MBA: Graduate Program Prioritization Criteria and Questions/Elements

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1 MBA: Graduate Program Prioritization Criteria and Questions/Elements 1. History, Development and Expectations of the Program a. Provide, to the best of your ability, a brief description of the program s history including the evolution of the program over the years. Describe specific changes that have been made to the program curriculum, changes to student demographics and the impact of these changes on the program, and efforts to recruit students to the program. If this is a new program, describe efforts to build the program and the progress of these efforts to date. (550) The Masters in Business Administration (MBA) program succeeded the Masters in Business Economics (BUE) degree that the School of Business used to offer until the early 1990s. The Business School faculty, after reviewing comparable universities offerings, voted to revise their graduate to meet employer and student demand. An MBA was determined to be more appealing to students aspiring for positions in business, government and non-profit organizations and, mid-level professionals who needed a more in-depth study of how to manage their businesses or increase their efficiencies in their current roles in the private, government or non-profit sectors. Over the years, as the program grew, it went from offering a general MBA degree with no concentrations, to also allowing students to declare specializations in Accounting, Finance, Management, and Marketing, and in some cases, with subspecialties in Project Management and Human Resources Management. As business practices and programmatic needs have changed, the curriculum has also changed to better prepare students. All graduates are now required to complete a Special Project (MBA 595) which demonstrates their ability to integrate various business concepts to solving a business problem. Students propose a problem and, working with an individual professor, they find solutions. The project culminates in a deliverable, a report that is archived and reviewed by graduate faculty. In an effort to increase enrollment, and to meet student and work force demand, the program now admits highly motivated students who have not had any business experience but show the potential to be successful in the program as well as more experienced business people. This admission policy is a departure from prior years when the emphasis was on admitting students with some years of business experience. We find that the presence of highly motivated young students in the classroom with seasoned business professionals, bring out the best in both groups and positively impacts learning. Additionally, those with backgrounds from other (note the partnership with Physics and Chemistry discussed later in the report) areas enrich classroom discussion and learning. 1 P a g e

2 Thus far, almost 80% of the student population has come from New Haven County. In an effort to attract students from a broader geographic range, and in response to students demand for more flexible program delivery, the program will, beginning in the fall of 2014, offer an eighteen-month, accelerated hybrid program that meets only on Saturdays and online. b. Is there anything else you would like us to know? (Issues you might choose to discuss could include visibility of the program, relationships the program has external to the university, changes in the economic support for the program, staffing, etc.) (150) The program has the potential to generate significant additional revenue to the university by attracting international students. A business degree from the US is still a highly prized commodity in the rest of the world. The location of the University between New York and Boston and, surrounded by several businesses, is a big draw for international students; we have not capitalized on this. The large number of foreign students in similar programs in our competitor schools in the area is a testament to this fact. A modest investment in international recruiting could go a long way to addressing this issue. We also believe that a good ESL program in the University that offered English language classes to foreign students could be an added attraction for foreign students who may be qualified for admission to the program in all aspects, but lack English language proficiency. 2. External Demand for the Program a. Using the data provided, review and explain the relationship between the program and external factors that impact the: 2 P a g e i. number of applicants and percentage of applicants accepted (numbers corrected by dept. appear in red) Academic Year Program Applications Accepted Acceptance % MBA-BUS % MBA-BUS % MBA-BUS % MBA-BUS % MBA-BUS % The downward trend in applications and acceptances are due in part to national demographic trends (the number of students graduating from our undergraduate programs and other feeder colleges in Connecticut) and the lack of advertising for the program. It is also the result of our not reacting to

