Submit your report as an attachment to on or before February 15th or September 15th.

Transcription

1 Accreditation Council for Business Schools and Programs (ACBSP) Quality Assurance (QA) Report for Baccalaureate/Graduate Degree Programs Current as of July 2012 Overview (O) 1. Complete all information requested. Submit your report as an attachment to on or before February 15th or September 15th. This report should be limited to maximum of 50 pages. The average length of most good reports is 30 pages. To help reduce the page numbers you can remove the ACBSP examples used in this report template to help you complete the report. O 2. Institution Name: Oklahoma Baptist University Date September 14, 2013 Address: OBU Box 61737; 500 W University; Shawnee, OK O 3. Year Accredited/Reaffirmed: 1995 / 2006 This Report Covers Years: & 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 Bachelor in Professional Accountancy (BPA) Bachelor in Professional Accountancy Interdisciplinary (BPA) Bachelor of Business Administration (BBA) with emphasis in: Computer Information Systems Finance International Business Management Marketing 1

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. The OBU MBA Program was launched in February 2007 and is accredited by the Higher Learning Commission. ACBSP Accreditation was to be sought in 2015 when our reaffirmation is scheduled. However, the Board of Commissioners changed the timeline and we are required to submit the MBA self-study this year. It is included in a separate file. The MBA website and promotional materials indicate that it is accredited through HLC. ACBSP is not mentioned on the website or promotional materials for the MBA program. In Fall 2012, Social Entrepreneurship (SE) was added as a new emphasis in the BBA. It is our understanding that the SE emphasis cannot be accredited until students have graduated from the program. A note to this effect is included in our SE advising materials. Although, the undergraduate Computer Science degrees are administered by the College of Business, they are not business degrees and are not accredited by ACBSP. O 6. List all campuses that a student can earn a business degree from your institution: Currently, undergraduate programs are only offered on the main campus. The MBA program is offered on our graduate campus in Oklahoma City and online. O 7. Person completing report Name: David Houghton Phone: address: david.houghton@okbu.edu ACBSP Champion name: David Houghton ACBSP Co-Champion name: NA 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: No Notes exist. 2

3 Remove Condition: In our last QA report, we received a condition on Overview Item O3. We are required to seek accreditation of our MBA program. To that end, the MBA self-study is included in a separate document. O 9. The business unit must routinely provide reliable information to the public on their 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. Program Results: Such as what you report in standard #6, graduation rates, retention rates, job placement, etc. Information is given to our Admissions Officers annually so that they can communicate our performance to prospective students. Information is given to the Business College s Board of Executives at its semi-annual meeting. A PDF report is provided on the OBU website in the Paul Dickinson College of Business section at: 3

4 Standard #1 Leadership Organization a. List any organizational or administrative personnel changes within the business unit since your last report. Professor Gene King resigned from the faculty. Professor King served as the primary advisor for the International Business (IB) emphasis in the BBA. Dr. David Houghton now serves as the primary advisor for the IB emphasis. A request to fill the empty position was made but denied in the and years. A new request has been made for the budget. Although the position does not report directly to the Business College, the University hired Blake Decker as the Director of Assessment. This is a new position for the university. The position was created to strengthen our assessment efforts across all areas of the institution. The director s office is currently located in the same building as the College of Business and we anticipate working closely and frequently with him. b. List all new sites where students can earn an accredited business degree (international campus, off-campus or on campus, on-line) that have been added since your last report? The MBA (not considered in earlier reports) is offered online. It is also offered in a face to face format on our OKC campus: 3800 N. May Ave; Oklahoma City, OK Standard #2 Strategic Planning (this standard not typically addressed in the QA report) This is used as a place holder to allow all the other standards to be addressed in the QA report and keep the numbering system consistent with self-studies and QA reports. 4

5 Standard #3 Student and Stakeholder Focus Complete the following table. 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. Standard 3 - Student and Stakeholder-Focused Results Student- and Stakeholder-Focused Student- and stakeholder-focused results examine how well your organization Results 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. Performance Measure Measurable goal What is your goal? What is your measurement instrument or process? (Indicate length of cycle) Current Results What are your current results? 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. Analysis of Results Analysis of Results What did you learn from the results? Action Taken or Improvement made What did you improve or what is your next step? Insert Graphs or Tables of Resulting Trends (3-5 data points preferred) 5

