AACSB Fifth Year Maintenance Report
Place holder image from Brett Groehler. Transmittal Note
LSBE has created an AACSB-dedicated Web site for our accreditation review at http://lsbetech.d.umn.edu/portal/ Login username = aacsb Password = aacsb2009
On this site you will find the following documents: . LSBE AACSB Annual Report . LSBE Strategic Plan . Policy Manuals for Faculty (including LSBE Faculty Evaluation Policy . UEA Union Contract . Departmental Policies for Tenure and Promotion . Dean’s Travel Fund Policies . Faculty Research Support Policies . Reviews of Special LSBE Programs ₋ CEE (Center for Economic Education) ₋ CED (Center for Economic Development) ₋ BBER (Bureau of Business and Economic Research) ₋ Financial Markets Program On this Web site you will also find the following components of this report: . AACSB Fifth Year Maintenance Report (Fifth Year Report, Executive Summary) . Assurance of Learning Tables (BBA, BAcc, MBA Duluth, MBA Rochester) . LSBE Vision and Mission Statement . Peer and Aspirant Schools
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The University of Minnesota is committed to the policy that all persons shall have equal access to its programs, facilities, and employment without regard to race, color, creed, religion, national origin, sex, age, marital status, disability, public assistance status, veteran status, or sexual orientation. Table of Contents
TRANSMITTAL NOTE...... i
TABLE OF CONTENTS...... ii
TABLE OF TABLES...... iii
EXECUTIVE SUMMARY...... ii
I. SITUATIONAL ANALYSIS...... 8
A. FACTORS THAT SHAPE OUR MISSION AND OPERATIONS...... 8 1. University of Minnesota 8 2. University of Minnesota Duluth 8 3. Labovitz School of Business and Economics 2 B. STRENGTHS, WEAKNESSES, OPPORTUNITIES, AND THREATS...... 2 1. Strengths 2 2. Weaknesses 5 3. Opportunities 6 4. Threats 7 C. DEGREE PROGRAMS INCLUDED IN THE ACCREDITATION REVIEW...... 8
II. MISSION STATEMENT...... 9
A. OUR STATEMENT...... 9 1. Mission 9 2. Vision 9 3. Objectives 9 B. CHANGES IN OUR MISSION STATEMENT...... 10 C. HOW OUR MISSION STATEMENT IS UPDATED AND COMMUNICATED TO KEY STAKEHOLDERS...... 11 D. COMPARISON GROUPS: PEER, ASPIRANT, AND COMPETITOR SCHOOLS...... 11 1. Peer Schools 11 2. Aspirant Schools 12 3. Competitor Schools 13
III. STRATEGIC MANAGEMENT PLANNING PROCESS...... 15
IV. ASSESSMENT TOOLS AND PROCEDURES...... 18
A. BACKGROUND...... 18 B. BBA, BACC, AND MBA PROGRAM LEARNING GOALS...... 18 1. BBA Program Learning Goals 19 2. BAcc Program Learning Goals 20 3. MBA Program Learning Goals 21 C. OVERVIEW OF ASSESSMENTS AT LSBE...... 22 __ 1 D. SUMMARY OF RESULTS...... 23 1. BBA 46 2. BAcc 52 3. MBA Duluth 69 4. MBA Rochester 87 E. OTHER ASSESSMENT ACTIVITIES AND RESULTING CHANGES MADE BY LSBE...... 88
V. FINANCIAL STRATEGIES...... 92
A. STRATEGIC PRIORITIES FOR 2008-09...... 92
VI. NEW DEGREE PROGRAMS...... 93
VII. TABLES...... 94
Table of Tables
TABLE 1. UMD AND LSBE STUDENT ETHNICITY, 2008...... 5 TABLE 2. DEGREE PROGRAMS INCLUDED FOR ACCREDITATION REVIEW...... 8 TABLE 3. BBA PROGRAM LEARNING GOALS ASSESSMENT...... 24 TABLE 4. BACC PROGRAM LEARNING GOALS ASSESSMENT...... 49 TABLE 5. MBA LEARNING ASSESSMENT GOALS - DULUTH...... 53 TABLE 6. MBA LEARNING ASSESSMENT GOALS - ROCHESTER...... 70 TABLE 7. OUTLINE OF MAJOR CHANGES SINCE ACCREDITATION...... 88 TABLE 8. SUMMARY OF FACULTY SUFFICIENCY USING STUDENT CREDIT HOURS, FALL 2008...... 94 TABLE 9. SUMMARY OF FACULTY SUFFICIENCY USING STUDENT CREDIT HOURS, SPRING 2009...... 99 TABLE 10. SUMMARY OF FACULTY INTELLECTUAL CONTRIBUTIONS AND QUALIFICATIONS, FALL 2008...... 103 TABLE 11. SUMMARY OF FACULTY INTELLECTUAL CONTRIBUTIONS AND QUALIFICATIONS, SPRING 2009...... 110 TABLE 12. CALCULATIONS RELATIVE TO DEPLOYMENT OF QUALIFIED FACULTY, FALL 2008...... 117 TABLE 13. CALCULATIONS RELATIVE TO DEPLOYMENT OF QUALIFIED FACULTY, SPRING 2009...... 122
__ 2 Executive Summary
The Labovitz School of Business and Economics at the University of Minnesota Duluth has been pursuing continuous improvement and outstanding performance since it was created in 1974. The Bachelor of Business Administration, the Bachelor of Accounting, and the Masters in Business Administration degrees have been offered since the school’s inception. Many years of hard work to achieve excellence in our programs culminated in our initial accreditation by AACSB in 2000.
Since 2000, LSBE has intensified its efforts at not only achieving excellence, but also in assessing and documenting that achievement with a comprehensive assurance of learning system, as is demonstrated in the Fifth Year Maintenance Report. Careful attention has been devoted to defining, measuring, and managing our portfolio of faculty resources to insure our teaching faculty meet rigorous academic or professional qualifications, while maintaining a proper mix of participating and supporting faculty.
Special attention has been given to clearly outlining program objectives, developing a college committee structure to best manage those objectives, and building on our relative strengths. New outreach components as well as strong specialized programs that meet recruiter needs have been initiated and are well-received by students, faculty, and recruiters.
BACKGROUND INFORMATION
University of Minnesota Mission Statement
The University of Minnesota, founded in the belief that all people are enriched by understanding, is dedicated to the advancement of learning and the search for truth; to the sharing of this knowledge through education for a diverse community; and to the application of this knowledge to benefit the people of the state, the nation, and the world.
The University's mission, carried out on multiple campuses and throughout the state, is threefold:
Research and Discovery - Generate and preserve knowledge, understanding, and creativity by conducting high-quality research, scholarship, and artistic activity that benefit students, scholars, and communities across the state, the nation, and the world.
Teaching and Learning - Share that knowledge, understanding, and creativity by providing a broad range of educational programs in a strong and diverse community of learners and teachers, and prepare graduate, professional, and undergraduate students, as well as non-degree-seeking students interested in continuing education and lifelong learning, for active roles in a multiracial __ 3 and multicultural world.
Outreach and Public Service - Extend, apply, and exchange knowledge between the University and society by applying scholarly expertise to community problems, by helping organizations and individuals respond to their changing environments, and by making the knowledge and resources created and preserved at the University accessible to the citizens of the state, the nation, and the world.
In all of its activities, the University strives to sustain an open exchange of ideas in an environment that embodies the values of academic freedom, responsibility, integrity, and cooperation; that provides an atmosphere of mutual respect, free from racism, sexism, and other forms of prejudice and intolerance; that assists individuals, institutions, and communities in responding to a continuously changing world; that is conscious of and responsive to the needs of the many communities it is committed to serving; that creates and supports partnerships within the University, with other educational systems and institutions, and with communities to achieve common goals; and that inspires, sets high expectations for, and empowers the individuals within its community.
University of Minnesota Duluth Mission Statement
UMD serves northern Minnesota, the state, and the nation as a medium-sized comprehensive university dedicated to excellence in all of its programs and operations. As a university community in which knowledge is sought as well as taught, its faculty recognizes the importance of scholarship and service, the intrinsic value of research, and the significance of a primary commitment to quality instruction.
At UMD, a firm liberal arts foundation anchors a variety of traditional degree programs, outreach offerings, and selected professional and graduate studies. Active learning through internships, honors programs, research, and community service promotes the development of skills, critical thinking, and maturity sought by society. Demanding standards of performance for students, faculty, and staff make UMD attractive to students with strong academic potential.
The campus contributes to meeting the cultural needs of the region and serves as a focal point for the economic development of the region through community outreach and through an emphasis on the sea-grant and land-grant components of its program.
UMD significantly contributes to enhancing the national stature of the University of Minnesota by emphasizing quality programs central to the University and the distinctive mission of UMD within the University system.
Providing an alternative to both a large research-oriented university and to a small liberal arts college, UMD seeks students looking for programs that emphasize personalized living and learning experiences on a medium-sized campus of a major university.
__ 4 University of Minnesota Duluth
UMD's fall 2008 enrollment was 11,336 with approximately 38% of the students from the Twin Cities area and an additional 49% from the rest of Minnesota.
UMD's Fall 2008 Enrollment
Undergraduate 9,324
Graduate 735
Professional 335
Non-degree 972
Total 11,336 UMD Fall, 2008 Total Headcount Freshman
Sophomore
Junior
Senior
Masters
The enrollment distribution for UMD for Fall 2008 by College was:
College Undergraduate Graduate
College of Education and Human Service Professions
College of Liberal Arts
Labovitz School of Business and Economics
School of Fine Arts
Swenson College of Science and Engineering
College of Pharmacy, Duluth
Continuing Education
Medical School Duluth
Graduate School
FIVE YEAR SUMMARY
Major highlights from the five year period include: __ 5 . BBA majors increased at an annual grown rate of ???? . BAC majors increased at a growth rate of ??? . The number graduating from our MBA program grew by 71% (was 14 in 04-05, and was 24 in 07-08). . International travel trips for students (e.g., China and India) have significantly enhanced global awareness in the BBA, BAC, and MBA programs. . Our mission statement, program objectives, and strategic plan were evaluated and revised based on input from all relevant stakeholders. . Managed difficult enrollment pressures by creating enrollment targets for upper division and increasing the automatic GPA admission criteria for admission to candidacy. . Instituted a new degree requirement which prevents students from graduating who do not maintain at least a 2.00 in all major course work. . A new Marketing Department was formed to reduce inefficiencies and administrative workload that existed due to the size of the original Management Studies Department. . Assurance of Learning processes including embedded assessment and the Major Field Test (MFT) have yielded improvements to curriculum design and delivery. . Faculty productivity and performance were monitored annually. Program definitions of academically and professional qualified were developed and monitored. Definitions of participating and supporting faculty were developed and monitored. Faculty development and changes in faculty composition were made as needed to meet almost all targets. . A visit to one of our aspirant schools to learn how they incorporate sustainability into their curriculum. . Responding to demand, a new major in Health Care Management was started. . LSBE laptop requirement initiative was implemented. . In 2003, the school was renamed the Labovitz School of Business and Economics after a $4.5 million donation from Joel and Sharon Labovitz. In May of 2008, LSBE moved into a new state-of-the-art Gold Level LEED-certified building (the first LEED academic building in the state of Minnesota). The building provides needed area for our growing programs, excellent teaching space, and is environmentally friendly.
Areas for continuous improvement include: . Managing growth of BBA and BAC majors within constraints of budget and economic pressures. . Recruiting finance faculty and meeting academically-qualified goals in the area of finance. . Fine-tuning the Assurance of Learning processes to further discover issues that need to be resolved. This may involve reducing the number of objectives for our programs. . Recruiting a more diverse student body. Even though LSBE has similar representation of ethnicities as UMD, more diversity is needed since 91% of LSBE students are white.
__ 6 . Need to effectively incorporate sustainability into our programs.
EFFECTIVE PRACTICES
The Labovitz School of Business and Economics has demonstrated effective practice in the following area: . High quality faculty, staff and administrators. Over 85% of our faculty have a Ph.D. (including ABD’s) or other terminal degrees in their chosen field. . Strong faculty who win many teaching awards. For example, with a faculty size of approximately 38 eligible faculty, we have eight Morse Award (the highest recognition by the University of Minnesota of its most distinguished scholar-teachers) winners over the last thirty years. . Strong outreach component. Our Center for Economic Development, Center for Economic Education, and the Bureau of Business and Economic Research are all award winning centers which provide outstanding service and outreach to the region and the world. Complete assessment reports of each center, including accomplishments, can be found on our AACSB- dedicated website (details below). . Strong student active learning components. Approximately 40% of our undergraduates participate in internships each year. Plus, approximately 50 students are actively involved in the VITA Tax Preparation Program each year, and the Student-to-Business Initiative finds over 400 student participants since 2003. . Financial Markets Program provides students with real-world experience in the financial services industry. Managing an active portfolio of more than $200,000, students make investment decisions and then actually implement them. . Partnering with stakeholders. Interest and involvement of the business community has been developing. Participation in advisory boards, providing services to student groups, classroom speaking, financial donations, and internships are all indicators of effective and growing stakeholder involvement.
FACULTY MANAGEMENT POLICIES
Processes and policies for effective management and development of full time and part time faculty are found in the accompanying statements as well as on our AACSB-dedicated Web site for our accreditation review: Login username = aacsb Password = aacsb2009
On this site you will find the following documents: . LSBE Faculty Evaluation Policy . UEA Union Contract
__ 7 . Departmental Policies for Tenure and Promotion . Dean's Travel Fund Policies . Faculty Research Support Policies
I. Situational Analysis
A. Factors That Shape Our Mission and Operations
1. University of Minnesota
The University of Minnesota (UM) currently has five campuses located in Minneapolis-St. Paul, Duluth, Rochester, Morris, and Crookston. It is governed by an autonomous Board of Regents that enacts policies governing the institution, controls expenditures, and officially acts on staff changes. The Graduate School is a unique collegiate unit of the University of Minnesota. It has a University system-wide responsibility for graduate education, and the Graduate School faculty consists of all faculty within the system who hold appointments in the programs under its jurisdiction.
2. University of Minnesota Duluth
The University of Minnesota Duluth (UMD) became a coordinate campus of the University of Minnesota by legislative act on July 1, 1947. Total enrollment was about 1,400 in 1947; this has grown to 11,184 for Fall Semester 2008. The University of Minnesota Duluth mission states that “UMD serves northern Minnesota, the state, and the nation as a medium-sized comprehensive university dedicated to excellence in all of its programs and operations.” This mission also states that at UMD, “a firm liberal arts foundation anchors a variety of traditional degree programs, outreach offerings, and selected professional and graduate studies.” The primary mission of the institution is to provide undergraduate education. UMD describes its niche as providing an attractive alternative to both large research universities and small liberal arts colleges.
UMD currently offers 13 bachelor degrees in 77 majors, and it is accredited by the Higher Learning Commission of the North Central Association of Colleges and Schools. In addition to the two-year program at the School of Medicine and a College of Pharmacy program, UMD offers graduate programs in 22 different fields. An Associate Dean of the Graduate School at the UMD campus serves as the link between UMD graduate programs and the Dean of the University Graduate School. Each of the Graduate School programs at UMD is administered by a Director of Graduate Studies (DGS).
3. Labovitz School of Business and Economics
The Labovitz School of Business and Economics (LSBE) was created as a separate school on December 16, 1974. The School offers undergraduate degrees in accounting and business administration, as well as an MBA in two locations—Duluth and Rochester.
__ 8 LSBE is organized into five departments: Accounting, Economics, Finance and Management Information Sciences, Management Studies, and Marketing. LSBE also has the following academic and outreach programs: . The Financial Markets Program is designed to provide students with an educational experience that can be directly applied to the Financial Services Industry. . The Bureau of Business and Economic Research (BBER) collects, analyzes, and disseminates information regarding the economy of Duluth, Northeast Minnesota, and the State of Minnesota, provides specific research to identify economic problems and opportunities in Minnesota, and acts as a catalyst which generates research from faculty, staff and students within the School. . The Center for Economic Development (CED) strengthens the viability of the region by assisting entrepreneurs and businesses to grow and succeed. . The Center for Economic Education (CEE) works to improve the quality and quantity of economic literacy and education in K-12 classrooms throughout the world.
B. Strengths, Weaknesses, Opportunities, and Threats
In order to gain insight into our current situation, a series of meetings were held, with the LSBE Administrative Committee and the LSBE Board of Advisors, in April of 2007. During those meetings a SWOT analysis was conducted. The following briefly summarizes the results of that analysis.
1. Strengths Our strongest relative advantages and distinct competencies, as compared with competitor institutions, are starred (). . High quality faculty, staff, and administrators. ₋ Over 85 percent of our faculty have a PhD or other terminal degrees (including ABDs) in their chosen field, and most have experience in business, management and research. . Faculty are held in high regard by students. ₋ Teaching evaluations of LSBE faculty are some of the highest at UMD, and a number of faculty have been nominated by students for faculty awards. For example, among the current faculty, Praveen Aggarwal, Jon Pierce, Maureen O’Brien, Stephen B. Castleberry and Curt Anderson are winners of the Horace T. Morse Award. This is the top undergraduate teaching award within the UM system. With approximately 38 faculty eligible for this award, we have had eight Morse winners in this school over the last 30 years. Several of our faculty have also won the campus-wide Blehart Distinguished Teaching Award, as well as national awards for teaching. In addition, one of our faculty members recently won the university-wide President’s Award for Outstanding Service. . Strong outreach component (CED, CEE, BBER—for a detailed review of each of these programs see the LSBE AACSB Intranet site).
__ 9 ₋ Each year the CED works with more than 900 of the approximately 8,500 companies in Northeastern Minnesota, facilitating more than $20 million in loans, and assisting in the creation, retention, and stabilization of more than 3,000 jobs. The CEE works to improve the quality and quantity of economic literacy and education in K-12 classrooms throughout Minnesota. Funded by a special appropriation of the Minnesota Legislature, private contracts, and research grants, each year the BBER is actively involved in supporting regional industry and development through economic analysis and research projects. . Strong student active-learning component (Internships, VITA Tax Preparation Program, Student-to-Business-Initiative [SBI Program] in Marketing and Accounting). ₋ Over the last five years, LSBE has had an average of 121 students completing internships each year, with over 1,800 internships since 1992. These internships have occurred in all majors. In the last reporting period, 40.6% of graduating BBA students had completed an internship, while 39.3% of graduating BAcc students had done so. . Developing strong specialized programs of study (e.g., Financial Markets Program, Health Care Management). ₋ For example, the main goal of the Financial Markets Program is to provide students with an educational experience that can be directly applied to the Financial Services Industry. With the support of the local financial community, program participants directly apply learned ideas, theories, and tools through opportunities such as the Bulldog Fund. Students are challenged to make strategic investment decisions which are applied to an active portfolio of more than $200,000. (For a detailed review of the Financial Markets Program, see the LSBE AACSB Intranet site.) . New LSBE building provides needed room, excellent teaching space, and is environmentally friendly. ₋ The building achieved LEED Certification at the Gold level, and is the first LEED academic building in the state of Minnesota. This certification conforms well to our just- developing program goal of sustainability. . Good relationships among faculty, staff, students, and administrators in LSBE. It is not uncommon for the various populations to interact on and off campus. ₋ BBER shares the expertise of the Labovitz School with the region. Active in the region since the 1960s, BBER has developed a strong referral network of public and private economic development agencies and foundations. BBER’s impact on the region includes recent projects such as economic impact analyses for the mining and forestry sectors, quality of life measurement for a regional community, and business planning for local dairy products and the Duluth Farmers’ Market. BBER also contributes to the Duluth News Tribune’s business BLOG, and assists the community at large by offering quick answers to phone calls for data questions. . The VITA program, which assists low income individuals in preparing their income taxes, has had an average of 50 BAcc student participants for each of the four most recent years.
__ 10 . By coordinating efforts with the CED, our Student-to-Business Initiative (SBI) program offers LSBE students the opportunity to partner with area companies and to gain practical business experience. ₋ Students work alongside business owners and other professionals to perform the day-to- day functions of running a business and to offer insights. Over 400 students have participated in SBI projects since 2003. Over 100 students participated in the 2007–08 academic year, and aided such diverse organizations as the Duluth Public Schools, Grandma’s Restaurant Company, UMD’s Office of Civic Engagement, Spirit Creek Farms, and Northern Light Lodge. Projects include developing integrated marketing communication plans, and generating business-to-business marketing strategy recommendations. . In our Health Care Management program, over 65 students have completed internships since the program started in 2005, with approximately 73 graduates to date. ₋ Students have accepted positions such as revenue auditor, benefits analyst, account executive, product development, key surgical quality assurance, and credentialing officer in such diverse organizations as Mayo Clinic, Fairview Corporate, CIGNA Behavioral Health, LSS Data Systems, and Health Partners Research Foundation. This shows that the program is strong and the skills developed are those demanded by health care institutions. . Outstanding LSBE reference librarian for archival and research support for our programs. ₋ For example, Business Librarian Jim Vileta’s Web site was chosen by the American Marketing Association as the number one best site for marketing research links and information in an international competition. . Duluth community is attractive to faculty recruits. ₋ We have many remarkable indoor and outdoor recreational, historical, and cultural opportunities here in Duluth. Also, the Upper Midwest’s metropolitan hub—the Twin Cities of Minneapolis and St. Paul—is just two hours away.
2. Weaknesses . Lack of diversity in the student body. ₋ The following chart from the Campus Data Book (March 2008) indicates the ethnic breakdown of UMD and LSBE. While LSBE is not significantly different from the UMD campus as a whole, a shared lack of diversity creates a threat for LSBE as companies indicate an increasing desire for a diverse workforce.
Table 1. UMD and LSBE Student Ethnicity, 2008
Ethnicity UMD LSBE White 87.6 91.4% % Asian American 2.6% 2.4% Merely listed as “International” 1.9% 2.2% Undefined 4.6% 1.4% African American 1.2% 1.0%
__ 11 Hispanic 0.9% 0.8% American Indian 1.2% 0.8%
. As a result of rapid growth, the demand for courses has not always matched the availability of course offerings. ₋ Some students have had trouble getting access to required courses and elective courses. This has sometimes adversely affected the ability of students to graduate in a timely manner. However, it should be noted that waiting lists were greatly reduced in Fall of 2008, probably due to larger class sizes in the new building. . We have not yet formally added sustainability components to our programs.
3. Opportunities . Demand for health care is growing in the U.S. ₋ For example, as projected by the Centers for Medicare and Medicaid Services, it is expected that health care costs will double in the next ten years and consume approximately 20 percent of the U.S. GDP.1 LSBE has begun to tap into this opportunity with our Health Care major. . There is an increasing emphasis and interest in the environment and our school is located near some of the most valuable natural resources in the nation (e.g., Lake Superior, Boundary Waters Canoe Area Wilderness, Superior National Forest, and the Mesabi Iron Range, and the Duluth Complex mineral deposits). ₋ UMD recently announced that Mindy Granley will be UMD’s Campus Sustainability Coordinator. In addition, LSBE has added “sustainability” as one of the learning objectives in our mission statement. . We are part of the University of Minnesota system whose “brand” helps to attract students, faculty, and staff. ₋ This connection helps in other valuable ways such as access to research and library resources, and grant funding. . There are many LSBE alumni who have not yet been tapped as resources for LSBE. ₋ These can be invaluable as classroom speakers, adjunct professors, information providers, and financial contributors. The key to successful alumni and development work is involvement; LSBE alumni participate in the school as Professor for a Day, Advisory Board members, and classroom speakers. We have called upon alumni to give advice on topics such as marketing and entrepreneurship. The more alumni are involved in the school, the more likely they are to contribute, either through service and/or financially. . Great Lakes Maritime Research Institute grants (established in 2004) are available for faculty. To date, 12 LSBE faculty have participated by applying and/or receiving grants.
1 Keehan, S., Sisko, A., Truffer, C., et al. Health spending projections through 2017: the baby-boom generation is coming to Medicare. Health Affairs. 2008; 2: W145–55. __ 12 . There is a global interest in collaborating with U.S. schools of business. ₋ We have received offers to collaborate with schools in Poland, Uzbekistan, India, China, and elsewhere. . There could be an expected increase in jobs in the Duluth metro area during the next five years, as a number of business owners will retire and/or sell their businesses. ₋ A very successful program is in place to help students learn of these opportunities. Fuse Duluth, a part of the Duluth Chamber of Commerce, has developed the College Connection Program. Over the last three years, thirty students from UMD have participated. Participants are matched with a mentor who helps them in their career, and who offers more information about local job opportunities. . LSBE has established a connection to a number of international schools and programs— study abroad opportunities for students and opportunities for faculty exchange—in Poland, Ukraine, and Slovenia. . We see increasing interest in entrepreneurship and small business among students and in the region. ₋ LSBE is poised to respond to this demand, and recently received a $226,000 endowment to promote entrepreneurship and business education for our students. . We note an increasing interest in our MBA degree. ₋ In addition to program growth, we see opportunities in the health care connection and in an increased interest in the program on the Iron Range. . There is an increasing interest in sustainability. ₋ Our school facility positions us to take advantage of interest in sustainability with our new Leadership in Energy and Environmental Design (LEED) Gold Level certified building.