3 actions by competitors to offer a program in a format most desired by students. For example, while Albertus Magnus and other competitors offered successful accelerated programs, we stuck to our traditional format. While UNH offered classes at remote locations, we continued to offer classes only on our main campus. All competitors have also offered more online and hybrid course offerings than SCSU has done traditionally, and they provide appropriate technological support to ensure faculty and student success. The downward trend in enrollment due to demographic and competitive factors will probably persist for a while although it appears to have bottomed out. More importantly, it underscores the need to look abroad to recruit international students. Very few out-of-staters will relocate to Connecticut to obtain an MBA from SCSU but foreigners will. Finally, the introduction of the accelerated MBA, we believe, will offer a more attractive alternative to students who reside in the region. The negative trend also coincided with the recession and so with the recovery, we expect to see an increase in applications. ii. 5-year enrollment trends (450) (numbers corrected by dept. appear in red) The negative trend in enrollment that started in the fall of 2009, while steady, has decelerated from double digits to single digits. The last two semesters has seen the decline narrowing. As indicated earlier, the introduction of the accelerated MBA in the fall of 2014 should help arrest this decline. In addition, the BOR has approved a certificate in accounting which with the MBA program will lead to the CPA certification. We believe that the CPA/MBA program will lead to increases in enrollments. We plan to target students who would have liked to become business majors but for whatever reason could not. This is to give them a second chance and the program a boost in enrollment. Enrollments Fall '08 Spr '09 Fall '09 Spr '10 Fall '10 Spr '11 Fall '11 Spr '12 Fall '12 Spr '13 Fall Avg Spring Avg Female Male Total Full-Time Part-Time b. Which employers, institutions and/or communities benefit from this program? Describe how the program meets the needs of the state (e.g., economic, cultural, civic, etc.)? (150) Graduates from the program are employed by both the private and public sectors. A significant proportion of our students already work before enrolling in the program and, take the degree as a means to advance their careers. Treasury management is 3 P a g e

4 in high demand by financial institutions in CT and one of the regional banks has provided funds for our graduates to take the course and the exams. They have offered internship positions for such students. The Business School has become a more active partner in the business community over the past several years, and as result, is receiving many requests for partnership, collaboration and support. Potential linkages exists with Yale New Haven Health systems, the Regional Water Authority, Webster Bank, reset Social Enterprise, the Grove and others. These opportunities provide faculty and students the experiential education in the MBA 595 course and also offer community organizations additional expertise. c. Is there anything else you would like us to know? (Issues you might choose to discuss could include competition from local, regional, and other institutions.) (100) The fundamentals of the program are strong and we expect an increase in applications and acceptances as a result of the deliberate effort being made by the University to raise the visibility of the MBA at Southern. We cannot over emphasize the need to advertise. As program directors and coordinators, we have good ideas about curriculum but we are not trained to do marketing for our programs. The University and School have made a commitment to get the program accredited by the Association to Advance Collegiate Schools of Business International (AACSB International). This should give the program an edge and make it easy to compete with SHU, Fairfield and Quinnipiac. 3. Internal Demand for the Program a. Using the data provided, please describe how courses in your program serve students in other programs. What percentage of students in your courses come from other programs? Please provide enrollment data for graduate courses offered by your department that are required for other graduate programs. (Some of your discussion in this section may be repetitive, but is important in understanding the internal demand for the program.) (100) The courses in the MBA are generally very specific to business, however, in the past few years, we collaborated with the (Applied) Physics and Chemistry programs to have their students take courses from our program in order to prepare these scientists for management positions. The professional science track in Chemistry, like the Applied Physics program is designed for students who seek advanced training in both chemistry and business. Students take a 36-credit curriculum that is divided equally between credits in chemistry and business administration. Courses that other programs may take include: 1. Management Process MBA Organizational Behavior MBA Marketing Management MBA505 4 P a g e

