Doctor of Philosophy in Management and Decision Sciences

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1 PROPOSAL FOR New Instructional Program Submission: October 2014 Doctor of Philosophy in Management and Decision Sciences Award to be Offered Projected Implementation Date Doctor of Philosophy (Ph.D.) Fall 2015 Proposed HEGIS Code Proposed CIP Code Department in which program will be located Business and Information Sciences Department Contact Dr. Helen Barker Contact Phone Number Contact Address Signature of President or Designee October 31, 2014 Date 1

2 Proposed New Program Doctor of Philosophy in Management and Decision Sciences Department of Business and Information Sciences at Capitol Technology University Laurel, Maryland A. Centrality to institutional mission statement and planning priorities 1. Program description and relationship to university mission The primary educational objective of the Management and Decision Sciences program is to train world-class business leaders and decision makers, researchers, and professionals. This Ph.D. focuses on skills, technologies, applications, and practices for iterative exploration and investigation of past business performance and analysis of best practices in order to gain insight and drive business planning. A person who has earned the title of Ph.D. degree in Management and Decision Sciences from Capitol Technology University will have the skills and expertise to perform successfully at the executive level across multiple fields. It is expected that graduates will be able to conduct research as a foundation for executive action. It is expected that graduates will demonstrate innovation and creativity as it relates to the strategic performance, analysis, and evaluation of an agency or organization. It is expected that graduates will be able to make innovative and practical contributions to the management and decision science body of knowledge. It is expected that graduates will be able to apply a local, national, and global perspective to the decision-making process. It is expected that graduates will be able to communicate effectively at a high level of competency with all stakeholder groups. Ph.D. graduates can expect to be hired into senior leadership positions in industry, government and academia, and will be able to create and manage unique solutions for any business decision challenge that may arise. There are no concentrations for this degree program. This degree is consistent with the University mission to provide practical education in engineering, computer science, information technology, and business that prepares individuals for professional careers and affords them the opportunity to thrive in a changing world. Fundamental to the degree programs in the department of Business and Information Sciences are opportunities to integrate technology and business. The Ph.D. in Management and Decision Sciences is consistent with that philosophy. This same philosophy is supported by existing degree programs and learning opportunities. The new Ph.D. is an integral part of the strategic plan for FY and forward. Funding to support the new Ph.D. has been included in institutional and departmental budgets for FY and forecasted budgets going forward. The majority of the degree is provided in a live online classroom environment. There are three required Laurel, MD campus residencies. This results in the convenience required by the 21 st century learner, and provides live interaction with faculty and fellow students critical to the highlevel learning experience. The curriculum provides students real-world opportunities through labs and case studies, thereby providing the student the necessary practical experience the University believes critical to success in the 21 st century business and government environments. The degree is consistent with the interdisciplinary nature of the University as well as the field of management science. 2

3 2. Alignment with institutional strategic goals Capitol Technology University operates upon four strategic goals: 1. Elevating Education and Expanding Enrollment: The University is an institution that offers career relevant curriculum with quality learning outcomes. 2. Diversifying Institutional Resources: The University will enhance its financial resources by expanding the range and amount of funding available to the institution, aligning costs with strategic initiatives, and expanding corporate relationships. 3. Extending Family of Organizational Partners: The mission of Capitol Technology University is to provide relevant learning experiences that lead to success in the evolving global community. 4. Maintaining Institutional Viability: The University is committed to providing relevant learning in a quality learning environment. This new instructional program supports all of those goals. It does so, in part, because of the cross disciplinary nature of the program. This approach builds upon already successful areas of study. Capitol Technology University s Master of Business Administration and Master of Science in Information and Telecommunications Systems Management programs are structured to teach students the leadership and technical skills necessary to meet the needs of a modern technologydependent society. Students in the Master of Science in Computer Science study programming languages, computational science, algorithms & complexity, the architecture and organization of computers, software engineering, human-computer interaction, intelligent systems, information management and the social and professional issues associated with practice and leadership in the field of computer science. These programs have been preparing professionals for rapid advances in technology, intense global competition, and more complex business environments for decades. The Ph.D. in Management and Decision Sciences allows these graduates (and similarly degreed graduates) to move their skills and careers to the next level within the evolving global community. The new Ph.D. is an integral part of the strategic plan for FY and forward. Funding to support the new Ph.D. has been included in institutional and departmental budgets for FY and forecasted budgets going forward. The University has active partnerships (e.g. Leidos, Cyber Security Forum Initiative) the private and public level. The Ph.D. in Management and Decision Sciences will provide new opportunities for partnerships as well as research. With more and more companies relying on the analysis and interpretation of large amounts of data, the demand for specialists in the field of analytics who can identify patterns within that data, draw conclusions, and provide business insights is rapidly growing and resulting in a shortage of potential employees. Graduates of the Ph.D. in Management and Decision Sciences are supported by this need making the degree extremely relevant now and in the future. 3