4. Threats . Minnesota and the U.S. are increasingly represented by a more demographically diverse population. ₋ Organizations desire a more demographically diverse workforce. Our programs do not have a great deal of demographic diversity. . On-line programs in business are expanding. ₋ As these programs get better recognized and perhaps accredited, demand for in-person education could decline. . National and regional business school programs are moving into the area. ₋ For example, Bethel University recently started a weekend/online MBA program in Duluth, and Saint Mary’s University and the College of St. Scholastica have started MBA programs in Duluth. . The Carlson School is doubling the size of its undergraduate business program.
__ 13 ₋ Since there has been pent-up demand for entrance into the Carlson School over the years, it is possible that some of our better students might start at, or transfer into, the Carlson School. . The high school cohort is shrinking. ₋ This trend is troubling for all higher education institutions, and there is no reason to expect that LSBE would be impacted more or less than business schools at other universities.
C. Degree Programs Included in the Accreditation Review
Table 2. Degree Programs Included for Accreditation Review
Degree Program Number of Graduates in Previous Year (2007–08) BAcc 76 BBA 391 MBA Duluth 9 MBA Rochester 17
Note: 2008-09 figures won’t be known until the end of summer session, after this report is due at AACSB. The 2008-09 figures will be available for the Assessment Team during their October visit.
II. Mission Statement
A. Our statement
In the spirit of continuous improvement, LSBE has revised its mission statement as appropriate. Our current mission statement, unanimously approved November 15, 2007 by the LSBE Senate, reads as follows:
1. Mission
Our mission is to contribute to the intellectual and personal growth and development of individuals to enhance their competence in business and management. We achieve our mission through teaching, intellectual contributions, and service activities. Our primary focus is on undergraduate teaching. We offer high-quality undergraduate programs to students primarily from Minnesota. Additionally, we offer part-time evening and weekend MBA programs to practitioners in selected regions in Minnesota. Our secondary focus is on intellectual contributions. We place primary emphasis on discipline-based intellectual contributions, but also value contributions to teaching and practice. We also provide community, professional, and institutional service and outreach with an emphasis on
__ 14 community service and outreach and the interface of these activities with teaching and intellectual contributions.
2. Vision
Our vision is to be recognized as a School with a first-rate faculty that provides rigorous, demanding undergraduate and graduate programs in business and management, as well as quality intellectual contributions and outreach programs. We will achieve this vision by having our faculty, students and staff demonstrate mutual respect for one another and by providing educational opportunities for a diverse student body. Our graduates will promote the School and give back to the School.
3. Objectives
The goal of the School is to prepare students to assume responsible positions in business and other organizations. These objectives focus on core skills that are critical to success in one’s career, and on knowledge and skills that provide an understanding of the process of management. The School’s educational programs are designed to:
. Develop and enhance the following core skills: ₋ Communication ₋ Quantitative skills ₋ Information technology ₋ Collaborative work ₋ Decision making . Develop an understanding of how the following management-specific areas are relevant to, and impact organizations: ₋ Core areas of business ₋ Economic principles and policies ₋ Laws and ethics ₋ Diversity ₋ Technology ₋ Environmental Sustainability ₋ Global trends
The intellectual and outreach activities of the School are conducted to:
. Encourage and provide opportunities for faculty to make peer-reviewed and other intellectual contributions that serve students, peers, and the public. . Connect students, staff, and faculty with external constituents to stimulate the creation, dissemination, and application of business and economics knowledge and information.
__ 15 . Provide programs that improve the practice of business and economic development in the region while offering outreach and experiential-based learning opportunities. . Share the expertise of the School with organizations in the immediate and extended regions.
Finally, in the spirit of continuous quality improvement, and in order to keep the School and its programs and course offerings as current and relevant as possible, the School stands ready to examine changes in programs (additions or deletions) and the development of new programs, when opportunities arise from whatever source.
B. Changes in Our Mission Statement
This new statement includes several changes from the version that was in place at the time of our initial accreditation: . Our mission now states that we aim to contribute to both the intellectual and personal growth of individuals. In the last version, we simply stated “growth.” . We explicitly state that our primary focus is undergraduate teaching, rather than simply “teaching.” . We note our primary emphasis is on “discipline-based intellectual contributions.” . We added a Vision Statement. . As an addition to our objectives, our educational programs are designed to provide our students with an understanding and appreciation of the relationship between organizations and the environment (including sustainability).
C. How Our Mission Statement Is Updated and Communicated to Key Stakeholders
Various forms of evidence suggest that our key stakeholders (students, faculty, staff, the University administration, members of our Board of Advisors, recruiters of our students, alumni, and the regional business community) are in agreement with and supportive of our mission. First, these stakeholders were involved in LSBE mission development and adoption. The LSBE Board of Advisors as well as the LSBE senate members (which includes faculty, staff, and students) were given multiple opportunities to react to the proposed changes. Second, in November of 2006 the new mission statement came before the LSBE Senate. Results of a vote indicated unanimous approval and adoption of the mission statement as our driving force. Third, beginning in Fall 2007, we have been making an effort to insure that our stakeholders are aware of our mission statement, using the following methods:
. LSBE senate members use the document many times during the year during committee deliberations, senate agenda items, etc.
__ 16 . The mission statement is a frequent agenda item when the LSBE Board of Advisors meets. . Students see the mission statement projected on the plasma wall screen in the atrium of LSBE. . It is featured on the LSBE web page. . It is prominently displayed in a plaque in the new LSBE building. . Recruiters of LSBE students are made aware of this statement via contacts with the UMD Career Placement Office.
D. Comparison Groups: Peer, Aspirant, and Competitor Schools
Comparison schools were chosen by the LSBE Accreditation Team, with input from the LSBE Administrative Committee. Information used in making these determinations included extensive use of the AACSB Knowledge Services Business School Profiles, personal knowledge about programs and schools, phone calls and emails to administrators and faculty at potential schools, and information about the schools from their own web pages.
1. Peer Schools
Peer schools were identified as those who are similar to LSBE in the following ways: terms of number of undergraduate business students; number of masters business students; number of full-time business faculty; number of FTE business faculty; percent of business faculty with a PhD; number of students on campus; and type of programs offered, so as not to choose those with PhD programs. The following are our peer schools:
. University of Alabama: Huntsville . University of Northern Iowa . Western Kentucky University: Bowling Green . University of Massachusetts: Dartmouth, North Dartmouth . Youngstown State University (Ohio) . Eastern Washington University: Cheney, Spokane . University of Wisconsin: Eau Claire, Whitewater
2. Aspirant Schools
Aspirant schools were identified as schools that have demonstrated excellence in one or more area in which LSBE is considering making improvements or developing programs of study.
__ 17 Our new strategic plan calls us to explore opportunities for introducing the concept of sustainability in LSBE activities and programs. With that in mind, the University of Colorado, Denver was chosen because it has a strong dedication to sustainability. Sustainability is incorporated into their curriculum and their Web page indicates that all colleges, schools, and programs have sustainability infused in them. In March of 2009, one of our faculty members flew to Denver for a full-day visit with faculty, staff, and administrators in the School of Business, with the express purpose of learning from their sustainability experiences. An extensive document was created from that visit that defines terms, outlines best practices, and makes suggestions for LSBE, as well as reports on many of the University of Colorado initiatives. The report was distributed to the LSBE Dean, Associate Dean, and to the Undergraduate and Graduate Committees. One charge for the committees for 2009-10 is to find ways to incorporate sustainability into our BBA, BAcc and MBA curriculums.
Our new Strategic Plan also calls for us to establish a major in entrepreneurship in the Bachelor of Business Administration program as well as programs aimed at sustainable entrepreneurship in the community. With that goal in mind, Missouri at Kansas City was chosen because it has a strong entrepreneurship program. Dean Kjell Knudsen has gathered a great deal of information about the Kansas City program from the former dean of that school. The following are our peer schools: . University of Colorado: Denver . University of Missouri: Kansas City
3. Competitor Schools
Competitor schools were chosen because LSBE competes with them in some real way. All are located within 200 miles of UMD. Competitor schools include the following:
MINNESOTA . College of St. Scholastica, Duluth . Minnesota State University at Mankato . Minnesota State University at Moorhead . St. Cloud State University . University of Minnesota, Twin Cities . University of Saint Thomas, St. Paul
NORTH DAKOTA . North Dakota State, Fargo . University of North Dakota, Grand Forks
WISCONSIN
__ 18 . University of Wisconsin ₋ Eau Claire ₋ Madison ₋ Milwaukee ₋ River Falls ₋ Superior
III. Strategic Management Planning Process
Our mission statement does drive the strategy of LSBE. As noted previously, the School and the Board of Advisors are constantly reminded of our mission statement. All potential strategic priorities are carefully evaluated in the context of our mission statement.
The strategic management planning process is an ongoing activity at LSBE. The five-year strategic plan, approved by the LSBE Senate in the 2008–09 academic year, was the result of a process that involved all the major stakeholders of the School. The process was initiated through an online posting system (WebVista) in the fall of 2006. All the members of the LSBE Senate (faculty, staff, and students) were asked to suggest strategic priorities for LSBE during the next several years. Suggestions from the WebVista discussion by Senate members included the following: . Perhaps it is time to develop a major or program in entrepreneurship. . We should develop deeper and more substantive international requirements, opportunities, and programs. For example: more partnerships with foreign schools (preferably south of the 50th parallel); more opportunities for faculty exchanges and other faculty development activities; a cross-functional international business major/minor; International-content briefings: a new type of “Professor for a Day” event focusing on international business topics; an MBA international event—a site visit (our own, or in partnership with that of other programs), International recruiting for the MBA program. . In some areas, it would be fruitful to include students from other schools within UMD. For example, possibly include both graphic artists and business students in an advertising class. Similarly, include both engineers and business students in new product development or entrepreneurship classes.
The LSBE Board of Advisors was also given the opportunity to provide suggestions during their regularly scheduled meeting in April 2006. Suggestions included the following: . Monitor changing environment of other business schools. Especially those who are going to a three-year business program, instead of a two year program like we have.
__ 19 . Market the product, especially in the Twin Cities. Also, differentiate our degrees from those offered by St. Scholastica. . Offer better guidance to students on meaningful liberal arts courses they should take. . Be aware of the fact that baby boomers in our area are retiring and selling out their businesses. If the businesses have to be sold (because of not being able to find qualified people), the jobs could leave the region. Look into ways to link LSBE with the business community for replacement of these individuals. These retirements will increase in number over the next five years. (Management succession). . Need better guidance for students about what upper level courses they should take. . Might consider offering an Economic Planning Conference with the business community (like BBER did in the past). . Lots of LSBE students are from the Twin Cities. They leave and go back there when they graduate. Should we do more to try to attract students from local high schools?
We also sought feedback from recruiters during the 2007 Job Fair at UMD. We met face to face with representatives from 23 companies who recruit our students, shared with them a copy of the LSBE Educational Objectives. We asked them this question: Are these the objectives LSBE should have? We then probed with the following: 1. Are there other objectives we should consider adding? 2. Are there objectives listed here that we should delete or change? We also gave them a copy of the objectives and asked them to share the objectives with others in their firm, to perhaps reflect upon them further after the job fair, and to pass along any thoughts.
The results of this investigation suggest LSBE employers think these are the correct objectives. No one had any to add, nor were there any suggestions for changes needed in the objectives themselves. A few company representatives commented on how some of the objectives were particularly important (oral and written communication skills, problem solving and decision making). One representative asked us to make sure our students realized that instant messaging is not the best way to contact managers. One representative said that any “people skills” are welcome, especially on the company’s internal side (dealing with fellow employees).
A draft of a proposed strategic plan was completed by the Dean of LSBE at the end of Fall 2007. The draft was based on the newly revised mission, vision, and objectives of LSBE, as well as campus strategic priorities. The LSBE Board of Advisors discussed the draft at their regularly scheduled meeting on January 31, 2008. A number of suggestions were made by the board members. Subsequently, the Administrative Committee of LSBE discussed the strategic plan at a breakfast meeting on April 16, 2008. A number of suggestions were made. The suggestions from the Board and the Administrative Committee were incorporated in a redraft and presented to the LSBE Board at their meeting on April 24, 2008. Several suggestions were made and revisions drafted before the plan was presented to the School’s Student Organizations Coordinating Committee (SOCC) for their comments. The strategic plan draft was discussed in the LSBE Senate at the Fall 2008 meeting.
__ 20 IV. Assessment Tools and Procedures
A. Background
LSBE has engaged in extensive assessment of its educational objectives, at both the undergraduate and graduate levels, and for all degree programs (BBA, BAcc, MBA). These assessments have involved most faculty in LSBE, both as members of committees and as faculty actually conducting the assessments in their courses.
The LSBE Undergraduate Committee is given responsibility to develop assessments for the BBA and BAcc, while the LSBE Graduate Committee develops assessments for the MBA degree. The LSBE Assessment Committee has oversight of this process, and retains documentation of all activities.
The first step in assessment was to agree upon educational objectives. While LSBE has always had a list of educational objectives, we took this opportunity to fine tune our list and to write objectives that were actually measurable. This sounded easy, but proved difficult to do, involving many semesters of work by committees, subcommittees, and departments. The result of this work, to date, is a set of objectives that are clearer and lend themselves to measurement in some way. (Inspired by our intent of continuous improvement, objectives are constantly being evaluated and revised.) As per feedback from members of our AACSB review team, both the Undergraduate and Graduate Committees in LSBE have been charged with the task for 2008-09 of reviewing our learning goals, with the possibility of reducing the number of goals we are trying to achieve.
B. BBA, BAcc, and MBA Program Learning Goals
1. BBA Program Learning Goals
Approved by LSBE Undergraduate Committee October 26, 2007 Approved by LSBE Administrative Committee October 31, 2007 Approved by LSBE Senate 11/15/07
The overall goal of the BBA Program of the School is to prepare students to assume responsible positions in business and other organizations.
The specific goals of the BBA Program are as follows:
__ 21 . Develop and enhance core skills. More specifically, our students will ₋ communicate ideas effectively in written and oral form, ₋ acquire quantitative knowledge and skills that can be used to evaluate situations, ₋ acquire skills in the use of information technology, ₋ demonstrate the ability to work effectively in a team, and ₋ integrate knowledge to effectively recommend solutions to problems.
. Develop management-specific knowledge and skills. More specifically, our students will ₋ acquire knowledge of the core areas of business: accounting, finance, human resources, production and operations management, information technology, marketing, organizational behavior and management, and strategic management, ₋ recognize, describe and interpret the impact of economic trends on organizational activities ₋ recognize, describe and interpret the impact of law and ethics on business behavior and organizational activities, ₋ recognize, describe and interpret the impact of diversity issues and trends on organizational activities ₋ recognize, describe and interpret the impact of technological trends on organizational activities, ₋ recognize, describe and interpret the potential interaction between environmental sustainability and organizational activities, and ₋ recognize, describe and interpret the impact of global trends on organizational activities.
2. BAcc Program Learning Goals
Approved by LSBE Undergraduate Committee October 26, 2007 Approved by LSBE Administrative Committee October 31, 2007 Approved by LSBE Senate 11/15/07
The overall goal of the BAcc Program of the School is to prepare students to assume responsible positions in business and other organizations.
The specific goals of the BAcc Program are as follows:
. Develop and enhance core skills. More specifically, our students will ₋ communicate ideas effectively in written and oral form, ₋ acquire quantitative knowledge and skills that can be used to evaluate situations, ₋ acquire skills in the use of information technology, ₋ demonstrate the ability to work effectively in a team, and ₋ integrate knowledge to effectively recommend solutions to problems.
__ 22 . Develop management-specific knowledge and skills. More specifically, our students will ₋ acquire knowledge of the core areas of business: accounting, finance, human resources, production and operations management, information technology, marketing, organizational behavior and management, and strategic management, ₋ understand the principles and practices of professional accounting, ₋ produce and interpret financial data for decision making, ₋ recognize, describe and interpret the impact of economic trends on organizational activities ₋ recognize, describe and interpret the impact of law and ethics on business behavior and organizational activities, ₋ recognize, describe and interpret the impact of diversity issues and trends on organizational activities ₋ recognize, describe and interpret the impact of technological trends on organizational activities, ₋ recognize, describe and interpret the potential interaction between environmental sustainability and organizational activities, and ₋ recognize, describe and interpret the impact of global trends on organizational activities.
₋
3. MBA Program Learning Goals
Approved by LSBE Senate December 2007
The overall goal of the MBA Program of the School is to prepare students to be business leaders.
The specific goals of the MBA Program are as follows:
. Develop and enhance core skills. More specifically, our students will ₋ communicate complex ideas effectively in written and oral form, ₋ utilize quantitative knowledge and skills to diagnose and evaluate complex situations, ₋ demonstrate use of information technology tools and skills to diagnose and evaluate complex situations, ₋ demonstrate the ability to work effectively in a team, and ₋ integrate knowledge and skills effectively to examine, diagnose, evaluate, and recommend solutions to complex problems.
. Develop management-specific skills. More specifically, our students will ₋ acquire advanced knowledge of the core areas of business: accounting, finance, human resources, operations and marketing,
__ 23 ₋ integrate their understanding of the core areas of business: analyze issues and develop recommendations that reflect the cross-functional nature of management processes in changing environments, ₋ analyze issues and develop recommendations that simultaneously meet organizational objectives and also consider the needs of primary stakeholders (e.g., employees, customers, shareholders), ₋ analyze the external environment of an organization, and assess the potential impact of external trends on that organization in the following areas: a. economic activity b. law and ethics c. diversity (demographic, cultural, and social) d. technology e. environmental sustainability f. global issues
C. Overview of Assessments at LSBE
LSBE has always assessed its programs with regard to educational objectives. In the past, this effort took several forms. Both the Undergraduate and Graduate Committees regularly sought to document the coverage of various topics (e.g., ethics, global issues, diversity, etc.) through survey results reported by those who teach in LSBE programs. For example, all who taught core courses in the BBA program were asked to document the number of hours spent covering ethics. This was repeated for all educational objectives. In terms of core courses in each discipline, the faculty who taught that course would occasionally get together and talk about what was being covered and what should be covered. For example, the marketing faculty met several times to discuss whether a project should be included in the Principles of Marketing course, and if so, what that project should entail. In this way, an attempt was made to insure the course was relevant, up-to-date, and that all BBA and BAcc students were getting the same coverage, regardless of which section they took. Finally, the courses required for our degree programs were assessed by asking faculty what topics should be covered in those courses, and then confirming that the material was actually being covered. For example, using an extensive survey, faculty were queried about the math skills our students need. This information was then forwarded to the UMD Department of Mathematics and Statistics to insure that all sections of Math 1160 (the required math course for BBA and BAcc students) covered that material.
As is evident from this discussion, our prior assessment methods focused mostly on making sure the topical coverage was adequate and that relevant topics were being covered in all sections, regardless of who was teaching the course. As we moved to the new AACSB standards, we realized that we needed to assess not only coverage, but also mastery of the topics. Thus, a more formalized assessment was needed. Faculty, administrators, and staff thoroughly investigated various methods of achieving such assessments by talking to colleagues at other schools, reading
__ 24 articles on assessment, learning how the university assesses programs for central accreditation, and attending AACSB conferences and specialized training sessions.
It admittedly took us some time before the faculty “came on board” the idea of assessment, and began to see assessment, not as an onerous task, but as something that could actually help our programs. We believe that most faculty now recognize the value of assessment. This is evidenced by their eagerness to work on assessment projects.
For each degree program, faculty have created an assessment timeline, outlining when and how each objective will be measured. This timeline is occasionally revised. If, for example, one assessment reveals a particular deficiency or weakness in either the instrument or in the assessment results themselves, then that objective will be assessed sooner than the assessment timeline originally required.
In addition to the formal assessments of objectives, a curriculum mapping of the BBA and BAcc learning objectives was conducted in late Spring 2008. This mapping revealed where the various objectives were being covered in both core and elective courses. This mapping also displayed objectives broken down by relevant levels of Bloom’s taxonomy (recognize, describe, and interpret). This curriculum data will be further analyzed in Fall of 2009 to see if some objectives are not being covered effectively.
D. Summary of Results Along With Curriculum, Program, Policy and Operational Improvements Resulting from the Assessment Program
The following tables provide details on the assessment activities for each degree program. The tables are followed by a summary of the findings. Complete details of all assessments (including all measures and findings) can be found in the Assessments Folder, available at the time of the campus visit. It should be noted that assessment is a continuous activity with a clearly laid-out system for reporting to the Assessment Committee. As a result, some activity that has already occurred will not be shown in these tables (e.g., the formal review of assessment instruments during Spring of 2009 in preparation for the Fall 2009 administration of those assessments). This follows from the fact that the Assessment Committee gets the complete results only after the administration of assessments is complete and assessments have been approved by the appropriate committee.
__ 25 Table 3. BBA Program Learning Goals Assessment
BBA Program Learning Goals Assessment How changes Measurement/ Date Last Changes needed in the Other changes needed were Category Learning Goals Methodology Measured Results assessment measurement (program, course) implemented Develop and Enhance Core Skills 1. Communicate Message writing Oral skills – In eight items, Continue to administer a Continue to include A new ideas effectively pre-test/post-test, Fall 2005 the post-test message-writing pre- grammar/punctuation assessment in written & oral measured along results are higher test/post-test. Eliminate the (writing mechanics) as instrument has form nine key Written skills – than pre-test current writing mechanics course element; review been dimensions of Spring 2006 results (the one test. Instead, develop a 10- commonly made errors developed by writing skills in that went down item multiple choice test early in course; integrate the faculty FMIS 3141 slightly was for that could be administered review of and exercises teaching (Business “correctness in separately as a pre-test and using these and other Business Communications) names, dates, be incorporated into the elements throughout the Communicatio . figures, and other final exam as a post-test. course; continue to n. The new facts.”). Some of the items could evaluate students’ work for instrument was address writing mechanics; content, structure, and utilized in Fall others could address mechanics. Semester 2008 important content elements and results will of written, oral and be made interpersonal available early communication. Begin to in Spring research methods by which Semester oral communication could 2009. There is be assessed apart from ongoing questions included in a monitoring and multiple choice test. discussion among faculty teaching Business Communicatio n regarding both content and assessment instrument. These discussions did not occur prior BBA Program Learning Goals Assessment How changes Measurement/ Date Last Changes needed in the Other changes needed were Category Learning Goals Methodology Measured Results assessment measurement (program, course) implemented to assessment activities associated with Assurance of Learning standards. 5-minute oral Spring 2008 No student’s It was recommended that “Transitions” should be The discussion presentations in presentation was “Attitude” be added as a given more time for with students FMIS 3141 evaluated as criterion in the next round of discussion in both the about the way (Business unacceptable. 9 oral communication written and oral in which Communications) of the 11 criteria assessments. communication segments individual . Assessment were deemed to of FMIS 3141. factors tool used was an be satisfactorily contribute to 11-criteria met (more than A discussion with students the overall instrument. 70% rated should occur about the perceived acceptable). way in which individual levels of However, 2 factors contribute to the “Confidence” criteria were overall perceived level of occurred in Fall rated “Confidence” and more 2008. unsatisfactory. detailed feedback should The first was the be given. “Confidence” criteria for should be more clearly “Transitions” defined for students prior (simply stated, to the next assessment of students moved oral communication from slide to slide proficiency. in PowerPoint without using oral transitions). The second was the criteria for “Confidence” (hands shaking, limited eye Fall 2008 contact during The instructors found that 23 sets of the presentation, some students did not take The changes in business emails etc.). the assessment seriously. Students’ organizational both the (pre- and post-) They often copied the pre- strategies still need to be assessment were analyzed 21 students’ test emails and made a few improved. Therefore, measurement using the new 8- scores showed insignificant changes in future teaching will focus and the course BBA Program Learning Goals Assessment How changes Measurement/ Date Last Changes needed in the Other changes needed were Category Learning Goals Methodology Measured Results assessment measurement (program, course) implemented point assessment improvement in post-test. To deal with this more on guiding students content will be instrument that the post-test problem, the following to learn the skill of implemented in faculty members compared to the solutions will be analyzing writing situations Fall 2009. in Business pre-test. 2 implemented: at the workplace, so that Communication students’ scores The use of different they will be capable of developed in stayed the same scenarios for the pre-test producing effective 2007. and no students’ and the post-test. Both writings in various scores fell. scenarios should call for the situations. same type of genre. The assessment writing Future teaching of the tasks will be made into course will also place assignments/quizzes to more emphasis on encourage students to put teaching mechanics, such their best efforts into the as grammar and writing. punctuation, will continue to emphasize the significance of formality in routine emails and will continue to emphasize the significance of document design in business communication. 2. Acquire Pre-test/post-test Spring 2008 Unacceptable. No change in assessment The LSBE Undergraduate UMD Math quantitative of key constructs An acceptable instrument recommended at Committee recommended Department knowledge and in Econ 2030 response was this time. that mandatory placement instituted skills that can be (Applied defined to be a based on ACT math mandatory used to evaluate Statistics for 70% correct scores be instituted by the placement situations. Business and score on the 17 UMD Math Department. based on ACT Economics). questions within Students with an ACT math scores in the post-test. math score <23 should be Fall 2008. Only 1 question required to take college met and algebra before finite math exceeded this and students with an ACT target. All of the math score <18 are others were well required to take pre- below the 70% algebra. target. Further- more, three of the questions on the post-test BBA Program Learning Goals Assessment How changes Measurement/ Date Last Changes needed in the Other changes needed were Category Learning Goals Methodology Measured Results assessment measurement (program, course) implemented (23.5%) had lower post-test scores than pre- test scores.
