STANDARD #2. Strategic Planning

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1 As part of our ACBSP accreditation requirements, we routinely provide reliable information to the public on our performance, including student achievement such as assessment results. Portions of our report that we submit to ACBSP are provided in the following pages. For additional information or questions, please contact David Houghton, the dean of the Paul Dickinson College of Business, at or (405) STANDARD #2. Strategic Planning The business school or program must have a process for setting strategic directions to better address key student and program performance requirements. The strategy development process should lead to an action plan for deploying and aligning key plan performance requirements. It should also create an environment that encourages and recognizes innovation and creativity. CRITERIA Use the following criteria to document the extent to which the business school or program meets the standard for Strategic Planning. Justify any omissions. Criterion 2.1. The business unit must have a formal process by which its strategic direction is determined, its action plans are formulated and deployed, and innovation and creativity are encouraged. Criterion 2.1.a. The University has a University Planning Advisory Council (UPAC) that consists of faculty, staff and administrators. The UPAC meets twice a year (with subcommittees meeting more frequently) to evaluate the prior year s goals and develop goals for the next academic year. A copy of the Annual Objectives from UPAC is included as Appendix B. All budget directors must tie budget requests and decisions to the Annual Objectives. Within the PDCB strategic planning has largely been tied to the Academic Program Reviews. Academic Program Reviews (APR) are conducted by faculty, reviewed by the Dean, and submitted to the Curriculum Committee. The Curriculum Committee reviews the APR and requests revisions by the APR s faculty authors. The final APR is submitted to the Provost. The APRs are used by the Provost, Deans, and budget directors in budget decisions and for the pursuit of continuous improvements. In 2012, the PDCB attended an ACBSP Strategic Planning workshop. From the workshop, the Dean concluded that a more structured and ongoing PDCB strategic plan was needed. To that end, he formed an MBA Advisory Board to 1

2 provide MBA-level stakeholder input into the process (a Board of Executives for the PDCB already existed). He also conducted the first PDCB Strategic Planning Retreat in over five years. At the February 2013 Strategic Planning Retreat the PDCB faculty reviewed and revised the mission statement for the PDCB and for the MBA program. The faculty also conducted a S.W.O.T. analysis. The faculty will meet each spring semester in a Strategic Planning Retreat. During the next Retreat, the faculty plan to use the ACBSP/Peregrine Strategic Planning Template to codify and provide structure for the PDCB Strategic Plan. Criterion 2.1.b. The original MBA strategic plan is included in Appendix C. As noted above, the MBA Academic Program Review is serving as the MBA s current strategic plan and may be found in Appendix D. Present your current strategic plan in an Appendix, and summarize it using a table (such as Figure 2.1). Figure 2.1 Example of a Table for Strategic Direction Please list your business school or program s strategies and most important goals for the current period in a table similar to this: Key Strategic Objectives Goals Timetable Increase cohort enrollment Cohort size of 15 Fall 2014 to levels that are financially sustainable Improve ETS Scores Stop downward trend. Fall 2013 Develop non-vlc courseware online MBA that will exactly match face-to-face program Offer more tracks/emphases in current MBA that will shore up enrollment in core while appealing to different MBA segments Replace Ivy Software as mechanism for delivering leveling courses Increase full-time faculty ratio. Achieve 50 th percentile While maintaining current online program, launch new online program that matches F2F program Research possibility of offering emphases in Accounting, Leadership. And Health Care Provide OBU-designed leveling courses in either a F2F format or an online Format to improve rigor and provide revenue opportunity Hire full-time faculty member that will teach in both MBA and undergraduate programs 2 Fall 2014 Fall 2015 Fall Academic year As enrollment grows in F2F Hire full-time faculty Academic

3 and online programs, increase administrative support in MBA program member with reduced load for MBA Administration year 3

