Annual Report Accredited Member

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

2 IACBE ANNUAL REPORT For Academic Year: This annual report should be completed for your academic business unit and submitted to the IACBE by November 1 of each year. General Information Institution s Name: Institution s Address: Bellevue University 1000 Galvin Road City and State or Country: Bellevue, NE Zip or Postal Code Name of Submitter: Title: Your Address: Pamela R. Imperato, Ph.D. Dean Telephone (with country code if outside of the United States): Type of Institution: Public XX Private Nonprofit Private For-Profit Date of Submission: October 30, 2014 Total Headcount Enrollment of the Institution for : 12,870 Administrative Information 1. Provide the following information pertaining to the current president/chief executive officer of your institution: Name: Title: Dr.Mary Hawkins President Highest Earned Degree: Ph.D. Telephone (with country code if outside of the United States): Provide the following information pertaining to the current chief academic officer of your institution: Name: Title: Check here if this represents a change from the previous year. Donna McDaniel Vice President for Academic Affairs Fax (with country code if outside of the United States): Highest Earned Degree: JD Telephone (with country code if outside of the United States): Check here if this represents a change from the previous year. Fax (with country code if outside of the United States): IACBE Annual Report:

3 3. Provide the following information pertaining to the current head of your academic business unit: Name: Title: Dr. Pamela Imperato Dean Highest Earned Degree: Ph.D. Telephone (with country code if outside of the United States): Fax (with country code if outside of the United States): Check here if this represents a change from the previous year. 4. Provide the following information pertaining to your current primary representative to the IACBE, i.e., the person who is your primary contact for the IACBE and who votes on behalf of the academic business unit on IACBE matters (if not the same as the head of the academic business unit): Name: Title: Dr. Pamela Imperato Dean Highest Earned Degree: Ph.D. Telephone (with country code if outside of the United States): Fax (with country code if outside of the United States): Check here if this represents a change from the previous year. 5. Provide the following information pertaining to your current alternate representative to the IACBE: Name: Title: Rebecca Murdock Assistant Dean Highest Earned Degree: MBA Telephone (with country code if outside of the United States): X Check here if this represents a change from the previous year. Fax (with country code if outside of the United States): IACBE Annual Report:

4 Accreditation Information 1. If applicable, when is your next institutional accreditation site visit? 2016 Year 2. When is your next reaffirmation of IACBE accreditation site visit? 2016 Year 3. Provide the website path to the page containing your public notification of accreditation by the IACBE: (Note: Do not provide URL addresses. Beginning with the institution s home page, describe the link on each page in the path on which someone would click in order to advance to the next page in the path. For example: 1. Click on Academics 2. Click on School of Business 3. Click on IACBE Accreditation etc.) 1. Go to 2. Click on About Us on the left hand menu 3. Click on Accreditation Provide the website path to the page containing your public disclosure of student learning assessment results: (Note: Do not provide URL addresses. Beginning with the institution s home page, describe the link on each page in the path on which someone would click in order to advance to the next page in the path. For example: 1. Click on Academics 2. Click on School of Business 3. Click on IACBE Accreditation etc.) 1. Go to 2. Click on Resources on the left-hand menu 3. Click on Colleges 4. Click on College of Business 5. Click on link to public disclosure of student achievement and business school performance information at the bottom of the page IACBE Annual Report:

5 5. If your accreditation letter from the IACBE Board of Commissioners contained notes that identified issues that needed to be addressed, please list the number of the IACBE s Accreditation Principle for each note in the table below. Indicate whether action has already been taken or that you have made plans to do so. (Insert additional rows as necessary.) Commissioners Notes Action Already Taken Action Planned Principle 1.0: Outcome Assessment Principle 2.0 Strategic Planning Principle 3.3 General Education Principle 4.1 Faculty Qualifications Principle 4.2 Faculty Loads Principle 6.5 Off-Campus Location Principle 7.7 External Accountability Per IACBE letter dated January 22, 2014, further action was required. However, consultation with IACBE staff on October 28, 2014, indicated that further guidance on the specific information needed would be forthcoming by mid-november, Per IACBE letter dated January 22, 2014, follow-up is considered complete and no further action is required. Per IACBE letter dated January 22, 2014, follow-up is considered complete and no further action is required. Per IACBE letter dated January 22, 2014, further action was required. However, consultation with IACBE staff on October 28, 2014, indicated that further guidance on the specific information needed would be forthcoming by mid-november, Per IACBE letter dated January 22, 2014, further action was required. However, consultation with IACBE staff on October 28, 2014, indicated that further guidance on the specific information needed would be forthcoming by mid-november, Per IACBE letter dated January 22, 2014, follow-up is considered complete and no further action is required. Per IACBE letter dated January 22, 2014, follow-up is considered complete and no further action is required. IACBE Annual Report:

6 Programmatic Information 1. For each of your IACBE-accredited business programs, provide the total headcount enrollment and the number of degrees conferred in the program (including each major, concentration, specialization, emphasis, option, or track) for (insert rows in the table as needed): Program Enrollment Number of Degrees Conferred BSA Bachelor of Science in Accounting BSBA-Bachelor of Science in Business Administration BSBA-Finance Emphasis BSBA-Human Resource Management Emphasis 21 3 BSBA-Marketing Emphasis 30 8 MBA-Master of Business Administration no concentration MBA Accounting Concentration MBA Acquisition and Contract Management Concentration 58 9 MBA Cybersecurity Concentration 22 5 MBA-Entrepreneurship Concentration 46 6 MBA-Executive Coaching Concentration 10 3 MBA-Finance Concentration MBA-Global Economic Threat Concentration 2 0 MBA-Healthcare Concentration MBA-Human Capital Management Concentration MBA Human Resource Management Concentration 3 0 MBA Information Security Management Concentration 25 1 MBA Interdisciplinary Business Concentration MBA International Management Concentration 0 1 MBA Management Concentration 0 2 MBA Management Information Systems Concentration MBA Marketing Concentration MBA Project Management Concentration MBA Supply Chain Management Concentration IACBE Annual Report:

7 MBA-Tax Concentration 8 0 Totals for All Programs Combined (In the totals, please do not double-count students who pursued multiple programs during the reporting year, e.g., students who double-majored in both accounting and finance.) 2, Do you offer any of your IACBE-accredited business programs outside of your home country? x No. Yes. If yes, please identify the programs and countries in the table below. In addition, if the programs are delivered in partnership with other institutions, please identify those institutions as well. (Insert rows in the table as needed.) None offered Program Country or Countries Partner Institution(s) 3. Did you terminate any IACBE-accredited business programs during the reporting year? X No. Yes. If yes, please identify the terminated programs in the table below and provide a brief description of your termination plan (e.g., plan for teaching-out the program, when last graduates are expected, etc.). (Insert rows in the table as needed.) Terminated Programs Termination Plan No programs were terminated 4. Were changes made in any of your IACBE-accredited business programs during the reporting year? (Note: You do not have to identify course-level changes, e.g., changes in course names, course coding, course numbering, course content, etc.; identify only program-level changes, e.g., changes in program names, program curricula, etc.) X No. Yes. If yes, please identify the changes on a separate page at the end of this report. 5. Were any new business programs (including new majors, concentrations, specializations, emphases, options, and/or tracks) established during the reporting year? No. X Yes. If yes, please identify the new programs and the locations at which they are offered in the table below. (Insert rows in the table as needed.) Please also describe the curricular requirements for the programs on a separate page at IACBE Annual Report:

8 the end of this report, and answer item 6 below. New Programs Locations Business Enterprise & Essential Management Skills Advanced Manufacturing in the Business Enterprise Online Online Note: Any new programs (including new majors, concentrations, specializations, emphases, options, and/or tracks) cannot be listed, identified, or advertised as being accredited by the IACBE until they have undergone an accreditation review and have been granted accreditation by the Board of Commissioners. 6. If applicable, was approval of your institutional accrediting body required for any of the new programs identified in item 5 above? X No. Yes. If yes, please attach a copy of the material that you sent to your institutional accrediting body. 7. Did you establish any new locations/instructional sites during the reporting year? X No. Yes. If yes, please identify the new locations/instructional sites and the IACBE-accredited programs offered at those locations/sites in the table below. Please also indicate whether you anticipate that any of the locations/sites will account for 25% or more of the total student credit hours (or contact hours as applicable) in business. (Insert rows in the table as needed.) New Locations/Instructional Sites No new locations were established Programs Offered 25% or More of Total SCH? 8. If applicable, was approval of your institutional accrediting body required for any of the new locations/instructional sites identified in item 7 above? X No. Yes. If yes, please attach a copy of the material that you sent to your institutional accrediting body. IACBE Annual Report:

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

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

11 Other Issues Briefly comment on other issues pertaining to your academic business unit that you would like to share with the IACBE. IACBE Annual Report:

12 Section I: Student Learning Assessment Outcomes Assessment Results For Academic Year: Bellevue University Master of Business Administration Student Learning Assessment for Program 1 Master of Business Administration The mission of College of Business programs is to provide a quality education that addresses the knowledge, skills, and understanding that are critical to being a valuable contributor to modern business and society; as well as to inspire, enable, and actively engage learners to achieve this quality education. 1. Program Learning Outcome 1 Content skills: Students should be able to: General Program Intended Student Learning Outcomes (General Program ISLOs) 1.1 Explain concepts and procedures related to business functions and the business profession. 1.2 Apply and integrate knowledge and tools used by business professionals. 2. Program Learning Outcome 2 Interpersonal Skills & Ethics: Students should be able to: 2.1 Apply effective communication in a variety of professional settings. 2.2 Demonstrate effective participation and performance in various group settings in roles as both participants and/or leaders. 2.3 Apply an understanding and appreciation of moral and ethical reasoning and responsible citizenship. 3. Program Learning Outcome 3 Applications Skills: Students should be able to: 3.1 Apply innovation, creativity, and adaptability in problem-solving skills. 3.2 Apply critical thinking and problem solving skills to make effective business decisions. 3.3 To set, prioritize and achieve goals. 4. Program Learning Outcome Students should exhibit the self-confidence necessary to actively participate in discussions of important and relevant issues and actively engage in the learning process. IACBE Annual Report:

13 Intended Student Learning Outcomes: Major, Concentration, Specialization, Emphasis, Option, or Track in Area 1 ISLOs 1. Note: The assessment plan for did not include learning outcomes for the concentrations. The plan is being revised and will be submitted for review. Assessment Instruments for Intended Student Learning Outcomes Measures of Student Learning: 1. Measure 1 MBA E-Portfolio General Program ISLOs Assessed by this Measure: 1, 2, 3, 4 Major, Concentration, Specialization, Emphasis, Option, Track ISLOs Assessed by this Measure: 2. Measure 2 Capstone Project General Program ISLOs Assessed by this Measure: 1, 2, 3, 4 Major, Concentration, Specialization, Emphasis, Option, Track ISLOs Assessed by this Measure: Assessment Instruments for Intended Student Learning Outcomes Measures of Student Learning: 1. Measure Through a survey, MBA graduates report how many have earned a promotion, salary increase or new job which is attributable in whole or part to earning the MBA degree. General Program ISLOs Assessed by this Measure: 1, 2, 3, & 4 Major, Concentration, Specialization, Emphasis, Option, Track ISLOs Assessed by this Measure: 2. Measure Through a survey, MBA graduates report if their co-workers or managers have commented favorably on their communication and/or problem-solving skills since earning their MBA. General Program ISLOs Assessed by this Measure: 1, 2, 3, 4 Major, Concentration, Specialization, Emphasis, Option, Track ISLOs Assessed by this Measure: Objectives (Targets/Criteria) for Measures: Objective (Target/Criterion) for Measure 1 Target: Average portfolio performance should be 82% with only 2% scoring below 60%; performance is evaluated against a rubric Objective (Target/Criterion) for Measure 2 Target: Average performance should be at least 75%. Objectives (Targets/Criteria) for Measures: Objective (Target/Criterion) for Measure At least 50% of those responding to this question will respond favorably that the MBA degree has enabled them to earn a promotion, salary increase, or new job. Objective (Target/Criterion) for Measure At least 50% of those responding to this question will respond favorably that their co-workers or managers have commented that their communication and/or problem-solving skills have improved sinced earning their MBA degree. IACBE Annual Report:

14 Assessment Results: Program 1 with a Major, Concentration, Specialization, Emphasis, Option, or Track in Area 1 Summary of Results from Implementing Measures of Student Learning: 1. MBA E-Portfolio Results: Not met - portfolio submissions were incomplete from one of the two courses associated the submissions. The samples of student work related to communications and problem-solving skills were not obtained due to changes in requirements in one course (MBA605) associated with those samples. The samples associated with the other course (MBA626) (n=220) averaged 86%with less than 2% scoring below a 60%. 2. Capstone Project Results: Not met data not collected Summary of Results from Implementing Measures of Student Learning: 1. Graduate survey (Employment changes) (74/490=15% response rate); 52.7% responded favorably that a promotion, salary increase, or new job has resulted from their MBA program experience 2. Graduate survey () (74/490=15% response rate); 44% responded favorably that co-workers or managers have commented favorably on communication and/or problem-solving skills since earning their MBA degree Summary of Achievement of Intended Student Learning Outcomes: Intended Student Learning Outcomes Learning Assessment Measures General Program ISLOs Measure 1 Measure 2 Measure 3 Measure 4 Measure 1 Measure 2 Measure 3 Measure 4 1. Program Learning Outcome 1 Content skills: Students should be able to: 1.1 Explain concepts and procedures related to business functions and the business profession. MBA E- Portfolio Not met Capstone Project Not met Grad. Survey re: employement changes MET Grad Survey re: NOT MET 1.2 Apply and integrate knowledge and tools used by business professionals. 2. Program Learning Outcome 2 Interpersonal Skills & Ethics: Students should be able to: MBA E- Portfolio Not met Capstone Project Not met Grad. Survey re: employement changes MET Grad Survey re: NOT MET IACBE Annual Report:

15 2.1 Apply effective communication in a variety of professional settings. 2.2 Demonstrate effective participation and performance in various group settings in roles as both participants and/or leaders. 2.3 Apply an understanding and appreciation of moral and ethical reasoning and responsible citizenship. 3. Program Learning Outcome 3 Applications Skills: Students should be able to: 3.1 Apply innovation, creativity, and adaptability in problem-solving skills. 3.2 Apply critical thinking and problem solving skills to make effective business decisions. MBA E- Portfolio Not met Capstone Project Not met Grad. Survey re: employement changes MET Grad Survey re: NOT MET 3.3 To set, prioritize and achieve goals. 4. Program Learning Outcome Students should exhibit the self-confidence necessary to actively participate in discussions of important and relevant issues and actively engage in the learning process. MBA E- Portfolio Not met Capstone Project Not met Grad. Survey re: employement changes MET Grad Survey re: NOT MET Intended Student Learning Outcomes: Major, Concentration, Specialization, Emphasis, Option, or Track in Area 1 Measure 1 Measure 2 Measure 3 Measure 4 Measure 1 Measure 2 Measure 3 Measure 4 1. Note: The assessment plan for did not include learning outcomes for the concentrations. IACBE Annual Report:

16 The plan is being revised and will be submitted for review. Proposed Courses of Action for Improvement in Learning Outcomes for which Targets Were Not Met: 1. Graduate Survey () Target Not Met: While students reported favorable results regarding promotions, salary increases, and job changes, a comprehensive review of the course requirements and learning activities across the MBA program will be conducted to determine where adjustments are needed to improve results on this survey relative to performance around communication and problem-solving skills. 2. measures: The direct measures and the data collection plans associated with these measures need to be evaluated and revised to improve effectiveness. More robust data is needed to directly assess the learning of the students in the MBA program. Bellevue University Bachelor of Science in Business Administration(BSBA) Student Learning Assessment for Program 1 Bachelor of Science in Business Administration The mission of College of Business programs is to provide a quality education that addresses the knowledge, skills, and understanding that are critical to being a valuable contributor to modern business and society; as well as to inspire, enable, and actively engage learners to achieve this quality education. The BSBA programs develops knowledge of and experience with the applications of quantitative techniques, accounting, financial analysis and environments, organizational behavior, production and distribution systems, operations analysis, human resources, marketing, business law, applied business research, ethics and critical thinking skills. Together with the University s General Education requirements, the Business Administration major prepares students to be effective and valued decision makers in business and society. The major prepares sutdents for career advancement as well as advanced graduate business studies. 1. Program Learning Outcome 1 Content Skills: Student should be abe to: General Program Intended Student Learning Outcomes (General Program and Major ISLOs) 1.1 Explain concepts and procedures related to business functions and processes and the business profession. 1.2 Apply and integrate knowledge and tools used by business professionals. 2. Program Learning Outcome 2 People Skills: Students should be able to: 2.1 Apply effective communication in a variety of professional settings. 2.2 Demonstrate effective participation and performance in various group setting sin roles as both participants and/or leaders. 2.3 Apply an understanding and appreciation of moral and ethical reasoning and responsible leadership. 3. Program Learning Outcome 3 IACBE Annual Report:

17 Application Skills: Students should be able to: 3.1 Apply innovation, creativity, and adaptability in problem solving skills. 3.2 Apply critical thinking and problem solving skills to make effective business decisions. 3.3 Set, prioritize, and achieve goals. Intended Student Learning Outcomes: BSBA Major Finance Concentration ISLOs 1. Note: The assessment plan for did not include learning outcomes for this concentration. The plan is being revised and will be submitted for review. Intended Student Learning Outcomes: BSBA Major Human Resources Concentration ISLOs 1. Note: The assessment plan for did not include learning outcomes for this concentration. The plan is being revised and will be submitted for review. Intended Student Learning Outcomes: BSBA Major Marketing Concentration ISLOs Note: 1. The assessment plan for did not include learning outcomes for this concentration. The plan is being revised and will be submitted for review. Assessment Instruments for Intended Student Learning Outcomes Measures of Student Learning: 1. Measure 1 Program level exam General Program ISLOs Assessed by this Measure: 1 Major, Concentration, Specialization, Emphasis, Option, Track ISLOs Assessed by this Measure: 2. Measure 2 Program level business plan project General Program ISLOs Assessed by this Measure: 2, 3 Major, Concentration, Specialization, Emphasis, Option, Track ISLOs Assessed by this Measure: Assessment Instruments for Intended Student Learning Outcomes Measures of Student Learning: 1. Measure 1 BSBA Program Survey General Program ISLOs Assessed by this Measure: 1, 2, 3 Objectives (Targets/Criteria) for Measures: Objective (Target/Criterion) for Measure 1 Target = 70% of students score above national average results (which were ~50% national average score on IvySoft exam, a national vendor exam) Objective (Target/Criterion) for Measure 2 Target = 3.00 or higher average on Likert Scale assessment rubric. Objectives (Targets/Criteria) for Measures: Objective (Target/Criterion) for Measure 1 Target: 70% or greater of responses for each survey item are favorable IACBE Annual Report:

18 Major, Concentration, Specialization, Emphasis, Option, Track ISLOs Assessed by this Measure: 2. Measure 2 Net Promoter Score General Program ISLOs Assessed by this Measure: 1, 2, 3, Major, Concentration, Specialization, Emphasis, Option, Track ISLOs Assessed by this Measure: Objective (Target/Criterion) for Measure 2 Target NPS>=28 Assessment Results: Program 1 with a Major, Concentration, Specialization, Emphasis, Option, or Track in Area 1 Summary of Results from Implementing Measures of Student Learning: 1. Program level exam: Fall 2013 n=16; Spring 2014 n=23; Overall, 79% of students achieved an average score of 50% or above. 2. Program level business plan project: Fall 2013 and Spring of 6 areas met or exceeded target; average was 2.9, just below target of 3.0 Summary of Results from Implementing Measures of Student Learning: 1. BSBA Program Survey: Administered in summer BA courses; low response rate (6%) compared to average response rate of 30%; 75% reported favorable responses, which exceeds the target of 70% 2. Net Promoter Score: Met NPS score target of 28 over summer, fall, winter, and spring terms of academic year; response rate not available; NPS scores continue to improve over time; university stretch target is to achieve a NPS score of 50. Summary of Achievement of Intended Student Learning Outcomes: Intended Student Learning Outcomes Learning Assessment Measures General Program ISLOs Measure 1 Measure 2 Measure 3 Measure 4 Measure 1 Measure 2 Measure 3 Measure 4 1. Content Skills: Student should be abe to: 1.1 Explain concepts and procedures related to business functions and processes and the business profession. 1.2 Apply and integrate knowledge and tools used by business professionals. Program exam score Met BSBA Program Survey Met Net Promoter Score Met IACBE Annual Report:

19 2. People Skills: Students should be able to: 2.1 Apply effective communication in a variety of professional settings. 2.2 Demonstrate effective participation and performance in various group setting sin roles as both participants and/or leaders. 2.3 Apply an understanding and appreciation of moral and ethical reasoning and responsible leadership. Business Plan Project Partially met BSBA Program Survey Met Net Promoter Score Met 3. Application Skills: Students should be able to: 3.1 Apply innovation, creativity, and adaptability in problem solving skills. 3.2 Apply critical thinking and problem solving skills to make effective business decisions. Business Plan Project Partially met BSBA Program Survey Met Net Promoter Score Met 3.3 Set, prioritize, and achieve goals. Intended Student Learning Outcomes: Finance, Human Resources, and Marketing Concentrations 1. Note: The assessment plan for did not include learning outcomes for the concentrations. The plan is being revised and will be submitted for review. Measure 1 Measure 2 Measure 3 Measure 4 Measure 1 Measure 2 Measure 3 Measure 4 Proposed Courses of Action for Improvement in Learning Outcomes for which Targets Were Not Met: 1. Continue with improvements in the programmatic approach to business plan concept through better integration of concept into individual courses and with individual course expectations into the capstone business plan experience. IACBE Annual Report:

20 2. Continue to convey assessment results to large number of faculty who teach in the BSBA Program and to continue the discussions of the assessment results and faculty ownership of the overall program experience and student learning outcomes which must integrate and build on the individual course experiences. Bellevue University Bachelor of Science in Accounting Student Learning Assessment for Program 1 Bachelor of Science in Accounting The mission of the accounting program is to prepare graduates for entry-level positions in both public and private accounting fields and for advancement within their profession. This preparation is broad enough to allow students to enter the accounting field at a variety of levels. The program also prepares students for graduate level work in business and accounting,. General Program Intended Student Learning Outcomes (General Program ISLOs) 1. Apply accounting concepts and procedures for strategic and operational problem solving and decision making. 2. Analyze information using industry-specific technology. 3. Communicate in a variety of media and professional settings. 4. Apply ethical principles in accounting situations. Intended Student Learning Outcomes: Major, Concentration, Specialization, Emphasis, Option, or Track in Area 1 ISLOs 1. See general program learning outcomes. Assessment Instruments for Intended Student Learning Outcomes Measures of Student Learning: 1. Measure 1 Comprehensive exam administered in upper level accounting courses to measure ability to apply accounting concepts; exam administered during a student s senior year in either AC419 Advanced Accounting Problems or AC442 Financial Audting. Objectives (Targets/Criteria) for Measures: Objective (Target/Criterion) for Measure 1 The average grade on the comprehensive exam will be >70%, with +>70% of accounting students achieveing a score of 70% or higher. 2. Measure 2 Communication assessment: writing and presentation skills are assessed from various accounting courses using a standardized Objective (Target/Criterion) for Measure 2 The average grade on the writing project will be >70% with +> 70% of IACBE Annual Report:

21 program rubric across all courses. The writing was assessed during AC331 Income Tax Accounting in both online and residential courses. accounting students achieving a score of 70% or higher. Assessment Instruments for Intended Student Learning Outcomes Measures of Student Learning: 1. Measure 1 Student satisfaction survey directed to accounting students and alumni. Objectives (Targets/Criteria) for Measures: Objective (Target/Criterion) for Measure 1 70% of respondents will agree that the accounting program met or exceeded their expectations. 2. Measure 2 Employer satisfaction survey sent to employers of students working in internship positions. (Alumni survey substituted if no students participate in internships.) Objective (Target/Criterion) for Measure 2 Employer sastisfaction survey: 90% of respondents will agree that the accounting students met or exceeded all criteria measured on internship questionnaire. (Alumni survey: 70% or more of the respondents agree that promotion, salary increase, or new job is attributable to BSA degree.) Assessment Results: Bachelor of Science in Accounting Summary of Results from Implementing Measures of Student Learning: 1. Comprehensive exam was administered to spring evening class of Advanced Accounting students. The average exam score was 68.2% with 50% of the students earning a 70% score or higher. (n=13/13) 2. The communication assessment/writing assignment (accounting project) was administered in the fall online tax class. The average grade was a 67% with 36% of students earning 70% or higher. All students were allowed to resubmit. Seventeen (17) resubmitted, their original scores averaged 18.38/30, two points lower than the entire class average; and their reworked appers averaged 25.8/30. (n=28/28) Summary of Results from Implementing Measures of Student Learning: 1. Student satisfaction survey completed by fall and winter auditing students (n=12/39): 92% agreed or strongly agreed that the accounting program met expectations. 2. Alumni accounting graduates surveyed (n=58/380): 78.74% have earned a promotion, a salary increase, or obtained a new job due to BSA degree. Internship survey was not completed because no students completed an internship. Summary of Achievement of Intended Student Learning Outcomes: IACBE Annual Report:

22 Intended Student Learning Outcomes General Program ISLOs 1. Apply accounting concepts and procedures for strategic and operational problem solving and decision making. 2. Analyze information using industry-specific technology. 3. Communicate in a variety of media and professional settings. 4. Apply ethical principles in accounting situations. Measure 1 Comprehensive Exam Partially met with 50% earning 70% or higher Measure 2 Accounting Project Partially met since 70% of studentsl achieved a score of 70% or higher after resubmission Accounting Project Partially met since 70% of students achieved a score of 70% or higher after resubmission Accounting Project Partially met since 70% of studentsl achieved a score of 70% or higher after resubmission Measure 3 Learning Assessment Measures Measure 4 Measure 1 Student Satisfaction Met Student Satisfaction Met Student Satisfaction Met Student Satisfaction Met Measure 2 Proposed Courses of Action for Improvement in Learning Outcomes for which Targets Were Not Met: 1. Administer the comprehensive exam in all advanced accounting courses. Alumni Satisfaction Met Alumni Satisfaction Met Alumni Satisfaction Met Alumni Satisfaction Met Measure 3 Measure 4 2. Include cost accounting questions and tax question on the comprehensive exam in order to assess all accounting topics included in the accounting program. 3. Include a presentation assignment to assess presentation skills in the accounting curriculum. IACBE Annual Report:

23 4. Based on the comprehensive exam, identify topics students have difficulty retaining and create a plan to increase retention of learning based on additional projects or assignments designed around those particular problem areas. IACBE Annual Report:

24 Section II: Operational Assessment (Note: Complete this section only if you received first-time accreditation or reaffirmation of accreditation after January 1, 2011.) Intended Operational Outcomes: 1. Intended Operational Outcome 1 2. Intended Operational Outcome 2 3. Intended Operational Outcome 3 4. Intended Operational Outcome 4 5. Intended Operational Outcome 5 6. Intended Operational Outcome 6 7. Intended Operational Outcome 7 8. Intended Operational Outcome 8 Assessment Measures/Methods for Intended Operational Outcomes: Name of Academic Business Unit Operational Assessment This section does not apply to Bellevue University. Objectives (Targets/Criteria) for Operational Assessment Measures/Methods: 1. Operational Assessment Measure/Method 1 Objective (Target/Criterion) for Measure/Method 1 Intended Operational Outcomes Assessed by this Measure: Outcomes List 2. Operational Assessment Measure/Method 2 Objective (Target/Criterion) for Measure/Method 2 Intended Operational Outcomes Assessed by this Measure: Outcomes List 3. Operational Assessment Measure/Method 3 Objective (Target/Criterion) for Measure/Method 3 Intended Operational Outcomes Assessed by this Measure: Outcomes List 4. Operational Assessment Measure/Method 4 Objective (Target/Criterion) for Measure/Method 4 Intended Operational Outcomes Assessed by this Measure: IACBE Annual Report:

25 Outcomes List 5. Operational Assessment Measure/Method 5 Objective (Target/Criterion) for Measure/Method 5 Intended Operational Outcomes Assessed by this Measure: Outcomes List 6. Operational Assessment Measure/Method 6 Objective (Target/Criterion) for Measure/Method 6 Intended Operational Outcomes Assessed by this Measure: Outcomes List 7. Operational Assessment Measure/Method 7 Objective (Target/Criterion) for Measure/Method 7 Intended Operational Outcomes Assessed by this Measure: Outcomes List 8. Operational Assessment Measure/Method 8 Objective (Target/Criterion) for Measure/Method 8 Intended Operational Outcomes Assessed by this Measure: Outcomes List Summary of Results from Implementing Operational Assessment Measures/Methods: 1. Summary of Results for Measure/Method 1 2. Summary of Results for Measure/Method 2 3. Summary of Results for Measure/Method 3 4. Summary of Results for Measure/Method 4 5. Summary of Results for Measure/Method 5 6. Summary of Results for Measure/Method 6 7. Summary of Results for Measure/Method 7 8. Summary of Results for Measure/Method 8 Summary of Achievement of Intended Operational Outcomes: Operational Assessment Measures/Methods Intended Operational Outcomes Operational Assessment Measure/ Method 1 Operational Assessment Measure/ Method 2 Operational Assessment Measure/ Method 3 Operational Assessment Measure/ Method 4 Operational Assessment Measure Method 5 Operational Assessment Measure/ Method 6 Operational Assessment Measure/ Method 7 Operational Assessment Measure/ Method 8 IACBE Annual Report:

26 1. Intended Operational Outcome 1 2. Intended Operational Outcome 2 3. Intended Operational Outcome 3 4. Intended Operational Outcome 4 5. Intended Operational Outcome 5 6. Intended Operational Outcome 6 7. Intended Operational Outcome 7 8. Intended Operational Outcome 8 Proposed Courses of Action for Improvement in Operational Outcomes for which Targets Were Not Met: 1. Course of Action 1 2. Course of Action 2 3. Course of Action 3 4. Course of Action 4 IACBE Annual Report:

27 Business Enterprise and Essential Management Skills (Bachelor of Business Administration) Program Description: The Business Enterprise and Essential Management Skills major is designed to develop knowledge of, and experience with, the applications of quantitative techniques, accounting, financial analysis, organizational behavior, production and distribution systems, operations analysis, human resources, marketing, business law, and applied business research. These practical skills are complemented and reinforced by a framework of courses designed to sharpen your communication, critical thinking, and appreciation for the visions and values of our society. The BEEMS major prepares you for career advancement as well as advanced graduate business studies. Curriculum: Major Requirements (60 credit hours)- see courses and descriptions below. FFHU 321 Communication and Critical Thinking This course builds critical thinking and communication skills through enhanced reading, writing, and oral communication practices. Through the development of stronger comprehension, compositional and multimodal communication skills, students will demonstrate increased abilities in critical thinking and metacognitive strategies. FFPS 311 Applied Problem Solving This course emphasizes problem solving and reasoning skills. The concepts and applications will reinforce and enhance a student s abilities to effectively make judgments, inferences, analyses, forecasts, and assessments. A variety of essential problem solving techniques will be utilized and applied to the problem solving processes. FLA 400 American Vision & Values This course focuses on the political and philosophical traditions of the western world, especially as they are found in the American vision and embedded in the values, traditions, documents, and institutions of the United States. FLA 410 Tradition & Change This course focuses on the creative tensions between the forces of tradition and change in the production of intellectual, social, and cultural progress. It examines the manner in which change can renew the political and social vitality of American democracy. FMGT 305 Communicating in the Enterprise This course focuses on the practical application of communication within the enterprise. Emphasis will be placed on learning how to write, speak, and act in the enterprise, including an introduction to professional presentations. FMGT 315 Solving Problems in the Enterprise IACBE Annual Report:

28 This course focuses on the application of concepts to solve enterprise problems. Emphasis is placed on identifying and analyzing weaknesses and threats, and investigating potential responses and solutions. FMGT 325 Formulating Data-Driven Decisions This course focuses on the skills needed to produce and understand how data is used in the enterprise. Emphasis is placed on demonstrating a systematic and methodical approach to decision-making. FBUS 335 Enterprise Economic Management This course focuses on the analysis and measures for managing the economic health of the enterprise. Focus will be placed on utilizing business information systems in a global context. FBUS 345 Resource and Risk Management This course focuses on the allocation of enterprise resources when and where they are needed. Emphasis will be placed on how to integrate all facets of the enterprise for greater efficiency and productivity. FMGT 355 Managing the Global Enterprise This course focuses on the inherent issues of the modern global enterprise. Economic and operational influences will be examined in relation to overall strategic management in the enterprise. FBUS 445 Enterprise Systems and Management of Information This course addresses the use of systems and information within the enterprise environment. The process of developing and utilizing information within various systems of an enterprise will be examined. The course will focus on issues including the use of social media, record keeping, and data mining to achieve consistent enterprise operations. FMGT 455 Project Management in the Enterprise This course focuses on the increasing use of projects to accomplish important enterprise goals. A variety of projects, organizational settings, and issues will be investigated. Emphasis will be placed on how project management concepts are used in today s enterprise environment. FBUS 465 Enterprise Accounting and Finance This course focuses on managerial accounting and financial decision-making through analyzing the economic welfare of an enterprise to make datadriven decisions. Emphasis will be placed on cost concepts, long and short-term strategic and operational planning, and control of cost. FMGT 475 Enterprise Management and Organizational Dynamics The course focuses on organizational dynamics with an emphasis on developing an understanding and managing the issues, problems, and the practical implications of various theories of human behavior within the enterprise. FBUS 485 Supply Chain Management IACBE Annual Report:

29 This course provides an introduction to the functions of supply chain management and covers the practical application for the enterprise. The relationships of supply chain will be addressed to include key decisions within operations management. FMGT 495 Business Marketing This course provides an introduction to the functions of marketing and covers current marketing concepts and the practical application for the enterprise. Additional emphasis will be given to global markets, the Internet, social media, and multicultural marketing. FFPS 418 Social Computing This course examines leading social computing frameworks and applications in modern society including social network systems, social media and socially oriented web-based applications. Basic communication practices are related to a digital environment that often lacks collocation. Current domestic and international trends are presented along with actual business social computing implementations. Coverage also includes effective social media campaigns, creating a social computing strategy, and techniques to analyze social computing. FFSS 421 Transformative Global Interdependence This course analyzes from a global perspective the causes, nature, and effects of globalization and how the world is becoming more interconnected and interdependent across all levels: international, national, local, and personal. Topics include compelling contemporary issues with a focus on the economic, political, social and cultural impacts. The course also includes the application of ethical principles in guiding solutions with the challenges that face our society and world and an emphasis on processing and producing primary source and original scholarship material. FFSS 414 Enterprise Information Intelligence This course provides an integrative foundation in the field of enterprise information intelligence at the tactical, operational, and strategic levels. Topics such as the functional areas of enterprise intelligence, developing skills applicable to real-world issues and solutions, business process analysis and design will be covered, along with other topics relevant to the field of information intelligence. FLA 420 Freedom & Responsibility This course compares several modern economic systems and evaluates their strength and limitations for modern democracies like the United States. It also examines the importance of civic engagement as a way of fulfilling citizens responsibilities for the well-being of society and for the freedom they enjoy. IACBE Annual Report:

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