5 4. Financial and Managerial Accounting MBA Project Management MBA 510 b. How is enrollment for your graduate program influenced by enrollment in your undergraduate program? Is there potential for a formal pathway between the two programs? (100) About 10% to 20 % of our undergraduates continue on to our MBA. Sooner or later, many of our undergraduate students come back for an MBA, typically after three years in the work force. This is healthy, since it enables them to obtain corporate or governmental experience before coming back for more advanced training. We are, however, exploring a four plus one five year program which, will enable students to earn their BS and MBA in five years with the practical experience being acquired during summer break internships. c. How reliant are you on non-program students taking your courses? (100) The Program is not reliant on non-program students taking our courses. As mentioned above, the courses in the program are very specific to business. We do allow graduate students in other programs with management content to take some of our foundation courses but we are not reliant on them. However, the Business School has been contacted with requests to develop tracks in Health Care Management, Not-for-Profit Management, Charter School Management, Utilities Management, Sustainability Management, and other related programs by our colleagues both inside and outside the university. In an environment of scarce resources, it will be critical for the MBA program to focus on areas where it may meet the needs of its constituent units and simultaneously increase enrollment. d. Does the program produce services needed by other parts of the campus (e.g. clinics, testing services)? (100) No e. Is there anything else you would like us to know? (100) Since the School of Business moved into its new building, interest in the program is on the uptick and we expect that in time, together with the reputation of the program, we should see increases in enrollment. It will be important to build upon the school s engagement with the business community, focus on experiential education, and preparation for application to AACSB to begin the accreditation process, by supporting the MBA as a program with the potential to enhance enrollment, increase revenue and the reputation of the university. 4. Quality of Program Inputs and Processes 5 P a g e

6 a. Please provide a narrative of how the qualifications and assignments of your fulland part-time faculty align with and support the program. Please include a discussion of the challenges and successes the department faces in providing qualified faculty to meet the needs of the program. In those programs where it is appropriate, please discuss the integration of adjuncts into the program s curriculum. (450) The MBA program follows the practice of AACSB in recruiting faculty who fall into one of the quadrants in the table below Initial Academic Applied/Practice (Research/Scholarly) (Research/Scholarly) Professional experience, substantial in duration Scholarly Practitioners (SP) Instructional Practitioners (IP) and level sustainability Doctoral degree Scholarly Academics (SA) Practice Academics (PA) We are expected to meet the following guidelines 1. SA 40% of faculty 2. SA+PA+SP 60% of faculty and 3. SA+PA+SP+IP 90% All faculty members in the MBA program have terminal degrees in the appropriate discipline they teach. They maintain continuous eligibility by publishing peer reviewed articles and making professional presentations. Data available from the University s Digital Measures show that faculty in the School of Business, who also teach in the MBA program are highly productive. The table below shows the productivity of faculty in the program. Close to 80% of the faculty members have published over the past five years. As we move into AACSB accreditation mode, this is a requirement for teaching in the MBA. This is a healthy sign. The School of Business does continue to face challenges in recruiting and retaining highly qualified faculty to support its undergraduate and graduate programs due to the non-competitive salaries and teaching loads dictated by the collective bargaining agreement. Business faculty at SCSU, as well as faculty in other hard-to-hire areas, are underpaid according to any nationally-normed data, and it is challenging to attract faculty when our competitors offer salaries $10,000-$50,000 more than ours. Having said that, the dean and the faculty have worked hard and used their creative abilities to bring qualified faculty to teach in the MBA program. In the time period , the School will have hired 17 new tenure-track faculty members, replacing retirees and filling long-time vacancies, and improving the overall faculty qualifications of the School. This continuous improvement is imperative to demonstrate that SCSU meets AACSB s requirements for at least 90% of the faculty to be academically or professionally qualified. 6 P a g e

7 School Average # of Faculty Lines Per Year School Size Weight # of Faculty who Published # of Peer Reviewed Non-invited Pubs Output/ Faculty/ year %age of fac who have published School of Arts and Sciences School of Business School of Education School of Health and Human Services TOTAL Source: Digital Measures/FAAR Report 5 years from AY09/10-AY13/14. b. Briefly describe the merits and logic of your curriculum. (250) The MBA curriculum is generally standard for most schools. There are two main components: 1. Eight (8) foundational courses, of which 4 can be waived for students who have done two relevant upper level undergraduate course work in the area within the past six years and earned a grade of B or better. 2. Nine (9) advanced courses, some organized as seminars, in strategy, business planning, operations management, business ethics and a special project. Students may select 3 electives from the advanced courses to declare concentrations in accounting, finance, management or marketing. The logical progression of the courses ensures that by the time a student is ready to prepare his/her special project s/he would have been exposed to all the different and current practices in business operations. Because most of our students already work, they are able to use projects from their places of work as the basis of their special projects. For students who do not work and seek a business affiliation, the School s Business Development coordinator can provide projects from area organizations that will deliver rich learning experience. c. How dynamic is your program? Please identify and describe what procedures are in place to provide continued, regular evaluation and review (include formal and informal activities). Describe the impact of the review on the program and curriculum (include FAAR data as evidence). (300) Business programs (especially the MBA) are expected to be innovative, engaging and impactful. A program is dynamic if it is responsive to the needs of students and to the workplace. The Graduate Curriculum Committee and members of the School regularly scan the business environment to find out what changes must be made to make our students better prepared. The Graduate Curriculum Committee is responsible for proposing changes to the curriculum. The change can however, be initiated by any faculty. The dean has created a Business Advisory Council (since 7 P a g e

