I - Institutional Information

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1 Indiana University East - Self Study - 4/14/2016 Page 1 I - Institutional Information To complete this section, first click on the Edit/Checkout button. Then copy and paste the headings into the Institutional Response box below and enter your information. O 4. List all accredited programs (as they appear in your catalog). Note: Listing new programs here does not confer accreditation. New degree programs, majors or emphases must be in effect for at least two years and have graduates and follow the guidance in the process book before accreditation will be granted. O 5. List all programs that are in your business unit that are not accredited by ACBSP and how you distinguish accurately to the public between programs that have achieved accredited status and those that have not. O 6. List all campuses where a student can earn a business degree from your institution. O 7 Person completing report: Person completing report Name: Phone: address: ACBSP Champion name: ACBSP Co-Champion name: QA Report Status: Completed Due Date: Not Set Assigned To Not Assigned Institution Response O 4. List all accredited programs (as they appear in your catalog). Bachelor of Science in Business Administration with optional concentrations in Accounting (CPA track), Accounting (Managerial track), Finance, Management Information Systems, and Marketing ACBSP. All rights reserved. Powered by Campus Labs

2 Indiana University East - Self Study - 4/14/2016 Page 2 O 5. List all programs that are in your business unit that are not accredited by ACBSP and how you distinguish accurately to the public between programs that have achieved accredited status and those that have not. 1) Master of Science in Management: The Master of Science in Management is preparing for its initial accreditation with ACBSP. An assessment plan is being further developed and learning outcome data is being collected. The School of Business will be seeking accreditation for it in conjunction with its reaffirmation in At that time data, sufficient to identify trends, will be available and presented. There is no representation that the MSM program is ACBSP accredited, but additional language has been developed for the School of Business website to make that clearer. 2) Bachelor of Science in Informatics: This is an interdisciplinary degree across different programs such as mathematics, biology, psychology, communications, and nursing. No accreditation is or will be sought related to this degree. There is and will be no representation of this program being accredited by ACBSP. 3) Bachelor of Applied Science: This is a special degree only for those that already have an Associate of Applied Science degree from a regionally accredited institution such as Ivy Tech. There is and will be no representation of this program being accredited by ACBSP. O 6. List all campuses where a student can earn a business degree from your institution. All degrees are awarded by the Richmond location. Courses are delivered at two additional educational locations: Lawrenceburg, Indiana and Madison, Indiana. These educational locations are geographically located away from the main campus and are supported with faculty and administration that report to the Dean of the IUE School of Business & Economics on the main campus. Students at the Lawrenceburg and Madison locations follow a cohort-based model. O 7 Person completing report: Persons completing report Name: Dr. Marsha Jance, Associate Professor of Business Administration Phone: address: mjance@iue.edu Name: Dr. David Frantz, Dean of the School of Business and Economics Phone: address: dfrantz@iue.edu 2016 ACBSP. All rights reserved. Powered by Campus Labs

3 Indiana University East - Self Study - 4/14/2016 Page 3 ACBSP Champion name: Dr. David Frantz, Dean School of Business and Economics ACBSP Co-Champion name: Dr. Marsha Jance, Associate Professor of Business Administration Sources There are no sources ACBSP. All rights reserved. Powered by Campus Labs

4 Indiana University East - Self Study - 4/14/2016 Page 4 II - Status Report on Conditions and Notes O 8. Conditions or Notes to be addressed: You do not need to address Opportunity for Improvement (OFI). Please explain and provide the necessary documentation/evidence for addressing each condition or note since your last report. Are you requesting the Board of Commissioners to remove notes or conditions? (If the justification for removal is lengthy consider attaching an appendix to QA report). Remove Note: Remove Condition: If you are not removing a note or condition, please list the note(s) or condition(s) below and explain the progress made in removing same. Do Not Remove Note or Condition: QA Report Status: Completed Due Date: Not Set Assigned To Not Assigned Institution Response The School of Business and Economics at Indiana University East does not have any notes or conditions that need to be addressed or removed at this time. Sources There are no sources ACBSP. All rights reserved. Powered by Campus Labs

5 Indiana University East - Self Study - 4/14/2016 Page 5 III - Public Information O 9. The business unit must routinely provide reliable information to the public on its performance, including student achievement such as assessment results. Describe how you routinely provide reliable information to the public on your performance, including student achievement such as assessment results and program results. Student Learning Outcome Assessment Results: Such as what you report in STANDARD #4, ETS, MFT, accounting assessment, management assessment, critical thinking, communication, etc. How do you make the results public? Program Results: Such as what you report in Standard #6, graduation rates, retention rates, job placement, etc. How do you make the results public? QA Report Status: Completed Due Date: Not Set Assigned To Not Assigned Institution Response Here is the web link to the ACBSP Quality Assurance Report for Indiana University East School of Business and Economics: Sources There are no sources ACBSP. All rights reserved. Powered by Campus Labs