6 90% of 1 st year alumni will be employed Annual alumni survey. We survey 1yr, 3yr, & 5yr alumni each summer. Survey contains 29 questions. Example provided here is for 1 yr alumni dip was 1 student out of 7. Student had PT and was seeking FT. OBU PDCB grads are consisten tly employed even during tough job markets. We have expanded student participation in job fairs. In we piloted a mentor program. In we sent students to the Enactus Partner Summits (3 students) for the first time. Students will be well prepared for the workforce Exiting seniors will rate their business education as excellent (defined as 4.5 Annual alumni survey. 3=well prepared; 2=somewhat prepared; 1=Not prepared. Data reported for 1 st yr alumni. Annual survey of exiting seniors: 20 item survey. Data indicate most students feel well prepared. After a drop in 2008, trend is in positive direction. In 2012 the survey was modified to include an openended response to report why student gave less than a reasons for response less than 3 are diverse. For example, some were employed in business field but in area outside of their concentration data will be examined to see if a pattern emerges. 6

7 or higher on 5.0 scale) OBU business grads will have stronger written skills when compared to non-obu business grads Board of Executives Assessment of Business Programs Annual survey of employers: 19-item survey; 5 item scale anchored at 1=worse; 5=better with a neutral point of 3=same. Feedback: qualitative data. BOE meets biannually 2012 survey resulted in a 0 response rate. A new delivery format was attempted in Fall BOE pleased with change to Bus. Comm change (see above). Recomme nded study of Although we have a missing data point, a 4-year positive trend exists. Feasibilit y of engineeri ng program conducte d. Addressing the missing data point: we will revert to a hard copy format for 2013 data collection. Reported in QAR 2011, we moved Business Comm from 300 to 200 level in 2012 to allow formal training earlier in curriculum. We will be developing assessments rubrics in13-14 a writing rubric will be included. Engineering proposal presented to Administration. Working with Advancement to develop funding. 7

8 engineeri ng degree to complime nt entrepren eurship degree. 8

9 Standard #4 Measurement and Analysis of Student Learning and Performance a. Program Outcomes List outcomes, by accredited program. 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.) Goals To accomplish its mission, the College of Business maintains career-oriented goals to develop graduates who possess: 1. general knowledge and skills, 2. business knowledge and skills, and 3. field-specific knowledge and skills. BBA Degree Objectives (common to all Business Majors): Graduates with a BBA degree shall: 1. have an integrated knowledge and understanding of the areas of accounting, business communication, economics, finance, information systems, management, marketing and technology; 2. understand the application of a Christian world view in business; 3. understand current general business issues, processes and trends; 4. understand current issues, processes and trends in their areas of specialization; 5. be able to recognize problems and opportunities in business and to develop courses of action in response to these; 6. be able to prepare a comprehensive business plan; and 7. express the belief that their educational experiences at OBU are relevant to their careers. Computer Information System Objectives 1. Majors will understand the Software Development Life Cycle and how to manage projects. Assessment measure: CIS 2803 Systems Analysis - Project Documentation and Presentation 9

10 2. Majors will be able to collaborate with others on teams, write coherent technical reports, and communicate with clients about the state of development projects. Assessment measure: CIS 4103 Software Development Project I and CIS 4203 Software Development Project II Project Documentation and Presentations 3. Majors will be able to develop software utilizing a variety of programming languages in a realistic setting. Assessment measure: CIS 4103 Software Development Project I and CIS 4203 Software Development Project II - Software Product 4. Majors will score at the 60th percentile on the Information Systems portion of the ETS Business test Assessment measure: Senior ETS test CIS major performance on Information Systems section of the test. Finance Objectives 1. Majors will understand the process associated with investment analysis and valuation. Assessment measure: FIN 4403 Investments - project which includes company analysis and intrinsic value determination. 2. Majors will understand portfolio development, allocation, and diversification techniques. Assessment measure: FIN 3103 Portfolio Management - project which requires students to assess performance and diversification associated with a portfolio of financial assets. International Business Objectives 1. Majors will understand the strategic differences between domestic management and international management. Assessment measure: MGMT 4853 International Management Projects 2. Majors will understand the unique demands of international marketing compared to domestic marketing. Assessment measure: MKTG 3363 International Marketing Projects 3. Majors will understand the expanded issues of international finance compared to domestic finance. Management Objectives 1. Majors will know the components of a business plan enabling construction of a small business loan request. Assessment measure: MGMT 4503 New Venture Development business plan 2. Majors will be prepared to understand the organizational settings enabling servant leadership supervision. Assessment measure: MGMT 4603 Organizational Behavior papers on organization and supervision 3. Majors will comprehend issues enabling their personal integration into production, project, or international organizations. Assessment measure: MGMT 4853 International Management - Projects 4. Majors will score at the 65 th percentile on the management portion of ETS test. 10

