Annual Report Accredited Member

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1 International Assembly for Collegiate Collegiate Business Education Annual Report Accredited Member Institution: Academic Business Unit: Cairn University School of Business Academic Year: International Assembly for Collegiate Business Education Strang Line Road Lenexa, Kansas USA

2 IACBE ANNUAL REPORT For Academic Year: This annual report should be completed for your academic business unit and submitted to the IACBE by November 1 of each year. General Information Institution s Name: Cairn University Institution s Address: City and State or Country 200 Manor Avenue Langhorne, PA City and State or Country Langhorne, PA Name of Submitter: Yunn Kang Title: Dean Your Address: Telephone (with country code if outside of the United States): Type of Institution: Public Private Nonprofit Private For-Profit Date of Submission: 1/16/15 Total Headcount Enrollment of the Institution for : Administrative Information 1. Provide the following information pertaining to the current president/chief executive officer of your institution: Name: Title: Dr. Todd Williams President Highest Earned Degree: Ph.D. Telephone (with country code if outside of the United States): Provide the following information pertaining to the current chief academic officer of your institution: Name: Title: Check here if this represents a change from the previous year. Dr. Brian Toews Provost Fax (with country code if outside of the United States): Highest Earned Degree: Ph.D. Telephone (with country code if outside of the United States): Check here if this represents a change from the previous year. Fax (with country code if outside of the United States): IACBE Annual Report:

3 3. Provide the following information pertaining to the current head of your academic business unit: Name: Title: Mr. Yunn Kang Dean Highest Earned Degree: M.B.A./M.Div. Telephone (with country code if outside of the United States): Check here if this represents a change from the previous year. Fax (with country code if outside of the United States): Provide the following information pertaining to your current primary representative to the IACBE, i.e., the person who is your primary contact for the IACBE and who votes on behalf of the academic business unit on IACBE matters (if not the same as the head of the academic business unit): Name: Title: Mr. Yunn Kang Dean Highest Earned Degree: M.B.A./M.Div. Telephone (with country code if outside of the United States): Check here if this represents a change from the previous year. Fax (with country code if outside of the United States): Provide the following information pertaining to your current alternate representative to the IACBE: Name: Title: Dr. Jean Minto Vice Provost for Accreditation and Assessment Highest Earned Degree: D.Litt. Telephone (with country code if outside of the United States): Check here if this represents a change from the previous year. Fax (with country code if outside of the United States): IACBE Annual Report:

4 Accreditation Information 1. If applicable, when is your next institutional accreditation site visit? 2015 Year 2. When is your next reaffirmation of IACBE accreditation site visit? 2016 Year 3. Provide the website path to the page containing your public notification of accreditation by the IACBE: (Note: Do not provide URL addresses. Beginning with the institution s home page, describe the link on each page in the path on which someone would click in order to advance to the next page in the path. For example: 1. Click on Academics 2. Click on School of Business 3. Click on IACBE Accreditation etc.) 1. Click on Academics 2. Click on Accreditation Information (under Additional Links) 3. Scroll to bottom of page Provide the website path to the page containing your public disclosure of student learning assessment results: (Note: Do not provide URL addresses. Beginning with the institution s home page, describe the link on each page in the path on which someone would click in order to advance to the next page in the path. For example: 1. Click on Academics 2. Click on School of Business 3. Click on IACBE Accreditation etc.) 1. Click on Academics 2. Click on Accreditation Information (under Additional Links) 3. Scroll to bottom of page. 4. Under IACBE logo and verbiage, click on View the Assessment Plan & Results IACBE Annual Report:

5 If your accreditation letter from the IACBE Board of Commissioners contained notes that identified issues that needed to be addressed, please list the number of the IACBE s Accreditation Principle for each note in the table below. Indicate whether action has already been taken or that you have made plans to do so. (Insert additional rows as necessary.) Commissioners Notes Action Already Taken Action Planned IACBE Annual Report:

6 Programmatic Information 1. For each of your IACBE-accredited business programs, provide the total headcount enrollment and the number of degrees conferred in the program (including each major, concentration, specialization, emphasis, option, or track) for (insert rows in the table as needed): Program Enrollment Number of Degrees Conferred B.S. Business Administration M.S. Organizational Leadership 19 8 Totals for All Programs Combined (Please do not double-count students who pursued multiple programs during the reporting year, e.g., students who double-majored in both accounting and finance.) Do you offer any of your IACBE-accredited business programs outside of your home country? No. Yes. If yes, please identify the programs and countries in the table below. In addition, if the programs are delivered in partnership with other institutions, please identify those institutions as well. (Insert rows in the table as needed.) Program Country or Countries Partner Institution(s) 3. Did you terminate any IACBE-accredited business programs during the reporting year? No. Yes. If yes, please identify the terminated programs in the table below and provide a brief description of your termination plan (e.g., plan for teaching-out the program, when last graduates are expected, etc.). (Insert rows in the table as needed.) Terminated Programs Termination Plan 4. Were changes made in any of your IACBE-accredited business programs during the reporting year? (Note: You do not have to identify course-level changes, e.g., changes in course names, course IACBE Annual Report:

7 coding, course numbering, course content, etc.; identify only program-level changes, e.g., changes in program names, program curricula, etc.) No. Yes. If yes, please identify the changes on a separate page at the end of this report. 5. Were any new business programs (including new majors, concentrations, specializations, emphases, options, and/or tracks) established during the reporting year? No. Yes. If yes, please identify the new programs and the locations at which they are offered in the table below. (Insert rows in the table as needed.) Please also describe the curricular requirements for the programs on a separate page at the end of this report, and answer item 6 below. New Programs Locations Note: Any new programs (including new majors, concentrations, specializations, emphases, options, and/or tracks) cannot be listed, identified, or advertised as being accredited by the IACBE until they have undergone an accreditation review and have been granted accreditation by the Board of Commissioners. 6. If applicable, was approval of your institutional accrediting body required for any of the new programs identified in item 5 above? No. Yes. If yes, please attach a copy of the material that you sent to your institutional accrediting body. 7. Did you establish any new locations/instructional sites during the reporting year? No. Yes. If yes, please identify the new locations/instructional sites and the IACBE-accredited programs offered at those locations/sites in the table below. Please also indicate whether you anticipate that any of the locations/sites will account for 25% or more of the total student credit hours (or contact hours as applicable) in business. (Insert rows in the table as needed.) New Locations/Instructional Sites Programs Offered 25% or More of Total SCH? IACBE Annual Report:

8 8. If applicable, was approval of your institutional accrediting body required for any of the new locations/instructional sites identified in item 7 above? No. Yes. If yes, please attach a copy of the material that you sent to your institutional accrediting body. IACBE Annual Report:

9 Outcomes Assessment 1. Do you offer any majors, concentrations, specializations, emphases, options, or tracks as part of your business programs? Yes. If yes, proceed to item 2 below. No. If no, proceed to item 4 below. 2. Do your majors, concentrations, specializations, emphases, options, or tracks appear on students transcripts, diplomas, diploma supplements, or other official records of program completion? Yes. If yes, proceed to item 3 below. No. If no, proceed to item 4 below. 3. Does your current outcomes assessment plan include student learning assessment information for all majors, concentrations, specializations, emphases, options, and tracks contained within your business programs? Yes. If yes, proceed to item 4 below. No. If no, please submit a revised outcomes assessment plan with your annual report that addresses student learning assessment for all majors, concentrations, specializations, emphases, options, and tracks comprising any portion of your business programs. Information about this requirement can be found on the IACBE website at the following address: 4. Is the outcomes assessment plan that you submitted to the IACBE still current or have you made changes? The outcomes assessment plan that we have previously submitted is still current. Changes have been made and the revised plan is attached. We have made changes and the revised plan will be sent to the IACBE by: February 15, Complete the Outcomes Assessment Results form below and include it with this annual report to the IACBE. Note: Section II of the form (Operational Assessment) needs to be completed only if you received first-time accreditation or reaffirmation of accreditation after January 1, An example of a completed form can be found in a separate document that is available for download on the IACBE s website at: Section I (Student Learning Assessment) of the Outcomes Assessment Results form must be completed for each business program that is accredited by the IACBE (i.e., a separate table must be provided for each program). Add tables, and insert or delete rows in the tables as needed in order to accommodate the number of your (i) business programs, (ii) majors, concentrations, specializations, emphases, options, or tracks in the programs, (iii) intended student learning outcomes, and (iv) intended operational outcomes. In the sections of the assessment results tables entitled Summary of Achievement of Intended Student Learning Outcomes and Summary of Achievement of Intended Operational IACBE Annual Report:

10 Outcomes, do not add or delete columns. Space is provided in these sections for four direct measures of student learning, four indirect measures of student learning, and eight operational assessment measures/methods. If you are employing fewer than this number of assessment instruments, simply leave cells in the unused columns blank. If you are employing more than this number of instruments, you will need to create additional summary-of-achievement tables to report your assessment information. Delete rows in the assessment results tables that do not apply to your academic business unit (e.g., if the business unit does not offer any majors, concentrations, specializations, emphases, options, or tracks in its programs, or if the business unit s current outcomes assessment plan does not include student learning assessment information for the majors, concentrations, specializations, emphases, options, or tracks in its programs, then delete those rows in the tables). In the sections of the assessment results tables entitled Summary of Achievement of Intended Student Learning Outcomes and Summary of Achievement of Intended Operational Outcomes, enter Met in a given cell of the table if the performance target for the instrument in that column was achieved for the intended outcome in that row; Not Met if the performance target for the instrument in that column was not achieved for the intended outcome in that row; or N/A (Not Assessed) if the instrument in that column does not measure the intended outcome in that row. Student learning performance objectives are the measurable targets/criteria associated with the assessment instruments and rubrics used by the academic business unit in determining whether the intended student learning outcomes have been achieved. For example, if the academic business unit is using a comprehensive project in a capstone course as a direct measure of student learning, then a performance objective might be that, on the project evaluation rubric, at least 80% of the students will be rated at the highest level (e.g., proficient, exemplary, etc.) on each learning-outcome-related project evaluation criterion. Operational performance objectives are the measurable targets/criteria associated with the assessment instruments used by the academic business unit in determining whether the intended operational outcomes have been achieved. For example, if the academic business unit has identified an operational outcome pertaining to faculty teaching and is using a senior exit survey as a measure of this outcome, then a performance objecitve might be that 90% of the students will be either satisfied or highly satisfied with various aspects of faculty teaching as identified by relevant items in the survey form. Your student learning assessment results tables need to include two or more direct measures of student learning and two or more indirect measures of student learning for each IACBE-accredited program. These measures must be used at the program level. At the bottom of each assessment results table, space is provided to identify changes and improvements that you plan to make as a result of your assessment activity. Italicized entries in the form represent areas where the academic business unit should insert its own assessment information. IACBE Annual Report:

11 Other Issues Briefly comment on other issues pertaining to your academic business unit that you would like to share with the IACBE. Dean Mr. Yunn Kang was appointed as the dean of the School of Business beginning July 1, MBA Degree The University had its first MBA graduates in The school is currently assessing and refining the MBA curriculum. New goals and objectives will be presented in our new Outcomes Assessment Plan for the academic year. Accounting Program This program is being offered as part of the undergraduate business dual-level degree program and the double bachelor s program. The dual-level degree program leads to a BS in Bible and an MBA degree. Both options allow the student to complete more than the 150 credit hours required by Pennsylvania to sit for the CPA exam. MSOL Outcomes Assessment Plan Based on assessment of the OA Plan effectiveness, the School has changed the capstone Action Research Project for the academic year for the MSOL program. Other changes were also made to the performance targets in the undergraduate assessments. Further changes will be made for the academic year to the OA Plan for all programs. These will be reflected in the updated Outcomes Assessment Plan to be submitted to IACBE by Jan 31, IACBE Annual Report:

12 Outcomes Assessment Results For Academic Year: Section I: Student Learning Assessment Student Learning Assessment for the Undergraduate Business Program Intended Student Learning Outcomes for Undergraduate Business Program: 1. Students will demonstrate functional knowledge of business administration. 2. Students will demonstrate biblical worldview integration with business concepts. 3. Students will demonstrate a global perspective in business. 4. Students will demonstrate intellectual, spiritual and ethical maturity. 5. Students will demonstrate leadership and followership abilities. 6. Students will serve effectively in the community at large. Assessment Tools for Intended Student Learning Outcomes Direct Measures of Student Learning: Performance Targets/Criteria for Direct Measures: 1. Comprehensive Business Exam administered at the end of the program All students will achieve at least 70% of a score equal or better than peer universities. 2. Review of Internship program All students will score at least 85% on their internship. 3. Review of graduating seniors portfolios by faculty All students will demonstrate business knowledge and worldview integration. Assessment Tools for Intended Student Learning Outcomes Indirect Measures of Student Learning: Performance Targets/Criteria for Indirect Measures: 1. Enactus Team performance Improved organization and performance of the Enactus team. Win at the regional competition. 2. Student Course Evaluations Improve evaluation scores on at least one course within the program. 3. Alumni Survey Rating from Alumni Survey Results of business graduates, "Assessment of Professional Education" section questions: 1. Faculty knowledge of their professional fields; 3. Development of communication skills; 4. IACBE Annual Report:

13 Development of research abilities; 5. Availability of opportunities to gain experience in your professional major; 6. Preparation for your first employment or ministry. 80% of Business alumni will rate each item as good or excellent. 4. Senior Exit Survey Using the "Senior Exit Survey Summary for Business Administration Graduates", note the results of questions 2,3,4,and 5. The goal is to have ratings of good or excellent for 85% of the respondents for all four questions. Summary of Results from Implementing Direct Measures of Student Learning: 1. The School of Business administers this exam once a year (in December) to seniors who will graduate that year. The peer group is determined by the CBE test creator. Peer refers to Academic Institutions with the same Carnegie Classification of institution. All students met the the criteria individually for the overall test score. Performance Target Was Met Not Met 2. On-the-job evaluations of the interns averaged 94%, and all students scored over 85%. 3. Nineteen senior students submitted portfolios of their work as undergraduate students. The judging panel (4 undergraduate faculty), indicated that the submissions were improved over the previous year s portfolios. The average grade was 90%. Summary of Results from Implementing Indirect Measures of Student Learning: 1. Enactus changed its format for competition in 13-14, and eliminated the regional competitions. The Enactus team competed at nationals, and placed in the top 60, which is an equivalent placement to winning a regional competition. [Note: SIFE Changed its name to Enactus in 2012.] 2. The school has adopted a procedure for student evaluation of all undergraduate business courses. The average course evaluation score was 4.2 (out of 5.0) with a range of The low score in the range was from a new course and instructor, who will not teach the course any longer. The high end of the range is a significant increase from AY which was course scores increased from last year. 3. For the survey taken of Business Administration alumni who graduated in , 100% rated the school as good or excellent for questions 1, 3,and 4. 80% for question 4. However, the school was rated good or excellent by only 60% for 5 and 6, which does not meet our goal of 80%. 4. The results of questions 2,3,4, and 5 produced ratings of good or excellent from 100% of the respondents. Performance Target Was Met Not Met IACBE Annual Report:

14 Proposed Courses of Action for Improvement in Areas for which Performance Targets Were Not Met: Indirect 2. Measure 3 In order to provide opportunities to gain experience in students professional major, and to prepare them for their first employment or ministry, the school will continue to seek broader internship and leadership opportunities through our networks, and provides job search counseling and assistance as needed to students. Our annual RIDE seminar prepares students for the interview and job search process and is required for all business students in their freshman year, and available to all students every year after. The schoolwill also provide leadership and experience opportunities through its projects with Enactus and investigate additional activities to improve leadership training and experience. The school will also pursue the possibility of offering significant professional experiences through increased use of case studies in the classroom, and real world business projects to serve real businesses. Student Learning Assessment for the Graduate Organizational Leadership Program Intended Student Learning Outcomes for the Graduate Organizational Leadership Program: 1. Upon completion of this program, the student will develop a biblical work ethic that enhances personal character. 2. Upon completion of this program, the student will integrate biblical worldview of organizational leadership into life and practice. 3. Upon completion of this program, the student will acquire basic facilitation and consultation skills. 4. Upon completion of this program, the student will apply critical assessment diagnosis and research skills. 5. Upon completion of this program, the student will develop relational health and group process skills Upon completion of this program the student will develop and apply leadership development skills. 7. Upon completion of this program, the student will develop and apply influencing and collaboration skills. 8. Upon completion of this program, the student will employ organizational strategy, systems thinking, and intervention skills. 9. Upon completion of this program, the student will develop and apply effective communication and presentation skills 10 Upon completion of this program, the student will develop and apply critical thinking and reflective practice skills. Assessment Tools for Intended Student Learning Outcomes Direct Measures of Student Learning: Performance Targets/Criteria for Direct Measures: 1. Case studies promoting inquiry into biblical worldview 90% of students will demonstrate competency (grade B or higher) 2. Capstone Action Research Project required for graduation 100% of ARPs will clearly describe specific examples of a biblical worldview. 3. Intervention plans/projects in each course require student to describe 95% of students will demonstrate competency (grade B or higher) implementation of facilitation/consultation skills IACBE Annual Report:

15 4. Collaborative online forums requiring research, response and engagement with other students. Assessment Tools for Intended Student Learning Outcomes Indirect Measures of Student Learning: 1. 90% of students will demonstrate competency and participation Performance Targets/Criteria for Indirect Measures: Exit interview or Alumni survey Over 85% agree or strongly agree with the program meets objectives. 2. Intentional journal design in ORL601 Foundations of Organizational Leadership. 98% of students will demonstrate competency (grade B or higher) 3. Course evaluations 95% of students will indicate fulfillment of course goals satisfactory or outstanding. Summary of Results from Implementing Direct Measures of Student Learning: % of case study presentions and papers met or exceeded the minimum competency (grade B or higher) requirement % of ARPs clearly described specific examples of a biblical worldview. The rubric implemented for ARP/Capstone Project specifically states students must Clearly demonstrates an understanding of a Biblical perspective. (Frequent references to biblical principles). Performance Target Was Met Not Met 3. Rubrics for each course related to the final intervention plans were reviewed and revised as appropriate. All students met or exceed minimum compentency requirements. 4. All students participating in online forums demonstrated competency in excess of 90%. Summary of Results from Implementing Indirect Measures of Student Learning: 1. Exit interviews indicated strong agreement with program objectives. Alumni survey not conducted in AY by the Office of Institutional Research. 2. All students met or exceeded the minimum competency requirement for the intentional journal activity per the implemented rubric, demonstrating appropriate application of content to work and life. Performance Target Was Met Not Met 3. Over 95% of students indicate fulfillment of course goals as satisfactory or outstanding on course evaluations Proposed Courses of Action for Improvement in Areas for which Performance Targets Were Not Met: IACBE Annual Report:

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