6 Indiana University East - Self Study - 4/14/2016 Page Standard 1 Leadership Organization a. List any organizational or administrative personnel changes within the business unit since your last report. b. List all new sites where students can earn an accredited business degree (international campus, off-campus on-campus, online) that have been added since your last report. QA Report Status: Completed Due Date: Not Set Assigned To Not Assigned Institution Response a.list any organizational or administrative personnel changes within the business unit since your last report. There have been no major organizational or administrative personnel changes since the last ACBSP Quality Assurance Report, which was submitted in February 2014, although it should be noted that the Director of the Master of Science in Management program resigned to pursue employment elsewhere in Summer 2015 and the current Dean will be returning to a faculty position effective July 1, b. List all new sites where students can earn an accredited business degree (international campus, off-campus oncampus, online) that have been added since your last report. No new sites have been added since the last ACBSP Quality Assurance Report, which was submitted in February Sources There are no sources ACBSP. All rights reserved. Powered by Campus Labs

7 Indiana University East - Self Study - 4/14/2016 Page Standard 2 Strategic Planning This is an example of tables that you might use below in your institutional response. Identify any major changes to the key strategic goals/objectives during this QA reporting period: Key Strategic Goals/Objectives Any Major Changes 2. Report the top 3-5 short/long term strategic goals/objectives, summarize the key measures used and progress toward achieving each objective during the current QA reporting period. Strategic Objectives Key Measures Progress Toward Achievement 3. If there have been any significant changes to your strategic planning process (for example, new stakeholders, new process steps, etc.) during the QA reporting period, please report them in a table similar to this. Strategic Planning Process Changes Summary QA Report Status: Completed Due Date: Not Set Assigned To Not Assigned Institution Response 2016 ACBSP. All rights reserved. Powered by Campus Labs

8 Indiana University East - Self Study - 4/14/2016 Page 8 Please see the attached Excel file addressing Standard 2: Strategic Planning. Sources Standard 2 report ACBSP. All rights reserved. Powered by Campus Labs

9 Indiana University East - Self Study - 4/14/2016 Page Standard 3 Student and Stakeholder Focus Complete the Standard 3 - Student- and Stakeholder-Focus Results table, found under the Evidence File tab above. Provide three or four examples, reporting what you consider to be the most important data. It is not necessary to provide results for every process. Student- and stakeholder-focused results examine how well your organization satisfies students and stakeholders key needs and expectations. Performance measures may include: satisfaction and dissatisfaction of current and past students and key stakeholders, perceived value, loyalty, persistence, or other aspects of relationship building, end of course surveys, alumni surveys, Internship feedback, etc. Measurement instrument or processes may include end of course surveys, alumni surveys, Internship feedback, etc. Each academic unit must demonstrate linkages to business practitioners and organizations, which are current and significant, including an advisory board. Periodic surveys should be made of graduates, transfer institutions, and/or employers of graduates to obtain data on the success of business programs in preparing students to compete successfully for entry-level positions. QA Report Status: Completed Due Date: Not Set Assigned To Not Assigned Institution Response The Standard 3 Excel file contains information on the different centers at the School of Business and Economics at Indiana University East and student feedback from the exit survey given on the Peregrine Exam. The centers include the Center for Leadership Development, Center for Economic Education, Center for Entrepreneurship, and the Business & Economic Research Center. Data has been provided for calendar years 2012, 2013, 2014, and The student satisfaction items address satisfaction with advising, degree program, course offerings, instruction / teaching, and preparedness to enter the current job market. Data has been provided for Spring 2014, Summer 2014, Fall 2014, Spring 2015, Summer 2015, and Fall ACBSP. All rights reserved. Powered by Campus Labs

10 Indiana University East - Self Study - 4/14/2016 Page 10 Sources Standard ACBSP. All rights reserved. Powered by Campus Labs

11 Indiana University East - Self Study - 4/14/2016 Page Standard 4 Measurement and Analysis of Student Learning and Performance a. Program Outcomes. List outcomes by accredited programs. Many of the program outcomes should be used as part of a student learning assessment plan and be measurable. State the learning objectives for each program (MBA, Ph.D., BBA, AA, etc.) accredited. A program is defined as follows: a plan of study is considered a program when it requires a minimum of 12 credit hours of coursework beyond the CPC and/or is recorded on a student s transcript (ex. Business Administration: major/concentration/option/specialization in Accounting, Finance, Marketing, etc.) b. Performance Results. Complete Table Standard 4 - Student Learning Results found under the Evidence File tab above. Provide three or four examples, reporting what you consider to be the most important data. It is not necessary to provide results for every process. QA Report Status: Completed Due Date: Not Set Assigned To Not Assigned Institution Response Standard 4a. Program Outcomes: The Bachelor of Science in Business Administration is accredited by ACBSP. The following are the outcomes and sub-outcomes under 3.0 (Doing) for the Bachelor of Science in Business Administration degree at Indiana University East. Outcomes in red are reported on in this QAR report. Data and results can be found in the Excel files for Standard 4 in the Evidence section. 1.0 (Thinking): Evaluate and select from possible solutions to problems. 2.0 (Being): Assess his / her ability to function professionally and ethically in a global society. 3.0 (Doing): Synthesize concepts, theories, and tools from CPC to address business issues. Sub Outcomes under 3.0 (Doing): 3.1 Analyze the financial performance of a firm 3.2 Use financial tools to make managerial decisions 3.3 Develop a marketing plan 3.4 Identify and explain business and economic theories and concepts 2016 ACBSP. All rights reserved. Powered by Campus Labs