4 B. Adequacy of curriculum design and delivery to related learning outcomes consistent with Regulation.10 of this chapter. 1. Provide a list of courses with title, semester credit hours and course descriptions, along with a description of program requirements. Program description, as it will appear in the catalog: The mission of the Doctor of Philosophy in Management and Decision Science degree (Ph.D. MDS) is to enable professionals from the field to understand and evaluate the scope and impact of decision sciences and associated technology from the institutional as well as from an industry and global perspective. The intent of the program is to provide the student an academic environment to support the development of high-level critical thinking and leadership skills as they relate to management and decision sciences, to develop high-level decision science technical skills, and to provide doctoral level research experience allowing innovative and practical contributions to the management and decision sciences body of knowledge. Capitol Technology University s Ph.D. program provides a balance between a strong theoretical foundation, hands-on experience and innovative research. Graduates will be well prepared to lead local, national, or global organizations in related fields and provide expert guidance for the understanding of and the utilization of organizational information assets. The followings courses are provided in order of expected student completion. Courses are 8 weeks in length except DSC-802, which is 16 weeks in length. Eighty-three percent of program curriculum is delivered online synchronously, whereby students attend class with the other cohort members and faculty interacting in a live real-time environment. Three residencies courses are delivered on the Laurel, MD campus. This is consistent with other programs at the University. First Year, First Semester: 1. DSC-802: Fundamentals of Doctoral Learning (6 credits) Students of doctoral level programs are taught the ability to create knowledge through original research in their areas of specialization. This course will orient new doctoral students to learning, researching, and writing, and prepare them for the entire program of study. Students will be introduced to critical thinking skills necessary for doctoral research. Students will be introduced to the standards of ethical research. (16 weeks) First Year, Second Semester: 2. PHL-900: Management Theory in a Global Economy (3 credits) This course provides an overview of seminal management theories and their relevance, applicability, and/or divergence from current business practice. The focus of the course is on understanding the application of management theories in the context of organizational sustainability in a global economy. Prerequisite: DSC DSM-905: Organizational Change and Information Systems Implementation (3 credits) Information systems represent a critical resource to organizations; yet, there are many unknowns about how to successfully design and implement those systems and many firms today continue struggle with the deployment process. This seminar explores issues associated with the implementation of information systems in organizations including requirements analysis, project management, outsourcing, and virtual teams using a 4

5 variety of theoretical or conceptual lenses such as control and coordination, organizational change, and trust. The emphasis of this course is on understanding Information Systems implementation from an organizational perspective. First Year, Third Semester and Residency: 4. DSM-910: Analytics and Decision Analysis (3 credits) Course focus is predominantly on prescriptive analytics with some parts focused on predictive analytics. Topics include operations research techniques and their application to decision making such as mathematical optimization, networks modeling, stochastic modeling, and multi-objective modeling. Other topics such as PERT, CPM, computer simulation, decision analysis using decision trees and quantitative value functions, and heuristic methods are covered, as well as use of contemporary computer software for problem solving. In particular, the course will extensively use MS Excel for solving the decision-making problems. Case-study approach to problem solving is used. Prerequisite: RSC-802 5

6 5. RSC 810: Professional Research Theory and Practice, Part I (3 credits) This course is designed to provide students an overview of a broad range of qualitative and quantitative methodologies applicable to doctoral level research. The course will examine the research process, including problem statements, developing dissertation research questions, conducting a literature review, and ethical implications in research. Students begin examining topics for Chapter 1 of the dissertation. Prerequisite: MDS PHL 820: Contemporary Research in Management (3 credits) Residency Course. Specialized contemporary topics in management, managing information systems, and decision analytics are presented for doctoral students. Qualifying exam will be administered at this residency. Prerequisite: RSC-810 Second Year, First Semester: 7. DSM-915: Applied Statistics and Visualization for Analytics (3 credits) Introduces multivariate regression and random forests for modeling data. Addresses data access, variable selection and model diagnostics. Introduces foundations for visual thinking. Reviews common statistical graphics such as dot plots, box plots, q-q plots. Addresses more advanced methods such as scatterplot matrices enhanced by smoothed or density contours, and search tools for finding graphics with suggestive patterns. Course will introduce R software for analysis. A final project will involve visualization of a real data set. Prerequisite: Undergraduate statistics. 8. DSM-920: Big Data Warehousing and Analytic Systems (3 credits) This course will equip the student with the necessary skills to solve complex problems and design solutions using Big Data. The student will be able to gain an understanding of how to design databases to manage large volumes of data from multiple sources, and how that data can be analyzed and translated into meaningful results. The student will be introduced to the field of Analytics, gain an understanding of Enterprise Data Warehousing models, be introduced to Data Mining techniques and tools used for mining the data warehouse, and build specific Data Marts. The student will be introduced to predictive analysis, and will be expected to develop models to extract data, perform trend analysis, establish patterns, and make projections. Prerequisites: Ability to use Structured Query Language with a basic relational database system; ability to read pseudocode, and understand basic data structures like arrays; and, an understanding of algebra and basic probability and statistics would be helpful, though not required. Prerequisite: MDS-915 Second Year, Second Semester: 9. DSM-880: Special Topics in Management and Decision Sciences (3 credits) This course provides students the opportunity to examine in-depth issues relevant to Management and Decision Sciences. It is expected that students will produce a publishable paper. 10. PHL-813: Professional Ethics and Leadership (3 credits) This course examines the role of ethics in society. Cultural diversity, legal behaviors and the impact of moral behaviors on private and public organizations are presented in case studies. The various roles and impacts of unethical behaviors by system developers, users, managers, executives and consultants will be analyzed and the positive and negative impacts discussed as they pertain to the overall trustworthiness. 6

