to meet student demand.  The Division is responsible for 60% of the I-MBA courses.  The Division is responsible for 67% of the Traditional MBA core courses.  The Division is responsible for GBA 204, a special degree requirement for all business majors.  The Division offers multiple courses for the School of Nursing for the Master’s level programs.  The Division has a proven history of allowing resources to be used in high demand areas.  40% of student workers are minority  1 disabled faculty member  Encouraged university faculty diversity through scholarly activities, university/community service, and teaching Management, Marketing and Business Administration Plan and Report 2009-10 38  Donation by David Abney for the International Business Symposium  Paid internships  Developing a 2+2 HSM program with community/junior colleges  One faculty member teaches in every module of the I-MBA to provide for student/faculty continuity  Recruited students to the I-MBA program  Led in the recruitment of students for COB graduate and undergraduate programs  Coordinated meetings with representatives of the Isle of Capri and Harlow’s  Developed and promoted Corporate Scholarship Program  Promoting HSM program to numerous gaming organizations  20 online classes on average offered each semester by the division  8 online intersession classes on average offered by the division  Majority of COB intersession classes are offered by the division  Numerous online classes offered during summer sessions  Two online programs offered by Division: Hospitality Services Management, and International Business and Development  The division leads the COB in meeting demand for online classes  89% of faculty engaged in scholarly activities  89% of faculty attended conferences, seminars, workshops, and/or symposiums  100% of faculty engaged in service to the university and the community  89% of faculty uses the Internet for research

Management, Marketing and Business Administration Plan and Report 2009-10 39  100% of faculty use E-mail for teacher/student communication and student group communication  100% of faculty requires the use of software such as Microsoft Office: Word, PowerPoint, and Excel for class assignments  89% of faculty teaches classes online and/or hybrid classes  100% of faculty has an online component for their classes  Established, built, and maintained, strong relationships with alumni  Established, built, and maintained, strong relationships with industry professionals  Established, built, and maintained strong relationships with gaming organizations Selected Accomplishments Teaching  Course delivery methods: traditional, on-line, and hybrid classes.  Courses offered during the day, evenings, weekends, and intersession.  Students granted the freedom of choice to select the course format that is conducive to attaining their educational goals.  Economic development activities by the division. − Interns in the division were employed by Delta area organizations as part-time employees and completed projects specific to these organizations. − Faculty provided assistance to organizations through the development of management training and development programs. Additional Division Accomplishments  Efficient use of financial resources provided to the division.  Actively participated in the Student Engagement Program.  Actively participated in the QEP.  Faculty members were involved in academic research, consulting, university service, community, and professional service.

Management, Marketing and Business Administration Plan and Report 2009-10 40  Students took advantage of internship classes.  Students improved technology skills by using contemporary software and equipment to complete class projects.  Increased the number of web-based classes offered by the division allowing improved access to educational opportunities.  The division maintains a comprehensive program of student advisement to increase student retention and graduation rates.  Improved student engagement by utilizing technology, in-class exercises, group work, and application exercises.  Faculty served on division, college, and university committees to ensure accomplishment of the university’s mission.  Faculty assisted with recruitment of students by attending college recruitment fairs, orientation sessions, and meeting with individual students. Information about the Gaming Program  The Gaming Management track was eliminated. International Business Symposium  The International Business Symposium was held bringing attention to the International Business and Development Program.  The symposium helped to increase student interest in global business, recruit students, retain students, build community relations, and build university relations.  The Division established relationships with the esteemed speakers in the field of international business. Scholarship  Faculty presented at state, regional, national or international conferences.  Faculty published in journals, books, and conference proceedings.  Two faculty members revitalized and organized FORBS for the College of Business. Student Recruitment  Students granted the freedom of choice to select the course format that is conducive to attaining their educational goals. o Student recruitment continues to be a goal of the division.

Management, Marketing and Business Administration Plan and Report 2009-10 41  A marketing committee developed a marketing plan to promote the division and College of Business.  Two faculty members were selected to initiate a demand study for the Greenville and Clarksdale Higher Education Centers.  The division’s web site provides information regarding majors, contact information for faculty, and additional information regarding the division. o Faculty assists the admissions and recruiting office with recruitment of students.  The division assisted the admissions and recruiting office to sponsor College of Business recruiting days.  Faculty members participated in parent orientation, student orientation, Delta Focus, college fairs, and visited high schools and community colleges, and business organizations in recruiting efforts. Student Recruitment  A Marketing Committee formed to address student recruitment.  A Web Site – division web site provides information regarding all majors in the division and contact information for the faculty and staff.  Assist Admissions – the division continues to assist the admissions and recruiting office with recruitment of students.  Online Classes – online class offerings have been increased to recruit additional students.  Curriculum Changes – curriculum for all majors were updated to address changes dictated by industry.  The addition of an international business and development program has resulted in increased interest of business students.  Method of Delivery for all programs of study is evaluated to address the needs of students.  Athletics - Recruitment  Parent Orientation  Student Orientation  College of Business Recruitment Days  COB Advisory Committee  Local High Schools

Management, Marketing and Business Administration Plan and Report 2009-10 42  Community Colleges  Internship Programs  Student Employment  Current Students and Alumni

Community Service  Economic development activities by the division. − Interns in the division were employed by Delta area organizations as part-time employees and completed projects specific to these organizations. − Faculty provided assistance to organizations through the development of management training and development programs.  Faculty participate in community development programs; workshops, training, and consulting for the community; and offer, when appropriate, seminars for the university and business community.  Faculty members are active in civic, business, and community organizations.  Faculty members participate in a variety of ways to ensure that business is supported by the university, such as training and development of employees and marketing research.  The division will continue to build and strengthen relationships with professionals, political entities, and residents of the Delta community.