12 Indiana University East - Self Study - 4/14/2016 Page Use quantitative tools to solve business problems 3.6 Develop a plan to coordinate human and material resources 3.7 Evaluate the possible impact of the legal environment on a business 3.8 Develop an international strategy for a business 3.9 Evaluate the ethical climate of an organization 3.10 Use information technology as a business tool 3.11 Complete the accounting cycle of a business The concentrations are Accounting CPA track, Accounting Managerial track, Management Information Systems, Finance, and Marketing. The Marketing concentration is new since the last QAR report, which was submitted in February The following are the outcomes which are reported on in this QAR report. Data and results can be found in the Excel files for Standard 4 in the Evidence section. Accounting CPA Track Concentration: Demonstrate proficiency in accounting. Accounting Managerial Track Concentration: Demonstrate proficiency in accounting. Management Information Systems Concentration Students should be able to design and to query a database. Finance Concentration Demonstrate proficiency in finance Marketing Concentration Define a core set of marketing concepts Standard 4b. Performance Results Please see the Excel files in the Evidence section for Standard 4. Sources Standard 4 Accounting 2016 ACBSP. All rights reserved. Powered by Campus Labs

13 Indiana University East - Self Study - 4/14/2016 Page 13 Standard 4 Finance Standard 4 Management Information Systems Standard 4 Marketing Standard 4 Outcome 1.0 Standard 4 Outcome 2.0 Standard 4 Outcome 3.0 Standard 4 Outcome 3.10 Standard 4 Outcome 3.11 Standard 4 Outcome 3.6 Standard 4 Outcome 3.7 Standard 4 Outcome 3.8 Standard 4 Outcome ACBSP. All rights reserved. Powered by Campus Labs

14 Indiana University East - Self Study - 4/14/2016 Page Standard 5 Faculty and Staff Focus a. Faculty and Staff Focus Complete Table 5.1 Standard 5 - Faculty- and Staff-Focused Results found under the Evidence File above b. Faculty Qualifications Complete Table 5.2 Standard 5 - New Full-Time and Part-Time Faculty Qualifications and Table 5.3 Standard 5, Criterion Scholarly and Professional Activities, found under the Evidence File tab above, for new full-time and part-time faculty members hired since last self-study or QA report. Do not include faculty members previously reported. QA Report Status: Completed Due Date: Not Set Assigned To Not Assigned Institution Response Part A) Faculty and Staff Focus: Table 5.1 provides the following information: 1) The number of faculty hires and resignations / retirees for academic years , , , , and ) The number of faculty scholarly activities (presentations and publications) for calendar years 2013, 2014, and Part B) Faculty Qualifications Table 5.2 provides the new full-time and part-time faculty qualifications for 2013, 2014, and Table 5.3 provides a list of full-time faculty scholarly and professional activities for 2013, 2014, and Sources Standard 5 Table 5.1 Standard 5 Table 5.2 Standard 5 Table ACBSP. All rights reserved. Powered by Campus Labs

15 Indiana University East - Self Study - 4/14/2016 Page Standard 6 Educational and Business Process Management a. Curriculum o List any existing accredited degree programs/curricula that have been substantially revised since your last report and, for each program, attach a Table - Standard 6, Criterion Undergraduate CPC Coverage, found under the Evidence File tab above. List any new degree programs that have been developed and, for each new program since your last report, attach a Table - Standard 6, Criterion Undergraduate CPC Coverage found under the Evidence File tab above. Note: If you have a new degree at a level currently accredited by ACBSP, then report information on: student enrollment, program objectives, instructional resources, facilities and equipment, admissions requirements, graduation statistics, core professional components (CPCs), and the outcomes assessment process to ACBSP. If the new degree is at a higher level than what is currently accredited, the school must complete a self-study to add the degree. Excerpt from Accreditation Process Manual: New Degree Programs If a business school or program expands or plans to expand its curriculum by offering new degrees, new majors or concentrations, or a new emphasis after it has been accredited, then ACBSP must be notified during the early stages of the program planning and expansion. If the new degree is at a level currently accredited by ACBSP, then report information on: student enrollment program objectives instructional resources facilities and equipment faculty qualifications admissions requirements graduation statistics core professional components (CPCs) and outcomes assessment processes and results. If the new degree is at a higher level then what is currently accredited, the school must complete a self-study to add the degree. New degree programs, majors or emphases must be in effect for at least two years and have graduates before accreditation will be granted. If the new program is determined to be substantially different from other programs offered by the institution, ACBSP, at its discretion, may direct a new visit to be conducted. If, as a result of a new program visit, ACBSP determines that the overall quality of an institution is being diminished, the institution may be scheduled for a complete reevaluation. b. o List any accredited programs that have been terminated since your last report. o Provide three or four examples of organizational performance results, reporting what you consider to be the most important data, using Table 6.1 Standard 6 - Organizational Performance Results, found under the Evidence File tab above. It is not necessary to provide results for every process. QA Report Status: Completed Due Date: Not Set Assigned To Not Assigned 2016 ACBSP. All rights reserved. Powered by Campus Labs