8 2011) and this group provides input and feedback from employers to the MBA and to the undergraduate curriculum committees. Students are periodically surveyed to find out if their needs are being met. The decision to allow concentrations in the program was in response to the reality of the work place and requests by students as well as faculty. The introduction of the Accelerated MBA is in response to the needs of ours students who wanted a faster pace quality program and area employers who wanted a faster paced quality program. The School of Business has completed an assessment plan in preparation for entering into candidacy for AACSB accreditation. Under the assessment plan, each year, samples from students work in courses where they are expected to acquire certain critical skills will be evaluated by a committee. The results will be shared with the Curriculum Committee for the necessary gaps (if any to be filled). All of the above is in addition to the regular program review required by Graduate Council, the annual reporting by individual faculty of their FAAR in Digital Measures, and regular summary reports of faculty productivity in Digital Measures to meet the AACSB requirement for ongoing scholarly activity in a rolling, 5-year period. d. Is there anything else you would like us to know? (Issues you might discuss could include the quality of your incoming students, or a comparison of your curriculum, courses, assessments, experiences to similar programs. How does your program better serve students than similar programs offered elsewhere?) (200) All area schools offer programs in the MBA. While no empirical data exists for comparisons, the quality of the program at SCSU is as least as good as our competition. Given the heavily subsidized tuition which students pay at Southern, our program is more cost effective than our competition. The cost of an MBA at UNH and Albertus Magnus is much higher than at Southern. What we have not done a good job of in the past, is advertising our program, thus raising the visibility of the program and advertising it to employers and employees. Our current MBA students report to us anecdotally, I came to SCSU s MBA program because of the affordable cost and location. I was pleasantly surprised by the quality of the program once I began. We wish to turn around that perception over the next few years, so that students come to SCSU because of the high quality of the program, our connections to the business community, the reputations of our faculty, and the satisfaction of our alumni. The addition of the accelerated hybrid weekend program will meet the needs of students from a larger geographic area who could not take advantage of our high quality lower-cost program offered in a traditional format only. 5. Quality of Program Outcomes 8 P a g e

9 a. How does your program use assessment data to ensure quality of student outcomes? Describe the quality of your program outcomes. (e.g., G.P.A., Student Opinion Surveys, course evaluations, alumni surveys, professional assessment/evaluation, and other assessments). (900) The course information survey below, show that our students are very satisfied with the program. In all the relevant areas surveyed, the mean score over the period is in the 80 percentage range with a low standard deviation of no higher than.036. This is the result of our hard working faculty who are also responsive to the needs of the students. The one response I feel very satisfied with is the one about the instructor encouraged me to take responsibility for my own learning. In the years surveyed the responses were 88%, 90% and 88%. In a graduate program this is what we would expect our students to do, if they are to be life-long learners. Course Information Survey AY 08/09 AY 09/10 AY 10/11 AY 11/12 AY 12/13 Statement SA/A SA/A SA/A SA/A SA/A Methods of instruction have helped me understand the subject matter. 86% 87% 82% 80% 83% Reading the assigned material has helped me understand this subject. 84% 87% 85% 83% 84% Exams and out-of-class assignments have helped me understand the subject matter. 88% 89% 86% 84% 84% Number of exams & other graded assignments has been sufficient to evaluate my progress. 86% 88% My experiences in this class make me want to learn more about this subject. 79% 78% I would rate the quality of instruction in this course as high. 86% 89% I would rate the overall quality of this course as high. 83% 88% This course helped me meet the learning goals. 88% 85% 88% This course evaluated how well I met those learning goals. 84% 85% 82% My experience in this course helped me appreciate this subject. 84% 81% 82% The instructor provided regular feedback on my performance in this course. 78% 78% 89% The instructor had high standards for student achievement. 88% 87% 87% The instructor encouraged me to take responsibility for my own learning. 88% 90% 88% Mean 85% 87% 85% 84% 85% Standard Deviation Max 88% 89% 88% 90% 89% Min 79% 78% 78% 78% 82% Range 9% 11% 10% 12% 7% The MBA program at Southern is rigorous and of a high quality nature. Typically, before a student submits an application, s/he has meeting with the Director. Naturally some do not initiate the application. Those who stay to complete the 9 P a g e