Pre-test scores were below pure guessing (<25%) on questions covering topics from finite math. The LSBE Undergraduate Committee suggested two possible remedies: 1) better student preparedness (e.g. take college algebra first); 2) less topics in finite math with more time for applications.
Post-test results show that students correctly answered only 37.4% of the questions covering topics from ECON 2030. The results actually declined from pre-test results on 3 of 17 questions. Department of BBA Program Learning Goals Assessment How changes Measurement/ Date Last Changes needed in the Other changes needed were Category Learning Goals Methodology Measured Results assessment measurement (program, course) implemented Economics expressed concern that ECON 2030 may include too much material and/or students are just not prepared coming into the course.
The major problem seems to be that students are lacking algebra skills. 3. Acquire skills Pre-test/post-test Fall 2005 and The Fall 2005 The instructors of FMIS The instructors of FMIS The in the use of of key constructs Fall 2007 results showed 2201 involved in this 2201 indicated that they assessment information in FMIS 2201. that only one of assessment activity had needed to work together to instrument has technology. four targets were several suggestions as to create better consistency been revised met (scoring how the test instrument in learning goals, course by the faculty targets were a might be improved. delivery and the members post-test mean assessment process. teaching FMIS score of > 7, pre- Two questions in the 2201. The test mean score assessment instrument will instrument was of < 5, a change be revised to be more used to assess in student challenging on the performance performance of assessment pre-test. Three during Fall >+2 and the questions will be revised The topics covered in the Semester percentage of that appear to be too FMIS 2201 pre- and post- 2008. The students scoring difficult for students on the test instruments do not results will be higher than 7 in assessment post-test. appear to need significant made available the post-test of > revision. However, during Spring 70%). improvements continue to Semester be needed in the course 2009. There is The Fall 2007 delivery process. The new ongoing results were LSBE laptop requirement monitoring and similar to those in coming in Fall 2008 is discussion the Fall of 2005. likely to have some among faculty BBA Program Learning Goals Assessment How changes Measurement/ Date Last Changes needed in the Other changes needed were Category Learning Goals Methodology Measured Results assessment measurement (program, course) implemented The only target significant impacts on the teaching FMIS that was reached ways in which the course 2201 regarding was a pre-test will be delivered. both content pooled mean and score of < 5. assessment instrument. These discussions did not occur prior to assessment activities associated with Assurance of Learning Pre-test/post-test Fall 2008 standards. of key constructs in FMIS 2201 Several suggested changes The suggested in questions on the The instructors of FMIS course content assessment instrument 2201 observed a growing adjustments were suggested by the diversity of hardware and will be The Fall 2008 instructors of FMIS 2201. software that students are implemented in results were bringing into the classroom Fall 2009. similar to the Fall as part of the LSBE laptop 2005 and Fall initiative. They recommend 2007 results. The that this course continue to only target that be taught with an attitude was reached was of inclusivity, recognizing a pre-test pooled that this computing mean score of technology diversity is <5. simply a reflection of technology trends in the business world. They also recognized that they needed to continue to The Management Spring 2009 work together to create Information better consistency in the Sciences faculty course content and The course members are delivery. modification proposing that will be field- FMIS 2201 The course modification is tested during course content based upon the purchase Summer BBA Program Learning Goals Assessment How changes Measurement/ Date Last Changes needed in the Other changes needed were Category Learning Goals Methodology Measured Results assessment measurement (program, course) implemented and delivery be of a Dell PowerEdge 2900 session 2009. modified to make server. It will be used to If successful, it the material more provide students with a will be relevant to virtualized controlled implemented current business learning environment for for all students needs. creating web pages, wikis, in FMIS 2201 blogs, podcasts and other beginning Fall online capabilities. 2009.
4. Demonstrate MGTS 4443 Spring 2007 Generally LSBE should identify a list With the exception of one the ability to work (Teams course) acceptable. of key skill areas within faculty member who effectively in a assessed this via Students rated Teamwork that can then be teaches Groups, LSBE team. a survey. All themselves more directly taught in the core faculty have not focused LSBE students highly than curriculum. The list used in on teaching group skills. were invited to Fall 2007 faculty rated these surveys might need to Instead, LSBE faculty respond. Also, them on every be amended. After teaching have assumed that LSBE faculty skill that was these skills, more thorough students are learning them were surveyed to assessed by both measurement of them indirectly from working in determine their samples. Faculty would be beneficial. In groups on course projects. assessment of averaged slightly addition to student self- Perhaps a more focused students’ team- agree (5.07/7) on report of these skills, other way in which team skills related the quality of measures might include: could be taught within the knowledge and group project Faculty assessment of the BBA and BAcc curriculum skills. outcomes in their key skill areas (with an a should be considered. courses, but are priori expectation that they Finally, students should be less sure (4.30/7) will be expected to assess aware of the key skills that students are them). areas they are expected to learning to work Direct observation and develop, and of the collaboratively as measurement of some professional benefits for a result of those representative sample of mastering them, group projects. groups actually functioning, regardless of occupational Students do not by a select faculty member choice. believe that or two. group project Structured peer assessment experiences are of these skills in a helping them representative sample of obtain desirable LSBE student project internships and groups. The peer jobs. assessment would be BBA Program Learning Goals Assessment How changes Measurement/ Date Last Changes needed in the Other changes needed were Category Learning Goals Methodology Measured Results assessment measurement (program, course) implemented structured and supervised by a faculty member. 5. Integrate Part of case Spring 2008 Results were To ensure consistency of The more detailed knowledge to write-up in MGTS adequate. Given communicated appendices specified by effectively 4481 (Strategic the 5-scale rubric expectations, it is suggested Goel helped the students recommend Management). that was that in the future, the be more specific in their solutions to developed to students are given the evaluation of alternatives, problems. assess this case, assessment rubrics before leading to better the desired score completing the assignment. justifications for their of 3 (acceptable) The rubrics should be recommendation. This was achieved. enhanced to include full format should be used for descriptions of the 2 (poor) this assignment in the and 4 (good) scores, to future. make it more clear the differentiators between each of the levels. In the future, multiple assessors should be used, at least two per assignment, so that reliability scores can then be computed. If inter- rated reliability is not sufficient, rewritten rubrics, additional examples, or training can be created to increase the reliability of the assessment. Develop Management- Specific Knowledge and Skills 1. Acquire Educational Academic year The LSBE mean Since the results were No changes knowledge of the Testing Service 2002-2003 responses were extremely successful, no were core areas of (ETS) Major Field significantly changes are implemented. business. Test (MFT) in statistically recommended. Business higher at the 1% significance level than the mean responses for all BBA Program Learning Goals Assessment How changes Measurement/ Date Last Changes needed in the Other changes needed were Category Learning Goals Methodology Measured Results assessment measurement (program, course) implemented business schools taking the ETS MFT in Business in academic year 2002-2003 in six of the eight assessment indicators. Those six indicators were Management, Quantitative Business Analysis, Finance, Marketing, Legal & Social Environment and International Issues. There were no statistically significant differences between the LSBE means and the means for all Academic year schools taking No changes 2007-2008 ETS’ MFT in Since the results were were Business in the extremely successful, no implemented. assessment changes are indicators of recommended. Accounting and Economics.
The LSBE mean responses were significantly statistically higher at the 1% significance level BBA Program Learning Goals Assessment How changes Measurement/ Date Last Changes needed in the Other changes needed were Category Learning Goals Methodology Measured Results assessment measurement (program, course) implemented than the mean responses for all business schools taking the ETS MFT in Business in academic year 2007-2008 in all nine assessment indicators. These nine indicators were Accounting, Economics, Management, Quantitative Business Analysis, Finance, Marketing, Legal & Social Environment, Information Systems and International Issues.
Unfortunately, the 2002-2003 and the 2007- 2008 results cannot be compared, since changes were introduced in the MFT in Business in 2006. 1a. Acquire Pre-test/post-test Fall 2006 The results The objectives of the course No changes were There is knowledge of the of key constructs showed that two need to be reevaluated for recommended to the ongoing core areas of in ACCT 2001 of the four the next assessment course or the concepts monitoring and Business: (Principles of targets were iteration. Once the taught within the course. discussion Accounting, Financial reached. A pre- department has agreed among faculty BBA Program Learning Goals Assessment How changes Measurement/ Date Last Changes needed in the Other changes needed were Category Learning Goals Methodology Measured Results assessment measurement (program, course) implemented Accounting). test pooled mean upon the ten objectives, ten teaching score was <5 representative questions will Principles of and a change in be written and approved by Financial pooled mean the department. These Accounting score was >+2. questions will be piloted the regarding both The post-test semester prior to the next content and pooled mean assessment iteration. All assessment score target and instructors of ACCT 2001 instrument. the percentage of will integrate the improved These students scoring concepts into the course. All discussions did 70% or higher on instructors of ACCT 2001 not occur prior the post-test will utilize this assessment to assessment target were not instrument in both pre- and activities met. post-tests in the course. associated with Assurance of Furthermore, not all Learning instructors covered the standards. approved concepts upon which the test instrument is based nor did all instructors integrate the post-test in to their final exam for credit. In the next round of assessments, all instructors will be required to cover the agreed upon objectives and to integrate the post-test in to the final exam. In other words, faculty within the Accounting Department have agreed to take the assessment of Financial Accounting seriously in the next rounds. 1b. Acquire Pre-test/post-test Fall 2007 The pre-test One question on the Comparing the pre- and knowledge of the of key constructs score of 3.1 met assessment instrument was post-test results for core areas of in FMIS 3601 the target of < 5. determined to be too individual questions, the business: (Corporate The post-test ambiguous in relation to the instructors noticed that Finance. Finance). score of 5.3 fell way the topic is covered in students seemed to have short of the other classes. In two a very uneven background BBA Program Learning Goals Assessment How changes Measurement/ Date Last Changes needed in the Other changes needed were Category Learning Goals Methodology Measured Results assessment measurement (program, course) implemented target of > 7. The questions, the available and showed only mild 2.2 point change answers were determined improvement in areas from pre- to post- not to be very where they have strong test exceeded representative of the basic prior knowledge. In areas the targeted concepts covered in those where they had weak prior change of > +2. areas. These three knowledge, students Finally, the questions will be modified showed low pre-test percentage of for the next assessment scores and considerable students scoring round. improvement on the post- 70% or higher on test. Therefore, the the post-test was instructors decided to take not met. advantage of the students’ prior knowledge by shifting more attention from areas where they have strong prior knowledge into areas where they had weak prior The Corporate Fall 2008 knowledge. Finance instructors Improve the quality of the The instructors concluded decided to test Questions in both questions in the pre-test that these mid-term results the areas on the and post-test exams show no discernable generalizations spring 2008 relationship between prior mentioned above FMIS 3601 mid- knowledge (pre-test) and before shifting term exam, the extent of eventual emphasis on students scored improvement (post-test) as course content between 75-80% suggested by the initial within FMIS correct. assessment results. 3601. In the 2007 Therefore, they decided analysis, the there was no need to alter question dealing the allocation of class time with the time among topics in FMIS value of money 3601. showed considerable improvement in the post-test compared to the pre-test, while the question dealing with BBA Program Learning Goals Assessment How changes Measurement/ Date Last Changes needed in the Other changes needed were Category Learning Goals Methodology Measured Results assessment measurement (program, course) implemented stock and bond valuation showed very little improvement. 1c. Acquire Pre-test/post-test Fall 2007 Three of the four There were seven questions There were three The proposed knowledge of the of key constructs targets were met. on the instrument that >50% questions that had post- changes core areas of in MGTS 3801 The only item of the students answered test scores below the needed in the business: Human (Human that was not met correctly in the pre-test. The target of 70%. However, assessment Resources Resource was that the pre- faculty agreed that these since the post-test scores measurement Management) test pooled mean items should be reviewed on these three questions will occur prior score was not before the next round of were fairly close to the to the next <50%. assessment-2010. Since 70% target, the HR faculty assessment the test has only been decided to increase iteration, administered once, the HR curricular emphasis on scheduled for faculty has agreed to these points, but not to Fall Semester administer the test again engage in large scale 2010. This new before the 2010 changes in the curriculum instrument will assessment period to as a result of these be pre-tested determine the stability of the findings. during Fall test. If, after the 2nd Semester administration, it appears 2009. There is that these items need ongoing modification, they will be monitoring and made before the 2010 discussion assessment period among faculty teaching Human Resource Management regarding both content and assessment instrument. These discussions did not occur prior to assessment activities associated with Assurance of BBA Program Learning Goals Assessment How changes Measurement/ Date Last Changes needed in the Other changes needed were Category Learning Goals Methodology Measured Results assessment measurement (program, course) implemented Learning standards. 1d. Acquire Pre-test/post-test Fall 2006 Only one of the The instructors of FMIS There was meaningful The faculty knowledge of the of key constructs four targets were 3301 involved in this discussion regarding the members core areas of in FMIS 3301 met (the pre-test assessment activity course content material teaching Business: (Production and pooled mean identified some areas of and the means, if any, by Production and Production and Operations score was less concern with respect to the which the course content Operations Operations Management) than 5). test instruments which was could be improved. Management Mgmt. used. They found that five developed a questions on the instrument revised appeared to be too easy assessment and that five questions instrument. appeared to be too difficult. The instrument However, there was was utilized discussion as to how the during Fall instrument could be Semester 2008 improved to remedy these and the results shortcomings. will be made available during Spring Semester 2009. There is ongoing monitoring and discussion among faculty teaching Production and Operations Management regarding both content and assessment instrument. These discussions did not occur prior to assessment activities associated with BBA Program Learning Goals Assessment How changes Measurement/ Date Last Changes needed in the Other changes needed were Category Learning Goals Methodology Measured Results assessment measurement (program, course) implemented Assurance of Learning standards. 1e. Acquire Pre-test/post-test Fall 2005 and The Fall 2005 The instructors of FMIS The instructors of FMIS knowledge of the of key constructs Fall 2007 results showed 2201 involved in this 2201 indicated that they core areas of in FMIS 2201 (IT that only one of assessment activity had needed to work together to Business: in Business). four targets were several suggestions as to create better consistency Information met (scoring how the test instrument in learning goals, course Technology targets were a might be improved. delivery and the post-test mean assessment process. score of > 7, pre- test mean score of < 5, a change in student performance of > +2 and the The topics covered in the percentage of Two questions in the FMIS 2201 pre- and post- students scoring assessment instrument will test instruments do not higher than 7 in be revised to be more appear to need significant the post-test of > challenging on the revision. However, 70%). assessment pre-test. Three improvements continue to questions will be revised be needed in the course The Fall 2007 that appear to be too delivery process. The new results were difficult for students on the LSBE laptop requirement similar to those in assessment post-test. coming in Fall 2008 is the Fall of 2005. likely to have some The only target significant impacts on the that was reached ways in which the course was a pre-test will be delivered. pooled mean score of < 5. 1f. Acquire Pre-test/post-test Fall 2006 Three of the four The pre-test scores were The Marketing faculty is No changes knowledge of the of key constructs targets were high on three questions of satisfied with the course were needed. core areas of in MKTG 3701 achieved. The the instrument. The content, so no change in Business: (Principles of pre-test pooled Marketing faculty will review course content is being Marketing Marketing) mean score was these questions for possible recommended. < 5, the post-test revision before the next pooled mean course assessment will be score was > 7, done (Fall 2009). and the change BBA Program Learning Goals Assessment How changes Measurement/ Date Last Changes needed in the Other changes needed were Category Learning Goals Methodology Measured Results assessment measurement (program, course) implemented in pooled mean score was > +2. 1g. Acquire Pre-test/post-test Fall 2005 Two targets were The instructors of MGTS The results of four knowledge of the of key constructs achieved in the 3401 concluded that one questions on the core areas of in MGTS 3401 administration of question on the instrument instrument suggest that Business: (Organizational this assessment is very good, two questions Organizational Behavior Organizational Behavior and instrument. The are close to being good, two and Management faculty Behavior and Management) pre-test mean questions are too easy and should consider teaching Management score was < 5 one question is simply bad. improvements. However, and the change However, there was no no specific in student recommendation as to how recommendations were performance was the instrument could be made with respect to these > +2. improved, given these improvements. findings. 1h. Acquire Pre-test/post-test Fall 2007 Three of the Two questions on the The instrument included a Changes in the knowledge of the of key constructs targets were instrument will be reworded question that required instrument and core areas of in MGTS 4481 achieved. The in order to eliminate familiarity with Porter’s in the course Business: (Strategic only one not met problematic wording of the Five Forces. Students content have Strategic Management) was that the pre- current questions and two claimed to broadly been made. Management test pooled mean questions on the instrument understand the concept. score was not < will be replaced with new However, after discussion 5. questions before the next of Porter’s Model in one of assessment round (Fall the courses, it became 2010). In addition, it was clear that students were decided to voluntarily re- familiar with the term, but administer the revised test did not really understand it instrument in the Fall of in detail. In the future, 2008 to ensure the test instructors will need to instrument better captures focus on shifting students’ what the instructors want it knowledge from to before the next round to awareness to formally administer it. understanding with respect Fall 2008 to Porter’s Five Forces. It is recommended that A case study was students in the future be Additional examples or used to measure given the assessment training should be given to the achievement rubrics before completing increase the reliability of of this goal. The the assignment. It is also the assessment. target was a recommended that in the median and future multiple assessors BBA Program Learning Goals Assessment How changes Measurement/ Date Last Changes needed in the Other changes needed were Category Learning Goals Methodology Measured Results assessment measurement (program, course) implemented mean of 3 or should be used to analyze above on a 5- the case so that reliability point scale. The scores can then be desired results computed. Finally, more were obtained. detailed information in the appendices should be given in the future. 2. Recognize, Part of case Spring 2008 The rubric was It was recommended that, Aside from being the first describe and write-up in MGTS written such that for future assessments, topic in the list of analysis interpret the 4481. Students (3) is defined to each assessor take on one topics for the appendices, impact of were instructed demonstrate an of the three criteria and there is essentially no economic trends to identify acceptable level analyze that specifically for mention of economic on organizational economic trends of learning. The all of the papers, rather than knowledge of any sort activities. and interpret median and assessing all three for a being required for this them with respect mean score for subset of the papers. assignment. The to opportunities recognizing requirement for assessing or threats on the economic trends economic knowledge and company. were 4.0 and 3.5, understanding must be respectively. The stressed in more detail in median and the instructions. mean score for describing economic trends were 3.0 and 2.9, respectively. The median and mean score for interpreting the impact of economic trends were 3.0 and 2.9, respectively. Thus, the results were barely acceptable. 3. Recognize, Part of case Spring 2008 The rubric was It was suggested that the In the future, it was describe and write-up in MGTS written such that assessment be limited to suggested that instructions interpret the 4481. Students (3) is defined to one or two sections from the for the requirements that impact of law on were instructed demonstrate an same instructor, so that one students discuss the business to identify legal acceptable level can compare “apples to impact of law be made BBA Program Learning Goals Assessment How changes Measurement/ Date Last Changes needed in the Other changes needed were Category Learning Goals Methodology Measured Results assessment measurement (program, course) implemented behavior and trends and issues of learning. The apples.” much more explicit. organizational and interpret median and activities. them with respect mean score for to opportunities recognizing the or threats on the impact of law company. were 2.0 and 2.4, respectively. The median and mean score for describing the impact of law were 2.0 and 2.2, respectively. The median and mean score for interpreting the impact of law were 1.0 and 1.8, respectively. Thus, the results were unacceptable.
4. Recognize, Part of case Spring 2008 The rubric was In the future, cases or The instructions given to describe and write-up in MGTS written such that scenarios used for this students regarding the interpret the 4481. Students (3) is defined to assessment should be impact of diversity issues impact of were instructed demonstrate an modified in such a way to and trends must be made diversity issues to identify acceptable level incorporate diversity issues much more explicit in and trends on economic trends of learning. The at the organizational/firm order to yield a set of organizational and interpret median and level, and that specific results which would be a activities. them with respect mean score for instructions be provided to fair indicator of awareness to opportunities recognizing the ensure that these issues are or mastery of the diversity or threats on the impact of addressed. construct. company. diversity issues and trends were 1.0 and 1.5, respectively. The median and mean score for describing the BBA Program Learning Goals Assessment How changes Measurement/ Date Last Changes needed in the Other changes needed were Category Learning Goals Methodology Measured Results assessment measurement (program, course) implemented impact of diversity issues and trends were 1.0 and 1.5, respectively. The median and mean score for interpreting the impact of diversity issues and trends were 1.0 and 1.1, respectively. Thus, the results were unacceptable. Recognize, Part of case Spring 2008 The rubric was It was recommended that describe and write-up in MGTS written such that the course design and interpret the 4481. Students (3) is defined to delivery provide more impact of were instructed demonstrate an explicit consideration of technological to identify acceptable level technological trends and trends on technological of learning. The that the instructions given organizational trends and median and to students for the case activities. interpret them mean score for analysis be made much with respect to recognizing the more explicit regarding the opportunities or impact of expectations of threats on the technological technological trends company trends were 2.0 discussion, as well. and 2.6, respectively. The median and mean score for describing the impact of technological trends were 2.0 and 2.0, respectively. The median and mean score for BBA Program Learning Goals Assessment How changes Measurement/ Date Last Changes needed in the Other changes needed were Category Learning Goals Methodology Measured Results assessment measurement (program, course) implemented interpreting the impact of technological trends were 2.0 and 2.1, respectively. Thus, the results were unacceptable.
Management- 6. Recognize, Part of case Spring 2008 The rubric was The assessment team It is recommended that the Specific Skills describe and write-up in MGTS written such that should include core Undergraduate Committee interpret the 4481. Students (3) is defined to curriculum instructors who determine if and where potential were instructed demonstrate an integrate the environmental environmental interaction to identify acceptable level sustainability in substantial sustainability is addressed between sustainability of learning. The ways in their courses. in the core program. environmental trends and issues median and sustainability and and interpret mean score for organizational them with respect recognizing the activities to opportunities potential or threats on the interaction company. between environmental sustainability and organizational activities were 2.0 and 2.56, respectively. The median and mean score for describing the potential interaction between environmental sustainability and organizational activities were 2.0 and 2.08, BBA Program Learning Goals Assessment How changes Measurement/ Date Last Changes needed in the Other changes needed were Category Learning Goals Methodology Measured Results assessment measurement (program, course) implemented respectively. The median and mean score for interpreting the potential interaction between environmental sustainability and organizational activities were 1.0 and 1.84, respectively. Thus, the results were unacceptable.