7 Second Year, Third Semester and Residency: 11. RSC-815: Problem Solving and Decision-Making Using Quantitative Methods (3 credits) This course provides professionals with advanced decision-making skills, supported by information-gathering tools. Specifically, this course combines quantitative analysis with decision-making science to support strategic, operational, and tactical requirements. 12. ELECTIVE (3 credits) 13. DSC-925: Dissertation Preparation Students come to residency with Chapters 1-3 prepared for review and/or proposal submission. Students will receive guidance from faculty mentors in both the group and one-on-one environment in the development of the dissertation proposal. In addition, chapters 4 and 5 will be discussed. RESIDENCY Third Year, First Semester: 14. ELECTIVE (3 credits) See below 15. ELECTIVE (3 credits) See below Third Year, Second Semester: 16. DSR-935: Dissertation Preparation (3 credits) Learners complete the dissertation milestones developed by the learner and the mentor. This includes an examination of all 5 of the dissertation chapters. Students who are not prepared to defend upon completion of this course must enroll in a course in the DSR- 940 series prior to enrolling in DSR DSR 950: Dissertation Presentation and Oral Defense (3 credits) Residency Course. Learners prepare the dissertation for publication. Learner research is examined through an oral defense. Current ELECTIVES: DSM-925: Supply Chain Design and Analysis (3 credits) This course provides an overview of strategic design and effective operation of supply chains. Topics include dynamics of manufacturing systems and supply chains, lean manufacturing, lead time reduction in manufacturing and office operations, advanced pull systems, concurrent design of products and supply chains, rapid new product introduction, remanufacturing and reverse supply chains, and integration of information technology in supply chain operations. The goal of the course is to enable students to synthesize models and tools and to understand how these could be applied to address emerging challenges in manufacturing and service systems and their supply chains. DSM-930: Management and Security of Information (3 credits) Information is a vital corporate resource. The integrity, accuracy, timeliness, confidentiality, and physical security of this resource is essential to maintain its value to the organization. Topics discussed include security considerations as they apply to information systems analysis and design, vulnerability assessment, security audits, and access controls. Also discussed are disaster recovery, business continuity, legal and social issues, and the development of an enterprise security policy. 7

8 DSM-935: Decision Support and Knowledge Based Systems (3 credits) This course introduces the use of knowledge-based systems, including decision support systems, group decision support systems, expert systems and executive information systems within the functional structure of the firm. Decision support and expert systems will be discussed in depth. Topics include analysis of decision criteria and modeling techniques, the system development process, business applications, and evaluation of existing software. Deliverables include a course project and presentation. DSM-940: Web Analytics (3 credits) This course introduces the topics of web analytics for making better business and marketing decisions. Web analytics is the measurement, monitoring, and analysis of Internet traffic data for the purpose of optimizing the use of websites and social media. The increasing complexity of today s e-business environment has resulted in the implementation of many web analytics tools. These tools turn raw Internet data into valuable business insight through the use of advanced analytics. Web analytics combines data collection, marketing research, mathematical model building, statistical software, and key performance indicators (KPIs) monitoring tools. Deliverables include literature reviews, case analyses, and course projects. Prerequisite: MBA-541 DSM-945: Optimization Techniques for Management Decisions (3 credits) This course introduces the topics of optimization techniques for management decisions. Optimization is the process of discovering the best business solution from many feasible solutions using mathematical and statistical methods. The increasing complexity of today s business decision-making has resulted in the development of many optimization techniques. These techniques have provided a wealth of solutions to facilitate business planning and execution. Optimization combines data transformation, mathematical model building, and optimization software with analytical tools to present the recommended solutions to planners and decision makers. Deliverables include literature reviews, case analyses, and course projects. Prerequisites: MBA-541 DSM-950: Strategic Management (3 credits) This course requires students to use the disciplines and techniques learned in previous required courses. Strategy formulation and implementation concepts are discussed using cases and readings. Prerequisites: MDS-905 and MDS-910 8