10 program do well. The GPA below represents a fair assessment of our students performances. I would have been concerned to see an overall GPA of Fall '08 Spr '09 Fall '09 Spr '10 Fall '10 Spr '11 Fall '11 Spr '12 Fall '12 Spr '13 Fall Avg Spring Avg Students Overall GPA b. Is there anything else you would like us to know? (Issues you may choose to discuss could include preparing your students for employment or further scholarly pursuits. Where possible provide data driven examples, e.g., number of students who pass the licensing exam). (300) The program seeks to prepare students to hit the ground running; make positive contributions to their organizations from Day One, based upon their academic preparation. Our special project, with its emphasis on applied material, has been the sources of some innovative and impactful outcomes. While students can do abstract projects, they tend to do the practical. Some of the projects that have emerged and led to success in the past have included a sports bar with the Yankees and Red Sox as a theme. Additionally, SCSU s MBA students have won awards at regional competitions for best business plan, best new product, etc. These have included cash awards and introductions to and mentoring by potential investors for their business ideas. 6) Size, scope and productivity of the program a. How many credit hours does the program generate? (Table) Credits Generated AY 08/09 AY 09/10 AY 10/11 AY 11/12 AY 12/13 Total Academic Credits 2,511 3,027 2,967 2,550 2,112 Major Credits 2,409 2,943 2,838 2,367 1,926 Total Students 837 1, b. What degrees or certificates are awarded? (This is a simple list of degrees and will list only one degree or certificate unless you are one of the programs approved to report your data in combination)(in table form with item c) MBA c. How many degrees or certificates have been awarded (five year data)? Degrees Conferred AY 08/09 AY 09/10 AY 10/11 AY 11/12 AY 12/13 MBA-Business Administration P a g e

11 d. Using the data provided, present and discuss the record of the graduate faculty in research/creative activity. (200 words) Corrected data: Average # of Faculty Lines Per Year School Size Weight # of Faculty who Published # of Peer Reviewed Noninvited Pubs Output /Facult y/year %age of fac who have published School School of Arts and Sciences School of Business School of Education School of Health and Human Services TOTAL Source: Digital Measures/FAAR Report 5 years from AY09/10-AY13/14. Graduate faculty members in the program are highly productive. Close to 80% of them have published a peer reviewed article and/or made presentations are professional conferences. It is quite possible that some faculty members have not entered recent data in the Digital Measures program, so this number may be underreported. Publications Type of Publication Book, Chapter in Scholarly Book-New Book, Scholarly-New Conference Proceeding Edited Book Journal Article, Academic Journal Journal Article, Professional Journal Other Keynote/Plenary Address Research Report Working Paper P a g e