Management- 7. Recognize, Part of the case Spring 2008 The rubric was It appears that too much is All faculty teaching Specific Skills describe and write-up in MGTS written such that being asked of students in international courses interpret the 4481. Students (3) is defined to one paper. Therefore, it is should be given a copy of impact of global were instructed demonstrate an suggested that in the future, the School’s learning trends on to identify global acceptable level two or three of the seven objectives with respect to organizational issues and trends of learning. The perspectives from the global issues. This should activities and interpret median and learning objectives be help faculty understand them with respect mean score for assessed each year, rather what we expect the to opportunities recognizing the than doing all of them at students to know. A group or threats on the impact of global once. By rotating through discussion with all of the company. trends were 2.0 the perspectives, students faculty members who and 2.6, would be able to focus more teach international classes respectively. The intention on the focal topics should be organized to median and and not be spread too thin discuss these learning mean score for on all of the perspectives. objectives and to help describing the The instructions for the each other understand impact of global assignment should be made what is going on in other trends were 2.0 much more explicit international courses and and 2.4, regarding the expectations how these courses can respectively. The of the global perspectives’ work together. median and impact on organizational mean score for activities. BBA Program Learning Goals Assessment How changes Measurement/ Date Last Changes needed in the Other changes needed were Category Learning Goals Methodology Measured Results assessment measurement (program, course) implemented interpreting the impact of global trends were 2.0 and 2.3, respectively. Thus, the results were unacceptable. 8. Recognize, Part of case Spring 2008 The rubric was The scope of the Faculty teaching our core describe and write-up in MGTS written such that assignment should be courses need to be sure to interpret the 4481. Students (3) is defined to limited to one or two spend time in their classes impact of ethics were instructed demonstrate an industries. Students should helping students not only on business to identify ethical acceptable level be provided the rubrics that recognize and describe behavior and trends and issues of learning. The will be used in evaluating ethical issues, but also organizational and interpret median and their work. Rather than use interpret the impact of activities. them with respect mean score for one large case to cover all those issues on the to opportunities recognizing the seven perspectives, organization and business or threats on the impact of ethics perhaps a series of shorter behavior. company. were 4.0 and 3.6, cases could be assigned respectively. The focusing on each of the median and individual perspectives. mean score for describing the impact of ethics were 3.0 and 3.0, respectively. The median and mean score for interpreting the impact of ethics were 3.0 and 2.8, respectively. Thus, the results were barely acceptable.
1. BBA
Overall, our students performed well in the assessments. It should be noted that even in those positive situations where the target outcomes were achieved, faculty have proposed and implemented changes in order to improve student performance in the future, as the following discussions will reveal. Our view is that we should always try to improve, even if we have achieved our target outcomes.
In the most recent assessment measurements, students scored well (and met the targeted assessment outcomes) in the following areas: . Communicate ideas effectively in written and oral form. ₋ However, faculty have identified a number of changes to the instruments they will use in the next iteration. They have also identified areas of change that will be implemented in future offerings of the course (e.g., more emphasis on teaching mechanics, transitions in oral communications). . Demonstrate the ability to work effectively in a team. ₋ To improve students’ skills in this area, one faculty member is exploring better ways in which team skills can be taught to all students. . Integrate knowledge to effectively recommend solutions to problems. Minor changes in the administration of the instrument have been proposed for future assessments. . Acquired knowledge of core areas of business. ₋ As measured by the Educational Testing Service (ETS) Major Field Test (MTF) in Business, our students have very successfully met this goal (the LSBE mean response was higher than the mean responses for all schools in all nine core areas). However, when LSBE assessed core areas with class-embedded measures, results varied, as will be discussed. . Acquire knowledge of marketing. ₋ Most of the targets were achieved. Faculty have verified the ten dimensions to be assessed, have revised the instrument, and will implement the new instrument in the next formal administration. . Acquire knowledge of strategic management. ₋ After the initial assessment, faculty changed focus from merely providing students with awareness to providing students with understanding of Porter’s Five Forces. Later assessment indicates that this change was successful in achieving the desired outcomes. . Recognize, describe and interpret the impact of economic trends and ethics on business behavior and organizational activities. The faculty offered suggestions for future assessments of these issues. There were areas where the desired outcome measures were not totally met and where significant changes were needed: . Acquire quantitative knowledge and skills that can be used to evaluate situations. ₋ Students did very poorly in the assessment. As a result, faculty have now implemented changes in curriculum (mandatory math placement based on ACT math scores, instead of suggested math placement). . Acquire skills in the use of information technology. ₋ Students did poorly in the 2005, 2007, and 2008 assessments. Assessment instruments have been revised and the coverage of topics is being improved as instructors are working together to create consistency in the offering. The LSBE laptop requirement is also part of the proposed solution to the problems identified, and has been implemented. The course has been modified based on all of our assessments and is being field-tested during the Summer 2009 offering. . Acquire knowledge of accounting. ₋ When measured using our own instruments, students achieved only some of the desired outcomes. Changes in the assessment instrument as well as requiring all accounting faculty to cover the required concepts have been implemented. Ongoing discussion and monitoring among accounting faculty are occurring. . Acquire knowledge of finance. ₋ When measured using our own instruments, students achieved only some of the desired outcomes. As a result, finance faculty changed the emphasis placed on various topics in the course. After pre-testing the new strategy, the finance faculty determined that the problem was more in the assessment instrument itself. The faculty are in the process of making the necessary changes to the instrument. . Acquire knowledge of human resources. ₋ When measured using our own instruments, students achieved almost all of the desired outcomes. Based on the findings, the HR faculty have decided to increase curricular emphasis on areas where the post-test scores didn’t reach desired levels. A pre-test of this new strategy will be implemented in Fall 2009, well before the next formal assessment period for this area. . Acquire knowledge of production and operations management. ₋ When measured using our own instruments, students achieved only one of the four assessment targets. Faculty have revised the assessment instrument and pre-tested it in 2008. Production Operations Management (POM) faculty continue to monitor the situation and discuss what needs to be done before the next formal assessment. . Acquire knowledge of organizational behavior and management. ₋ When measured using our own instruments, two of four targets were achieved. Changes in the instruments were made and the faculty suggested that some changes in teaching should occur, but those changes have not yet been identified or implemented. . Recognize, describe and interpret the impact of law, diversity issues, technological trends, and global trends on business behavior and organizational activities. ₋ The main problem seemed to lie in our assessment methodology. A number of specific suggestions were made to improve the way we measure these issues in future assessments (see chart for details). Also, the assessment included suggestions for informing faculty who teach core courses about how to incorporate these issues. These suggestions have not yet been communicated. . Recognize, describe and interpret the potential interaction between environmental sustainability and organizational activities. ₋ The assessment suggests that sustainability needs to be incorporated more fully into the curriculum. This process has been started with the recent visit to another campus to learn how they incorporate sustainability. (See details elsewhere in this report, for example activity discussed under the University of Colorado as an Aspirant School). Table 4. BAcc Program Learning Goals Assessment
BAcc Program Learning Goals Assessment How changes Measurement/ Date Last Changes needed in the Other changes needed were Category Learning Goals Methodology Measured Results assessment measurement (program, course) implemented All BBA learning goals are part of the BAcc learning goals and will be measured using the measures developed. Management- Understand the Accounting Spring 2008 As a group, The wording on some Accounting faculty More time is Specific Skills principles and definition-concept students questions that students members teaching the two being practices of type test- performed performed very poorly on Intermediate Accounting devoted to professional students will take acceptably (> or needs to be revised. Also, courses may need to the concepts accounting. a 20-question = to 70% correct) some of the questions devote more class time to identified. test consisting of on 7 of the 20 appear to be too detailed discuss those fundamental definitional and questions. and need to be replaced or accounting concepts and conceptual type However, the revised. Finally, there may principles that students questions in students’ overall be some retention issues appear to have difficulty in ACCT 4160 performance was related to those concepts understanding. (Auditing). evaluated as and principles that are not unacceptable (< regularly applied or further 60% correct). discussed in subsequent courses. One suggestion to deal with this potential problem was to conduct the assessment at the completion of ACCT 3101 and ACCT 3102 (Intermediate Accounting I & II). Further discussion among the faculty teaching these courses need to occur. Produce and 1. Students will Fall 2008 As a group, the Faculty members within the Since the results were No changes interpret financial complete a 64 students Accounting Department will extremely successful, no were data for decision financial participating in continue to search for changes are implemented. making. reporting project this project alternate accounting recommended. BAcc Program Learning Goals Assessment How changes Measurement/ Date Last Changes needed in the Other changes needed were Category Learning Goals Methodology Measured Results assessment measurement (program, course) implemented covering the performed very financial reporting projects entire process of acceptably and covering the entire business financial satisfactorily. The process to be used as an statement average alternate assessment preparation given percentage instrument. However, the in ACCT 3110 accuracy rate SUA project was deemed to (Accounting was 91.53%. be very acceptable and will Information This was deemed continue to be used as an Systems). The to be very assessment tool for now. instrument used acceptable by for this faculty members assessment is within the the package of Accounting “System Department. The Understanding SUA instrument Aids” (SUA). By has three successfully components. completing this They are: SUA project, (1) sales and students will also cash receipts in finish a complete the Accounting set of financial revenue cycle. reporting projects (2) purchase and covering the cash entire process of disbursements in financial the expenditure statement cycle. preparation. (3) preparation of unadjusted trial balance, adjusting entries, closing entries, post closing trial balances and four major financial statements. The average score on the first component was 18.74 (out of 20); BAcc Program Learning Goals Assessment How changes Measurement/ Date Last Changes needed in the Other changes needed were Category Learning Goals Methodology Measured Results assessment measurement (program, course) implemented the average score on the second component was 19.19 (out of 20); and the average score on the third component was 35.30 (out of 40). Thus, the average score for the total project was 73.23 (out of 80), yielding a percentage accurate score of 91.53%. 2. Financial ratio Spring 2008 Results were Faculty discussed the More attention needs to be Faculty are analysis project – quite acceptable. possibility of using an all paid to preferred stock in making the students will On 10 out of 12 objective format in the teaching of ACCT required compute and questions assessing the Intermediate 3102. Also, faculty need to changes interpret a list of students II course. emphasize the definition of needed in financial ratios achieved a score residual equity. terms of using financial of greater than course statement data 70%. content. for two similar real-life companies given in ACCT 3102 (Intermediate Accounting). Students analyzed financial statements of two major corporations and discuss their findings. 2. BAcc
Overall, considering all assessments conducted, the conclusion is that our BAcc students performed well. Since the BAcc degree includes all the program learning goals of the BBA degree, all of the assessment results described are applicable to the BAcc degree as well. Both BAcc and BBA degree students were in all assessment samples as reported above for the BBA.
The BAcc degree includes two additional learning goals. The results of those assessments will now be discussed: . Understand the principles and practices of professional accounting. ₋ Students did not perform well in these assessments. After careful analysis it was decided that some assessment questions need to be revised. Also, Accounting faculty members decided that more class time needs to be devoted to some of the concepts and principles on which students scored lowly. While some of these changes have been implemented, more discussion among the Accounting faculty needs to occur. . Produce and interpret financial data for decision making. ₋ This learning goal was assessed using several methods. Students did extremely well in an assessment using a financial reporting project in ACCT 4160, and no changes were deemed necessary in either the assessment instrument or the program. However, it was determined that two assessment questions should be analyzed further. More discussion among the Accounting faculty needs to occur.
Students also performed quite well when assessed using a financial ratio analysis project in ACCT 3110. However, faculty decided that more attention needs to be paid to preferred stock in the teaching of ACCT 3102. Faculty also need to emphasize the definition of residual equity. These changes are currently being implemented.
Table 5. MBA Learning Assessment Goals - Duluth
MBA Learning Assessment Goals - Duluth Changes needed in the How changes Measurement/ Date Last assessment Other changes needed were Category Learning Goals Methodology Measured Results measurement (program, course) implemented Develop and Enhance Core Skills 1. Communicate Assessed using Spring 2007 Adequate; the Since the desired results Since the desired results Since the desired complex ideas company desired results were obtained, no change were obtained, no change results were effectively in analysis were obtained. is recommended in the is recommended in this attained, no written form. assignment in assessment measure. course. changes were MBA 8411 implemented. (Policy Formulation and Implementation) Assessed using Spring 2008 Good; the Since the desired results Since the desired results Since the desired company desired results were obtained, no change were obtained, no change results were analysis were obtained. is recommended in the is recommended in this attained, no assignment in assessment measure. course. changes were MBA 8411 implemented. (Policy Formulation and Implementation) 2. Communicate Assessed using Spring 2008 Adequate One item (structure) in the Since the desired results Committee complex ideas the MBA Oral OCAI was less than clear in were obtained, no change decided to effectively in oral Communication meaning. Therefore, it is is recommended. change the way form. Assessment recommended that this item they assess oral Instrument be removed from the communications. (OCAI) in MBA instrument. Created a new 8111 (Business, assessment Government and instrument. Society).
Assessed using Fall 2008 Results are the newly- currently being created Oral analyzed. Presentations evaluation form. MBA Learning Assessment Goals - Duluth Changes needed in the How changes Measurement/ Date Last assessment Other changes needed were Category Learning Goals Methodology Measured Results measurement (program, course) implemented 3. Utilize Assessed using Fall 2006 The Excel pre- Since the results that were Since the desired quantitative modules for a test average obtained are excellent, no Since the desired results results were knowledge and series of skills in score was 57.54 change is recommended to were obtained, no change attained, no skills to diagnose Microsoft Excel and the the assessment measure. is recommended. changes were and evaluate and Microsoft PowerPoint pre- However, the SAM implemented in complex Power-Point, test score was instrument is no longer the program. situations. using a tool 47.29. The post- available. As a result, Currently looking called Skills test score for alternative ways of for a new Assessment Excel was 86.4 measuring the utilization of assessment Manager (SAM) and for quantitative knowledge and instrument. in MBA 8211 PowerPoint was skills to diagnose and (Data Analysis 86.2. This was evaluate complex situations and Statistics for viewed as is being sought. Managers). All significant students were improvement in required to take a learning in these pre-test and a two technology post-test in these skills areas. two areas. Since the desired Spring 2007 Since the desired results results were Assessed using were obtained, no change attained, no company Since the desired results is recommended in this changes were analysis Adequate; the were obtained, no change course. implemented in assignment in desired results is recommended in the the program. MBA 8411 were obtained. assessment measure. (Policy Formulation and Implementation) Assessed using Spring 2008 Good; the Since the desired results Since the desired results Since the desired company desired results were obtained, no change were obtained, no change results were analysis were obtained. is recommended in the is recommended in this attained, no assignment in assessment measure. course. changes were MBA 8411 implemented in (Policy the program. Formulation and Implementation) 4. Demonstrate Assessed using Fall 2008 Very acceptable. The results and the In the short run, continue No change is the ability to work the student peer For the class as instrument should be using the present recommended or effectively in a evaluation form a whole, the discussed with Dr. Anne instrument as a way of implemented. team. in MBA 8211 average on each Cummings, the LSBE assessing students’ team MBA Learning Assessment Goals - Duluth Changes needed in the How changes Measurement/ Date Last assessment Other changes needed were Category Learning Goals Methodology Measured Results measurement (program, course) implemented (Data Analysis of the resident expert on Teams, work skills. and Statistics for dimensions on a to see if the instrument Managers) five-point scale needs to be revised in the was as follows: future to get more discrimination on the a. Met group scales. deadlines (4.43). b. Coordinated parts of the group project (4.36). c. Assumed individual responsibility in the group (4.50). d. Gave constructive feedback to group members (4.36). e. Negotiated collective goals with other group members (4.33). f. Effectively contributed to group meetings (4.48). 5. Integrate Assessed using Spring 2007 Barely Determine if this is true in Decided to knowledge and company acceptable. Can other courses, as well. If reassess in skills to examine analysis identify but not so, consider including it Spring of 2008 to complex assignment in analyze explicitly in part of the see if the findings problems. MBA 8411 (prioritize) curriculum. were correct. (Policy problems. Can Formulation and define many Implementation) alternatives, but poor at describing the risks and benefits, as well MBA Learning Assessment Goals - Duluth Changes needed in the How changes Measurement/ Date Last assessment Other changes needed were Category Learning Goals Methodology Measured Results measurement (program, course) implemented as choosing one and justifying the choice. Assessed using Spring 2008 Adequate; the Since the desired results Since the desired results Since the desired company desired results were obtained, no change were obtained, no change results were analysis were obtained. is recommended in the is recommended in this attained, no assignment in assessment measure. course. changes were MBA 8411 implemented. (Policy Formulation and Implementation) 6. Integrate Assessed using Spring 2007 Barely Determine if this is true in Decided to knowledge and company acceptable. Can other courses, as well. If reassess only the skills to diagnose analysis identify but not so, consider including it "examine complex assignment in analyze explicitly in part of the complex issues" problems. MBA 8411 (prioritize) curriculum. in Spring of 2008 (Policy problems. Can to see if the 2007 Formulation and define many findings were Implementation) alternatives, but correct. poor at describing the risks and benefits, as well as choosing one and justifying the choice. 7. Integrate Assessed using Spring 2007 Barely Determine if this is true in Decided to knowledge and company acceptable. Can other courses, as well. If reassess only the skills to evaluate analysis identify but not so, consider including it "examine solutions to assignment in analyze explicitly in part of the complex issues" complex MBA 8411 (prioritize) curriculum. in Spring of 2008 problems. (Policy problems. Can to see if the 2007 Formulation and define many findings were Implementation) alternatives, but correct. poor at describing the risks and benefits, as well as choosing one and justifying the MBA Learning Assessment Goals - Duluth Changes needed in the How changes Measurement/ Date Last assessment Other changes needed were Category Learning Goals Methodology Measured Results measurement (program, course) implemented choice. 8. Integrate Assessed using Spring 2007 Barely Determine if this is true in Decided to knowledge and company acceptable. Can other courses, as well. If reassess only the skills to analysis identify but not so, consider including it "examine recommend assignment in analyze explicitly in part of the complex issues" solutions to MBA 8411 (prioritize) curriculum. in Spring of 2008 complex (Policy problems. Can to see if the 2007 problems. Formulation and define many findings were Implementation) alternatives, but correct. poor at describing the risks and benefits, as well as choosing one and justifying the choice. Develop Management- Specific Skills 1. Acquire Measured in the January 2007 The mean test Since the results were No changes were advanced MBA-level Major score of our extremely successful, no implemented. knowledge of Field Test (MFT) students (261.3) changes were Accounting. provided by was significantly recommended. Educational above the mean Testing Services for all examinees (ETS) (250.3). The LSBE MBA mean score in accounting (66) was considerably above the mean for all students in all institutions taking the MBA MFT (50.8). No changes were April 2008 implemented. The mean score Since the results were of the LSBE test extremely successful, no takers was 273. changes were Compared to the recommended. MBA Learning Assessment Goals - Duluth Changes needed in the How changes Measurement/ Date Last assessment Other changes needed were Category Learning Goals Methodology Measured Results measurement (program, course) implemented average for all MBA programs in this country that administer the test, this score falls above the 95th percentile. There-fore, the average performance on this test was in the top 5% of all MBA programs in the country which used this test as an assessment. The LSBE mean score in accounting was No changes were 77, which is in implemented. Spring 2009 the top 5% of all institutions administering Since the results were this test extremely successful, no nationwide. changes were The mean score recommended. of LSBE test takers was 264. Compared to the average for all MBA programs in the country that administer the tests, this mean falls between the 90th and 95th percentile. Therefore, the average MBA Learning Assessment Goals - Duluth Changes needed in the How changes Measurement/ Date Last assessment Other changes needed were Category Learning Goals Methodology Measured Results measurement (program, course) implemented performance on this test was in the top 5 to 10 percent of all MBA programs in the country which use this test as an assessment. The LSBE mean score in Accounting was 64, which is in the top 10 percent of all institutions administering this test nationwide. 2. Acquire Measured in the January 2007 The mean test Since the results were No changes were advanced MBA-level Major score of our extremely successful, no implemented. knowledge of Field Test (MFT) students (261.3) changes were Finance. provided by was significantly recommended. Educational above the mean Testing Services for all examinees (ETS) (250.3). The LSBE MBA mean score in finance (52) was significantly above the mean for all students in all institutions taking the MBA MFT (45.2). No changes were April 2008 implemented. The mean score Since the results were of the LSBE test extremely successful, no takers was 273. changes were Compared to the recommended. MBA Learning Assessment Goals - Duluth Changes needed in the How changes Measurement/ Date Last assessment Other changes needed were Category Learning Goals Methodology Measured Results measurement (program, course) implemented average for all MBA programs in this country that administer the test, this score falls above the 95th percentile. There-fore, the average performance on this test was in the top 5% of all MBA programs in the country which used this test as an assessment. The LSBE mean score in finance was 63, which is in the top 5% of No changes were all institutions implemented. Spring 2009 administering this test nationwide. Since the results were extremely successful, no The mean score changes were of LSBE test recommended. takers was 264. Compared to the average for all MBA programs in the country that administer the tests, this mean falls between the 90th and 95th percentile. Therefore, the average MBA Learning Assessment Goals - Duluth Changes needed in the How changes Measurement/ Date Last assessment Other changes needed were Category Learning Goals Methodology Measured Results measurement (program, course) implemented performance on this test was in the top 5 to 10 percent of all MBA programs in the country which use this test as an assessment. The LSBE mean score in Finance was 57, which is in the top 10 percent of all institutions administering this test nationwide.
3. Acquire Measured in the January 2007 The mean test Since the results were No changes were advanced MBA-level Major score of our extremely successful, no implemented. knowledge of Field Test (MFT) students (261.3) changes were Human provided by was significantly recommended. Resources. Educational above the mean Testing Services for all examinees (ETS) (250.3). The LSBE MBA mean score in human resources (70) was significantly above the mean for all students in all institutions taking the MBA MFT (57.4). No changes were April 2008 implemented. The mean score Since the results were of the LSBE test extremely successful, no MBA Learning Assessment Goals - Duluth Changes needed in the How changes Measurement/ Date Last assessment Other changes needed were Category Learning Goals Methodology Measured Results measurement (program, course) implemented takers was 273. changes were Compared to the recommended. average for all MBA programs in this country that administer the test, this score falls above the 95th percentile. There-fore, the average performance on this test was in the top 5% of all MBA programs in the country which used this test as an assessment. The LSBE mean score in human resources was 76, which is in No changes were the top 5% of all implemented. Spring 2009 institutions administering this test Since the results were nationwide. extremely successful, no changes were The mean score recommended. of LSBE test takers was 264. Compared to the average for all MBA programs in the country that administer the tests, this mean falls between the 90th and 95th MBA Learning Assessment Goals - Duluth Changes needed in the How changes Measurement/ Date Last assessment Other changes needed were Category Learning Goals Methodology Measured Results measurement (program, course) implemented percentile. Therefore, the average performance on this test was in the top 5 to 10 percent of all MBA programs in the country which use this test as an assessment. The LSBE mean score in Human Resources was 65, which is in the top 15 percent of all institutions administering this test nationwide.
4. Acquire Assessed using Spring 2007 Adequate. Post- Since the results were Since the results were No changes were advanced pre- and post-test test improvement acceptable, no change was acceptable, no change implemented. knowledge of analysis plus results goals recommended. was recommended. Operations. concise case were achieved study in MBA and concise case 8311 (Operations study result Management) goals were also achieved. No changes were Assessed using Fall 2008 Since the results were Since the results were implemented. pre- and post-test Adequate. Once acceptable, no change was acceptable, no change analysis plus again, post-test recommended. was recommended. concise case improvement study in MBA results goals 8311 (Operations were achieved Management) and concise case study result goals were also MBA Learning Assessment Goals - Duluth Changes needed in the How changes Measurement/ Date Last assessment Other changes needed were Category Learning Goals Methodology Measured Results measurement (program, course) implemented achieved.
5. Acquire Measured in the January 2007 The mean test Since the results were No changes were advanced MBA-level Major score of our extremely successful, no implemented. knowledge of Field Test (MFT) students (261.3) changes were Marketing. provided by was significantly recommended. Educational above the mean Testing Services for all examinees (ETS) (250.3). The LSBE MBA mean score in marketing (62) was considerably above the mean for all students in all institutions taking the MBA MFT (56.2). No changes were April 2008 implemented. The mean score Since the results were of the LSBE test extremely successful, no takers was 273. changes were Compared to the recommended. average for all MBA programs in this country that administer the test, this score falls above the 95th percentile. There-fore, the average performance on this test was in the top 5% of all MBA programs in the country which used this test as an assessment. The MBA Learning Assessment Goals - Duluth Changes needed in the How changes Measurement/ Date Last assessment Other changes needed were Category Learning Goals Methodology Measured Results measurement (program, course) implemented LSBE mean score in marketing was 72, which is in No changes were the top 5% of all implemented. Spring 2009 institutions administering this test Since the results were nationwide. extremely successful, no changes were The mean score recommended. of LSBE test takers was 264. Compared to the average for all MBA programs in the country that administer the tests, this mean falls between the 90th and 95th percentile. Therefore, the average performance on this test was in the top 5 to 10 percent of all MBA programs in the country which use this test as an assessment. The LSBE mean score in Marketing was 70, which is in the top 5 percent of all institutions administering MBA Learning Assessment Goals - Duluth Changes needed in the How changes Measurement/ Date Last assessment Other changes needed were Category Learning Goals Methodology Measured Results measurement (program, course) implemented this test nationwide.