9 2. Describe the educational objectives and intended student learning outcomes The principal objective of the Ph.D. in Management and Decision Sciences is to promote critical, systematic thinking about operational and project performance and improvement, and to provide students with the knowledge and tools, which enable them to maximize the effectiveness of decision-making processes. The proposed Ph.D. in Management and Decision Sciences program offered by Capitol Technology University will provide students with the ability to: Critically analyze data to identify trends, problems, implications, and validity of data. Define and conceptualize opportunities for enhanced information analysis and exploitation. Define and conceptualize decision-making challenges. Explain role of technology in the collection and application of data for data-based decision making. Demonstrate an understanding of research approaches. Interpret and report research findings. Conduct significant research for use as a basis for problem-solving and to advance the knowledge base in associated fields of study. 3. Describe how general education requirements will be met The Ph.D. in Management and Decision Sciences does not include general education requirements. 4. Identify any specialized accreditation or graduate certification requirements for this program and its students Not applicable 5. If contracting with another institution or non-collegiate organization, provide a copy of the written contract. Not Applicable C. Critical and compelling regional or statewide need as identified in the State Plan 1. Demonstrate demand and need for the program in terms of meeting present and future needs of the region and this state in general based on one or more of the following: The need for advancement and evolution of knowledge. The following speaks to the increasing need of data analytics: Organizations today depend and thrive on timely, accurate and strategically relevant information. But as technology enables the creation and capture of ever-increasing amounts of data, effective management and analysis of that information are becoming enormous challenges. Adding trained data scientists may be more difficult than it appears. McKinsey and Company has predicted that by 2018, there will be a shortage of 140, ,000 (a 50 to 60 percent gap between supply and demand) professionals with deep analytical skills. Potentially more significant will be the 1.5 million-person shortage of managers and analysts with the know-how to use data analytics to make effective decisions. To emphasize, it s not just having the right technology, IT infrastructure, and software tools - it takes the right training, knowledge, and expertise to interpret the results of the data (http://solutions-review.com/big-data/mckinseyglobal-expects-shortage-of-big-data-analysts/). Also by 2018, the U.S. alone will face a 50 to 60 percent gap between supply and the demand of analytic talent for data analysis (http://solutionsreview.com/big-data/mckinsey-global-expects-shortage-of-big-data-analysts/). 9

10 *According to IQ4I Research & Consultancy, federal mandates, the emergence of big data, aging populations, and the pervasiveness of chronic diseases, will drive the global healthcare analytics market to $20.8 billion by 2020, Executives of some of largest U.S. health systems identified analytics as their highest IT priority. Of the survey participants, all College of Healthcare Information Management Executives, 90 percent identified analytics as extremely or very important to their organization within the next few years (http://www.informationmanagement.com/news/healthcare-analytics-market-to-reach-more-than-20-billion-dollarsby html). *Consistent with national report on management and analytics, a report 'Sustaining Universal Healthcare: Making Better Use of Information' released by Volterra Partners and EMC has outlined how data analytics and better use of information can improve the efficiency of healthcare delivery in the UK by up to 60%, with the potential to save the NHS between 16.5 ($27) billion and 66 ($108) billion per year. *According to new research from Frost and Sullivan, the convergence of the Internet of Things, cloud computing, big data and data analytics will result in new business opportunities for both building technology and information and communications technology companies. Data analytics platforms are expected to become the building blocks of smart building evolution in terms of technology, business value and customer satisfaction (http://www.information- management.com/news/cloud-big-data-analytics-internet-of-things-pillars-of-smart-buildings html?portal=analytics). Anirudh Bhaskaran, Frost and Sullivan research analyst for Energy and Environmental Research, said in a statement. Big data, especially, will emerge as a more valuable delivery model owing to affordable upfront costs and lower resource usage (http://www.information-management.com/news/cloud-big-data-analytics-internet-of-thingspillars-of-smart-buildings html?portal=analytics). * Business analytics services spending will total $51.6 billion in 2014 and grow to $89.6 billion in 2018, representing a 14.7 percent compound annual growth rate, according to a new study from International Data Corp (http://www.information-management.com/news/business-analyticsservices-spending-to-reach-89-billion-in html?cmp=otc-rss). Talent shortage coupled with the high interest in adoption of new technologies will continue to drive growth in business analytics services spending at the worldwide level, Ali Zaidi, senior research analyst, IT consulting and systems integration strategies at IDC, said in a statement (http://www.information-management.com/news/business-analytics-services-spending-to-reach- 89-billion-in html?CMP=OTC-RSS). *Businesses need accurate and adapted data in order to make effective decisions. As a result data and information quality has become a critical element in the business decision-making process. Such decisions are critical for customer services, product optimization, regulatory compliance, and managing operation costs and risks * The banking industry is data-intensive with typically massive graveyards of unused and unappreciated ATM and credit processing data (http://www.ibmbigdatahub.com/blog/analyticsbanking-services). Like other industries banks face increasing pressure to remain profitable, therefore understanding customer needs and preferences becomes a critical success factor. Data mining and advanced analytics techniques position banks to better manage market uncertainty, minimize fraud, and control exposure risk. 10