4 Criterion 2.2 Strategy Deployment Criterion 2.2.a. Write your response to the criterion from the standards and criterion book in this space. Note: If you develop your key human resource plans as part of your business school or program s short- and long-term strategic objectives and action plans, please list HR Plans (See Std. 5) here, but describe those plans under Standard 5. Figure 2.2 Example of a Table for Action Plans Current year action plans: Increase networking/recruiting opportunities in OKC: Oklahoma Ethics, OKC Chamber of Commerce, Salt & Light Leadership Training. Add three to six members on the MBA Advisory Board Sign contract with online provider (e.g. Comcourse) and begin developing online courses for Fall Online courses to include both the leveling courses and the graduate level courses. Launch Citizen Potawatomi Nation online cohort (using the VLC courseware) in January Conduct secondary and primary research to explore the possibility of offering additional emphases in the current MBA program and/or other business related Masters. Determine if the ETS exam is the correct assessment tool for our program (e.g. we ve noted that our student learning goal for the accounting course does not match the accounting content on the ETS). Form Graduate Student Advisory Council Long-term action plans: Increase networking/recruiting opportunities in OKC (beyond the specific groups mentioned in the current year action plan). Begin marketing online programs to target audience in 300 mile radius of OKC. Add three to six members of the MBA Advisory Board (Board formed in Jan 2013 with goal of adding 1/3 of its membership each year for three years. Current year action plan will bring it up to 2/3 of goal with long-term action plan bringing it to goal). Expand the Citizen Potawatomi Nation cohort model to other Tribes and/or businesses in all formats (i.e. F2F, online-vlc courseware, online-non-vlc courseware). Develop not-for-academic-credit certificate programs that will serve the community, provide revenue sources, and serve as a marketing tool to recruit students into business related Masters programs. Launch additional MBA emphases and/or new business related Masters programs. Hire full-time faculty member to handle the trip component of the International emphasis in the MBA program. 4

5 Hire full-time faculty member that will also serve as an MBA Director. Hire full-time or part-time faculty member(s) to increase AQ percentage in MBA program. Criterion 2.2.b. Write your response to the criterion from the standards and criterion book in this space. Figure 2.3 Example of a Table for Action Plan Measurement If you answered yes to question g, please list the measurements for the Action Plans described in response to questions d and e in a table similar to this: Short-Term Action Plans Key Measures Increase networking/recruiting 15 students in FA 14 cohort Launch CPN online cohort 10 students in SP 14 cohort Stop downward trend in ETS results ETS score FA 14 and SP 14 Replace Ivy Courses 4 OBU courses developed and deployed by FA 14 Increase MBA BOA Number of BOA members Form Grad Student Advisory Council GSAC formed with at least one meeting of GSAC in Long-Term Action Plans Marketing and launch of non-vlc 10 students per cohort by FA 15 online MBA Expand CPN cohort model to other Number of company/tribe-specific cohorts tribes and/or businesses Hire faculty/improve AQ Ratio AQ ratio above 80% New emphases and/or business related New emphases and/or masters by FA 15 masters Criterion 2.2.c. The Dean, faculty, and Graduate College Director develop the strategic plan and action plans. The information is shared with the MBA Advisory Board in a semiannual report. Portions of the plan and progress are shared publicly via this document. 5

6 STANDARD #3. Student and Stakeholder Focus A business school or program must have a systematic procedure to determine requirements and expectations of current and future students and stakeholders, including how the business school or program enhances relationships with students and stakeholders and determines their satisfaction. Stakeholders may include parents, employers, alumni, donors, other schools, communities, etc. CRITERIA Use the following criteria to document the extent to which the business school or program meets the standard for Student and Stakeholder Focus. Justify any omissions. Criterion 3.8 The business unit should present graphs or tables of assessment results pertinent to this standard. Annual MBA Exit Survey Data n = To What extent did you develop the ability to: Exemplify Christian leadership at this stage of your career Articulate and demonstrate a biblical worldview of the business marketplace Apply the knowledge and skills you have acquired to this stage of your career Understand various cultural perspectives Execute business in a global marketplace To what extent did you develop the ability to maintain relevancy in current marketplace: Trends Processes Tools Issues To what extent did you develop the ability to analyze and integrate principles of: Accounting Finance Management Marketing Quantitative Techniques