6. Integrate Assessed using Spring 2007 Overall, Consider rewording the Additional assessments Assessment understanding of company consideration of expanded description of the will suggest whether it is instrument the core areas of analysis these areas was Process of Management needed to include change business: assignment in weak; only with terminology more instruction on basic accomplished. analyze issues MBA 8411 organizing was consistent with the way it is management principles as and develop (Policy adequate. described in Strategy an explicit part of the recommendation Formulation and Implementation. curriculum. s that reflect the Implementation) cross-functional nature of management processes in changing environments. Assessed using Spring 2008 Adequate; the Since the desired results Since the desired results No changes were company desired results were obtained, no change were obtained, no change implemented. analysis were obtained. is recommended in the is recommended in this assignment in assessment measure. course. MBA 8411 (Policy Formulation and Implementation) 7. Analyze Assessed using Spring 2007 No explicit Consider rewording the Change the assignment Assignment issues and company analysis of affect expanded description of directions to make it directions were develop analysis on internal or “Understanding of clearer that internal and changed and the recommendation assignment in external stake- Organizations” portion of external stakeholder goal was s that MBA 8411 holders, only on the objectives. analysis is expected. If reevaluated in simultaneously (Policy the performance results are not improved, Spring 2008. meet Formulation and of the firm. then consider organizational Implementation) emphasizing this more in objectives and the Business Policy also consider the course. needs of primary stake-holders (e.g. employees, customers, MBA Learning Assessment Goals - Duluth Changes needed in the How changes Measurement/ Date Last assessment Other changes needed were Category Learning Goals Methodology Measured Results measurement (program, course) implemented shareholders) Assessed using Spring 2008 Adequate, but Monitor during next review. No changes needed at Will monitor in the company lower than The decrease was likely this time. next review. analysis previous results. due to slightly different assignment in emphasis by the instructor. MBA 8411 (Policy Formulation and Implementation) 8. Analyze the Assessed using Spring 2007 Not adequate Assessment tool needs to Consider bringing MBA Alignment of external company differentiate between goals and objectives more goals and environment of analysis identifying and analyzing in line with LSBE goals objectives an organization assignment in trends. and objectives. accomplished. and assess the MBA 8411 potential impacts (Policy of economic Formulation and trends. Implementation) Assessed using Spring 2008 Adequate. No changes needed. No changes needed. No changes company Improvement needed. analysis due to assignment in clarification of MBA 8411 the expectations (Policy and the Formulation and assessment Implementation) assignment. 9. Analyze the Assessed using Spring 2007 Not adequate Assessment tool needs to Consider bringing MBA Alignment of external company differentiate between goals and objectives more goals and environment of analysis identifying and analyzing in line with LSBE goals objectives an organization assignment in trends. and objectives. accomplished. and assess the MBA 8411 potential impact (Policy of legal trends. Formulation and Implementation) Assessed using Spring 2008 Adequate. No changes needed. No changes needed. No changes company Improvement needed. analysis due to assignment in clarification of MBA 8411 the expectations (Policy and the Formulation and assessment MBA Learning Assessment Goals - Duluth Changes needed in the How changes Measurement/ Date Last assessment Other changes needed were Category Learning Goals Methodology Measured Results measurement (program, course) implemented Implementation) assignment. 10. Analyze the Assessed in MBA Spring 2008 Generally An assessment of ethics All MBA faculty are An assessment of external 8111 (Business, adequate may be better assessed in encouraged to include ethics has been environment of Government and the capstone MBA course, real and meaningful embedded in the an organization Society) MBA 8411 (Policy discussions of ethical MBA 8411 and assess the Formulation and issues when they teach capstone course. potential impact Implementation) their courses, in order to of ethics. solidify lessons learned in the MBA 8111 course. Assessed using Spring 2008 Adequate No changes needed. No changes needed. No changes company needed. analysis assignment in MBA 8411 (Policy Formulation and Implementation) 11. Analyze the Assessed using Spring 2007 Adequate Assessment tool needs to Consider bringing MBA Alignment of external company differentiate between goals and objectives more goals and environment of analysis identifying and analyzing in line with LSBE goals objectives an organization assignment in trends. and objectives. accomplished. and assess the MBA 8411 potential impacts (Policy of trends in Formulation and diversity Implementation) (demographic, cultural and social). Assessed using Spring 2008 Adequate Assessment tool needs to Consider bringing MBA Alignment of company differentiate between goals and objectives more goals and analysis identifying and analyzing in line with LSBE goals objectives assignment in trends. and objectives. accomplished. MBA 8411 (Policy Formulation and Implementation) 12. Analyze the Assessed using Spring 2007 Not adequate Assessment tool needs to Consider bringing MBA Alignment of external company differentiate between goals and objectives more goals and environment of analysis identifying and analyzing in line with LSBE goals objectives an organization assignment in trends. and objectives. accomplished. MBA Learning Assessment Goals - Duluth Changes needed in the How changes Measurement/ Date Last assessment Other changes needed were Category Learning Goals Methodology Measured Results measurement (program, course) implemented and assess the MBA 8411 potential impact (Policy of technology Formulation and trends. Implementation) Assessed using Spring 2008 Adequate. No changes needed. No changes needed. No changes company analysis Improvement due needed. assignment in MBA to clarification of 8411 (Policy the expectations Formulation and and the Implementation) assessment assignment. 13. Analyze the Assessed using Spring 2008 Not adequate No changes needed. Improvement expected in the Start looking in Fall external company analysis future as students become of 2009 for ways to environment of an assignment in MBA more aware of these issues incorporate organization and 8411 (Policy over the next few years and sustainability. assess the Formulation and as the University begins potential impacts of Implementation) implementing more courses environmental related to the issue of sustainability. environmental sustainability. 14. Analyze the Assessed using Spring 2007 Not adequate Assessment tool needs to Consider bringing MBA goals Alignment of goals external company analysis differentiate between and objectives more in line and objectives environment of an assignment in MBA identifying and analyzing with LSBE goals and accomplished. organization and 8411 (Policy trends. objectives. assess the Formulation and potential impact of Implementation) global trends. Assessed using Spring 2008 Adequate. No changes needed. No changes needed. No changes company analysis Improvement due needed. assignment in MBA to clarification of 8411 (Policy the expectations Formulation and and the Implementation) assessment assignment.
3. MBA Duluth
Overall, the assessment results for the MBA Duluth students are very encouraging. For example, the Major Field Test (MTF) results provided by the Educational Testing Services (ETS) over the last three years show that our students score very high (generally above the 90th percentile) compared to students nationwide in terms of advanced knowledge of accounting, finance, human resources, and marketing.
Students also scored well and met the assessment targets in the following areas: . Skill in communicating complex ideas effectively in written and oral form. . Utilizing quantitative knowledge to diagnose and evaluate complex situations. . Ability to work effectively in a team. . Acquire advanced knowledge of operations. . Integrate understanding of core areas of business (analyze issues and develop recommendations that reflect the cross-functional nature of management processes in changing environments). . Analyze the external environment and assess the potential impacts of economic trends, legal trends, ethics, diversity, technology trends, and global trends. . Analyze issues and develop recommendations that simultaneously meet organizational objectives and also consider the needs of primary stakeholders (e.g., employees, customers, shareholders). Assessments in Spring 2007 suggested students might have difficulty in integrating knowledge and skills to examine, diagnose, evaluate and recommend solutions to complex problems. To assess the validity of this finding, in Spring 2008 students were again assessed with regard to examining complex problems. The desired assessment outcome results were obtained. Further assessment will help us determine if this is an issue that needs to be resolved or if the 2007 findings were merely the result of the assessment methodology utilized. The 2008 results suggest that it was a methodological issue only. However, this is an area that the Graduate Committee will be closely monitoring.
Students did not perform well in terms of assessing the potential impacts of environmental sustainability. However, this objective was very recently added to our program and we are currently exploring ways to incorporate the issue in our curriculum. (Other sections in this Fifth Year Maintenance Report provide more details on the sustainability objective.)
Table 6. MBA Learning Assessment Goals - Rochester
MBA Learning Assessment Goals - Rochester How changes Measurement/ Date Last Changes needed in the Other changes needed were Category Learning Goals Methodology Measured Results assessment measurement (program, course) implemented Develop and Enhance Core Skills 1. Communicate Assessed using Fall 2007 Adequate; Since the desired results Since the desired results Since the complex ideas company desired results were obtained, no change is were obtained, no change desired effectively in analysis were obtained. recommended in the is recommended in this results were written form. assignment in assessment measure. course. attained, no MBA 8411 changes (Policy were Formulation and implemented. Implementation) 2. Communicate Videotaped class Spring 2009 Currently complex ideas presentations. A analyzing results. effectively in oral communications form. expert is grading the presentations. 3. Utilize Assessed using Fall 2007 Adequate; the Since the desired results Since the desired results Since the quantitative company desired results were obtained, no change is were obtained, no change desired knowledge and analysis were obtained. recommended in the is recommended in this results were skills to diagnose assignment in assessment measure. course. attained, no and evaluate MBA 8411 changes complex (Policy were situations. Formulation and implemented. Implementation) 4. Demonstrate Assessed using Spring 2008 Very acceptable. The results and the In the short run, continue No change is the ability to work student peer For the class as instrument should be using the present recommende effectively in a evaluation form a whole, the discussed with Dr. Anne instrument as a way of d or team. in MBA 8211 average on each Cummings, the LSBE assessing students’ implemented. (Data Analysis of the dimensions resident expert on Teams, to teamwork skills. and Statistics for on a 5-point see if the instrument needs Managers) scale was as to be revised in the future to follows: get more discrimination on a. Met group the scales. deadlines (4.84) b. Coordinated parts of the group project (4.75) MBA Learning Assessment Goals - Rochester How changes Measurement/ Date Last Changes needed in the Other changes needed were Category Learning Goals Methodology Measured Results assessment measurement (program, course) implemented c. Assumed individual responsibility in the group (4.83) d. gave constructive feedback to group members (4.70) e. Negotiated collective goals with other group members (4.68) f. Effectively contributed to group meetings (4.75) 5. Integrate Assessed using Fall 2007 Adequate; the Continue being specific with Since the desired results Since the knowledge and company desired results instructions to students to were obtained, no change desired skills to examine analysis were obtained. encourage them to be is recommended in this results were complex assignment in methodical and thorough in course attained, no problems. MBA 8411 their recommendations. changes (Policy were Formulation and implemented. Implementation) 6. Integrate Assessed using Fall 2007 Adequate; the Continue being specific with Since the desired results Since the knowledge and company desired results instructions to students to were obtained, no change desired skills to diagnose analysis were obtained. encourage them to be is recommended in this results were complex assignment in methodical and thorough in course. attained, no problems. MBA 8411 their recommendations. changes (Policy were Formulation and implemented. Implementation) 7. Integrate Assessed using Fall 2007 Adequate; the Continue being specific with Since the desired results Since the knowledge and company desired results instructions to students to were obtained, no change desired skills to evaluate analysis were obtained. encourage them to be is recommended in this results were solutions to assignment in methodical and thorough in course. attained, no complex MBA 8411 their recommendations. changes problems. (Policy were Formulation and implemented. MBA Learning Assessment Goals - Rochester How changes Measurement/ Date Last Changes needed in the Other changes needed were Category Learning Goals Methodology Measured Results assessment measurement (program, course) implemented Implementation) 8. Integrate Assessed using Fall 2007 Adequate; the Continue being specific with Since the desired results Since the knowledge and company desired results instructions to students to were obtained, no change desired skills to analysis were obtained. encourage them to be is recommended in this results were recommend assignment in methodical and thorough in course. attained, no solutions to MBA 8411 their recommendations. changes complex (Policy were problems. Formulation and implemented. Implementation) Develop Management- Specific Skills 1. Acquire Measured in the April 2008 The mean score Since the results were No changes advanced MBA-level Major of the LSBE test extremely successful, no were knowledge of Field Test (MFT) takers was 273. change is recommended. implemented. accounting. provided by Compared to the Educational average for all Testing Service MBA programs in (ETS). this country that administer the test, this score falls above the 95th percentile. There-fore, the average performance on this test was in the top 5% of all MBA programs in the country which used this test as an assessment. The LSBE mean score in accounting was 77, which is in the top 5% of all institutions administering this Spring 2009 test nationwide. Since the results were No changes MBA Learning Assessment Goals - Rochester How changes Measurement/ Date Last Changes needed in the Other changes needed were Category Learning Goals Methodology Measured Results assessment measurement (program, course) implemented extremely successful, no were The mean score changes were implemented. of LSBE test recommended. takers was 264. Compared to the average for all MBA programs in the country that administer the tests, this mean falls between the 90th and 95th percentile. Therefore, the average performance on this test was in the top 5 to 10 percent of all MBA programs in the country which use this test as an assessment. The LSBE mean score in Accounting was 64, which is in the top 10 percent of all institutions administering this test nationwide.
2. Acquire Measured in the April 2008 The mean score Since the results were No changes advanced MBA-level Major of the LSBE test extremely successful, no were knowledge of Field Test (MFT) takers was 273. change is recommended. implemented. Finance. provided by Compared to the Educational average for all Testing Service MBA programs in MBA Learning Assessment Goals - Rochester How changes Measurement/ Date Last Changes needed in the Other changes needed were Category Learning Goals Methodology Measured Results assessment measurement (program, course) implemented (ETS). this country that administer the test, this score falls above the 95th percentile. There-fore, the average performance on this test was in the top 5% of all MBA programs in the country which used this test as an assessment. The LSBE mean score in accounting was 77, which is in the top 5% of all institutions administering this Spring 2009 test nationwide. Since the results were No changes extremely successful, no were The mean score changes were implemented. of LSBE test recommended. takers was 264. Compared to the average for all MBA programs in the country that administer the tests, this mean falls between the 90th and 95th percentile. Therefore, the average performance on this test was in the top 5 to 10 percent of all MBA Learning Assessment Goals - Rochester How changes Measurement/ Date Last Changes needed in the Other changes needed were Category Learning Goals Methodology Measured Results assessment measurement (program, course) implemented MBA programs in the country which use this test as an assessment. The LSBE mean score in Finance was 57, which is in the top 10 percent of all institutions administering this test nationwide.
3. Acquire Measured in the April 2008 The mean score Since the results were No changes advanced MBA-level Major of the LSBE test extremely successful, no were knowledge of Field Test (MFT) takers was 273. change is recommended. implemented. Human provided by Compared to the Resources. Educational average for all Testing Service MBA programs in (ETS). this country that administer the test, this score falls above the 95th percentile. There-fore, the average performance on this test was in the top 5% of all MBA programs in the country which used this test as an assessment. The LSBE mean score in accounting was 77, which is in the top 5% of all institutions MBA Learning Assessment Goals - Rochester How changes Measurement/ Date Last Changes needed in the Other changes needed were Category Learning Goals Methodology Measured Results assessment measurement (program, course) implemented administering this Spring 2009 test nationwide. Since the results were No changes extremely successful, no were The mean score changes were implemented. of LSBE test recommended. takers was 264. Compared to the average for all MBA programs in the country that administer the tests, this mean falls between the 90th and 95th percentile. Therefore, the average performance on this test was in the top 5 to 10 percent of all MBA programs in the country which use this test as an assessment. The LSBE mean score in Human Resources was 65, which is in the top 15 percent of all institutions administering this test nationwide.
4. Acquire Assessed using Summer 2008 Adequate. Post- No changes were No changes were No changes advanced pre-and post-test test improvement recommended. recommended. were knowledge of analysis plus results were implemented. Operations. concise case achieved and MBA Learning Assessment Goals - Rochester How changes Measurement/ Date Last Changes needed in the Other changes needed were Category Learning Goals Methodology Measured Results assessment measurement (program, course) implemented study in MBA concise case 8311 (Operations study results also Management) achieved. 5. Acquire Measured in the April 2008 The mean score Since the results were No changes advanced MBA-level Major of the LSBE test extremely successful, no were knowledge of Field Test (MFT) takers was 273. change is recommended. implemented. Marketing. provided by Compared to the Educational average for all Testing Service MBA programs in (ETS). this country that administer the test, this score falls above the 95th percentile. There-fore, the average performance on this test was in the top 5% of all MBA programs in the country which used this test as an assessment. The LSBE mean score in accounting was 77, which is in the top 5% of all institutions administering this Spring 2009 test nationwide. Since the results were No changes extremely successful, no were The mean score changes were implemented. of LSBE test recommended. takers was 264. Compared to the average for all MBA programs in the country that administer the MBA Learning Assessment Goals - Rochester How changes Measurement/ Date Last Changes needed in the Other changes needed were Category Learning Goals Methodology Measured Results assessment measurement (program, course) implemented tests, this mean falls between the 90th and 95th percentile. Therefore, the average performance on this test was in the top 5 to 10 percent of all MBA programs in the country which use this test as an assessment. The LSBE mean score in Marketing was 70, which is in the top 5 percent of all institutions administering this test nationwide.
6. Integrate Assessed using Fall 2007 Adequate; the Since the desired results Assessment understanding of company desired results were obtained, no change instrument the core areas of analysis were obtained. is recommended in this was changed, business: assignment in course. based on analyze issues MBA 8411 previous and develop (Policy assessments recommendation Formulation and in Duluth. s that reflect the Implementation) cross-functional nature of management processes in changing environments. 7. Analyze issues and develop MBA Learning Assessment Goals - Rochester How changes Measurement/ Date Last Changes needed in the Other changes needed were Category Learning Goals Methodology Measured Results assessment measurement (program, course) implemented recommendation s that simultaneously meet organizational objectives and also consider the needs of primary stake-holders (e.g. employees, customers, shareholders) 8. Analyze the Assessed using Fall 2007 Not adequate. Because this area was not The Graduate external company Results are adequate in previous faculty environment of analysis better than assessments, as well, it meeting has an organization assignment in previous was decided that some occurred and and assess the MBA 8411 assessments in specific actions needed to the results potential impacts (Policy Duluth, but still be taken. A meeting of the have been of economic Formulation and not adequate. Graduate faculty was shared trends. Implementation) Possible suggested to learn more among interpretation: about how the concepts Graduate 1) This is a were being taught faculty peripheral part of throughout the program members. the course, and and to more clearly define Also, in the assumes the the area in question and future, students determine if there are ways examples will understand how we can strengthen student be given to to research the performance. Additionally, the students external it was suggested that an to be sure environment. example be given to the they 2) Instructions students, to be sure they understand may not have understand what is what is been specific expected. expected. enough, especially with respect to demographic and social/cultural trends. Also, global issues MBA Learning Assessment Goals - Rochester How changes Measurement/ Date Last Changes needed in the Other changes needed were Category Learning Goals Methodology Measured Results assessment measurement (program, course) implemented overlap some of the other categories. 3) The assignment was given out towards the end of the class, when the focus had moved away from the external environment and towards individual firm performance and strategy. 9. Analyze the Assessed using Fall 2007 Not adequate. Because this area was not The Graduate external company Results are adequate in previous faculty environment of analysis better than assessments, as well, it meeting has an organization assignment in previous was decided that some occurred and and assess the MBA 8411 assessments in specific actions needed to the results potential impact (Policy Duluth, but still be taken. A meeting of the have been of legal trends. Formulation and not adequate. Graduate faculty was shared Implementation) Possible suggested to learn more among interpretation: about how the concepts Graduate 1) This is a were being taught faculty peripheral part of throughout the program members. the course, and and to more clearly define Also, in the assumes the the area in question and future, students determine if there are ways examples will understand how we can strengthen student be given to to research the performance. Additionally, the students external it was suggested that an to be sure environment. example be given to the they 2) Instructions students, to be sure they understand may not have understand what is what is been specific expected. expected. enough, especially with respect to MBA Learning Assessment Goals - Rochester How changes Measurement/ Date Last Changes needed in the Other changes needed were Category Learning Goals Methodology Measured Results assessment measurement (program, course) implemented demographic and social/cultural trends. Also, global issues overlap some of the other categories. 3) The assignment was given out towards the end of the class, when the focus had moved away from the external environment and towards individual firm performance and strategy. 10. Analyze the Assessed using Fall 2007 Not adequate. Because this area was not The Graduate external company Results are adequate in previous faculty environment of analysis better than assessments, as well, it meeting has an organization assignment in previous was decided that some occurred and and assess the MBA 8411 assessments in specific actions needed to the results potential impact (Policy Duluth, but still be taken. A meeting of the have been of ethics. Formulation and not adequate. Graduate faculty was shared Implementation) Possible suggested to learn more among interpretation: about how the concepts Graduate 1) This is a were being taught faculty peripheral part of throughout the program members. the course, and and to more clearly define Also, in the assumes the the area in question and future, students determine if there are ways examples will understand how we can strengthen student be given to to research the performance. Additionally, the students external it was suggested that an to be sure environment. example be given to the they 2) Instructions students, to be sure they understand may not have understand what is what is MBA Learning Assessment Goals - Rochester How changes Measurement/ Date Last Changes needed in the Other changes needed were Category Learning Goals Methodology Measured Results assessment measurement (program, course) implemented been specific expected. expected. enough, especially with respect to demographic and social/cultural trends. Also, global issues overlap some of the other categories. 3) The assignment was given out towards the end of the class, when the focus had moved away from the external environment and towards individual firm performance and strategy. 11. Analyze the Assessed using Fall 2007 Not adequate. Because this area was not The Graduate external company Results are adequate in previous faculty environment of analysis better than assessments, as well, it meeting has an organization assignment in previous was decided that some occurred and and assess the MBA 8411 assessments in specific actions needed to the results potential impacts (Policy Duluth, but still be taken. A meeting of the have been of trends in Formulation and not adequate. Graduate faculty was shared diversity Implementation) Possible suggested to learn more among (demographic, interpretation: about how the concepts Graduate cultural and 1) This is a were being taught faculty social). peripheral part of throughout the program members. the course, and and to more clearly define Also, in the assumes the the area in question and future, students determine if there are ways examples will understand how we can strengthen student be given to to research the performance. Additionally, the students MBA Learning Assessment Goals - Rochester How changes Measurement/ Date Last Changes needed in the Other changes needed were Category Learning Goals Methodology Measured Results assessment measurement (program, course) implemented external it was suggested that an to be sure environment. example be given to the they 2) Instructions students, to be sure they understand may not have understand what is what is been specific expected. expected. enough, especially with respect to demographic and social/cultural trends. Also, global issues overlap some of the other categories. 3) The assignment was given out towards the end of the class, when the focus had moved away from the external environment and towards individual firm performance and strategy. 12. Analyze the Assessed using Fall 2007 Not adequate. Because this area was not The Graduate external company Results are adequate in previous faculty environment of analysis better than assessments, as well, it meeting has an organization assignment in previous was decided that some occurred and and assess the MBA 8411 assessments in specific actions needed to the results potential impact (Policy Duluth, but still be taken. A meeting of the have been of technology Formulation and not adequate. Graduate faculty was shared trends. Implementation) Possible suggested to learn more among interpretation: about how the concepts Graduate 1) This is a were being taught faculty peripheral part of throughout the program members. the course, and and to more clearly define Also, in the MBA Learning Assessment Goals - Rochester How changes Measurement/ Date Last Changes needed in the Other changes needed were Category Learning Goals Methodology Measured Results assessment measurement (program, course) implemented assumes the the area in question and future, students determine if there are ways examples will understand how we can strengthen student be given to to research the performance. Additionally, the students external it was suggested that an to be sure environment. example be given to the they 2) Instructions students, to be sure they understand may not have understand what is what is been specific expected. expected. enough, especially with respect to demographic and social/cultural trends. Also, global issues overlap some of the other categories. 3) The assignment was given out towards the end of the class, when the focus had moved away from the external environment and towards individual firm performance and strategy. 13. Analyze the Assessed using Fall 2007 Not adequate. Because this area was not The Graduate external company Results are adequate in previous faculty environment of analysis better than assessments, as well, it meeting has an organization assignment in previous was decided that some occurred and and assess the MBA 8411 assessments in specific actions needed to the results potential impacts (Policy Duluth, but still be taken. A meeting of the have been of environmental Formulation and not adequate. Graduate faculty was shared sustainability. Implementation) Possible suggested to learn more among MBA Learning Assessment Goals - Rochester How changes Measurement/ Date Last Changes needed in the Other changes needed were Category Learning Goals Methodology Measured Results assessment measurement (program, course) implemented interpretation: about how the concepts Graduate 1) This is a were being taught faculty peripheral part of throughout the program members. the course, and and to more clearly define Also, in the assumes the the area in question and future, students determine if there are ways examples will understand how we can strengthen student be given to to research the performance. Additionally, the students external it was suggested that an to be sure environment. example be given to the they 2) Instructions students, to be sure they understand may not have understand what is what is been specific expected. expected. enough, especially with respect to demographic and social/cultural trends. Also, global issues overlap some of the other categories. 3) The assignment was given out towards the end of the class, when the focus had moved away from the external environment and towards individual firm performance and strategy. 14. Analyze the Assessed using Fall 2007 Not adequate. Because this area was not The Graduate external company Results are adequate in previous faculty environment of analysis better than assessments, as well, it meeting has an organization assignment in previous was decided that some occurred and MBA Learning Assessment Goals - Rochester How changes Measurement/ Date Last Changes needed in the Other changes needed were Category Learning Goals Methodology Measured Results assessment measurement (program, course) implemented and assess the MBA 8411 assessments in specific actions needed to the results potential impact (Policy Duluth, but still be taken. A meeting of the have been of global trends. Formulation and not adequate. Graduate faculty was shared Implementation) Possible suggested to learn more among interpretation: about how the concepts Graduate 1) This is a were being taught faculty peripheral part of throughout the program members. the course, and and to more clearly define Also, in the assumes the the area in question and future, students determine if there are ways examples will understand how we can strengthen student be given to to research the performance. Additionally, the students external it was suggested that an to be sure environment. example be given to the they 2) Instructions students, to be sure they understand may not have understand what is what is been specific expected. expected. enough, especially with respect to demographic and social/cultural trends. Also, global issues overlap some of the other categories. 3) The assignment was given out towards the end of the class, when the focus had moved away from the external environment and towards individual firm performance and strategy.