11 * According to IBM s 2010 Global Chief Executive Officer Study, 89 percent of banking and financial markets CEOs say their top priority is to better understand, predict and give customers what they want. Financial metrics and KPIs provide effective measures for summarizing your overall bank performance (http://www.ibmbigdatahub.com/blog/analytics-banking-services). This requires the banking and financial industry to move beyond traditional reporting metrics and to apply data mining and predictive analytics to extract actionable intelligent insights and quantifiable predictions (http://www.ibmbigdatahub.com/blog/analytics-banking-services). 2. Provide evidence that the perceived need is consistent with the Maryland State Plan for Postsecondary Education. The 2009 Maryland State Plan for Postsecondary Education articulates five goals for postsecondary education: 1.) Quality and effectiveness; 2.) access and affordability; 3.) diversity; 4.) a student-centered learning system; and 5.) economic growth and vitality. (Goal 1) The program, with its rigor, will produce highly qualified management and decision science based professionals for an emerging field of study and employment. The university has a proven record of quality education. In addition to regional accreditation the International Assembly of Collegiate Business Education recognizing program excellence accredits the business degrees. Courses available within the new doctorate from the cyber security curriculum are recognized for excellence through the National Security Agency and Department of Homeland Security. This program is consistent with existing criteria for delivery quality education. (Goal 2) This program is taught online in a live real-time environment with 3 on campus residencies. This provides learning opportunities for students unable or unwilling to attend an on-campus institution of higher education. The University provides a tuition structure that is competitive with its competitors. The University tuition structure does not differentiate between in-state and out-of-state students. (Goal 3) The Capitol Technology University community is committed to creating and maintaining a mutually respectful environment that recognizes and celebrates diversity among all students, faculty, and staff. The University values human differences as an asset and works to sustain a culture that reflects the interests, contributions, and perspectives of members of diverse groups. The University delivers educational programming to meet the needs of diverse audiences. We also seek to instill those values, understandings and skills to encourage leadership and service in a global multicultural society. The new doctorate is consistent with these values. (Goal 4) The University provides a learning environment that is student centered. We provide an environment where knowledge acquisition is an active learner-centered process built on problem solving through active engagement. The new doctorate is consistent with this learning model. Beyond the classroom the University offers a plethora of student centered labs and academic teams, which enhance the inclassroom learning. These labs are available to support the students in the new doctoral degree. Student support services such as the Early Alert System support student-centered learning. These services support the doctoral students. (Goal 5) One of the overarching principles of Capitol Technology University s approach to education is to instill a zeal for life-long learning in our students, which promotes economic and growth and vitality In addition, the University promotes a level of personal growth supportive of economic growth and vitality. The new doctorate is built on the student-centered learning model. 11

12 D. Quantifiable & reliable evidence and documentation of market supply and demand in the region and State: 1. Present data and analysis projecting market demand and the availability of openings in a job market to be served by the new program. Business analytics services spending will total $51.6 billion in 2014 and grow to $89.6 billion in 2018, representing a 14.7 percent compound annual growth rate, according to a new study from International Data Corp (http://www.information-management.com/news/business-analyticsservices-spending-to-reach-89-billion-in html?cmp=otc-rss). McKinsey and Company has predicted that by 2018, there will be a shortage of 140, ,000 (a percent gap between supply and demand) professionals with deep analytical skills. Potentially more significant will be the 1.5 million-person shortage of managers and analysts with the know-how to use data analytics to make effective decisions (http://solutions-review.com/bigdata/mckinsey-global-expects-shortage-of-big-data-analysts/). According to IQ4I Research and Consultancy, federal mandates, the emergence of big data, aging populations, and the pervasiveness of chronic diseases, will drive the global healthcare analytics market to $20.8 billion by Employment of market data analysts is projected to grow 32 percent from 2012 to 2022, much faster than the average for all occupations. Employment growth will be driven by an increased use of data and market research across all industries, to understand the needs and wants of customers, and to measure the effectiveness of marketing and business strategies (http://www.bls.gov/ooh/business-and-financial/market-research-analysts.htm. McKinsey and Company has predicted that by 2018, there will be a shortage of 140, ,000 (a 50 to 60 percent gap between supply and demand) professionals with deep analytical skills. Potentially more significant will be the 1.5 million-person shortages of managers and analysts with the know-how to use data analytics to make effective decisions. The number of jobs currently on one online employment vendor (Indeed.com) relating to analytics is approximately 90,000. Jobs2careers.com revealed the information provided in the following two tables: Sample of job opening by state under the heading manager of healthcare analytics : Maryland 3,915 Illinois 17,553 Florida 9,151 Virginia 5,202 North Carolina 5,624 California 21,378 Georgia 6,400 Texas 15,000 Colorado 3,500 Massachusetts 7,100 Sample of job openings by state under the heading manager of financial analytics : 12