16 Indiana University East - Self Study - 4/14/2016 Page 16 Institution Response Part A: The School of Business and Economics introduced a marketing concentration after the last QAR report, which was submitted in February The marketing concentration requires an additional 15 credit hours beyond the business core and general education courses for the Bachelor of Science in Business Administration degree. A marketing concentration outcome and assessment data can be found in Standard 4. More information regarding the marketing concentration will be available for the 2017 self study. Part B: The School of Business and Economics has not terminated any programs since the last QAR report, which was submitted in February The Excel file Standard 6 Table 6.1 contains information on the budget, total number of credit hours, headcount, graduation rates, number of business graduates, courses taught, and retention rates. Sources Standard 6 Table 6.1 Standard 6 Table ACBSP. All rights reserved. Powered by Campus Labs

17 Standard Two - Strategic Planning: Complete the following question/tables concerning your business unit strategic plan: 1. In the table below, identify any major changes to the key strategic goals/objectives during this QA reporting period: Key Strategic Objectives Major Changes Major changes have not occurred to the strategic goals/objectives during this QA reporting period. 2. In the table below for your top 3-5 short/long term strategic goals/objectives, summarize the key measures used and progress toward achieving each objective during the current QA reporting period. Strategic Objectives Key Measures Progress Toward Achievement 1. Achieve and maintain dual accreditation with ACBSP and AACSB A. Timely submission of QAR to ACBSP; B. Submission of AACSB Eligibility Application 2014 submitted, no notes or conditions; eligibility application submitted and positively received July Recruit and develop additional faculty positions A. Budgeted faculty lines; B. Completed searches There are three new faculty for the academic year. In addition, the School of Business and Economics anticipates that there will be two to three new faculty hires for academic year Maintain strong financial and sustainable program A. Budget growth; B. Enrollment Growth; C. School Reserves Budget growth in last two years 6.1 % and 5.2% respectively; Year over year enrollment continues to grow; 2016 graduates appear on track for record number; School reserve funds have increased in each of past 5 years because of additional enrollments; Financial pro formas created for four year plan to include additional faculty. 3. If there have been any significant changes to your strategic planning process (for example, new stakeholders, new process steps, etc.) during the QA reporting period, please report them in the table below. Strategic Planning Process Changes Summary No significant changes to report.

18 Performance Measure: What is your goal? The goal should be measurable. What is your measurement instrument or process? (indicate length of cycle) Current Results: What are your current results? Analysis of Results: What did you learn from your results? Action Taken or Improvement made: What did you improve or what is your next step? Increase the number of events offered through the different centers of the School of Business and Economics at Indiana University East. The following shows the number of events offered by the four centers each year for the years The number of events offered by the Center for Economic Education, Center for Entrepreneurship, and Business & Economic Research Center has increased over this four year For the most part, the number of period. The Center for Leadership events offered by the different Development had fewer events in centers has increased over the 2015 as compared to 2013 and four year period. Encourage the centers to continue offering events to the community and university. Year Center for Leadership Development Center for Economic Education Center for Entrepreneurship Business & Economic Research Center Total Number of Events Offered Center for Leadership Development Center for Entrepreneurship Total Center for Economic Education Business & Economic Research Center

19 Performance Measure: What is your goal? The goal should be measurable. Increase the level of student satisfaction with the advising experience What is your measurement instrument or process? (indicate length of cycle) Current Results: What are your current results? The graph and numbers below show the weighted mean. The average is consistently below 2.0 for the six periods listed on the This is a question given on the exit survey of the Peregrine exam. graph. Please note that on the survey, 1 denotes very satisfied, The weighted mean results from (Spring, Summer, and Fall 2 satisfied, 3 dissatisfied, 4 very dissatisfied, and 5 unable to semesters) are provided. judge Analysis of Results: What did you learn from your results? It appears that overall students are satisfied with advising. Action Taken or Improvement made: What did you improve or what is your next step? Continue to monitor the results and continue to look for ways to improve the student advising experience. Survey Question: What is your level of satisfaction with the advising that you have received regarding course selection and program planning? The following is the rating system for this survey: Very Satisfied 1 Satisfied 2 Dissatisfied 3 Very Dissatisfied 4 Unable to Judge 5 Spring 2014 Summer 2014 Fall 2014 Spring 2015 Summer 2015 Fall 2015 Number of Respondents Weighted Mean Student Advising Spring 2014 Summer 2014 Fall 2014 Spring 2015 Summer 2015 Fall 2015

20 Performance Measure: What is your goal? The goal should be measurable. Increase the level of student satisfaction with the quality of instruction / teaching that they are experiencing. What is your measurement instrument or process? (indicate length of cycle) This is a question given on the exit survey of the Peregrine exam. The weighted mean results from (Spring, Summer, and Fall semesters) are provided. Current Results: What are your current results? The graph and numbers below show the weighted mean. The average is consistently below 2.0 for the six periods listed on the graph. Please note that on the survey, 1 denotes very satisfied, 2 satisfied, 3 dissatisfied, 4 very dissatisfied, and 5 unable to judge Analysis of Results: What did you learn from your results? It appears that overall students are satisfied with the quality of instruction / teaching. Action Taken or Improvement made: What did you improve or what is your next step? Continue to monitor the results and look for ways to improve instruction and teaching. Survey Question: What is your level of satisfaction with the overall quality of instruction / teaching? The following is the rating system for this survey: Very Satisfied 1 Satisfied 2 Dissatisfied 3 Very Dissatisfied 4 Unable to Judge 5 Spring 2014 Summer 2014 Fall 2014 Spring 2015 Summer 2015 Fall 2015 Number of Respondents Weighted Mean Instruction / Teaching Spring 2014 Summer 2014 Fall 2014 Spring 2015 Summer 2015 Fall 2015