11 Assessment measure: Senior ETS test management major performance on management section of the test. Marketing Objectives 1. Majors will understand the fundamentals of personal selling and the construction of individual sales presentation. Assessment measure: MKTG 3343-Selling and Sales Management recorded sales presentation. 2. Majors will understand the process of designing, collecting, and analyzing market research. Assessment measure: MKTG 4303-Marketing Research-primary research project conducted for a business. 3. Majors will understand the components utilized in developing a marketing plan. Assessment measure: MKTG 4353-Marketing Management-marketing plan for a small business. 4. Majors will score at the 60 th percentile on the marketing portion of the ETS test. Assessment measure: Senior ETS test marketing major performance on marketing section of the test. Social Entrepreneurship Objectives 1. Majors will demonstrate the ability to create business plan that would lead to funding via a small business loan request. Assessment measure: MGMT 4503 New Venture Development business plan 2. Majors will understand how to integrate their Christian faith into the design of a social entrepreneurial venture. Assessment measure: BSAD 3103 Introduction to Social Entrepreneurship - Paper 3. Majors will score at the 65 th percentile on the management, marketing and finance portions of ETS test. Assessment measure: Senior ETS test management major performance on management section of the test. 4. Majors will be able to utilize marketing tools to increase market awareness of a small business. Assessment measure: MKTG 3202 Small Business Marketing - Project BPA Degree Objectives Graduates with a BPA degree shall: 1. demonstrate a comprehensive, integrated understanding of theory and practice related to (a) financial reporting and auditing issues applicable to profit and non-profit entities, (b) taxation of individuals, partnerships and corporations, and (c) managerial decision-making and information systems; 2. understand the application of a Christian world view in the accounting field; 11

12 3. demonstrate proficiency in at least one spreadsheet, word processing, and accounting package currently in use in business; 4. participate in a financial reporting and presentation project; 5. demonstrate fluency in current issues, processes and trends in their areas of specialization; 6. develop proposed courses of action in response to recognized problems and opportunities in business cases; 7. prepare a comprehensive business plan; and 8. express the belief that their educational experiences at OBU are relevant to their careers. 9. Be able to successfully pass the CPA Exam (goal is to have a 5-year average of 50% passing, which is above the state average). b. Performance Results Complete the following table. 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 Learning Results (Required for each accredited program, doctorate, masters, and baccalaureate) Performance Indicator Definition 1. Student Learning Results A student learning outcome is one that measures a specific competency attainment. Examples of a direct assessment (evidence) of student learning attainment that might be used include: (Required for each accredited capstone performance, third-party examination, faculty-designed examination, professional program) performance, licensure examination). Add these to the description of the measurement instrument in column two: Direct - Assessing student performance by examining samples of student work Indirect - Assessing indicators other than student work such as getting feedback from the student or other persons who may provide relevant information. Formative An assessment conducted during the student s education. Summative An assessment conducted at the end of the student s education. Internal An assessment instrument that was developed within the business unit. External An assessment instrument that was developed outside the business unit. Comparative Compare results between classes, between online and on ground classes, Between professors, between programs, between campuses, or compare to external results such as results from the U.S. Department of Education Research and Statistics, or results from a vendor providing comparable data. Analysis of Results 12

13 Performance Measure Measurable goal What is your goal? Each graduating class have a composite score at the 60 th percentile or higher on a nationally normed exam. What is your measurement instrument or process? Do not use grades. (Indicate length of cycle) direct formative internal comparative Direct, summative, external, comparative: ETS MFT Current Results What are your current results? 71 st percentile Analysis of Results What did you learn from the results? data suggest the declining trend may have been stopped data, not reported in this QAR also at the 71 st percentile Action Taken or Improvem ent made What did you improve or what is your next step? Upon noticing decline, Faculty now require ETS as part of a course grade, testing the hypothesis that some students weren t trying their hardest during the exam. Insert Graphs or Tables of Resulting Trends (3-5 data points preferred) 13