13 Maryland 3,500 Illinois 696 Florida 7,582 Virginia 4,992 North Carolina 4,442 California 1,333 Georgia 5,403 Texas 593 Colorado 3,206 Massachusetts 5,678 These are just two areas where analytics is becoming increasingly critical. The information does not represent employment opportunities for similar jobs, but different titles. IT leaders and IT professionals report the following titles are now associated with big data initiatives: data scientists, chief data officers, metricians, data librarians, data curators, data stewards and forensic librarians (http://www.staffingindustry.com/research-publications/daily-news/big-dataimportant-but-there-s-a-shortage-of-skills-survey-finds-27366#sthash.vksfvzf2.dpuf). It also does not represent the inherent need for these skills in our top leadership positions in organizations and government. These additional areas add significantly to the current and future needs in the management and decision science field. Research into the field is critical in the effort to support the quality of the tools and processes in the filed. The new in Management and Decision Sciences has the potential to provide both employees and research. 2. Discuss and provide evidence of market surveys that clearly provide quantifiable and reliable data on the educational and training needs and the anticipated number of vacancies expected over the next 5 years. Data collected by McKinsey and Company shows a shortage of individuals to fill positions data analytics and decision-making within the next 5 years; a 50 to 60 percent gap between supply and demand (http://solutions-review.com/big-data/mckinsey-global-expects-shortage-of-big-dataanalysts/). Employment of market data analysts is projected to grow 32 percent from 2012 to 2022 (http://www.bls.gov/ooh/business-and-financial/market-research-analysts.htm). Business analytics services spending will total $51.6 billion in 2014 and grow to $89.6 billion in 2018, representing a 14.7 percent compound annual growth rate, according to a new study from International Data Corp (http://www.information-management.com/news/business-analyticsservices-spending-to-reach-89-billion-in html?cmp=otc-rss). According to a recent survey published by Connotate, a web-data monitoring and collection company, 45 percent of businesses stated the main challenge of big data was having time and people able to analyze the data. According to Simply Hired (http://www.simplyhired.com/k-data-analyst-federal-governmentjobs-jobs.html) there are approximately 20,000 open positions with the U.S. government for jobs related to data analytics. 13

14 The Obama administration announced its Big Data Research and Development Initiative in Additional initiatives were revealed later in These initiatives are supported by a $200 million commitment dedicated to new tools and techniques. 3. Data showing the current and projected supply of prospective graduates. Data shows a shortage of individuals to fill positions data analytics and decision-making within the next 5 years. Jennifer Priestley, professor of applied statistics and data science, and director of the Center for Statistics and Analytical Services, at Kennesaw State University reported that Big Data has created a big employment problem for metro Atlanta there are currently simply too many jobs in data science and not enough people (http://saportareport.com/blog/2014/06/societys-demandfor-big-data-creating-shortage-of-skilled-workers/#sthash.1zuuwiap.dpuf). A survey by TEKsystems ranks workers with combined business skills (strong aptitudes for business, technology, mathematics and statistics, IT) as their highest need. Both leaders and professionals say there's a already significant shortage of workers with the skills required to take advantage of big data. TEKsystems' online survey included more than 1,500 IT leaders and 2,000 IT professionals in the U.S. and Canada. TEKsystems, part of the Allegis Group, is the largest IT staffing firm in the United States. News/Big-data-important-but-there-s-a-shortage-of-skills-survey-finds #sthash.VKsfVzf2.dpuf E. Reasonableness of program duplication: 1. Identify similar programs in the State and/or same geographical area. Discuss similarities and differences between the proposed program and others in the same degree to be awarded. No programs were identified at the doctoral level in management and decision sciences. There are masters level degrees in analytics and data science. There are doctoral degree programs within the state offering a limited number of elective courses relating to analytics such as the UMD PhD in Business and Management and Bowie State University PhD in Computer Science. Johns Hopkins data science is in the realm of bioinformatics rather than focusing on business area. George Mason University in Virginia offers a PhD in Computational Sciences and Informatics with curriculum grounded in space, fluid dynamic, and material and physical chemistry. Other online colleges and universities such as Capella and University of Phoenix do not offer degrees similar to the proposed Management and Decision Sciences degree. 2. Provide justification for the proposed program. The program is strongly aligned with the university s strategic priorities and is supported by adequate resources. The new degree will strengthen and expand upon existing graduate degree programs at the university. The degree will represent advanced study in a rapidly changing and expanding discipline. Research shows a current and growing shortage of managers and leaders grounded in decision sciences (analytics). There is a need for research in the field to better understand the current state of data analytics and associated tools. In addition, there is a need for research examining the results of implementation of business analytics and the management of its process. This program helps fill these gaps. 14

15 F. Relevance to Historically Black Institutions (HBUIs) We are not aware of any programs like this at the Maryland HBIs 1. Discuss the program s potential impact on the implementation or maintenance of highdemand programs at HBIs. N/A 2. Discuss the program s potential impact on the uniqueness and institutional identities and missions of HBIs. N/A G. If proposing a distance education program, please provide evidence of the Principles of Good Practice (as outlined in COMAR 13B C) a. Curriculum and Instruction i. A distance education program shall be established and overseen by qualified faculty. In the College of Business and Information Sciences, where this program will be sponsored, is staffed by qualified teaching dean and chair, and other appropriately credentialed faculty. Evaluations are done at several levels: Course: Student critiques, dean observation and instructor input, and Advisory Council analysis Students: via testing, projects, and writing assignments (including the dissertation and defense). Writing, including the dissertation, are evaluate against a writing rubric/standard. Curriculum Reviews: are done via our industrial Advisory Boards on an annual basis. Faculty: Student course reviews and Dean or Chair reviews in classroom as well as a review of course material. Faculty is also reviewed against the criteria listed in faculty contracts and as well as annual goals and objectives (fulltime faculty). Assessment is based on the integration of all of the above items as appropriate. Changes are developed and implemented by the faculty responsible for the courses upon approval of the Dean. At the end of this cycle, an evaluation is repeated and results analyzed with the appropriate stakeholders regarding the effectiveness of the changes. Results are reported to the industrial advisory boards. This is an ongoing process. The university has a vice president and team in charge of outcomes and assessment supporting formal assessment measures. 15