Instruction and Scholarly Activity  Conference Presentations  Conference Discussants  Conference Session Chairs  Attendance at State, Regional, and National Meetings  Editorial Boards – Journals

Management, Marketing and Business Administration Plan and Report 2009-10 43  Journal Publications  Proceedings Publications  Books  Consulting  Workshop Presentations  Training Presentations  Memberships in Professional Organizations  Faculty Web Pages  On-line Courses  Innovative Instruction  Faculty Development  Application Exercises  Guest Speakers  Faculty members were actively involved in professional associations  Grants Economic Development The division participated in numerous economic development activities. Delta area organizations were served by students in internship and marketing research courses. Interns in the division were employed by organizations as part-time employees and completed projects specific to these organizations. Faculty provided assistance to organizations through the development of management training and development programs. The division will continue the following: to support internship classes; have faculty participate in community development programs; participate in business related workshops for the business community; and offer, when appropriate, seminars for the university and business community. Faculty members also participate in a variety of ways to ensure that business is supported by the university, such as training and development of employees and marketing research. Additionally, economic development will be enhanced through the use of on-line instruction. These classes provide additional educational opportunities for individuals in the region.

Management, Marketing and Business Administration Plan and Report 2009-10 44 Diversity Compliance Initiatives and Progress One minority race faculty member left the university for better job opportunity during the previous year. Since the funds have not been available to hire additional faculty members, the diversity of the division has been limited. When funds are available to hire for vacant faculty positions, efforts must be increased by the university to improve hiring and retention of minority faculty. The division believes the fields of study offered in existing programs will attract other race students interested in the various areas of management and marketing. Fields of study are continuously monitored and changes are made to reflect demands of the business community. An International Business and Development option has been added to the management major. This option has the potential of attracting “other race” students and faculty. Qualifying minority students are encouraged to apply for Community College Department Head scholarships and divisional scholarships. Effort is made to place “other race” students in internships. V. Personnel: Noteworthy activities and accomplishments: PHYLLIS BUNN Publications: 2 Presentations: 5 Professional Development: 1 Service to the University: 15 Service to the College: 1 Service to the Division: 1 Service to the Community: 6 Service to the Profession: 3

ROBERT FLEMING Publications: 0 Presentations: 0 Professional Development: 0 Service to the University: 3 (Chair of Attendance and Appeals Committee) Service to the College: 3 Service to the Division: 6

Management, Marketing and Business Administration Plan and Report 2009-10 45 Service to the Community: 2 Service to the Profession: 0

RENEE FOSTER Publications: 0 Presentations: 2 Professional Development: 12 Service to the University: 4 Service to the College: 4 Service to the Division: 8 Service to the Community: 0 Service to the Profession: 5

REBECCA HOCHRADEL Publications: 1 Presentations: 7 Professional Development: 5 Service to the University: 5 (Chair of General Education Committee) Service to the College: 1 Service to the Division: 5 Service to the Community: 3 Service to the Profession: 2

JAMYE LONG Publications: 1 Presentations: 5 Professional Development: 5 Service to the University: 3 Service to the College: 4 Service to the Division: 6 Service to the Community: 6 Service to the Profession: 6

Management, Marketing and Business Administration Plan and Report 2009-10 46 LARRY MAGEE Publications: 0 Presentations: 3 Professional Development: 4 Service to the University: 6 Service to the College: 0 Service to the Division: 1 Service to the Community: 0 Service to the Profession: 4

CAMERON MONTGOMERY Publications: 3 Presentations: 0 Professional Development: 0 Service to the University: 2 Service to the College: 6 Service to the Division: 1 Service to the Community: 0 Service to the Profession: 2

GARRET ROSS Publications: 0 Presentations: 0 Professional Development: 0 Service to the University: 3 Service to the College: 4 Service to the Division: 3 Service to the Community: 0 Service to the Profession: 7

CLINT WOOD Publications: 0 Presentations: 3

Management, Marketing and Business Administration Plan and Report 2009-10 47 Professional Development: 1 Service to the University: 3 (Chair of Faculty Merit Pay Appeals Committee) Service to the College: 1 Service to the Division: 1 Service to the Community: 2 Service to the Profession: 3

New position(s) requested, with justification: One faculty member recently passed away and funds are requested to replace this faculty member. The position must be filled to assure continued offering of quality degree programs in the College of Business.

Change of status Robert Fleming – passed away

VI. Degree Program Addition/Deletions and/or Major Curriculum Changes:

Changes made in the past year Curriculum committees are in the process of finalizing recommending changes in all programs of study to reduce the major curriculum requirements to 21 hours.

Recommended changes for the coming year(s) Implementation of the 21 hour major in Fall 2011. Implementation of 2+2 program at the Clarksdale Center.

Management, Marketing and Business Administration Plan and Report 2009-10 48