4. MBA Rochester
As the table indicates, the assessment results for Rochester were very similar to those for the Duluth MBA program. Only differences between the two programs will be highlighted here: . Results suggest students have no difficulty in integrating knowledge and skills to examine, diagnose, evaluate, and recommend solutions to complex problems. . Students generally scored above the 90% in the Major Field Test (MTF) results provided by the Educational Testing Services (ETS) over the last two years (Rochester was not assessed in 2007, and hence the data is over two years instead of three years). Results were not adequate with regard to students’ ability to analyze the external environment and assess the potential impacts of economic trends, legal trends, ethics, diversity, technology trends, and global trends. As a result, the Graduate faculty met and discussed the issues raised.
The results of that graduate meeting were shared with all graduate faculty members. It was concluded that the problem perhaps lay with the assessment instrument. In the future, students will be provided examples as part of the assessment instrument, to be sure they understand exactly what is expected. Future assessments will indicate whether any changes are needed in our program. E. Other Assessment Activities and Resulting Changes Made by LSBE
In addition to the course-imbedded assessment activities reported above, LSBE has also responded positively to other assessment results and issues. These assessments were based on student exit interviews (initiated in Spring 2004 for MBA students), surveys of former students, suggestions and concerns gathered from current and former students, comments from employers, internal assessment of our programs and majors by LSBE faculty and staff, and suggestions from our Board of Advisors. Here we briefly outline some of the major changes that have occurred since our accreditation, based on this assessment activity.
Table 7. Outline of Major Changes Since Accreditation
Issue Discovered through Non-course-imbedded LSBE Response Assessment Activity
. LSBE MBA students were having difficulty in This difficulty was eliminated by the creation of the registering for their required classes. U of MN online registration process. (2004)
. It was recognized that relations with LSBE A full time LSBE Development Director was hired. alumni were relatively inactive and the amount He has been very successfully in obtaining donor of donor funds coming into LSBE from alumni funds through naming opportunities in the new and others was relatively low. LSBE building and for scholarship opportunities for LSBE students. (2004)
. LSBE MBA students were often unaware of the New promotional materials emphasizing in part the potential benefits in being a graduate of an benefits of accreditation were developed by AACSB accredited program. Westmoreland Flint and are currently in circulation. (2004)
. Students in the LSBE Rochester MBA Program Faculty members have placed syllabi for Rochester requested that online syllabi be made available MBA students online two weeks prior to the to them. beginning of class. (2004)
. It was recognized that there were many A new faculty member was hired to plan and opportunities available in the regional and state implement an LSBE major in Health Care markets for students with a major in Health Management. (2004) Care Management.
. It was recognized that LSBE needed Added a number of elective courses that focus on innovations in MBA curriculum but did want soft skills (e.g., Improvisational Theatre in change the core curriculum constantly to just Business), and global experiences (India and reflect “hot topics.” China). (2004)
___ 96 Issue Discovered through Non-course-imbedded LSBE Response Assessment Activity
(continued)
. It was recognized that alumni and other friends A professionally produced newsletter was of LSBE had inadequate information about developed and is published twice yearly to provide activities and developments within LSBE to feel current information to alumni and other friends of connected to LSBE. LSBE. (2005)
. LSBE MBA student, in exit interviews, An LSBE MBA student handbook was created and expressed a need for an MBA student distributed to all current and incoming MBA handbook. students. (2004)
. It was recognized that an MBA orientation MBA orientation sessions were initiated and session could benefit the number of students continue to be held. (2004) enrolled in LSBE MBA programs.
. MBA students complained about difficulty in Worked with UM Continuing Education to adapt obtaining pre-requisite courses. their online Certificate in Applied Business to meet our MBA upper-division pre-requisites. Developed courses in finance and marketing. This was later dropped due to low enrollments. (2005)
. Experienced the problems associated with high Created enrollment targets for upper division and enrollments (e.g., large waiting lists, students increased the automatic GPA admission criteria for unable to get into required courses, etc). admission to candidacy. (2006)
. Students expressed an interest in learning LSBE helped implement a mentorship program more about the “real business world” and about called “College Connection” that matches students opportunities in their fields. with local business professionals. (2006)
. Based on exit interviews, it was recognized that A new and improved graduate level accounting a change in the graduate level accounting class was implemented. (2006) course was needed in order to improve the quality of the LSBE MBA Programs.
. It was recognized that the structure of the The Marketing faculty were removed from the Management Studies department which existing structure and placed in a new Marketing included Organizational Management, Human Department. (2006) Resources, Business Policy and Marketing was inefficient and awkward.
. Student interest in the LSBE Health Care A second Health Care Management faculty Management major grew quickly requiring member was hired and adjunct faculty members additional faculty members to service the are used to help service the program. (2006) program.
___ 97 Issue Discovered through Non-course-imbedded LSBE Response Assessment Activity
(continued)
. It was recognized that many students taking In order to register for Principles of Economics the Principles of Economics courses as a courses students must have completed at least 15 beginning freshman were having difficulties college credits and are strongly advised to include with the quantitative and mathematical MATH 1160 as part of the those 15 credits. (2006) elements of the courses.
. Determined that LSBE graduation rates need 30-60-90-credit milestones were created. Those improvement. students identified as being off track are being contacted by LSBE Student Affairs staff for solutions to get back on track. (2007)
. Determined that LSBE students could benefit Modified statistics limitation so that any upper from additional course work in Statistics. division statistics class that is not equivalent to ECON 2030 can be used as an upper division non- LSBE elective. (2007)
. EBI results (EBI test given every two years, A new MBA elective course was created called most recent was June 2009) revealed that Managing Information Technology that is now LSBE MBA students fared very well compared offered at both Duluth and Rochester. (2007) to peers. Many items have improved over the MBA students also now have a mandatory years. In the 2007 administration, it was found technology training and assessment program upon that student did not do as well as we had entering the program. (2008) hoped in the Learning Outcome “Use and Manage Technology” (even though it was an improvement over 2005 measures).
. It was recognized that conditional admission to Conditional admission to the LSBE MBA Programs LSBE MBA Programs would be viewed as has been implemented. (2007) positive by perspective students and could have a beneficial effect on number of students within the program.
. Discovered that some students were receiving Created additional degree requirement for degrees with having less than “C” average in graduation —students must have at least a 2.00 in all major course work. all major course work. (2008)
. Identified an increase in the number of students LSBE Student Affairs staff now contacts all that were being dismissed at the end of their freshmen who are subject to dismissal for spring freshman year. semester and advises them on how to formulate a strategy to regain good academic standing. (2008)
___ 98 Issue Discovered through Non-course-imbedded LSBE Response Assessment Activity
(continued)
. LSBE recognized the need to incorporate more LSBE laptop requirement initiative was technology in our curriculum. implemented. (2008)
. It was recognized that it would be beneficial for A pilot program in leadership was provided to a LSBE students to have more exposure to small number of LSBE students by the LifeSkills leadership training before graduating. Center for Leadership. (2009)
V. Financial Strategies
The following are our strategic priorities at LSBE:
A. Strategic Priorities for 2008-09
To come directly from Kjell
___ 99 VI. New Degree Programs
LSBE has incorporated no new degree programs since our AACSB accreditation.
___ 100 ___ 101 VII. Tables
This section contains the following tables relating to professional and academic qualifications, intellectual contributions, and deployment of qualified faculty: . AACSB Table 9-1: Summary of Faculty Sufficiency Using Student Credit Hours ₋ FALL 2008 (Date Range: July 1, 2008 - December 31, 2008) . AACSB Table 9-1: Summary of Faculty Sufficiency Using Student Credit Hours ₋ SPRING 2009 (Date Range: January 1, 2009 - June 30, 2009) . AACSB Table 10-1: Summary of Faculty Intellectual Contributions and Qualifications ₋ Fall 2008 (Date Range: January 1, 2004 - December 31, 2008) . AACSB Table 10-1: Summary of Faculty Intellectual Contributions and Qualifications ₋ SPRING 2009 (Date Range: July 1, 2004 - June 30, 2009) . AACSB Table 10-2: Calculations Relative to Deployment of Qualified Faculty ₋ FALL 2008 (Date Range: July 1, 2008 - December 31, 2008) . AACSB Table 10-2: Calculations Relative to Deployment of Qualified Faculty ₋ SPRING 2009 (Date Range: January 1, 2009 - June 30, 2009)
Table 8. Summary of Faculty Sufficiency Using Student Credit Hours, Fall 2008
AACSB TABLE 9-1: SUMMARY OF FACULTY SUFFICIENCY USING STUDENT CREDIT HOURS FALL 2008 DATE RANGE: JULY 1, 2008 - DECEMBER 31, 2008 Participating or Credit Hours if Credit Hours if Name Qualification Supporting Participating Supporting ACCOUNTING Colin Anderson PQ Supporting 117.0 sch >= 60% Rodger Brannan AQ Participating 168.0 sch requirement for Loren Erickson PQ Participating 401.0 sch P for AACSB Arlene Hammarlund PQ Supporting 177.0 sch met (77.8%) Fu-Jen Hsiao AQ Participating 207.0 sch Gerui Kang AQ Participating 279.0 sch Jerry W. Lin AQ Participating 327.0 sch Charles Reichert PQ Supporting 117.0 sch Karen Salmela PQ Participating 696.0 sch Gregory Trudeau AQ Supporting 183.0 sch Total Accounting 2078.0 sch 594.0 sch
BUSINESS COMMUNICATIONS Patricia Merrier AQ Participating 168.0 sch >= 60% Junhua Wang AQ Participating 249.0 sch requirement for Total Business 417.0 sch 0 sch P for AACSB Communications met (100.0%)
___ 102 AACSB TABLE 9-1: SUMMARY OF FACULTY SUFFICIENCY USING STUDENT CREDIT HOURS FALL 2008 DATE RANGE: JULY 1, 2008 - DECEMBER 31, 2008 Participating or Credit Hours if Credit Hours if Name Qualification Supporting Participating Supporting
BUSINESS LAW Juhl Halvorson PQ Supporting 291.0 sch Mark Jennings PQ Supporting 267.0 sch Thomas Reed PQ Supporting 273.0 sch Alan Roline 2 AQ Participating 119.0 sch >= 60% Randall Skalberg 3 AQ Participating 321.0 sch requirement for Terry Trogdon PQ Supporting 180.0 sch P for AACSB Total Business Law 440.0 sch 1011.0 sch not met (30.3%)
ECONOMICS Pedro Albuquerque AQ Participating 1026.0 sch Curt Anderson AQ Participating 60.0 sch Bulent Anil AQ Participating 138.0 sch David Doorn AQ Participating 573.0 sch Pamela Gipe AQ Supporting 432.0 sch Christopher McIntosh AQ Participating 507.0 sch Maureen O'Brien AQ Participating 297.0 sch >= 60% Bedassa Tadesse AQ Participating 366.0 sch requirement for Neil Wilmot AQ Participating 1200.0 sch P for AACSB Total Economics 4167.0 sch 432.0 sch met (90.6%) Participating or Credit Hours if Credit Hours if Name Qualification Supporting Participating Supporting FINANCE Joe Artim PQ Participating 108.0 sch >= 60% Saiying Deng 4 AQ Participating 0.0 requirement for Manjeet Dhatt O Participating 246.0 sch P for AACSB Laila Lunde PQ Supporting 75.0 sch met (90.4%) Timothy Seelos PQ Supporting 108.0 sch James Vizanko PQ Participating 708.0 sch Shee Wong AQ Participating 123.0 sch Yibo Xiao AQ Participating 231.0 sch Minhua Yang AQ Participating 315.0 sch Total Finance 1731.0 sch 183.0 sch Name Qualification Participating or Credit Hours if Credit Hours if Supporting Participating Supporting HEALTH CARE MANAGEMENT Mary Gabrys PQ Supporting 42.0 sch >= 60% Kathy Johnson PQ Supporting 42.0 sch requirement for Jill Klingner 5 AQ Participating 210.0 sch P for AACSB Jennifer Schultz AQ Participating 15.0 sch met (72.8%)
2 Alan Roline (Business Law) as Head of the Department of Accounting, was responsible for the administration of Independent Study and Internship student credit hours (8 sch) during Fall 2008. 3 Randall Skalberg (Business Law) taught Accounting (Tax) courses (321 sch) during Fall 2008. 4 Saiying Deng (Finance) was on parental leave for most of Fall 2008 and taught no classes. 5 Jill Klingner (Health Care Management) also taught in POM (102 sch) during Fall 2008. ___ 103 AACSB TABLE 9-1: SUMMARY OF FACULTY SUFFICIENCY USING STUDENT CREDIT HOURS FALL 2008 DATE RANGE: JULY 1, 2008 - DECEMBER 31, 2008 Participating or Credit Hours if Credit Hours if Name Qualification Supporting Participating Supporting Total Health Care Management 225.0 sch 84.0 sch
MIS Nik Hassan AQ Participating 102.0 sch >= 60% Seung Lee AQ Participating 51.0 sch requirement for Dahui Li AQ Participating 486.0 sch P for AACSB Total MIS 639.0 sch 0 sch met (100.0%)
MANAGEMENT-HR Jannifer David AQ Participating 195.0 sch >= 60% Jennifer Mencl AQ Participating 420.0 sch requirement for Stephen Rubenfeld AQ Participating 234.0 sch P for AACSB Total Management-HR 849.0 sch 0 sch met (100.0%)
MANAGEMENT-ORG David Beal PQ Supporting 78.0 sch >= 60% Geoffrey Bell AQ Participating 96.0 sch requirement for Patricia Borchert AQ Participating 324.0 sch P for AACSB Anne Cummings AQ Participating 210.0 sch met (83.9%) Sanjay Goel AQ Participating 216.0 sch Xin Liang AQ Participating 249.0 sch Alexandra Luong AQ Supporting 183.0 sch Jon Pierce AQ Participating 270.0 sch Total Management-Org 1365.0 sch 261.0 sch
MARKETING Praveen Aggarwal 6 AQ Participating 117.0 sch Carlos Castillo PQ Participating 594.0 sch Stephen Castleberry 7 AQ Participating 186.0 sch John Kratz PQ Participating 156.0 sch Ahmed Maamoun AQ Participating 333.0 sch Linda Rochford AQ Participating 243.0 sch Steven Sharkey PQ Supporting 90.0 sch >= 60% Rajiv Vaidyanathan 8 AQ Participating 1.0 sch requirement for Jim Wrobleski PQ Supporting 177.0 sch P for AACSB Total Marketing 1630.0 sch 267.0 sch met (85.9%)
MISCELLANEOUS Duane Kaas PQ Participating 33.0 sch >= 60% requirement for P for AACSB Total Miscellaneous 33.0 sch 0 sch met (100.0%)
6 Praveen Aggarwal (Marketing) also taught in the MBA (Duluth) (78 sch) and MBA (Rochester) (39 sch) programs during Fall 2008. 7 Stephen Castleberry (Marketing) also taught in the MBA (Rochester) program (42 sch) during Fall 2008. 8 Rajiv Vaidyanathan (Marketing) taught only in the MBA (Duluth) program (1 sch) during Fall 2008. ___ 104 AACSB TABLE 9-1: SUMMARY OF FACULTY SUFFICIENCY USING STUDENT CREDIT HOURS FALL 2008 DATE RANGE: JULY 1, 2008 - DECEMBER 31, 2008 Participating or Credit Hours if Credit Hours if Name Qualification Supporting Participating Supporting
POM Rodrigo Lievano 9 AQ Participating 297.0 sch >= 60% Henry Person PQ Participating 1134.0 sch requirement for P for AACSB Total POM 1431.0 sch 0 sch met (100.0%)
Credit Hours if Credit Hours if Participating Supporting GRAND TOTAL >= 75% requirement for P for AACSB Grand Total 15005.0 sch 2832.0 sch met (84.1%)
AACSB Table 9-1, Fall 2008, reflecting the MBA (Duluth) and MBA (Rochester) programs. MBA-DULUTH Praveen Aggarwal AQ Participating 78.0 sch Ryan Goei 10 AQ Supporting 62.0 sch >= 60% Rodrigo Lievano AQ Participating 66.0 sch requirement for Rajiv Vaidyanathan AQ Participating 1.0 sch P for AACSB Total MBA-Duluth 145.0 sch 62 sch met (70.0%)
MBA-ROCHESTER Praveen Aggarwal AQ Participating 39.0 sch >= 60% Stephen Castleberry AQ Participating 42.0 sch requirement for P for AACSB Total MBA-Rochester 81.0 sch 0 sch met (100.0%)
9 Rodrigo Lievano (POM) also taught in the MBA (Duluth) program (66 sch) during Fall 2008. 9 Ryan Goei taught only in the MBA (Duluth) program during Fall 2008. 10 ___ 105
Table 9. Summary of Faculty Sufficiency Using Student Credit Hours, Spring 2009
AACSB Table 9-1: Summary of Faculty Sufficiency Using Student Credit Hours SPRING 2009 (Date Range: January 1, 2009 - June 30, 2009) Participating or Credit Hours if Credit Hours if Name Qualification Supporting Participating Supporting ACCOUNTING Colin Anderson PQ Supporting 120.0 sch Rodger Brannan AQ Participating 417.0 sch Loren Erickson PQ Participating 714.0 sch Arlene Hammarlund PQ Supporting 177.0 sch Fu-Jen Hsiao AQ Participating 456.0 sch Gerui Kang AQ Participating 255.0 sch Jerry Lin11 AQ Participating 0.0 >= 60% Charles Reichert PQ Supporting 135.0 sch requirement Karen Salmela PQ Participating 531.0 sch for P for Gregory Trudeau AQ Supporting 120.0 sch AACSB met Total Accounting 2373.0 sch 552.0 sch (81.1%)
BUSINESS COMMUNICATIONS Bonnie Edwards PQ Supporting 255.0 sch >= 60% Patricia Merrier12 AQ Participating 0.0 requirement Junhua Wang AQ Participating 180.0 sch for P for Total Business AACSB not Communications 180.0 sch 225.0 sch met (44.4%)
BUSINESS LAW Juhl Halvorson PQ Supporting 270.0 sch >= 60% Thomas Reed PQ Supporting 561.0 sch requirement Alan Roline13 AQ Participating 148.5 sch for P for Randall Skalberg14 AQ Participating 309.0 sch AACSB not Total Business Law 457.5 sch 831.0 sch met (35.5%)
ECONOMICS Pedro Albuquerque AQ Participating 225.0 sch Curt Anderson AQ Participating 534.0 sch >= 60% Bulent Anil AQ Participating 891.0 sch requirement David Doorn AQ Participating 453.0 sch for P for Christopher McIntosh AQ Participating 453.0 sch AACSB met Maureen O’Brien15 AQ Participating 0.0 (90.7%) Timothy Seelos PQ Supporting 399.0 sch
11 Jerry Lin (Accounting) was on a Single Semester Leave during Spring 2009. 12 Patricia Merrier (BComm) is on a Phased Retirement Agreement and did not teach Spring 2009. 13 Alan Roline (Business Law) as Head of the Department of Accounting, was responsible for the administration of Internship student credit hours (9 sch) during Spring 2009. 14 Randall Skalberg (Business Law) taught Accounting (Tax) courses (309 sch) during Spring 2009. 15 Maureen O’Brien (Economics) as Head of the Department of Economics, had no student credit hours for Spring 2009. ___ 106 AACSB Table 9-1: Summary of Faculty Sufficiency Using Student Credit Hours SPRING 2009 (Date Range: January 1, 2009 - June 30, 2009) Participating or Credit Hours if Credit Hours if Name Qualification Supporting Participating Supporting Bedassa Tadesse AQ Participating 354.0 sch Neil Wilmot AQ Participating 966.0 sch Total Economics 3876.0 sch 399.0 sch
FINANCE Joe Artim PQ Participating 54.0 sch Manjeet Dhatt O Participating 372.0 sch Laila Lunde PQ Supporting 81.0 sch James Vizanko PQ Participating 360.0 sch >= 60% Shee Wong16 AQ Participating 225.0 sch requirement Yibo Xiao AQ Participating 447.0 sch for P for Minhua Yang AQ Participating 318.0 sch AACSB met Total Finance 1776.0 sch 81.0 sch (95.6%)
HEALTH CARE MANAGEMENT Jill Klingner17 AQ Participating 246.0 sch >= 60% Jennifer Schultz18 AQ Participating 303.0 sch requirement for P for Total Health Care AACSB met Management 549.0 sch 0 sch (100.0%)
MIS Nik Hassan19 AQ Participating 18.0 sch >= 60% Seung Lee AQ Participating 141.0 sch requirement Dahui Li20 AQ Participating 0.0 for P for AACSB met Total MIS 159.0 sch 0 sch (100.0%)
MANAGEMENT-HR Jannifer David AQ Participating 465.0 sch >= 60% Jennifer Mencl AQ Participating 360.0 sch requirement Laurie Pinther PQ Supporting 99.0 sch for P for Stephen Rubenfeld21 AQ Participating 291.0 sch AACSB met Total Management-HR 1116.0 sch 99.0 sch (91.9%)
MANAGEMENT-ORG Geoffrey Bell22 AQ Participating 159.0 sch >= 60%
16 Shee Wong (Finance) also taught in the MBA (Duluth) (69) and the MBA (Rochester) (60 sch) programs during Spring 2009. 17 Jill Klingner (Health Care Management) also taught in POM (156 sch) during Spring 2009. 18 Jennifer Schultz (Health Care Management) also taught in Economics (183 sch) during Spring 2009. 19 Nik Hassan (MIS) taught only in the MBA (Duluth) program (18 sch) during Spring 2009. 20 Dahui Li (MIS) was on Single Semester Leave during Spring 2009. 21 Stephen Rubenfeld (Management-HR) also taught in the MBA (Duluth) program (51 sch) during Spring 2009. ___ 107 AACSB Table 9-1: Summary of Faculty Sufficiency Using Student Credit Hours SPRING 2009 (Date Range: January 1, 2009 - June 30, 2009) Participating or Credit Hours if Credit Hours if Name Qualification Supporting Participating Supporting Patricia Borchert23 AQ Participating 0.0 Anne Cummings AQ Participating 225.0 sch Sanjay Goel AQ Participating 354.0 sch Allen Harmon PQ Supporting 120.0 sch Kjell Knudsen24 AQ Participating 45.0 sch Xin Liang AQ Participating 267.0 sch requirement Jon Pierce AQ Participating 417.0 sch for P for Jim Stauber PQ Supporting 84.0 sch AACSB met Total Management-Org 1467.0 sch 204.0 sch (87.8%)
MARKETING Praveen Aggarwal25 AQ Participating 237.0 sch Carlos Castillo PQ Participating 474.0 sch Stephen Castleberry AQ Participating 198.0 sch John Kratz PQ Participating 246.0 sch Ahmed Maamoun AQ Participating 234.0 sch >= 60% Linda Rochford AQ Participating 141.0 sch requirement Rajiv Vaidyanathan26 AQ Participating 174.0 sch for P for Jim Wrobleski PQ Supporting 180.0 sch AACSB met Total Marketing 1704.0 sch 180.0 sch (90.4%)
MISCELLANEOUS Duane Kaas PQ Participating 75.0 sch >= 60% requirement for P for AACSB met Total Miscellaneous 75.0 sch 0 sch (100.0%)
POM Rodrigo Lievano AQ Participating 264.0 sch >= 60% Henry Person PQ Participating 969.0 sch requirement for P for AACSB met Total POM 1233.0 sch 0 sch (100.0%)
GRAND TOTAL Grand Total 14965.5 sch 2601.0 sch >= 75% requirement
22 Geoffrey Bell (Management-Org) also taught in the MBA (Duluth) program (39 sch) during Spring 2009. 23 Patricia Borchert (Management-Org) taught in the UMD Study in England Program during Spring 2009. 24 Kjell Knudsen (Management-Org) is Dean of the Labovitz School and taught only in the MBA (Rochester) program (45 sch) during Spring 2009. 25 Praveen Aggarwal (Marketing) also taught in the MBA (Rochester) program (42 sch) during Spring 2009. 26 Rajiv Vaidyanathan (Marketing) also taught in the MBA (Duluth) program (2 sch) during Spring 2009. ___ 108 AACSB Table 9-1: Summary of Faculty Sufficiency Using Student Credit Hours SPRING 2009 (Date Range: January 1, 2009 - June 30, 2009) Participating or Credit Hours if Credit Hours if Name Qualification Supporting Participating Supporting for P for AACSB met (85.2%)
AACSB Table 9-1, Spring 2009, reflecting the MBA (Duluth) and MBA (Rochester) programs. MBA-DULUTH Geoffrey Bell AQ Participating 39.0 sch Nik Hassan AQ Participating 18.0 sch >= 60% Stephen Rubenfeld AQ Participating 51.0 sch requirement Rajiv Vaidyanathan AQ Participating 2.0 sch for P for Shee Wong AQ Participating 69.0 sch AACSB met Total MBA-Duluth 179.0 sch 0.0 sch (100.0%)
MBA-ROCHESTER Praveen Aggarwal AQ Participating 42.0 sch >= 60% Kjell Knudsen AQ Participating 45.0 sch requirement Shee Wong AQ Participating 60.0 sch for P for AACSB met Total MBA-Rochester 147.0 sch 0 sch (100.0%)
___ 109 Table 10. Summary of Faculty Intellectual Contributions and Qualifications, Fall 2008
AACSB Table 10-1: Summary of Faculty Intellectual Contributions and Qualifications Fall 2008 (Date Range: January 1, 2004 - December 31, 2008) Number of Contributions Percent of Date of First Time Learning & Discipline- Normal Highest Earned Acad Prof Contributions Name Appointment to Dedicated to Other Pedagogical Based Professional Degree & Year Qual Qual to Practice School the School's Research Scholarship Responsibilities Mission PRJ OIC PRJ OIC PRJ OIC ACCOUNTING Colin Anderson MA, 2002 2008 29.0 YES 0 0 0 0 0 0 UG Rodger Brannan PhD, 1989 1989 100.0 YES 1 0 1 5 0 1 UG, RES and SER Loren Erickson MBA, 1985 2001 100.0 YES 0 0 0 0 0 0 UG and SER Arlene Hammarlund MBA, 2006 2008 29.0 YES 0 0 0 0 0 0 UG Master of Professional Accounting, Fu-Jen Hsiao (ABD) 2007 2008 100.0 YES 0 0 0 4 0 0 UG, RES and SER Gerui Kang PhD, 2009 2007 100.0 YES 0 0 0 2 0 0 UG, RES and SER Jerry W. Lin PhD, 1994 1999 100.0 YES 0 0 4 11 0 1 UG, RES and SER Charles Reichert MS, 1983 2006 29.0 YES 0 9 0 0 20 0 UG Karen Salmela MBA, 1991 1998 100.0 YES 0 0 0 0 0 0 UG and SER Gregory Trudeau EDD, 2001 2003 29.0 YES 0 0 1 2 1 0 UG Total Accounting 1 9 6 24 21 2
BUSINESS COMMUNICATIONS Patricia Merrier27 PhD, 1979 1979 50.0 YES 1 13 1 0 0 0 UG, RES and SER Junhua Wang PhD, 2007 2007 100.0 YES 0 1 2 6 0 0 UG, RES and SER Total Business Communications 1 14 3 6 0 0
27 Patricia Merrier (Business Communications) is on a 50% Phased Retirement Agreement and taught Fall Semester only during 2008-2009.