16 ii. A program s curriculum shall be coherent, cohesive, and comparable in academic rigor to programs offered in traditional instructional formats. Online programs/courses meet the same accreditation standards, goals, objectives, and outcomes as traditional instruction at the university. The online course development process incorporated the Quality Matters research-based set of standards for quality online course design to ensure academic rigor of the online course is comparable to the traditionally offered course. Deans, chairs and faculty review curriculum annually. Courses are reviewed at the end of each term of course delivery. This process applies to online and traditional courses. In addition, advisory boards are engaged in the monitoring of course quality to ensure quality standards are met regardless of the delivery platform. iii. A program shall result in learning outcomes appropriate to the rigor and breadth of the program. Online programs/courses meet the same accreditation standards, goal, objectives, and outcomes as traditional classroom delivery. Learning platforms are institution chosen to ensure high standards of the technical elements of the course. The dean monitors any course conversion from in-class to online to ensure the online course is academically equivalent to traditionally offered course and that the technology is appropriate to support the expected rigor and breadth of the programs courses. iv. A program shall provide for appropriate real-time or delayed interaction between faculty and students. The online portion of this program will be delivered in a live real time format via Adobe Connect and is supported by an LMS (currently Blackboard). This system supports both synchronous and asynchronous interaction between faculty and students. Eighty-three percent of program curriculum is delivered online synchronously, whereby students attend class with the other cohort members and faculty interacting in a live real-time environment. Three residencies courses are delivered on the Laurel, MD campus. This is consistent with other programs at the University. v. Faculty members in appropriate disciplines in collaboration with other institutional personnel shall participate in the design of courses offered through a distance education program. Currently employed faculty acts as an internal advisory board for program changes including course and program development. All faculty are selected on domain experience and program-related teaching experience. When new faculty or outside consults are necessary for the design of courses offered our human resources department initiates a rigorous search and screening process to identify appropriate faculty to design and teach online courses. Again, all faculty are selected on domain experience and program-related teaching experience. b. Role and Mission i. A distance education program shall be consistent with the institution s mission. 16

17 Refer to Section A.1 in the main body of the proposal. ii. Review and approval processes shall ensure the appropriateness of the technology being used to meet the program s objectives The deans and department chairs are an integral part of the curriculum approval process. Deans, chairs and faculty are participants in any new institutional technology changes. The dean approves technologies brought into the classroom by faculty to ensure compatibility with existing technology as well as with course and institutional objectives. c. Faculty Support i. An institution shall provide for training for faculty who teach with the use of technology in a distance education format, including training and learning management system and pedagogy of distance education. The Department of Distance Learning and the instructional technology division support the online program faculty and students. These departments and the 24/7 help desk provide constant and on-going support to the faculty. The Blackboard portion of the program is the online learning management system. When a new faculty member is assigned to teach an online course, the distance learning department provides formal training for that instructor. New faculty is assigned an experienced faculty mentor to ensure a smooth transition to the online environment as well as to ensure compliance with the institution s online teaching pedagogy. ii. Principles of best practice for teaching in a distance education format shall be developed and maintained by the faculty. The distance learning department, in conjunction with the appropriate school dean and an assigned mentor, provide on-going support and instruction on best online practices. Best practices are shared among faculty by the department dean and chair as well as through formal events. There are also several texts in the library available to the faculty, which cover distance learning techniques and technology. iii. An institution shall provide faculty support services specifically related to teaching through a distance education format. Mentioned previously, the university online platforms offer several avenues to support instructors engaged in online learning. The director of our distance learning division is highly skilled and trained in faculty development. Several seminars and online tutorials are available to the faculty every year. Mentors are assigned to new faculty. Best practice sharing is facilitated through the department dean and chair and through formal meetings. d. An Institution shall ensure that appropriate learning resources are available to students including appropriate and adequate library services and resources. Technology: Students can receive assistance in using online learning technology via several avenues. Student aides are available to meet with students and provide tutoring support in both subject matter and use of the technology. Tutors are available in live real-time sessions using Adobe Connect or other agreed upon tools. Pre-recorded online tutorials are also available. 17