7 To what extent did you develop the ability to create and present a comprehensive professional business report of the type and quality commonly found in a(n): Investment prospectus/private placement offering Board Report To what extent did you develop the ability to assume various roles in teams? Specifically: Leadership Roles Supporting Roles In general, the MBA Exit Surveys demonstrate student satisfaction. A negative trend in the Accounting Satisfaction data (compared to other functional areas) led us to make a staffing change. We ceased using adjunct faculty members to teach the accounting course and began using Professor Nixon data show improved satisfaction after the staffing change. The Program will continue to monitor the data to determine if the 2012 data indicate a positive trend for this decision variable. MBA Alumni Survey Results FA 08 SP 09 FA 09 SP 10 FA 10 SP 11 n = How well did your MBA education at OBU prepare you for your current position [1=well prepared, 2=somewhat prepared, 3=poorly prepared] Rate your preparation obtained in the OBU MBA program in the following areas: [1=Poor; 5=Excellent] Group work skills Communication skills Values & ethics Mathematical skills Analytical skills Overall OBU MBA education In comparison to other employees with similar educational backgrounds, do you feel your degree prepared you to be competitive in your job requirements? [% YES] Rate the overall quality of the MBA faculty in the following areas: [5=Excellent; 1=Poor] Teaching effectiveness Application to real world problems Current in field Professionalism

8 Respond to the following: [1=very well, 2=to some extent, 3=no] Did your MBA experience prepare you for the job market? Did your MBA education prepare you to see the business disciplines a an integrated whole? Did your MBA education prepare you to understand the application of a Christian world view in business Do you understand current business issues, trends, and processes? Do you feel prepared to recognize problems and opportunities in business? Are you prepared to develop courses of action in response to problems and opportunities Are you able to prepare a comprehensive business plan Numerical results of the MBA Alumni Survey are generally favorable. However, the response rates are low and no statistical generalizations may be made. For this reason, the MBA faculty have focused primarily on the open-ended, qualitative responses in the MBA Alumni Survey. For example, a comment asking us to consider adding additional emphases was helpful and led, in part, to the addition of the energy emphasis. 8

9 STANDARD #4. Measurement and Analysis of Student Learning and Performance Business schools and programs must have an outcomes assessment program with documentation of the results and evidence that the results are being used for the development and improvement of the institution s academic programs. Each business school or program is responsible for developing its own outcomes assessment program. CRITERIA Use the following criteria to document the extent to which the business school or program meets the standard for Measurement and Analysis of Student Learning and Performance. Justify any omissions. Criterion 4.1. The business unit shall have a learning outcomes assessment program. The undergraduate program at Oklahoma Baptist University is accredited by ACBSP and the MBA program is submitting its first self study. The undergraduate assessment program was initiated in As a result of the established undergraduate assessment program, the MBA assessment program was initiated in August of 2007 as version 1.0 and as an extension of the existing undergraduate program. The current version of the MBA Assessment Program is version 1.3 dated September 6, Version 1.3 was approved by the graduate faculty and the Graduate Programs Council. The MBA Web-based Program assessment document was initiated in March The current version is 1.1 dated March 2008 again approved by the graduate faculty and the Graduate Programs Council. Both of these documents are provided as Appendices M and N to this document. The MBA program s face-to-face program has two emphases. However, in each case the emphasis is less than 12 hours and is not identified on the transcript as a major or emphasis. For this reason, the MBA face-to-face program currently has one assessment plan. a. The MBA program objectives follow (quoted from version 1.3): Goals To accomplish its mission, the Graduate School of Business has adopted the following careeroriented goals: Our degree program trains graduates to (1) exemplify Christian leadership at each stage of their careers. (2) maintain currency in relevant marketplace trends, processes, tools, and issues. (3) analyze, integrate and synthesize principles of accounting, finance, management, marketing and quantitative techniques. 9