14 Each graduating class will score at the 60 th percentile or higher in each of the functional areas on a nationally normed exam. Direct, summative, external, comparative: ETS MFT 65 th percentile Dean reviewed law content areas on ETS with the adjunct professor teaching the law course. Instructional gaps were identified and changes made to the course results suggest deficiencie s have been corrected (2013 data are also above 60 th percentile). 5-year pass rate of at least 50% on the CPA Exam (example of programspecific objective). Direct, summative, external, comparative. Data checked annually as reported at the state level. 5-year average in year for OBU students was 55.4% Achieving the goal, but the trend line noted below of 3, individual years of decline caused concern. It is worth noting that OBU has a small sample size compared to state schools. Added coop experience as an option for accounting majors in Added Forensics Accounting as a course in the Accounting curriculum to strengthen accounting 14

15 curriculum. Standard #5 Faculty and Staff Focus Complete the following table 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. Table 5.1 Standard 5 - Faculty- and Staff-Focused Results Faculty and Staff Focused Results Faculty and staff-focused results examine how well the organization creates and maintains a positive, productive, learning-centered work environment for business faculty and staff. Key indicators may include: professional development, scholarly activities, community service, administrative duties, business and industry interaction, number of advisees, number of committees, number of theses supervised, satisfaction or dissatisfaction of faculty and staff, positive, productive, and learning-centered environment, safety, absenteeism, turnover, or complaints. Analysis of Results Performance Current Insert Graphs or Tables of Resulting Trends Measure Results Measurable goal What is your goal? Academic Advising; Number of students per advisor; No advisor with more than 30 students What is your measurement instrument or process? (Indicate length of cycle) Students assigned or reassigned each fall and spring. Numbers reported both semesters. What are your current results? Data in this chart reflect Fall semester, which is usually larger than SP semester. Analysis of Results What did you learn from the results? Most faculty have managea ble advising levels as currently defined. Action Taken or Improvement made What did you improve or what is your next step? Requesting a new faculty position for year so that each major has at least one champion. Currently 15 (3-5 data points preferred) Flint, Roger Goen, Lee Harman, Keith Houghton, David NA King, Gene 26 NA NA NA NA Mullins, Robbie

16 Community Involvement. Number of organizations the faculty member is involved with in a businessrelevant way (e.g. board member, volunteer, etc.). Each faculty member will be involved in the business community. Committee Work Faculty desire a balance that allows them to have influence on campus and Faculty report data each month. Number of Committees Reported at the beginning of each year via the Provost s Two advisors have more than 30. Faculty are actively involved in the business communit y and communit y service organizati ons. Reeder served on 3 committee s. Everyone else was Communit y involveme nt has grown each year for 4 years. In general, the College is represent ed well and the Houghton serves as champion for 2 majors. This should also bring advisees to less than 30 for Houghton and Mullins. The dean works actively with the faculty to identify new opportunities for working with the business community The Faculty Council works with the Provost to assign faculty o committees. The business 16 Murimi, Renita NA Nixon, Gerry Reeder, Dan Rudebock, Rich Tresch, Kyle 17 NA NA NA NA Turnage, Nichole NA Walker, Craig Average Flint, Roger Goen, Lee Harman, Keith Houghton, David NA King, Gene 1 NA NA NA Mullins, Robbie Murimi, Renita NA Nixon, Gerry Reeder, Dan Rudebock, Rich Turnage, Nichole NA Walker, Craig Total Flint, Roger Goen, Lee Harman, Keith Houghton, 2 David NA 5 King, Gene 2 NA NA NA

17 yet not so many committees as to be burdensome. Although there are qualitative differences in workload between committees, in general the goal is for everyone to be involved with at least one committee and no one to be involved with more than 2 committees Office within the desired limits. faculty are not overburdened with committee work. faculty will continue to monitor the assignments to assure adequate representation in the context of other factors (e.g. number of advisees, other assignments, etc.) Mullins, Robbie Murimi, Renita NA Nixon, Gerry Reeder, Dan Rudebock, Rich Tresch, Kyle 2 NA NA NA Turnage, 1 Nichole NA 0 1 Walker, Craig Faculty Qualifications Complete Table 5.2 and 5.3 for new full-time and part-time faculty members since last self-study or QA report. Do not include faculty members previously reported. Each faculty member identified below was a new adjunct professor in the reporting cycle. There are no new full-time faculty members. NAME (List alphabetically by Last Name) Table 5.2 Standard 5 - NEW FULL-TIME AND PART-TIME FACULTY QUALIFICATIONS MAJOR TEACHING FIELD COURSES TAUGHT (List the Courses Taught During the Reporting Period, LIST ALL EARNED DEGREES (State Degree as Documented on Transcript, Must Include Major Field) DOCUMENT OTHER PROFESSIONAL CERTIFICATION CRITIERA Five Years Work ACBSP QUALIFICATION 1. Academically 2. Professional 3. Exception 17