21 Performance Measure: What is your goal? The goal should be measurable. What is your measurement instrument or process? (indicate length of cycle) Current Results: What are your current results? Analysis of Results: What Action Taken or Improvement did you learn from your results? made: What did you improve or what is your next step? Increase the level of student satisfaction with preparedness to enter the current job market This is a question given on the exit survey of the Peregrine exam. The weighted mean results from (Spring, Summer, and Fall semesters) are provided. The graph and numbers below show the weighted mean. The average is consistently below 2.0 for five out of the six periods listed on the graph. In Summer 2015 the weighted average was above 2.0. Please note that on the survey, 1 denotes very satisfied, 2 satisfied, 3 dissatisfied, 4 very dissatisfied, and 5 unable to judge It appears that overall students are satisfied with their preparedness in entering the job market. Continue to monitor the results and look for ways to improve student preparedness. Survey Question: How satisfied are you that the program fully prepared you to enter the current job market? The following is the rating system for this survey: Very Satisfied 1 Satisfied 2 Dissatisfied 3 Very Dissatisfied 4 Unable to Judge 5 Spring 2014 Summer 2014 Fall 2014 Spring 2015 Summer 2015 Fall 2015 Number of Respondents Weighted mean Student Preparedness to Enter the Current Job Market Spring 2014 Summer 2014 Fall 2014 Spring 2015 Summer 2015 Fall 2015

22 What is your measurement instrument or process? (indicate length of cycle) Performance Measure: What is your goal? The goal should be measurable. Increase the level of student satisfaction with the Bachelor of Science in Business Administration degree. This is a question given on the exit survey of the Peregrine exam. The weighted mean results from (Spring, Summer, and Fall semesters) are provided. Current Results: What are your current results? The graph and numbers below show the weighted mean. The average is consistently below 2.0 for all six periods listed on the graph. Please note that on the survey, 1 denotes very satisfied, 2 satisfied, 3 dissatisfied, 4 very dissatisfied, and 5 unable to judge Action Taken or Improvement Analysis of made: What did you improve or Results: What what is your next step? did you learn from your results? It appears that overall students are satisfied with the Bachelor of Science in Business Administration degree. Continue to monitor the results and look for ways to improve student satisfaction with the degree. Survey Question: How satisfied are you with your Bachelor of Science in Business Administration degree at IUE? The following is the rating system for this survey: Very Satisfied 1 Satisfied 2 Dissatisfied 3 Very Dissatisfied 4 Unable to Judge 5 Spring 2014 Summer 2014 Fall 2014 Spring 2015 Summer 2015 Fall 2015 Number of Respondents Weighted mean Student Satisfaction with Bachelor of Science in Business Administration Degree Spring 2014 Summer 2014 Fall 2014 Spring 2015 Summer 2015 Fall 2015

23 Performance Measure: What is your goal? The goal should be measurable. What is your measurement instrument or process? (indicate length of cycle) Current Results: What are your current results? Action Taken or Improvement made: What did you Analysis of Results: What did you improve or what is your next step? learn from your results? Increase the level of student satisfaction with course offerings in the major / concentration. This is a question given on the exit survey of the Peregrine exam. The weighted mean results from (Spring, Summer, and Fall semesters) are provided. Survey Question: How satisfied are you with the availability of course offerings in the major / concentration The graph and numbers below show the weighted mean. The average is consistently below 2.0 for all six periods listed on the graph. Please note that on the survey, 1 denotes very satisfied, 2 satisfied, 3 dissatisfied, 4 very dissatisfied, and 5 unable to It appears that overall students are satisfied with the judge course offerings in the major / concentration. Continue to monitor the results and look for ways to improve student satisfaction with course offerings in the major / concentration. The following is the rating system for this survey: Very Satisfied 1 Satisfied 2 Dissatisfied 3 Very Dissatisfied 4 Unable to Judge 5 Spring 2014 Summer 2014 Fall 2014 Spring 2015 Summer 2015 Fall 2015 Number of Respondents Weighted mean Student Satisfaction with Course Offerings in the Major / Concentration Spring 2014 Summer 2014 Fall 2014 Spring 2015 Summer 2015 Fall 2015