10 (4) create and present a comprehensive professional business report of the type and quality commonly found in an investment prospectus, private placement offering, or board report. Objectives OBU MBA graduates will 1. demonstrate the ability to successfully assume various roles in teams. 2. articulate and demonstrate a biblical worldview of the business marketplace. 3. experience at least one international business setting that broadens their cultural perspective and improves their ability to execute business in a global marketplace. 4. apply the knowledge and skills acquired in each phase of their subsequent careers. The MBA online program objectives follow (quoted from version 1.1): Goals To accomplish its mission, the Graduate School of Business has adopted the following careeroriented goals: Our degree program trains graduates to (1) exemplify Christian leadership at each stage of their careers. (2) maintain currency in relevant marketplace trends, processes, tools, and issues. (3) analyze, integrate and synthesize principles of accounting, finance, management, marketing and quantitative techniques. (4) create and present a comprehensive professional business report of the type and quality commonly found in an investment prospectus, private placement offering, or board report. Objectives OBU MBA graduates will 1. demonstrate the ability to successfully assume various roles in teams. 2. articulate and demonstrate a biblical worldview of the business marketplace. 3. experience at least one international business setting that broadens their cultural perspective and improves their ability to execute business in a global marketplace. 4. apply the knowledge and skills acquired in each phase of their subsequent careers. b. The assessment process starts with the first course and continues beyond graduation. Pages three and four of the assessment plan (version 1.3) identify both quantitative and qualitative measures. The process culminates in program reviews every five years. Course materials; end of course surveys; standardized national tests; surveys of graduates, alumni, and employers; and employer advisory council all contribute to the assessment process. 10

11 c. The MBA program internal data gathered and analyzed include papers from the first class and last class, surveys of graduates, and IDEA end of course surveys for all courses. These are described in more detail in Fig 4.1. d. The MBA program external data gathered and analyzed include capstone simulation, ETS business major fields test, alumni surveys, employer surveys, and graduate advisory council. These are described in more detail in Fig 4.1. e. MBA (non-online) Summative data includes the ETS business test that is administered during the last course of the program. A summary table of the graduate ETS business results is provided in Appendix E (A2 as identified in Figure 4.1 and the Assessment Plan). A second summative measure is the performance on the capstone simulation which is summarized in Appendix F (A1 as identified in Figure 4.1 and the Assessment Plan). A third summative measure is the Graduate Business Project (renamed as the MBA Capstone and identified as B2 in Figure 4.1 and the Assessment Plan). These documents are housed in the instructor of record s office in hard copy and on a file server that has common access for all business faculty. A fourth summative measure are surveys of graduates at the time of graduation (identified as B3 in Figure 4.1 and the Assessment Plan). These are maintained in the Dean of the College of Business office. A fifth summative measure are surveys of alumni (identified as B4 in Figure 4.1 and the Assessment Plan). These are also maintained in the Dean s office. A sixth summative measure is the survey of employer s of graduates (identified as B5 in Figure 4.1 and the Assessment Plan). Although these surveys have been mailed and/or ed, we have yet to have a single response. A seventh summative measure is the program review called for in the Assessment Plan and labeled as B6 in Figure 4.1. To date a single program review has been conducted and it may be found in Appendix D. Formative data include an individual paper submitted during the introductory graduate course. This is identified as B1 in Figure 4.1 and in the Assessment Plan. These papers are maintained by the instructor of record. A second source of formative data is the MBA Advisory Board composed of employers and executives. This is identified as the last item in the formative column of Figure 4.1 and the most recent minutes from that Board may be found in Appendix G. Prior to the MBA Advisory Board s formation, the PDCB Board of Executives advised concerning both undergraduate and graduate issues. MBA (Online Program) 11