18 Do Not Duplicate Listing) Kaelber, Henry Finance Financial Management (undergraduate); Finance (MBA level) Perry, William Ross, Bo Entrepreneur ship Small Business Marketing Management Human Resource Management BS:Management; MBA:Finance BS: Marketing; M.Ed: Secondary Principal BA: Political Science; MBA Young, Jimmy MIS MIS BA: Psychology; MS: MIS Experience Teaching Excellence Professional Certifications 23 years work experience in Finance 17 years adult education experience in Small Business 12 years work experience in Management 19 years experience in IT. Certifications in: MCP, MCSA, CompTIASecruity+ Professional Professional Professional Professional The following adjunct faculty teach in our MBA program (Henry Kaelber also noted above). Full details are included in the MBA Self-Study. Because they have not been included in previous QARs, we have included them in this QAR. NAME (List alphabetically by Last Name) MAJOR TEACHING FIELD COURSES TAUGHT (List the Courses Taught During the Reporting Period, Do Not Duplicate Listing) LIST ALL EARNED DEGREES (State Degree as Documented on Transcript, Must Include Major Field) DOCUMENT OTHER PROFESSIONAL CERTIFICATION CRITIERA Five Years Work Experience Teaching ACBSP QUALIFICATION 4. Academically 5. Professional 6. Exception 18

19 Edwards- Zylstra, Trish Fitzgerald, Patrick Management International Business Practicum Economics, Finance Financial Analysis for the Energy Industry; Competitive Analysis; Finance Gillogly, David Economics Competitive Analysis Green, Cynthia Management Org. Leadership in Energy Firms BA: Business Admin; MS: International Business BBA: Business Admin, M.Div.Th.M.MBA, Ed.D, PhD:Curriculum & Instruction, JD BA: Economics; MBA BA: Business Admin.; MBA; JD Excellence Professional Certifications 6 years work experience Visiting Scholar in Finance at U. of OK, Visiting Scholar in Economics at U of Colorado. 30 years of experience in law and finance in the energy sector. Multiple certificates 40 years industry experience most of it at the VP or C-level. 23 years business experience, 13 years in the energy sector Pickens, Travis Law Corporate Law BA: Language; JD 30 years business law experience Swafford, Pat Management 21 st Century Global BS: Chemistry; Environment MBA Numerous publications and presentations in the energy industry. 25 years experience in the energy industry Professional Academically Professional (ACBSP Credential Committee has affirmed) Academically Academically Professional Table 5.3 Standard 5, Criterion 5.8 Scholarly and Professional Activities 19

20 Scholarly Activities Faculty Member Flint, Roger Highest Degree Earned Ph.D. Professional Certification CPA Papers Presented Published Articles/ Manuscripts/ Books Unpublished Articles/ Manuscripts/ Books Consulting Professional Related Service Professional Activities Professional Conferences/ Workshops Professional Meetings Professional Memberships Other Goen, Lee D.B.A Harman, Ph.D. D=1 Keith A=1 A= B= D=3 1 2 Houghton, David Ph.D. A=1 B=2 D= A=1; B= Mullins, Ed.D. D=3 C=1; D=4 Robbie D=3 C=1; D=3 1 1 Murimi, Ph.D. B=3 B=3 Renita A= B=2 B=2 B=

21 Nixon, MBA Gerry CPA Reeder, Ph.D. C=3; D=1 C=1 Dan CFA B= B=2 C=2 C= Rudebock, Ed.D. D=1 Rich Turnage, MS B=2 B=1 A=2; D=3 Nichole B=1 B=1 D= Walker, Ph.D. A=2; C=1 Craig D= A=1; C=1 2 2 Codes to Use for Scholarly Activities: A = Scholarship of Teaching B = Scholarship of Discovery C = Scholarship of Integration D = Scholarship of Application 21