12 Professional Presentations Presentation Type Lecture Oral Presentation Paper Poster Other Professional Conference Participation Role Attendee Other Contracts, Grants and Sponsored Research Type Grant e. What types of student or student/faculty research or creative activity have been developed and or produced (e.g., include theses, dissertations, special projects)? (100 words) Several students have worked with professors in conference presentations or articles; a few of them are included below: 1. Robert Page and Kristen Collins, The Green MBA: A Competing Values Matrix, Competition Forum, 6:2 (2008) pp Robert Page, Kaylen Williams and Marianne McCarthy the On-Line MBA: A Competing Values Matrix Business Research Yearbook, vol.16 (2009) pp Robert Eldridge and Islam Selevany, An Islamic Mortgage Policy for Connecticut Unpublished but submitted to the CT legislature for possible action to remedy the double payment of conveyance fees on Islamic mortgages. f. In your narrative discuss how all these data impact or have impacted the size, scope or productivity of your program. (200 words) 12 P a g e

13 The type of research faculty conduct makes them better teachers. As a professional school, the emphasis is on applied research, research which impacts the community. g. Is there anything else you would like us to know (this might include a discussion of equipment purchased solely for the purposes of the graduate program)? (100 words) It will be critical to provide graduate and teaching assistants, technology equipment and support for faculty and students in the accelerated hybrid MBA program. This program has the potential to grow, to be delivered at off-site locations, and to provide increased enrollment and revenue to the university. However, it must be appropriately resourced in order to be successful. 7) Revenue and other resources generated by the program a. What are the sources and how much revenue does the program generate through student enrollments? b. What are the sources and how much additional revenue does the program generate through fees such as laboratory or special user fees? (50 words) c. What are the sources and how much revenue does the program generate by services (e.g., external or to other programs)? (50 words) 13 P a g e

14 We know that students from Physics and Chemistry take our courses but we do not have revenue data. d. In the narrative on this section discuss how the revenues and other resources impact the size, scope and productivity of your program? (100 words) 153 The MBA program brings almost $2 million to the university in tuition and fees each year, and the cost to run the program is significantly less. This results in a profit, which is used to subsidize more expensive programs at the university. A goal of the MBA program is to realize a percentage of the revenue it brings, to support faculty scholarship, graduate assistantships, program promotion, etc. While the Business School does not have laboratories, its faculty require access to expensive databases and programs to conduct their research; this access has not been provided in past. All new hires have requested access to databases such as CompuStat and CRSP as a condition of employment at SCSU; a return of a percentage of the profits generated by the Business School to its programs would allow us to attract and retain qualified faculty, and to provide strong research experiences for our faculty and graduate students. e. Is there anything else you need us to know? (You may wish to discuss grant activity, gifts to the University, etc.). (100 words) The Business School now has a half-time development officer dedicated to its programs. He is working with the MBA director to identify alumni and influential individuals in the business community who can be philanthropic in support of our programs. In addition, the dean is working closely with the VPIA and the Business Advisory Council to identify major gifts in support of the School s initiatives and programs. 8) Costs and other expenses a. What are the total costs of the program? (Table) b. What is the ratio of costs to revenues? (Table) 14 P a g e

15 c. What investment in new resources does the program require? (200 words) The remarkable change that took place in the relocation of the School of Business from Seabury Hall to the renovated Old Student Center is just that, remarkable. Both students and faculty feel very good and, alumni and community are equally impressed when they visit. The Business School is engaged with the administration, the business community, state legislators and other friends of the university to fund the renovations of the back of the building in Phase II. The current building is insufficient for current and future programming: faculty offices are already fully occupied, classrooms are insufficient with classes still taught in TE-8 (no bathroom facilities); no technology lab or student meeting space. The conceptual drawings for the renovation include classroom and conferencing space, expansion of the Business Development Center where professional development workshops are offered for students, and student meeting space. This renovation will benefit the School, university, and our community partners, and will aid in the recruitment of MBA and undergraduate students. d. What demonstrable efficiencies exist in the way the program is operated (e.g., summer courses; cross-listed courses, etc.)? (100 words) The interdisciplinary nature of the program creates significant efficiencies. While the MBA has courses and faculty drawn from all departments in the School, it requires only administrative unit; one director and one full time secretary. The new Accounting certificate program (slated to start Fall 2014) offers a 27-credit post-baccalaureate experience for students with non-business undergraduate degrees to prepare to sit for the CT CPA exam. This is a growing market and SCSU offers a strong program. Students may decide to continue on and complete an MBA while transferring credits from the certificate program to the Accounting concentration in the MBA. The partnership with the MS in Applied Physics is another example of efficiencies across the university; graduate students take 6 credits in the MBA program to expose them to the business side of science research and implementation. 15 P a g e