12 Assessment components A1, A2, A4 and B1 for the MBA Online Program are maintained by the software vendor. They may be accessed through the vendor Dashboard. A3 is internal to the vendor software and maintained in their database. Again A3 is accessible through the vendor s Dashboard. B2, B4, B5, B6 and B7 were not accomplished and there is no data for the Online MBA program for surveys of graduates or alumni or employers. Similarly, due to the limited number of graduates in the online program (three graduated over the years 2008 to 2013), review of the program every twelve months and an assessment review every three years did not occur. Figure 4.1 Table for Student Learning Outcomes Assessment Data Degree Program, Internal Data, and External Data Degree Program Internal Data and Information External Data and Information MBA (non-online) A1. MBA students will participate in a comprehensive capstone simulation or experience designed to measure their ability to analyze, integrate and synthesize the various components of the degree program. It is generally expected that this will occur near the end of the program, probably during the MGMT 6203, Strategy course. The performance scores generated as a result of this measure will be compared with students in other MBA programs and with each successive class of MBA students. A2. ETS Major Field Test (MBA) will be administered during the final course of the program, typically MGMT 6303, Graduate Business Project. B1. A project, paper, or simulation results from MGMT 5103, Managing for Results B2. A paper from the MGMT 12

13 6303, Graduate Business Project B3. Surveys of graduates measuring their overall satisfaction/dissatisfaction with the program. B6. The MBA degree assessment committee will conduct a program review every third [now fifth] year. Summative Data and Information A1. GSB students will participate in a comprehensive capstone simulation or experience designed to measure their ability to analyze, integrate and synthesize the various components of the degree program. It is generally expected that this will occur near the end of the program, probably during the MGMT 6203, Strategy course. The performance scores generated as a result of this measure will be compared with students in other MBA programs and with B4. Surveys of alumni to determine their perceptions of the applicability of the MBA training to various stages in their careers. B5. Surveys of employers of graduates to determine their perceptions of OBU MBA graduates as compared to MBA graduates from other institutions. Added since Assessment Plan version 1.3 The MBA Advisory Council will meet periodically to discuss the program and the business community changing needs. These meetings will be documented in meeting minutes. Formative Data and Information 13

14 Degree Program MBA online Program each successive class of OBU MBA students. A2. ETS Major Field Test (MBA) will be administered during the final course of the program, typically MGMT 6303, Graduate Business Project. B2. A paper from the MGMT 6303, Graduate Business Project B3. Surveys of graduates measuring their overall satisfaction/dissatisfaction with the program. B4. Surveys of alumni to determine their perceptions of the applicability of the MBA training to various stages in their careers. B5. Surveys of employers of graduates to determine their perceptions of GSB graduates as compared to MBA graduates from other institutions. B6. The MBA degree assessment committee will conduct a program review every third (now fifth) year. Internal Data and Information A1. Detailed quantitative data is gathered on each student for each module in each course. This data includes progress, 14 B1. A project, paper, or simulation results from MGMT 5103, Managing for Results Added since Assessment Plan version 1.3 The MBA Advisory Council will meet periodically to discuss the program and the business community s changing needs. These meetings will be documented in meeting minutes. External Data and Information

15 time invested, performance scores, requests for technical support and ratings of satisfaction with the learning process. This data is (1) available in real-time to the university in the form of an easy to read on-demand "Dashboard" and is (2) stored in a data base sortable by gender, age, experience, application scores, undergraduate major, creating an opportunity for significant statistical analysis, including longitudinal study. A2. Students are evaluated module by module in each course. Minimum raw score performance standards are set by the faculty for each module. Keeping in mind that the program is asynchronous and students manage their own pace, a student who does not reach the required performance standard in a module is not allowed to proceed. He is given feedback regarding areas needing further work and then is required to repeat the module until the performance score indicates competency. Only then is he allowed to proceed to the next part of the course. A3. Web-based MBA students will participate in a comprehensive capstone simulation or field experience designed to measure their ability to analyze, integrate and synthesize the various components of the degree program. It is generally expected that this will occur near the end of the program, probably during the MGMT 6203, Organizational Strategy 15