24 Outcome 1.0 Evaluate and select from possible solutions to problems. Performance Measure What is your Current Results Analysis of Results Action Taken or Improvement made measurement instrument or Measurable goal Do not use grades. What are your current results? What did you learn from the results? What did you improve or what is your next step? What is your goal? Average recommendations score from case study rubric at or above 22 points (Proficient) (Indicate type of instrument) direct, formative, internal, comparative BUS J401 case study in which student teams analyze a firm and make recommendations for improvements. Summative, Direct, Internal The average scores for Fall 2014, Spring 2015, Summer 2015, and Fall 2015 are plotted on the graph. Data has been continually collected since Results are presented here for the past four successive semesters, and they continue to be above the goal desired. The previous standard of having scores above 20 was raised to 22 (73%). Areas of success: In general, the quality of students ability to make recommendations has been maintained. The overall quality of the case studies has continued to improve. The inclusion of executive summaries and more detailed financial information is being consistently provided. The focus of this particular measure is on the ability to develop alternative recommendations. Areas for Improvement: We continue to look for ways to enhance the team experience. A peer member evaluation form that has been used to differentiate levels of performance in some cases has been utilized. Even though the average numbers may not demonstrate this, the gap between high performing groups and low performing groups seems to have widened. Student evaluation comments have more frequently indicated that this was a great group experience but we strive to have this be a universal one for all students Analysis and action taken: In the 2014 QAR, it was noted that the project was broken down into two phases. This proved to be advantageous, although there has not been a dramatic increase in the overall scores. However, related to the recommendations section of the case analysis, which is the focus of this assessment measure, the point values were emphasized and students attention has been drawn to this section of the scoring matrix. There has been some experimentation with letting the students choose their industry and company rather than being assigned an industry and company. This has had mixed results. It may be an unrealistic expectation that movement a higher level is possible without a change of methodology or experience. It should also be noted that from a micro perspective, we had 2 of 35 groups over this 4 semester series that fell below (20) or goal of 22. This occurred in the Spring of Greater attention was paid to early communication with the groups. This was also the first semester of a new learning management system. This may account for the rise in scores in the summer of 2015, the following semester. Results of Action taken: As a result of actions taken, the range of performance has increased creating a few projects particularly well done, but also a few projects completed at more moderate levels. There are too many factors at play here to determine whether this is simply a result of the actions taken or more a reflection of the intellectual capacity of the students in a particular class. Moving toward the reaffirmation self-study though, it seems timely to evaluate whether this teaching method should be replaced by a simulation model as it might provide a more relevant model for students to deal with emerging business issues making recommendations in a more real-time environment. Semester Average Fall Spring Summer Fall Fall 2014 Spring 2015 Summer 2015 Fall 2015

25 Outcome 2.0 Assess his/her ability to function professionally and ethically in a global society. Performance Measure What is your Current Results Analysis of Results Action Taken or Improvement made measurement instrument or Measurable goal Do not use grades. What are your current results? What did you learn from the results? What did you improve or what is your next step? What is your goal? The aggregate average of the implementation plan component of the personal strategic plan will be at or above 80% (Indicate type of instrument) direct, formative, internal, comparative An assessment rubric developed to assess the personal strategic plans developed in the capstone course BUS J401 (Administrative Policy). The assessment rubric for each individual assignment will be combined into an aggregate rubric. Summative, Direct, Internal Data has been continually collected since Results are presented here for the past four successive semesters, and they continue to be above the goal desired. Areas of success: Student personal strategic plans continue to become more detailed and are now more focused on linking plans to timeframes. Areas for Improvement: The primary area for improvement here is in dealing with individual students who under-perform. The only real way to advance the aggregate average would be to eliminate a low percentage of students who score below 70% Analysis and action taken: From previous analysis, the scoring rubric was adjusted to allow for more points for this portion of the assignment, signaling an increased importance on it. Instructions were also emphasized in a video. Results of Action taken: There has not been a significant consistent increase in aggregate scores compared to prior years, although the quality of plans has increased marginally. Given so many data periods, this measure will be collected only periodically from this point forward. However, this experience has prompted the faculty to now utilize more career assistance tools in some pilot projects in entry level classes like resume building and mock interviews. Semester Average Fall % Spring % Summer % Fall % % 90.00% 80.00% 70.00% 60.00% 50.00% 40.00% 30.00% 20.00% 10.00% 0.00% Fall 2014 Spring 2015 Summer 2015 Fall 2015

26 Outcome 3.0: Synthesize concepts, theories, and tools from CPC to address business issues. Performance Measure What is your measurement instrument or process? Current Results Analysis of Results Action Taken or Improvement made Measurable goal Do not use grades. What are your current results? What did you learn from the results? What is your goal? (Indicate type of instrument) direct, formative, internal, comparative What did you improve or what is your next step? The Total score will be at least 60% and above the Outbound ACBSP (All) score which was 51.34% according to the Peregrine reports for this period. Total section of the Peregrine Exam. Data is given for Spring, Summer, and Fall 2014 and 2015 semesters. Direct, Summative, External, Comparative Scores are all above 60% except for one semester (Spring 2015) The students performed above the Outbound ACBSP (All) score of 51.34% which was reported in the Peregrine exam results. Continue to monitor the scores for the Total section of the Peregrine Exam. The following are the Total scores from the Peregrine Exam for the following semesters: Semester Percentage Spring % Summer % Fall % Spring % Summer % Fall % 80.00% 70.00% 60.00% 50.00% 40.00% 30.00% 20.00% 10.00% 0.00% Spring 2014 Summer 2014 Fall 2014 Spring 2015 Summer 2015 Fall 2015 Semester