16 9) Impact, justification, and overall essentiality of the program a. How does this program connect to the University s mission statement and/or the Graduate School s mission statement? (100 words) SCSU seeks to provide exemplary graduate education in the liberal arts and professional disciplines. The MBA program is the business of providing exemplary education in the business disciplines. The location of SCSU makes it imperative that an affordable MBA program should exists in the university. In the past year we have admitted several students who lost their jobs as a result of international trade. The assistance afforded them to adjust to other professions cannot give them a high quality education anywhere but at Southern. We provide a high quality affordable education. b. How does this program respond to societal needs that the institution values? (e.g., producing a critical thinking, educated citizenry; improving the state s workforce; meeting health care needs of the community, etc.)? (100 words) The MBA program, like all disciplines in the University, seeks to educate students who have the ability to think critically, communicate effectively orally and in writing and be mindful of the fact that they are citizens of the world. Our curriculum has adopted what is referred to in the literature as triple bottom line (3P, P-cubed, P 3 ); People, Planet and Profit. We have introduced courses in sustainability to reinforce the concept and in our Accelerated MBA, we emphasize these principles by requiring all students to take classes in sustainability. c. To what extent does this program help the institution differentiate itself from similar programs at peer institutions? (100 words) The MBA program at SCSU stands out in the quality of its students. Over several years our students placed first or highly in the Regional Business Plan Competition. We are one of the largest MBA programs that is also affordable. Whereas in the past, SCSU was known for its other quality programs alone, as our students take jobs in the area and acquit themselves very well, the community is taking cognizance of the fact that SCSU has a good Business School. d. Is there anything else you would like us to know? (100 words) No. 10) Opportunity analysis of the program a. Describe the external opportunities for strengthening your program. (300 words) 16 P a g e

17 As productive as the MBA program is, we could do more. A strategy of targeting international students could both benefit our students and also increase revenue. The University has proposed the SCSU Ambassador program but, it should be targeted to certain schools and programs. As mentioned elsewhere, US business education is still the envy of the world. Not too long ago one of our MBA students from Brazil mentioned that students from his country like the idea that we are a STATE University and not a private one. We ought to exploit the opportunity. I was surprised to learn that the Saudi Cultural Mission in DC considered UNH a saturated university; they had placed too many Saudi students there. We would like to work with businesses in the area to offer workshops or mini workshops in business related areas such as HR, Project Management etc. The university has to be flexible in its demands. There is no reason to place excessive demands on institutes that are being proposed. The programs should be encouraged to be entrepreneurial and the university should be willing to take acceptable risks to. b. Describe the internal opportunities for strengthening your program. (300 words) Curriculum delivery is no longer restricted to Face-to-Face. Technology is making it possible to do a lot from long distance. In the program, we have deliberated set up the Accelerated MBA as a hybrid but we would like for all our classes to be delivered in that format. We would like all faculty members to have the opportunity to train as experts in the delivery of curriculum using the new media. Currently, there are only two people in the university offering the kind of help needed to move us in the direction. Faculty travel grants are woefully inadequate and they are not shared equitably. Given the paltry amount available, faculty members cannot attend international conferences without incurring substantial costs. 17 P a g e

Dr. Angela Lopez-Velasquez DA 210 G 392-6648 Lopezvelasa1@southernct.edu. Erenr1@southernct.edu

Dr. Angela Lopez-Velasquez DA 210 G 392-6648 Lopezvelasa1@southernct.edu. Erenr1@southernct.edu Graduate Program Title: Concentrations: Advisors (respective to each area of concentration): School: Graduate Program Coordinator: Department Chair: Master of Science in Special Education Adaptive Technology

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