18 Library Services: The Puente Library offers extensive services and a wide collection for Capitol students to be academically successful. Library resources are available digitally. The library also provides a mailing service for materials borrowed through the Maryland system. Services provided to on line students include: Ask the Librarian Research Guides Tutorials Videos Online borrowing Tutoring: Students can receive tutoring services through the tutoring resource center using our online platform (Adobe Connect) or other agreed upon tools. In addition, faculty, chairs, and deans are available to students as a learning resource using the same online tools. e. Students and Student Services i. A distance education program shall provide students with clear, complete and timely information on the curriculum, course, and degree requirements, nature of faculty/ student interaction, assumptions about technology competence and skills, technical equipment requirements, learning management system, availability of academic support services and financial aid resources, and costs and payment policies. Students are provided a copy of a degree-tracking sheet at time of inquiry, at registration, and at advising sessions. Students also have access to a portal that contains this information digitally regarding courses in their degree. The system also provides information that identifies what courses been completed and what courses need to be completed. Course requirement are listed in the catalog, on the website, with more detailed information provided in the course syllabus. It is assumed that students are unfamiliar with the online systems, so training programs for use and expected interaction are provided. Capitol provides students with an overview of online learning techniques. In addition to online tutorials a member of the Distance Learning staff is available to respond to questions or provide technical support Monday thru Saturday for both the live platform and the LMS. Information regarding student expectations in an online class are outlined in each syllabus and covered by the faculty member in the introductory class for each course. This information is also covered during orientation and freshman seminar. Information on system requirements is available from Distance learning, IT, and the academic deans/chairs. Information on support and system requirements is also found on page 10 of the university catalog. Teachers new to the online environment at Capitol are provided experienced mentors as part of their support system. The mentors guide the faculty to ensure a quality learning experience for faculty and students. This ensures consistency in expectations of faculty and the course goals and objectives by the institution as well as students and our accreditors. Our business and financial services department provide cost and payment information and support for both on ground and online students. The information is also available on our website and university catalog. The university has a financial aid department that deals with 18

19 the related needs of the students. In addition, there is a staff member dedicated to financial aid as it relates to military and veteran s benefits. In addition to faculty support to the student who is in the on-line learning environment, support services are offered through Advising and Student Services. This includes such things as tutoring, mentoring, advising, and career services. ii. Enrolled students shall have reasonable and adequate access to the range of student services to support their distance education activities. Capitol provides the online students with the following academic support services: Academic Advising: Students are provided initial advising upon acceptance into the various degree programs. Follow up guidance specific to each degree is provided to the student by the deans, with faculty availability in this area as the student requires or requests. Library Services: The Puente Library offers extensive services and a wide collection for Capitol students to be academically successful. Library resources are available digitally. The library also provides a mailing service for materials borrowed through the Maryland system. Services provided to on line students include: Ask the Librarian Research Guides Tutorials Videos Online borrowing The library on-line portal makes many of the services available and convenient to use. Services to Students with Disabilities: Capitol Technology University offers direct on line tutoring via our Adobe Connect system. Meetings are requested, scheduled, and conducted with a focus on student needs in a particular course. Students with specific disability needs may contact the dean of students who will assure equal access to college services and programs. Accommodations for disabilities may be requested 30 days prior to start of classes. This is to ensure proper documentation is in place, and faulty are advised of any additional services or considerations for the student are to be provided. Capitol Technology University services are completely confidential. The program operates under State and Federal confidentiality legislation and is HIPA compliant. Transcript Access: Official transcripts will be mailed upon written request of the student. Small Classes: Classes are small, averaging 20 each, so students get a great deal of personal attention. iii. Accepted students shall have the background, knowledge and technical skills needed to undertake a distance education program. All accepted online students are required to meet the admission requirements stated for the degree program. In addition to the required forms for admissions, official transcripts, and letters of recommendations 19

20 Applicants must have completed a master s degree in a related field of study from a regionally accredited institution or equivalently recognized foreign institution. Applicants must have a minimum GPA of 3.0. Applicants must have completed at minimum undergraduate statistics. Applicants must have a minimum of 3 years related experience. Applicants must meet the minimum hardware and software requirements for the program. These requirements are provided to all Capitol Technology University students and are posted on the University website. International students will work with an admissions counselor in order to meet any additional institutional requirements for admittance. A free sample of an online class is provided to the students to acclimate them to the online learning environment. Distance learning personnel are available to students for additional training, questions, and potential technical issues. iv. Advertising, recruiting and admissions materials shall clearly and accurately represent the program and services available. All relevant program information is kept current on the Capitol Technology University website (www.captechu.edu). All relevant program information distributed to students via or USPS is current and consistent with the online material. f. Commitment and Support i. Policies for faculty evaluation shall include appropriate considerations of teaching and scholarly activities related to distance education programs. All faculty, including online faculty, is strongly encouraged to participate in minimally one or two professional development opportunities to improve online teaching skills. Faculty is highly encouraged to share their experiences with fellow faculty as well as through publications and presentations. These factors are considered in the annual goals and objectives of faculty and therefore, are considered in evaluation of performance for promotions, etc. Scholarly activities are recognized in formal university publications. Funding in the annual budget is provided for conferences in support of scholarly activities. Faculty meetings and colloquiums provide opportunities to share best practices among faculty. This includes online faculty. Rotating teams of doctoral faculty are brought annually to campus from around the country to participate in doctoral residency providing additional opportunities to share best practices. In addition, all faculty are offered the opportunity to attend the annual graduation ceremony and attend the faculty residency training event. ii. An institution shall demonstrate a commitment to ongoing support, both financial and technical, and to continuation of a program for a period sufficient to enable students to complete a degree or certificate. The university has made the financial commitment to the program (refer to sections J and K of the main body of the proposal.) l. The university has a proven track record of supporting degree completion. g. Evaluation and Assessment 20

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