27 Outcome 3.6: Develop a plan to coordinate human and material resources. Performance Measure What is your measurement instrument or process? Current Results Analysis of Results Action Taken or Improvement made Measurable goal Do not use grades. What are your current results? What did you learn from the results? What is your goal? (Indicate type of instrument) direct, formative, internal, comparative What did you improve or what is your next step? The human resource section of the business plan will have an average rating of 2.0 or better. Business plans in the BUS W311 course were sampled. All, at least 5 plans, or 10% of the business plans (depending on which was largest) were sampled for each section taught for Fall 2014, Spring 2015, and Fall 2015 semesters. The human resource sections were then scored on a scale: 0 if a plan was not included; 1 poor (provided at least a heading); 2 satisfactory; 3 excellent. The average of all the plans sampled in that particular semester was calculated and is reported below. Direct, Summative, Internal The average is below 2.0 Additional plans will be sampled in the future and will be reviewed by The average of the human additional faculty to see resource sections of the what improvements business plans sampled in each need to be made in BUS semester are below 2.0, but W311 to improve scores not by much in 2 of the in this section of the semesters. business plan. Semester Average Score Fall Spring Fall Fall 2014 Spring 2015 Fall 2015 Semester

28 Ourcome 3.7: Evaluate the possible impact of the legal environment on a business Performance Measure What is your measurement instrument or process? Current Results Analysis of Results Action Taken or Improvement made Measurable goal Do not use grades. What are your current results? What did you learn from the results? What is your goal? (Indicate type of instrument) direct, formative, internal, comparative What did you improve or what is your next step? The Legal Environment of Business score will be at least 60% and above the Outbound ACBSP (All) score which was 55.77% according to the Peregrine reports for this period. The following are the Legal Environment of Business scores from the Peregrine Exam for the following semesters: Legal Environment of Business section of the Peregrine Exam. Data is given for Spring, Summer, and Fall 2014 and 2015 semesters. Direct, Summative, External, Comparative Scores are all above 60%. Continue to monitor the The students performed above scores for the Legal the Outbound ACBSP (All) score Environment of Business of 55.77% which was reported section of the Peregrine in the Peregrine exam results. Exam. Semester Percentage Spring % Summer % Fall % Spring % Summer % Fall % 80.00% 70.00% 60.00% 50.00% 40.00% 30.00% 20.00% 10.00% 0.00% Spring 2014 Summer 2014 Fall 2014 Spring 2015 Summer 2015 Fall 2015 Semester

29 Outcome 3.8: Develop an international strategy for a business Performance Measure What is your measurement instrument or process? Current Results Analysis of Results Action Taken or Improvement made Measurable goal Do not use grades. What are your current results? What did you learn from the results? What is your goal? (Indicate type of instrument) direct, formative, internal, comparative What did you improve or what is your next step? The Global Dimensions of Business score will be at least 60% and above the Outbound ACBSP (All) score which was 45.95% according to the Peregrine reports for this period. Global Dimensions of Business section of the Peregrine Exam. Data is given for Spring, Summer, and Fall 2014 and 2015 semesters. Direct, Summative, External, Comparative Scores are below 60% for four semesters Discuss the results with The students performed above the instructors teaching the Outbound ACBSP (All) score BUS D301 to determine of 45.95% which was reported ways to help increase in the Peregrine exam results. scores in this area. The following are Global Dimensions of Business scores from the Peregrine Exam for the following semesters: Semester Percentage Spring % Summer % Fall % Spring % Summer % Fall % 70.00% 60.00% 50.00% 40.00% 30.00% 20.00% 10.00% 0.00% Spring 2014 Summer 2014 Fall 2014 Spring 2015 Summer 2015 Fall 2015 Semester

30 Outcome 3.9 Evaluate the ethical climate of an organization Performance Measure What is your measurement instrument or process? Current Results Analysis of Results Action Taken or Improvement made Measurable goal Do not use grades. What are your current results? What did you learn from the results? What is your goal? (Indicate type of instrument) direct, formative, internal, comparative What did you improve or what is your next step? The Business Ethics score will be at least 60% and above the Outbound ACBSP (All) score which was 53.51% according to the Peregrine reports for this period. Business Ethics section of the Peregrine Exam. Data is given for Spring, Summer, and Fall 2014 and 2015 semesters. Direct, Summative, External, Comparative Only one score was below 60% (Spring 2015) The students performed above Continue to monitor the the Outbound ACBSP (All) score scores for the Business of 53.51% which was reported Ethics section of the in the Peregrine exam results. Peregrine Exam. The following are Business Ethics scores from the Peregrine Exam for the following semesters: Semester Percentage Spring % Summer % Fall % Spring % Summer % Fall % 70.00% 60.00% 50.00% 40.00% 30.00% 20.00% 10.00% 0.00% Spring 2014 Summer 2014 Fall 2014 Spring 2015 Summer 2015 Fall 2015 Semester