16 or Project course. The performance scores generated as a result of this measure will be compared with students in other MBA programs and with each successive class of MBA students. A4. A comprehensive examination will be administered upon completion of the entire program. Because this quantitative data is included in a sortable data base, detailed comparisons can be made across sections, courses, topic areas, subsets of students and time. B1. Every piece of written work submitted by students will be archived in a student portfolio according to assignment and module. In addition, the Support Site will populate a data base of inquiries and evaluations by students that is available for immediate and long-term evaluations for continuous improvement. B2. Surveys of graduates measuring their overall satisfaction/dissatisfaction with each course and the program as well as determining their perceptions of the applicability of the GSB training to various stages in their careers. This data may be gathered in a typical "end of course" survey such as IDEA. It will be strengthened by additional quantitative and qualitative data gathered unobtrusively from students at various unannounced points during the courses. B4. Surveys of employers of graduates to determine their perceptions of GSB graduates 16

17 B6. The MBA degree assessment committee will require a comprehensive data analysis and course/program recommendations from the web host every twelve months and will combine these reports with the data collected through the means noted above. B7. The MBA degree assessment committee will conduct a program review every third year. Summative Data and Information as compared to MBA graduates from other institutions. B5. Surveys of employers of current students, with special emphasis on those employers that are subsidizing student participation in the program. Because participating employers will have access to employee progress in real time, employers will also be included in the evaluations of the program from their perspective. Formative Data and Information A1. Detailed quantitative data is gathered on each student for each module in each course. This data includes progress, time invested, performance scores, requests for technical support and ratings of satisfaction with the learning process. This data is (1) available in real-time to the university in the form of an easy to read on-demand "Dashboard" and is (2) stored in a data base sortable by gender, age, experience, application scores, undergraduate major, creating an opportunity for significant statistical analysis, including 17

18 A3. Web-based MBA students will participate in a comprehensive capstone simulation or field experience designed to measure their ability to analyze, integrate and synthesize the various components of the degree program. It is generally expected that this will occur near the end of the program, probably during the MGMT 6203, Organizational Strategy or Project course. The performance scores generated as a result of this measure will be compared with students in other MBA programs and with each successive class of GSB students. A4. A comprehensive examination will be administered upon completion of the entire program. Because this quantitative data is included in a sortable data base, detailed comparisons can be made across sections, longitudinal study. A2. Students are evaluated module by module in each course. Minimum raw score performance standards are set by the faculty for each module. Keeping in mind that the program is asynchronous and students manage their own pace, a student who does not reach the required performance standard in a module is not allowed to proceed. He is given feedback regarding areas needing further work and then is required to repeat the module until the performance score indicates competency. Only then is he allowed to proceed to the next part of the course. 18

19 courses, topic areas, subsets of students and time. B1. Every piece of written work submitted by students will be archived in a student portfolio according to assignment and module. In addition, the Support Site will populate a data base of inquiries and evaluations by students that is available for immediate and long-term evaluations for continuous improvement. B2. Surveys of graduates measuring their overall satisfaction/dissatisfaction with each course and the program as well as determining their perceptions of the applicability of the GSB training to various stages in their careers. This data may be gathered in a typical "end of course" survey such as IDEA. It will be strengthened by additional quantitative and qualitative data gathered unobtrusively from students at various unannounced points during the courses. B4. Surveys of employers of graduates to determine their perceptions of GSB graduates as compared to MBA graduates from other institutions. B5. Surveys of employers of current students, with special emphasis on those employers that are subsidizing student participation in the program. Because participating employers will have access to employee progress in real time, employers will also be included in the evaluations of the program from their perspective. 19

20 B6. The MBA degree assessment committee will require a comprehensive data analysis and course/program recommendations from the web host every twelve months and will combine these reports with the data collected through the means noted above. B7. The MBA degree assessment committee will conduct a program review every third year. 20

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