___ 110 AACSB Table 10-1: Summary of Faculty Intellectual Contributions and Qualifications Fall 2008 (Date Range: January 1, 2004 - December 31, 2008) Number of Contributions Percent of Date of First Time Learning & Discipline- Normal Highest Earned Acad Prof Contributions Name Appointment to Dedicated to Other Pedagogical Based Professional Degree & Year Qual Qual to Practice School the School's Research Scholarship Responsibilities Mission PRJ OIC PRJ OIC PRJ OIC
BUSINESS LAW Juhl Halvorson JD, 1995 2005 29.0 YES 0 0 0 0 0 0 UG Mark Jennings JD, 1977 2002 14.0 YES 0 0 0 0 0 0 UG Terry Trogdon JD, 1998 2003 14.0 YES 0 0 0 0 0 0 UG UG, RES, SER and Alan Roline28 JD, 1987 1993 100.0 YES 1 8 1 4 0 2 ADM Randall Skalberg29 LLM, 1996 2001 100.0 YES 1 6 3 3 1 3 UG, RES and SER Thomas Reed JD, 1992 2008 43.0 YES 0 0 0 0 0 0 UG Total Business Law 2 14 4 7 1 5
ECONOMICS Pedro Albuquerque PhD, 2001 2007 100.0 YES 0 0 5 13 1 0 UG, RES and SER UG, NCR, RES, Curt Anderson PhD, 1981 1980 100.0 YES 0 56 0 3 0 16 SER and ADM Bulent Anil PhD, 2007 2008 100.0 YES 0 0 0 1 0 3 UG, RES and SER David Doorn PhD, 2003 2004 100.0 YES 1 11 2 18 0 1 UG, RES and SER Master of Public Affairs, Pamela Gipe (ABD) 1996 2007 14.0 YES 0 0 0 0 0 0 UG Wayne Jesswein PhD, 1969 1968 100.0 YES 0 0 0 0 0 0 ADM
28 Alan Roline (Business Law) as Head of the Department of Accounting, was responsible for the administration of Independent Study and Internship student credit hours during Fall 2008. 29 Randall Skalberg (Business Law) was Academically Qualified to teach Accounting (Tax) courses during Fall 2008. ___ 111 AACSB Table 10-1: Summary of Faculty Intellectual Contributions and Qualifications Fall 2008 (Date Range: January 1, 2004 - December 31, 2008) Number of Contributions Percent of Date of First Time Learning & Discipline- Normal Highest Earned Acad Prof Contributions Name Appointment to Dedicated to Other Pedagogical Based Professional Degree & Year Qual Qual to Practice School the School's Research Scholarship Responsibilities Mission PRJ OIC PRJ OIC PRJ OIC Christopher McIntosh PhD, 2006 2006 100.0 YES 0 0 0 0 4 5 UG, RES and SER UG, RES, SER and Maureen O'Brien PhD, 1983 1983 100.0 YES 2 7 1 3 0 1 ADM Bedassa Tadesse PhD, 2003 2003 100.0 YES 0 0 13 17 0 0 UG, RES and SER Neil Wilmot (ABD) MA, 2002 2007 100.0 YES 0 0 0 0 0 4 UG and SER Total Economics 3 74 21 55 5 30
FINANCE Joe Artim MBA, 1991 2001 100.0 YES 0 0 0 0 0 1 UG and SER Saiying Deng30 PhD, 2005 2005 50.0 YES 0 2 2 11 0 0 UG, RES and SER Manjeet Dhatt PhD, 1995 2000 100.0 YES 0 0 1 0 0 0 UG, RES and SER Laila Lunde MBA, 1999 2003 29.0 YES 0 0 0 0 0 0 UG Timothy Seelos MA, 1982 2005 29.0 YES 0 0 0 0 0 0 UG James Vizanko MBA, 1981 2006 100.0 YES 0 0 0 0 0 0 UG and SER UG, GR, RES, SER Shee Wong PhD, 1983 1982 100.0 YES 0 4 3 3 0 1 and ADM Yibo Xiao (ABD) MBA, 2001 2008 100.0 YES 0 0 0 0 0 0 UG and SER Master of Minhua Yang (ABD) Business, 2003 2008 100.0 YES 0 0 0 0 1 0 UG and SER Total Finance 0 6 6 14 1 2
HEALTH CARE MANAGEMENT Mary Gabrys MS, 1996 2005 7.0 YES 0 0 0 0 0 0 UG Kathy Johnson MS, 1996 2005 7.0 YES 0 0 0 0 0 0 UG
30 Saiying Deng (Finance) was on parental leave for most of Fall 2008 and taught no classes. ___ 112 AACSB Table 10-1: Summary of Faculty Intellectual Contributions and Qualifications Fall 2008 (Date Range: January 1, 2004 - December 31, 2008) Number of Contributions Percent of Date of First Time Learning & Discipline- Normal Highest Earned Acad Prof Contributions Name Appointment to Dedicated to Other Pedagogical Based Professional Degree & Year Qual Qual to Practice School the School's Research Scholarship Responsibilities Mission PRJ OIC PRJ OIC PRJ OIC Jill Klingner31 PhD, 2006 2006 100.0 YES 0 0 2 3 1 2 UG, RES and SER UG, RES, SER and Jennifer Schultz PhD, 2001 2004 100.0 YES 0 8 7 35 0 0 ADM Total Health Care Management 0 8 9 38 1 2
MIS UG, GR, RES, SER Nik Hassan PhD, 1995 2002 100.0 YES 0 0 7 13 0 1 and ADM Seung Lee PhD, 1998 1999 100.0 YES 0 0 6 9 0 0 UG, RES and SER Dahui Li PhD, 2002 2002 100.0 YES 0 0 15 43 0 0 UG, RES and SER Total MIS 0 0 28 65 0 1
MANAGEMENT-HR Jannifer David PhD, 2001 2001 100.0 YES 0 2 4 7 1 2 UG, RES and SER Jennifer Mencl PhD, 2004 2006 100.0 YES 0 3 3 20 0 0 UG, RES and SER UG, GR, RES and Stephen Rubenfeld PhD, 1977 1981 100.0 YES 0 0 1 2 1 5 SER Total Management-HR 0 5 8 29 2 7
MANAGEMENT-ORG David Beal BS, 1963 2001 14.0 YES 0 0 0 0 0 0 UG UG, GR, RES, SER Geoffrey Bell PhD, 1999 2001 100.0 YES 0 3 4 10 0 0 and ADM Patricia Borchert PhD, 2006 2005 100.0 YES 0 1 1 9 0 1 UG, RES and SER Anne Cummings PhD, 1997 2004 100.0 YES 0 5 1 10 0 9 UG, RES and SER
31 Jill Klingner (Health Care Management) was Academically Qualified to teach POM classes during Fall 2008. ___ 113 AACSB Table 10-1: Summary of Faculty Intellectual Contributions and Qualifications Fall 2008 (Date Range: January 1, 2004 - December 31, 2008) Number of Contributions Percent of Date of First Time Learning & Discipline- Normal Highest Earned Acad Prof Contributions Name Appointment to Dedicated to Other Pedagogical Based Professional Degree & Year Qual Qual to Practice School the School's Research Scholarship Responsibilities Mission PRJ OIC PRJ OIC PRJ OIC Sanjay Goel PhD, 1995 1999 100.0 YES 0 0 7 15 0 0 UG, RES and SER Kjell Knudsen PhD, 1973 1979 100.0 YES 1 0 0 0 1 0 GR and ADM Xin Liang PhD, 2007 2007 100.0 YES 0 0 2 11 0 0 UG, RES and SER Alexandra Luong PhD, 2001 2008 14.0 YES 0 0 3 3 1 0 UG Jon Pierce PhD, 1977 1976 100.0 YES 0 15 9 20 0 0 UG, RES and SER Total Management-Org 1 26 27 78 2 10
MARKETING UG, GR, RES, SER Praveen Aggarwal32 PhD, 1998 1998 100.0 YES 5 17 7 27 2 45 and ADM Carlos Castillo MBA, 1996 2007 100.0 YES 0 0 0 0 0 0 UG and SER UG, GR, RES and Stephen Castleberry33 PhD, 1983 1992 100.0 YES 4 15 5 10 0 2 SER John Kratz MBA, 1992 1997 100.0 YES 0 0 0 0 0 1 UG and SER Ahmed Maamoun PhD, 1999 2006 100.0 YES 2 1 0 1 1 0 UG and SER Linda Rochford PhD, 1989 1992 100.0 YES 2 27 0 0 0 2 UG, RES and SER Steven Sharkey MBA, 2008 2008 14.0 YES 0 0 0 0 0 0 UG UG, GR, RES, SER Rajiv Vaidyanathan34 PhD, 1993 1993 100.0 YES 2 8 1 13 1 45 and ADM Jim Wrobleski MBA, 2001 2002 29.0 YES 0 0 0 0 0 0 UG Total Marketing 15 68 13 51 4 95
32 Praveen Aggarwal (Marketing) was Academically Qualified to teach in the MBA (Duluth) and MBA (Rochester) programs during Fall 2008. 33 Stephen Castleberry (Marketing) was Academically Qualified to teach in the MBA (Rochester) program during Fall 2008. 34 Rajiv Vaidyanathan (Marketing) was Academically Qualified to teach in the MBA (Duluth) program during Fall 2008. ___ 114 AACSB Table 10-1: Summary of Faculty Intellectual Contributions and Qualifications Fall 2008 (Date Range: January 1, 2004 - December 31, 2008) Number of Contributions Percent of Date of First Time Learning & Discipline- Normal Highest Earned Acad Prof Contributions Name Appointment to Dedicated to Other Pedagogical Based Professional Degree & Year Qual Qual to Practice School the School's Research Scholarship Responsibilities Mission PRJ OIC PRJ OIC PRJ OIC
MISCELLANEOUS Duane Kaas PhD, 1976 1992 100.0 YES 0 0 0 0 0 0 ADM Total Miscellaneous 0 0 0 0 0 0
POM UG, GR, RES and Rodrigo Lievano35 PhD, 1975 1994 100.0 YES 0 5 2 5 0 6 SER Henry Person PhD, 1974 1974 100.0 YES 0 0 0 0 0 0 UG and SER Total POM 0 5 2 5 0 6
GRAND TOTAL Grand Total 23 229 127 372 37 160
AACSB Table 10-1, Fall 2008, reflecting the MBA (Duluth) and MBA (Rochester) programs. MBA-DULUTH UG, GR, RES, SER Praveen Aggarwal PhD, 1998 1998 100.0 YES 3 15 6 22 2 20 and ADM Ryan Goei36 PhD, 2003 2006 10.0 YES Rodrigo Lievano PhD, 1975 1994 100.0 YES 0 5 2 3 0 3 UG, GR, RES,SER Rajiv Vaidyanathan PhD, 1993 1993 100.0 YES 2 7 1 13 1 23 UG, GR, RES, SER
35 Rodrigo Lievano (POM) was Academically Qualified to teach in the MBA (Duluth) program during Fall 2008. 36 Ryan Goei was Academically Qualified and taught only in the MBA (Duluth) program during Fall 2008. ___ 115 AACSB Table 10-1: Summary of Faculty Intellectual Contributions and Qualifications Fall 2008 (Date Range: January 1, 2004 - December 31, 2008) Number of Contributions Percent of Date of First Time Learning & Discipline- Normal Highest Earned Acad Prof Contributions Name Appointment to Dedicated to Other Pedagogical Based Professional Degree & Year Qual Qual to Practice School the School's Research Scholarship Responsibilities Mission PRJ OIC PRJ OIC PRJ OIC and ADM Total MBA-DULUTH 05 27 9 38 3 46
MBA-ROCHESTER UG, GR, RES, SER Praveen Aggarwal PhD, 1998 1998 100.0 YES 3 15 6 22 2 20 and ADM Stephen Castleberry PhD, 1983 1992 100.0 YES 4 11 5 9 0 2 UG, GR, RES,SER Total MBA-ROCHESTER 7 26 11 31 2 22
Table 11. Summary of Faculty Intellectual Contributions and Qualifications, Spring 2009
AACSB Table 10-1: Summary of Faculty Intellectual Contributions and Qualifications SPRING 2009 (Date Range: July 1, 2004 - June 30, 2009) Number of Contributions Percent of Date of First Time Learning & Discipline- Normal Highest Earned Acad Prof Contributions Name Appointment to Dedicated to Other Pedagogical Based Professional Degree & Year Qual Qual to Practice School the School's Research Scholarship Responsibilities Mission PRJ OIC PRJ OIC PRJ OIC ACCOUNTING Colin Anderson MA, 2002 2008 29.0 YES 0 0 0 0 0 0 UG Rodger Brannan PhD, 1989 1989 100.0 YES 1 0 1 5 0 1 UG, RES and SER Loren Erickson MBA, 1985 2001 100.0 YES 0 0 0 0 0 0 UG and SER Arlene Hammarlund MBA, 2006 2008 29.0 YES 0 0 0 0 0 0 UG
___ 116 AACSB Table 10-1: Summary of Faculty Intellectual Contributions and Qualifications SPRING 2009 (Date Range: July 1, 2004 - June 30, 2009) Number of Contributions Percent of Date of First Time Learning & Discipline- Normal Highest Earned Acad Prof Contributions Name Appointment to Dedicated to Other Pedagogical Based Professional Degree & Year Qual Qual to Practice School the School's Research Scholarship Responsibilities Mission PRJ OIC PRJ OIC PRJ OIC Master of Professional Accounting, Fu-Jen Hsiao (ABD) 2007 2008 100.0 YES 0 0 0 4 0 0 UG, RES and SER Gerui Kang PhD, 2009 2007 100.0 YES 0 0 0 4 0 0 UG, RES and SER Jerry W. Lin37 PhD, 1994 1999 100.0 YES 0 0 4 11 0 1 UG, RES and SER Charles Reichert MS, 1983 2006 29.0 YES 0 7 0 0 20 0 UG Karen Salmela MBA, 1991 1998 100.0 YES 0 0 0 0 0 0 UG and SER Gregory Trudeau EDD, 2001 2003 29.0 YES 0 0 1 1 1 0 UG Total Accounting 1 7 6 25 21 2
BUSINESS COMMUNICATIONS Bonnie Edwards EDD, 1991 2009 43.0 YES 0 0 0 0 0 0 UG Patricia Merrier38 PhD, 1979 1979 50.0 YES 1 13 1 0 0 0 UG, RES and SER Junhua Wang PhD, 2007 2007 100.0 YES 0 1 2 5 0 0 UG, RES and SER Total Business Communications 1 14 3 5 0 0
BUSINESS LAW Juhl Halvorson JD, 1995 2005 29.0 YES 0 0 0 0 0 0 UG Thomas Reed JD, 1992 2008 43.0 YES 0 0 0 0 0 0 UG Alan Roline39 JD, 1987 1993 100.0 YES 1 6 1 5 0 2 UG, RES, SER and
37 Jerry Lin (Accounting) was on Single Semester Leave during Spring 2009. 38 Patricia Merrier (Business Communications) is on a 50% Phased Retirement Agreement and taught Fall Semester only during 2008-2009.