31 Outcome 3.10 Use information technology as a business tool. Performance Measure What is your measurement instrument or process? Current Results Analysis of Results Action Taken or Improvement made Measurable goal Do not use grades. What are your current results? What did you learn from the results? What did you improve or what is your next step? What is your goal? (Indicate type of instrument) direct, formative, internal, comparative The average score will be a 40 or higher out of 50 possible points on an Excel regression assignment given in BUS A202 (Introduction to Managerial Accounting) This is a new assessment piece used to measure Outcome 3.10: Use information technology as a business tool. Only two data points are currently available for the ACBSP QAR 2016 report. Formative, Internal Direct, Both scores are below 40; however, the average did increase from Fall 2014 to Spring Only two data points are available at this time. The assignment will be given again in Spring 2016 in BUS A202. Embed a regression example in the course to help the students prepare for this assignment. Some students may not have had statistics and thus regression prior to taking BUS A202. Semester Average Score Fall Spring Fall 2014 Spring 2015 Semester

32 Outcome 3.10 Use information technology as a business tool. Performance Measure What is your measurement instrument or process? Current Results Analysis of Results Action Taken or Improvement made Measurable goal Do not use grades. What are your current results? What did you learn from the results? What did you improve or what is your next step? What is your goal? (Indicate type of instrument) direct, formative, internal, comparative The Information Management Systems score will be at least 60% and above the Outbound Information Management Systems section of Continue to monitor the ACBSP (All) score which was 59.04% according to the Peregrine reports for this period. the Peregrine Exam. Data is given for scores for the Spring, Summer, and Fall 2014 and 2015 semesters. Direct, Summative, External, The students performed above Information the Outbound ACBSP (All) score Management Systems Comparative of 59.04% which was reported section of the Peregrine Scores are all above 60% in the Peregrine exam results. Exam. The following are Information Management Systems percentage scores from the Peregrine Exam for the following semesters: Semester Percentage Spring % Summer % Fall % Spring % Summer % Fall % 90.00% 80.00% 70.00% 60.00% 50.00% 40.00% 30.00% 20.00% 10.00% 0.00% Spring 2014 Summer 2014 Fall 2014 Spring 2015 Summer 2015 Fall 2015 Semester

33 Outcome 3.11 Complete the accounting cycle of a business Performance Measure What is your measurement instrument or process? Current Results Analysis of Results Action Taken or Improvement made Measurable goal Do not use grades. What are your current results? What did you learn from the results? What is your goal? (Indicate type of instrument) direct, formative, internal, comparative What did you improve or what is your next step? The average score should be at least a 70%. This is an accounting cycle project given in BUS A201 (Introduction to Financial Accounting). Data is provided for 2014 and 2015 semesters both in-class and online sections. Direct, Comparative, Internal, Formative The average scores are below 70% except for one semester. Students in both online and in-class sections are below the target goal. Provide additional materials and examples to help students prepare better for this project. Semester Average Spring '14 Online 71.1% Spring '14 In Class 65.4% Summer '14 Online 67.2% Fall '14 Online 63.0% Fall '14 In Class (1) 61.8% Fall '14 In Class (2) 49.6% Spring '15 Online 61.4% Spring '15 In Class 57.3% Summer '15 Online 56.6% Fall '15 Online (1) 51.4% Fall '15 Online (2) 53.7% Fall '15 In Class (1) 54.0% Fall '15 In Class (2) 48.1% 80.0% 70.0% 60.0% 50.0% 40.0% 30.0% 20.0% 10.0% 0.0% 71.1% Spring '14 Online 67.2% Summer '14 Online 63.0% 61.4% Fall '14 Online Online Spring '15 Online 56.6% Summer '15 Online 51.4% Fall '15 Online (1) 53.7% Fall '15 Online (2) 70.0% 60.0% 50.0% 40.0% 30.0% 20.0% 10.0% 0.0% 65.4% Spring '14 In Class 61.8% In Class 49.6% 57.3% Fall '14 In Class Fall '14 In Class Spring '15 In (1) (2) Class 54.0% 48.1% Fall '15 In Class Fall '15 In Class (1) (2)

34 Accounting CPA and Accounting Managerial Concentrations Outcome: Demonstrate proficiency in Accounting Performance Measure What is your measurement instrument or process? Current Results Analysis of Results Action Taken or Improvement made Measurable goal Do not use grades. What are your current results? What did you learn from the results? What is your goal? (Indicate type of instrument) direct, formative, internal, comparative What did you improve or what is your next step? The Advanced Accounting score will be at least 60%. Advanced Accounting section of the Peregrine Exam. Data is given for Spring, Summer, and Fall 2014 and 2015 semesters. Direct, Summative The scores were below 60% in three semesters (Spring 2014, Summer 2014, and Spring 2015). Accounting faculty will continue to monitor the scores and see where improvements can be made. Accounting faculty are also looking The scores have improved in into other assessment the two most recent semesters pieces that better and are above the 60% goal. measure this outcome. The following are Advanced Accounting scores from the Peregrine Exam for the following semesters: Semester Percentage Spring % Summer % Fall % Spring % Summer % Fall % 90.00% 80.00% 70.00% 60.00% 50.00% 40.00% 30.00% 20.00% 10.00% 0.00% Spring 2014 Summer 2014 Fall 2014 Spring 2015 Summer 2015 Fall 2015 Semester