22 Standard #6 Educational and Business Process Management a. Curriculum 1. List any existing accredited degree programs/curricula that have been substantially revised since your last report and attach a Table - Standard 6, Criterion Undergraduate CPC Coverage for each program. No existing accredited degrees have been substantially revised. 2. List any new degree programs that have been developed and attach a Table - Standard 6, Criterion Undergraduate CPC Coverage for each new program since your last report. 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. Social Entrepreneurship (SE) was added as a major within the BBA in the academic year. Recruiting for the major began for the year. However, 4 students declared themselves as Social Entrepreneurship majors during the year. The program does not have any graduates yet. Because at least one of the students is an upper division student, it is possible that the SE Major will have its first graduate in May The admissions requirements are the same for all College of Business students. The College does not have an admission standard that differs from the university admission requirements (ACT of at least 20 or SAT of at least 940 and high school GPA of at least 3.0). The SE major uses the same common core that all BBA students must complete, Thus, the CPC table is the same for the SE major as for other BBAs in the Paul Dickinson College of Business (PDCB). It also uses the same facilities and equipment as all other majors in the PDCB. Two of the courses in the SE Major (Intro to Social Entrepreneurship and Funding the Entrepreneurial Venture) are new courses in the curriculum. The Intro to Social Entrepreneurship course will be taught for the first time during Fall A professionally qualified adjunct is assigned to that course. Similarly, a professionally qualified adjunct will teach the Funding the Entrepreneurial Venture course when it is offered for the first time in Spring Two of the courses in the SE Major (New Venture Development and Small Business Marketing) already exist in the PDCB curriculum (in the Management and Marketing majors). The fifth course is a Field Experience that will be supervised by an PDCB faculty member. The SE Major has a similar assessment cycle that requires it to have a formal Program Review. The first SE Program Review is scheduled for the academic year. The program objectives and assessment points are provided 22

23 above in Standard 4. SE majors have the same objectives and assessments as all Business Majors plus the specific objectives and assessments noted in Standard List any accredited programs that have been terminated since your last report. No programs have been terminated. 23

24 Complete table 6.1. 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. Table 6.1 Standard 6 - Organizational Performance Results 5. Organizational Effectiveness Organizational effectiveness results examine attainment of organizational goals. Each Results business unit must have a systematic reporting mechanism for each business program that charts enrollment patterns, student retention, student academic success, and other characteristics reflecting students' performance. Performance Measure Measurable goal What is your goal? Number of Majors. Goal of 50 in each major (except undecided ) What is your measurement instrument or process? (Indicate length of cycle) Data gathered from Academic Center at census date for FA and SP semesters. Key indicators may include: graduation rates, enrollment, improvement in safety, hiring equity, increased use of web-based technologies, use of facilities by community organizations, contributions to the community, or partnerships, retention rates by program, and what you report to governing boards and administrative units. Analysis of Results Current Results What are your current results? Only the Manage ment Major is currently above 50 students. Analysis of Results What did you learn from the results? Most majors are trending upward. Although few are close to the goal the trend is moving in the desired direction. Action Taken or Improvement made What did you improve or what is your next step? More specialized recruiting is occurring. The dean and faculty served as judges at regional business competitions (e.g. BPA, DECA, etc.) 24 Insert Graphs or Tables of Resulting Trends (3-5 data points preferred)

25 FR-SO Fall to Fall Retention Rate. Business College goal is 70%. Data gathered from Academic Center. Reported Each Fall. We believe reported data are artificially high. Data are accurate in terms of overall OBU Retention but not in terms of Businessspecific data. That is, if a student is still at OBU but not a business major he/she would still show as in , More calls to prospects are being made. We have increased our presence at regional college fairs and recruiting events. The dean is working with the Academic Center to receive additional data that would compliment the current report. This will help us to see how we are contributing to the overall OBU retention goal (current, reported chart) and also help us to see how we are doing at retaining 25

26 4-Year Graduation Rate. OBU goal = 50% Data gathered from Academic Center. Reported Each Fall. Although OBU has a strong graduatio n rate compare d to other universiti es, we are behind our stated goal. retained in this chart. Although that is true retention in terms of national reporting norms, it is not as helpful for internal decision making. Data are not specific to College of Business. The Dean is working with the Registrar to begin the process of collecting College specific data. students within our specific college. An Advising Center was created and a director hired to improve advising and aid retention. The Center/Direct or started FA13. The Bison Pledge was created to guarantee graduation within 4-years for students that do not change majors, do not require remedial work, and stay on the advising plan. Advising center created to improve retention and graduation 26

27 rates. 27

28 Table 6.3 Standard 6, Criterion CPC remains unchanged. We added the Social Entrepreneurship Major. The SE Major requires the same business core required of all BBAs at OBU and is reflected below:. CORE COURSES a1 MKT a2 FIN a3 ACC a4 MGT b1 LAW b2 ECO b3 ETH b4 GLO c1 IS c2 STAT d POL/ COMP Total ACCT ACCT BSAD BSAD BLAW MGMT 4703 MGMT ECON ECON FIN MGMT BTEC MGMT 3603 Hour Class Sessions by CPC Topic MKTG MATH MATH TOTALS