39 Alan Roline (Business Law) as Head of the Department of Accounting, was responsible for the administration of Independent Study and Internship student credit hours during Spring 2009. ___ 117 AACSB Table 10-1: Summary of Faculty Intellectual Contributions and Qualifications SPRING 2009 (Date Range: July 1, 2004 - June 30, 2009) Number of Contributions Percent of Date of First Time Learning & Discipline- Normal Highest Earned Acad Prof Contributions Name Appointment to Dedicated to Other Pedagogical Based Professional Degree & Year Qual Qual to Practice School the School's Research Scholarship Responsibilities Mission PRJ OIC PRJ OIC PRJ OIC ADM LLM, 1996 Randall Skalberg40 JD, 1988 2001 100.0 YES 1 5 3 3 1 3 UG, RES and SER Total Business Law 2 11 4 8 1 5
ECONOMICS Pedro Albuquerque PhD, 2001 2007 100.0 YES 0 0 6 11 1 0 UG, RES and SER UG, NCR, RES, Curt Anderson PhD, 1981 1980 100.0 YES 0 54 0 3 0 18 SER and ADM Bulent Anil PhD, 2007 2008 100.0 YES 0 0 0 1 0 3 UG, RES and SER David Doorn PhD, 2003 2004 100.0 YES 1 11 2 18 0 1 UG, RES and SER Wayne Jesswein PhD, 1969 1968 100.0 YES 0 0 0 0 0 0 ADM Christopher McIntosh PhD, 2006 2006 100.0 YES 0 0 0 0 4 6 UG, RES and SER UG, RES, SER and Maureen O'Brien PhD, 1983 1983 100.0 YES 2 7 1 3 0 1 ADM Timothy Seelos MA, 1982 2005 29.0 YES 0 0 0 0 0 0 UG Bedassa Tadesse PhD, 2003 2003 100.0 YES 0 0 13 17 0 0 UG, RES and SER Neil Wilmot (ABD) MA, 2002 2007 100.0 YES 0 0 0 0 0 4 UG and SER Total Economics 3 72 22 53 5 33
FINANCE Joe Artim MBA, 1991 2001 100.0 YES 0 0 0 0 0 1 UG and SER Manjeet Dhatt PhD, 1995 2000 100.0 YES 0 0 0 0 0 0 UG, RES and SER Laila Lunde MBA, 1999 2003 29.0 YES 0 0 0 0 0 0 UG James Vizanko MBA, 1981 2006 100.0 YES 0 0 0 0 0 0 UG and SER Shee Wong41 PhD, 1983 1982 100.0 YES 0 4 3 3 0 1 UG, GR, RES, SER
40 Randall Skalberg (Business Law) was Academically Qualified to teach Accounting (Tax) courses during Spring 2009. ___ 118 AACSB Table 10-1: Summary of Faculty Intellectual Contributions and Qualifications SPRING 2009 (Date Range: July 1, 2004 - June 30, 2009) Number of Contributions Percent of Date of First Time Learning & Discipline- Normal Highest Earned Acad Prof Contributions Name Appointment to Dedicated to Other Pedagogical Based Professional Degree & Year Qual Qual to Practice School the School's Research Scholarship Responsibilities Mission PRJ OIC PRJ OIC PRJ OIC and ADM Yibo Xiao (ABD) MBA, 2001 2008 100.0 YES 0 0 0 0 0 0 UG and SER Master of Minhua Yang (ABD) Business, 2003 2008 100.0 YES 0 0 0 0 1 0 UG and SER Total Finance 0 4 3 3 1 2
HEALTH CARE MANAGEMENT Jill Klingner42 PhD, 2006 2006 100.0 YES 0 0 2 3 1 2 UG, RES and SER UG, RES, SER and Jennifer Schultz43 PhD, 2001 2004 100.0 YES 0 8 6 33 0 0 ADM Total Health Care Management 0 8 8 36 1 2
MIS UG, GR, RES, SER Nik Hassan44 PhD, 1995 2002 100.0 YES 0 0 7 13 0 1 and ADM Seung Lee PhD, 1998 1999 100.0 YES 0 0 6 9 0 0 UG, RES and SER Dahui Li45 PhD, 2002 2002 100.0 YES 0 0 15 43 0 0 UG, RES and SER Total MIS 0 0 28 65 0 1
MANAGEMENT-HR Jannifer David PhD, 2001 2001 100.0 YES 0 2 4 6 1 2 UG, RES and SER
41 Shee Wong (Finance) was Academically Qualified to teach in the MBA (Duluth) and MBA (Rochester) programs during Spring 2009. 42 Jill Klingner (Health Care Management) was Academically Qualified to teach POM classes during Spring 2009. 43 Jennifer Schultz (Health Care Management) was Academically Qualified to teach Economics classes during Spring 2009. 44 Nik Hassan (MIS) was Academically Qualified to teach in the MBA (Duluth) program during Spring 2009 45 Dahui Li (MIS) was on Single Semester leave during Spring 2009. ___ 119 AACSB Table 10-1: Summary of Faculty Intellectual Contributions and Qualifications SPRING 2009 (Date Range: July 1, 2004 - June 30, 2009) Number of Contributions Percent of Date of First Time Learning & Discipline- Normal Highest Earned Acad Prof Contributions Name Appointment to Dedicated to Other Pedagogical Based Professional Degree & Year Qual Qual to Practice School the School's Research Scholarship Responsibilities Mission PRJ OIC PRJ OIC PRJ OIC Jennifer Mencl PhD, 2004 2006 100.0 YES 0 3 3 20 0 0 UG, RES and SER Laurie Pinther MA, 2001 2009 14.0 YES 0 0 0 0 0 0 UG UG, GR, RES and Stephen Rubenfeld46 PhD, 1977 1981 100.0 YES 0 0 1 1 1 5 SER Total Management-HR 0 5 8 27 2 7
MANAGEMENT-ORG UG, GR, RES, SER Geoffrey Bell47 PhD, 1999 2001 100.0 YES 0 3 4 11 0 0 and ADM Patricia Borchert48 PhD, 2006 2005 100.0 YES 0 1 1 9 0 1 UG, RES and SER Anne Cummings PhD, 1997 2004 100.0 YES 0 5 1 9 0 4 UG, RES and SER Sanjay Goel PhD, 1995 1999 100.0 YES 0 0 7 15 0 0 UG, RES and SER Allen Harmon MBA, 1978 2000 14.0 YES 0 2 0 0 0 0 UG Kjell Knudsen49 PhD, 1973 1979 100.0 YES 1 0 0 0 1 0 GR and ADM Xin Liang PhD, 2007 2007 100.0 YES 0 0 2 11 0 0 UG, RES and SER Jon Pierce PhD, 1977 1976 100.0 YES 0 15 9 20 0 0 UG, RES and SER Masters of Industrial Jim Stauber Safety, 1982 2009 14.0 YES 0 0 0 0 0 0 UG Total Management-Org 1 26 24 75 1 5
46 Stephen Rubenfeld (Management-HR) was Academically Qualified to teach in the MBA (Duluth) program during Spring 2009. 47 Geoffrey Bell (Management-Org) was Academically Qualified to teach in the MBA (Duluth) program during Spring 2009. 48 Patricia Borchert (Management Studies) taught in the UMD Study in England program during Spring 2009. 49 Kjell Knudsen (Management-Org) is the Dean of the Labovitz School of Business and Economics and was Academically Qualified to teach in the MBA (Rochester) program during Spring 2009. ___ 120 AACSB Table 10-1: Summary of Faculty Intellectual Contributions and Qualifications SPRING 2009 (Date Range: July 1, 2004 - June 30, 2009) Number of Contributions Percent of Date of First Time Learning & Discipline- Normal Highest Earned Acad Prof Contributions Name Appointment to Dedicated to Other Pedagogical Based Professional Degree & Year Qual Qual to Practice School the School's Research Scholarship Responsibilities Mission PRJ OIC PRJ OIC PRJ OIC MARKETING UG, GR, RES, SER Praveen Aggarwal50 PhD, 1998 1998 100.0 YES 6 15 7 27 2 46 and ADM Carlos Castillo MBA, 1996 2007 100.0 YES 0 0 0 0 0 0 UG and SER UG, GR, RES and Stephen Castleberry PhD, 1983 1992 100.0 YES 4 15 4 10 0 2 SER John Kratz MBA, 1992 1997 100.0 YES 0 0 0 0 0 1 UG and SER Ahmed Maamoun PhD, 1999 2006 100.0 YES 2 1 0 1 1 0 UG and SER Linda Rochford PhD, 1989 1992 100.0 YES 4 33 0 1 0 2 UG, RES and SER UG, GR, RES, SER Rajiv Vaidyanathan51 PhD, 1993 1993 100.0 YES 3 7 1 14 1 46 and ADM Jim Wrobleski MBA, 2001 2002 29.0 YES 0 0 0 0 0 0 UG Total Marketing 19 71 12 53 4 97
MISCELLANEOUS Duane Kaas PhD, 1976 1992 100.0 YES 0 0 0 0 0 0 ADM Total Miscellaneous 0 0 0 0 0 0
POM UG, GR, RES and Rodrigo Lievano PhD, 1975 1994 100.0 YES 0 5 2 4 0 6 SER Henry Person PhD, 1974 1974 100.0 YES 0 0 0 0 0 0 UG and SER Total POM 0 5 2 4 0 6
50 Praveen Aggarwal (Marketing) was Academically Qualified to teach in the MBA (Rochester) program during Spring 2009. 51 Rajiv Vaidyanathan (Marketing) was Academically Qualified to teach in the MBA (Duluth) program during Spring 2009. ___ 121 AACSB Table 10-1: Summary of Faculty Intellectual Contributions and Qualifications SPRING 2009 (Date Range: July 1, 2004 - June 30, 2009) Number of Contributions Percent of Date of First Time Learning & Discipline- Normal Highest Earned Acad Prof Contributions Name Appointment to Dedicated to Other Pedagogical Based Professional Degree & Year Qual Qual to Practice School the School's Research Scholarship Responsibilities Mission PRJ OIC PRJ OIC PRJ OIC
GRAND TOTAL
Grand Total 27 223 120 354 36 160
AACSB Table 10-1, Spring 2009, reflecting the MBA (Duluth) and MBA (Rochester) programs. MBA-DULUTH UG, GR, RES, SER Geoffrey Bell PhD, 1999 2001 100.0 YES 0 3 4 11 0 0 and ADM UG, GR, RES, SER Nik Hassan PhD, 1995 2002 100.0 YES 0 0 7 13 0 1 and ADM UG, GR, RES and Stephen Rubenfeld PhD, 1977 1981 100.0 YES 0 0 1 1 1 5 SER UG, GR, RES, SER Rajiv Vaidyanathan PhD, 1993 1993 100.0 YES 3 7 1 14 1 46 and ADM UG, GR, RES, SER Shee Wong PhD, 1983 1982 100.0 YES 0 4 3 3 0 1 and ADM
Total MBA-DULUTH 3 14 16 42 2 53
MBA-ROCHESTER UG, GR, RES, SER Praveen Aggarwal PhD, 1998 1998 100.0 YES 6 15 7 27 2 46 and ADM Kjell Knudsen PhD, 1973 1979 100.0 YES 1 0 0 0 1 0 GR and ADM ___ 122 AACSB Table 10-1: Summary of Faculty Intellectual Contributions and Qualifications SPRING 2009 (Date Range: July 1, 2004 - June 30, 2009) Number of Contributions Percent of Date of First Time Learning & Discipline- Normal Highest Earned Acad Prof Contributions Name Appointment to Dedicated to Other Pedagogical Based Professional Degree & Year Qual Qual to Practice School the School's Research Scholarship Responsibilities Mission PRJ OIC PRJ OIC PRJ OIC UG, GR, RES, SER Shee Wong PhD, 1983 1982 100.0 YES 0 4 3 3 0 1 and ADM Total MBA-ROCHESTER 7 19 10 30 3 47
___ 123 Table 12. Calculations Relative to Deployment of Qualified Faculty, Fall 2008
AACSB Table 10-2: Calculations Relative to Deployment of Qualified Faculty FALL 2008 (Date Range: July 1, 2008 - December 31, 2008) AQ - % of PQ - % of Other - % of time devoted time devoted time devoted Qualification Name Qualification to mission to mission to mission Ratios ACCOUNTING Colin Anderson PQ 29.0 Rodger Brannan AQ 100.0 Loren Erickson PQ 100.0 >= 50% Arlene Hammarlund PQ 29.0 requirement for Fu-Jen Hsiao AQ 100.0 AQ for AACSB Gerui Kang AQ 100.0 met (59.9%) Jerry W. Lin AQ 100.0 >= 90% Charles Reichert PQ 29.0 requirement for Karen Salmela PQ 100.0 AQ + PQ for Gregory Trudeau AQ 29.0 AACSB met Total Accounting 429.0 (59.9%) 287.0 (40.1%) 0.0 (0.0%) (100.0%)
BUSINESS COMMUNICATIONS Patricia Merrier 52 AQ 50.0 >= 50% Junhua Wang AQ 100.0 requirement for AQ for AACSB met (100.0%) >= 90% requirement for AQ + PQ for Total Business AACSB met Communications 150.0 (100.0%) 0.0 (0.0%) 0.0 (0.0%) (100.0%)
BUSINESS LAW Juhl Halvorson PQ 29.0 >= 50% Mark Jennings PQ 14.0 requirement for Thomas Reed PQ 43.0 AQ for AACSB Alan Roline 53 AQ 100.0 met (66.7%) Randall Skalberg 54 AQ 100.0 >= 90% Terry Trogdon PQ 14.0 requirement for AQ + PQ for AACSB met Total Business Law 200.0 (66.7%) 100.0 (33.3%) 0.0 (0.0%) (100.0%)
ECONOMICS Pedro Albuquerque AQ 100.0 >= 50%
52 Patricia Merrier (Business Communications) is on a 50% Phased Retirement Agreement and taught Fall Semester only during 2008-2009. 53 Alan Roline (Business Law) as Head of the Department of Accounting, was responsible for the administration of Independent Study and Internship student credit hours during Fall 2008. 54 Randall Skalberg (Business Law) was Academically Qualified to teach Accounting (Tax) courses during Fall 2008.
___ 124 AACSB Table 10-2: Calculations Relative to Deployment of Qualified Faculty FALL 2008 (Date Range: July 1, 2008 - December 31, 2008) AQ - % of PQ - % of Other - % of time devoted time devoted time devoted Qualification Name Qualification to mission to mission to mission Ratios Curt Anderson AQ 100.0 Bulent Anil AQ 100.0 David Doorn AQ 100.0 requirement for Pamela Gipe AQ 14.0 AQ for AACSB Wayne Jesswein PQ 100.0 met (89.1%) Christopher McIntosh AQ 100.0 >= 90% Maureen O'Brien AQ 100.0 requirement for Bedassa Tadesse AQ 100.0 AQ + PQ for Neil Wilmot AQ 100.0 AACSB met Total Economics 814.0 (89.1 %) 100.0 (10.9%) 0.0 (0.0%) (100.0%)
FINANCE Joe Artim PQ 100.0 55 Saiying Deng AQ 50.0 >= 50% Manjeet Dhatt O 100.0 requirement for Laila Lunde PQ 29.0 AQ for AACSB Timothy Seelos PQ 29.0 not met (49.4%) James Vizanko PQ 100.0 >= 90% Shee Wong AQ 100.0 requirement for Yibo Xiao AQ 100.0 AQ + PQ for Minhua Yang AQ 100.0 AACSB not met Total Finance 350.0 (49.4%) 258.0 (36.4%) 100.0 (14.1%) (85.9%)
HEALTH CARE MANAGEMENT Mary Gabrys PQ 7.0 >= 50% Kathy Johnson PQ 7.0 requirement for Jill Klingner 56 AQ 100.0 AQ for AACSB Jennifer Schultz AQ 100.0 met (93.5%) >= 90% requirement for AQ + PQ for Total Health Care AACSB met Management 200.0 (93.5%) 14.0 (6.5%) 0.0 (0.0%) (100.0%)
MIS Nik Hassan AQ 100.0 >= 50% Seung Lee AQ 100.0 requirement for Dahui Li AQ 100.0 AQ for AACSB met (100.0%) >= 90% requirement for AQ + PQ for AACSB met Total MIS 300.0 (100.0%) 0.0 (0.0%) 0.0 (0.0%) (100.0%)
55 Saiying Deng (Finance) was on parental leave for most of Fall 2008 and taught no classes. 56 Jill Klingner (Health Care Management) was Academically Qualified to teach POM classes during Fall 2008. ___ 125 AACSB Table 10-2: Calculations Relative to Deployment of Qualified Faculty FALL 2008 (Date Range: July 1, 2008 - December 31, 2008) AQ - % of PQ - % of Other - % of time devoted time devoted time devoted Qualification Name Qualification to mission to mission to mission Ratios
MANAGEMENT-HR Jannifer David AQ 100.0 >= 50% Jennifer Mencl AQ 100.0 requirement for Stephen Rubenfeld AQ 100.0 AQ for AACSB met (100.0%) >= 90% requirement for AQ + PQ for AACSB met Total Management-HR 300.0 (100.0%) 0.0 (0.0%) 0.0 (0.0%) (100.0%)
MANAGEMENT-ORG David Beal PQ 14.0 Geoffrey Bell AQ 100.0 >= 50% Patricia Borchert AQ 100.0 requirement for Anne Cummings AQ 100.0 AQ for AACSB Sanjay Goel AQ 100.0 met (84.3%) Kjell Knudsen PQ 100.0 >= 90% Xin Liang AQ 100.0 requirement for Alexandra Luong AQ 14.0 AQ + PQ for Jon Pierce AQ 100.0 AACSB met Total Management-Org 614.0 (84.3%) 114.0 (15.7%) 0.0 (0.0%) (100.0%)
MARKETING Praveen Aggarwal 57 AQ 100.0 Carlos Castillo PQ 100.0 >= 50% 58 Stephen Castleberry AQ 100.0 requirement for John Kratz PQ 100.0 AQ for AACSB Ahmed Maamoun AQ 100.0 met (67.3%) Linda Rochford AQ 100.0 >= 90% Steven Sharkey PQ 14.0 requirement for Rajiv Vaidyanathan 59 AQ 100.0 AQ + PQ for Jim Wrobleski PQ 29.0 AACSB met Total Marketing 500.0 (67.3%) 243.0 (32.7%) 0.0 (0.0%) (100.0%)
MISCELLANEOUS Duane Kaas PQ 100.0 >= 50% Total Miscellaneous 0.0 (0.0%) 100.0 (100.0%) 0.0 (0.0%) requirement for AQ for AACSB not met (0.0%)
57 Praveen Aggarwal (Marketing) was Academically Qualified to teach in the MBA (Duluth) and MBA (Rochester) programs during Fall 2008. 58 Stephen Castleberry (Marketing) was Academically Qualified to teach in the MBA (Rochester) program during Fall 2008. 59 Rajiv Vaidyanathan (Marketing) was Academically Qualified to teach in the MBA (Duluth) program during Fall 2008. ___ 126 AACSB Table 10-2: Calculations Relative to Deployment of Qualified Faculty FALL 2008 (Date Range: July 1, 2008 - December 31, 2008) AQ - % of PQ - % of Other - % of time devoted time devoted time devoted Qualification Name Qualification to mission to mission to mission Ratios
POM Rodrigo Lievano 60 AQ 100.0 >= 50% Henry Person PQ 100.0 requirement for AQ for AACSB met (50.0%) >= 90% requirement for AQ + PQ for AACSB met Total POM 100.0 (50.0%) 100.0 (50.0%) 0.0 (0.0%) (100.0%)
GRAND TOTAL >= 50% requirement for AQ for AACSB met (73.6%) >= 90% requirement for AQ + PQ for AACSB met Grand Total 3957.0 (73.6%) 1316.0 (24.5%) 100.0 (1.9%) (98.1%)
MBA-DULUTH Praveen Aggarwal AQ 100.0 >= 50% Ryan Goei 10 AQ 10.0 requirement for Rodrigo Lievano AQ 100.0 AQ for AACSB Rajiv Vaidyanathan AQ 100.0 met (100.0%) >= 90% requirement for AQ + PQ for AACSB met Total MBA-Duluth 310.0 (100.0%) 0.0 (0.0%) 0.0 (0.0%) (100.0%)
MBA-ROCHESTER Praveen Aggarwal AQ 100.0 >= 50% Stephen Castleberry AQ 100.0 requirement for Total MBA-Rochester 200.0 (100.0%) 0.0 (0.0%) 0.0 (0.0%) AQ for AACSB
60 Rodrigo Lievano (POM) was Academically Qualified to teach in the MBA (Duluth) program during Fall 2008. 10 Ryan Goei was Academically Qualified and taught only in the MBA (Duluth) program during Fall 2008. ___ 127 AACSB Table 10-2: Calculations Relative to Deployment of Qualified Faculty FALL 2008 (Date Range: July 1, 2008 - December 31, 2008) AQ - % of PQ - % of Other - % of time devoted time devoted time devoted Qualification Name Qualification to mission to mission to mission Ratios
met (100.0%) >= 90% requirement for AQ + PQ for AACSB met (100.0%)
___ 128 Table 13. Calculations Relative to Deployment of Qualified Faculty, Spring 2009
AACSB Table 10-2: Calculations Relative to Deployment of Qualified Faculty SPRING 2009 (Date Range: January 1, 2009 - June 30, 2009) AQ - % of PQ - % of Other - % of time devoted time devoted time devoted Qualification Name Qualification to mission to mission to mission Ratios ACCOUNTING Colin Anderson PQ 29.0 Rodger Brannan AQ 100.0 Loren Erickson PQ 100.0 >= 50% Arlene Hammarlund PQ 29.0 requirement for Fu-Jen Hsiao AQ 100.0 AQ for AACSB Gerui Kang AQ 100.0 met (59.9%) Jerry W. Lin61 AQ 100.0 >= 90% Charles Reichert PQ 29.0 requirement for Karen Salmela PQ 100.0 AQ + PQ for Gregory Trudeau AQ 29.0 AACSB met Total Accounting 429.0 (59.9%) 287.0 (40.1%) 0.0 (0.0%) (100.0%)
BUSINESS COMMUNICATIONS Bonnie Edwards PQ 43.0 >= 50% Patricia Merrier62 AQ 50.0 requirement for Junhua Wang AQ 100.0 AQ for AACSB met (77.7%) >= 90% requirement for AQ + PQ for Total Business AACSB met Communications 150.0 (77.7%) 43.0 (22.3%) 0.0 (0.0%) (100.0%)
BUSINESS LAW Juhl Halvorson PQ 29.0 >= 50% Thomas Reed PQ 43.0 requirement for Alan Roline63 AQ 100.0 AQ for AACSB Randall Skalberg64 AQ 100.0 met (73.5%) >= 90% requirement for AQ + PQ for AACSB met Total Business Law 200.0 (73.5%) 72.0 (26.5%) 0.0 (0.0%) (100.0%)
ECONOMICS
61 Jerry Lin (Accounting) was on Single Semester Leave during Spring 2009. 62 Patricia Merrier (Business Communications) is on a 50% Phased Retirement Agreement and taught Fall Semester only during 2008-2009. 63 Alan Roline (Business Law) as Head of the Department of Accounting, was responsible for the administration of Independent Study and Internship student credit hours during Spring 2009. 64 Randall Skalberg (Business Law) was Academically Qualified to teach Accounting (Tax) courses during Spring 2009. ___ 129 AACSB Table 10-2: Calculations Relative to Deployment of Qualified Faculty SPRING 2009 (Date Range: January 1, 2009 - June 30, 2009) AQ - % of PQ - % of Other - % of time devoted time devoted time devoted Qualification Name Qualification to mission to mission to mission Ratios Pedro Albuquerque AQ 100.0 Curt Anderson AQ 100.0 Bulent Anil AQ 100.0 >= 50% David Doorn AQ 100.0 requirement for Wayne Jesswein PQ 100.0 AQ for AACSB Christopher McIntosh AQ 100.0 met (86.1%) Maureen O'Brien AQ 100.0 >= 90% Timothy Seelos PQ 29.0 requirement for Bedassa Tadesse AQ 100.0 AQ + PQ for Neil Wilmot AQ 100.0 AACSB met Total Economics 800.0 (86.1%) 129.0 (13.9%) 0.0 (0.0%) (100.0%)
FINANCE Joe Artim PQ 100.0 >= 50% Manjeet Dhatt O 100.0 requirement for Laila Lunde PQ 29.0 AQ for AACSB James Vizanko PQ 100.0 not met (47.4%) Shee Wong65 AQ 100.0 >= 90% Yibo Xiao AQ 100.0 requirement for Minhua Yang AQ 100.0 AQ + PQ for AACSB not met Total Finance 300.0 (47.7%) 229.0 (36.4%) 100.0 (15.9%) (84.1%)
HEALTH CARE MANAGEMENT Jill Klingner66 AQ 100.0 >= 50% Jennifer Schultz67 AQ 100.0 requirement for AQ for AACSB met (100.0%) >= 90% requirement for AQ + PQ for Total Health Care AACSB met Management 200.0 (100.0%) 0.0 (0.0%) 0.0 (0.0%) (100.0%)
MIS Nik Hassan68 AQ 100.0 >= 50% Seung Lee AQ 100.0 requirement for Dahui Li69 AQ 100.0 AQ for AACSB
65 Shee Wong (Finance) was Academically Qualified to teach in the MBA (Duluth) and MBA (Rochester) programs during Spring 2009. 66 Jill Klingner (Health Care Management) was Academically Qualified to teach POM classes during Spring 2009. 67 Jennifer Schultz (Health Care Management) was Academically Qualified to teach Economics classes during Spring 2009. 68 Nik Hassan (MIS) was Academically Qualified to teach in the MBA (Duluth) program during Spring 2009. ___ 130 AACSB Table 10-2: Calculations Relative to Deployment of Qualified Faculty SPRING 2009 (Date Range: January 1, 2009 - June 30, 2009) AQ - % of PQ - % of Other - % of time devoted time devoted time devoted Qualification Name Qualification to mission to mission to mission Ratios
Total MIS 300.0 (100.0%) 0.0 (0.0%) 0.0 (0.0%) met (100.0%) MANAGEMENT-HR >= 90% Jannifer David AQ 100.0 requirement>= 50% for Jennifer Mencl AQ 100.0 requirementAQ + PQ for for Laurie Pinther PQ 14.0 AQAACSB for AACSB met Stephen Rubenfeld70 AQ 100.0 met(100.0%) (95.5%) >= 90% requirement for AQ + PQ for AACSB met Total Management-HR 300.0 (95.5%) 14.0 (4.5%) 0.0 (0.0%) (100.0%)
MANAGEMENT-ORG Geoffrey Bell71 AQ 100.0 72 Patricia Borchert AQ 100.0 >= 50% Anne Cummings AQ 100.0 requirement for Sanjay Goel AQ 100.0 AQ for AACSB Allen Harmon PQ 14.0 met (96.2%) Kjell Knudsen73 AQ 100.0 >= 90% Xin Liang AQ 100.0 requirement for Jon Pierce AQ 100.0 AQ + PQ for Jim Stauber PQ 14.0 AACSB met Total Management-Org 700.0 (96.2%) 28.0 (3.8%) 0.0 (0.0%) (100.0%)
MARKETING Praveen Aggarwal74 AQ 100.0 >= 50% Carlos Castillo PQ 100.0 requirement for Stephen Castleberry AQ 100.0 AQ for AACSB
69 Dahui Li (MIS) was on Single Semester leave during Spring 2009. 70 Stephen Rubenfeld (Management-HR) was Academically Qualified to teach in the MBA (Duluth) program during Spring 2009. 71 Geoffrey Bell (Management-Org) was Academically Qualified to teach in the MBA (Duluth) program during Spring 2009. 72 Patricia Borchert (Management Studies) taught in the UMD Study in England program during Spring 2009. 73 Kjell Knudsen (Management-Org) is the Dean of the Labovitz School of Business and Economics and was Academically Qualified to teach in the MBA (Rochester) program during Spring 2009. 74 Praveen Aggarwal (Marketing) was Academically Qualified to teach in the MBA (Rochester) program during Spring 2009. ___ 131 AACSB Table 10-2: Calculations Relative to Deployment of Qualified Faculty SPRING 2009 (Date Range: January 1, 2009 - June 30, 2009) AQ - % of PQ - % of Other - % of time devoted time devoted time devoted Qualification Name Qualification to mission to mission to mission Ratios John Kratz PQ 100.0 Ahmed Maamoun AQ 100.0 Linda Rochford AQ 100.0 Rajiv Vaidyanathan75 AQ 100.0 Jim Wrobleski PQ 29.0 Total Marketing 500.0 (68.6%) 229.0 (31.4%) 0.0 (0.0%) met (68.6%) MISCELLANEOUS >= 90% Duane Kaas PQ 100.0 requirement>= 50% for requirementAQ + PQ for for AQAACSB for AACSB met not(100.0%) met (0.0%) >= 90% requirement for AQ + PQ for AACSB met Total Miscellaneous 0.0 (0.0%) 100.0 (100.0%) 0.0 (0.0%) (100.0%)
POM Rodrigo Lievano AQ 100.0 >= 50% Henry Person PQ 100.0 requirement for AQ for AACSB met (50.0%) >= 90% requirement for AQ + PQ for AACSB met Total POM 100.0 (50.0%) 100.0 (50.0%) 0.0 (0.0%) (100.0%)
GRAND TOTAL >= 50% requirement for AQ for AACSB met (74.9%) >= 90% requirement for AQ + PQ for AACSB met Grand Total 3979.0 (74.9%) 1231.0 (23.2%) 100.0 (1.9%) (98.1%)
AACSB Table 10-2, Spring 2009, reflecting the MBA (Duluth) and MBA (Rochester) programs. MBA-DULUTH Geoffrey Bell AQ 100.0 >= 50% Nik Hassan AQ 100.0 requirement for
75 Rajiv Vaidyanathan (Marketing) was Academically Qualified to teach in the MBA (Duluth) program during Spring 2009.
___ 132 AACSB Table 10-2: Calculations Relative to Deployment of Qualified Faculty SPRING 2009 (Date Range: January 1, 2009 - June 30, 2009) AQ - % of PQ - % of Other - % of time devoted time devoted time devoted Qualification Name Qualification to mission to mission to mission Ratios Stephen Rubenfeld AQ 100.0 Rajiv Vaidyanathan AQ 100.0 Shee Wong AQ 100.0
Total MBA-Duluth 500.0 (100.0%) 0.0 (0.0%) 0.0 (0.0%) AQ for AACSB MBA-ROCHESTER met (100.0%) Praveen Aggarwal AQ 100.0 >= 50%90% Kjell Knudsen AQ 100.0 requirement for Shee Wong AQ 100.0 AQ for+ PQ AACSB for metAACSB (100%) met (100.0%)>= 90% requirement for AQ + PQ for AACSB met Total MBA-Rochester 300.0 (100.0%) 0.0 (0.0%) 0.0 (0.0%) (100.0%)
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