Annual Report Accredited Member

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1 International Assembly for Collegiate Business Education Annual Report Accredited Member Institution: Academic Business Unit: MARIAN UNIVERSITY CLARK H. BYRUM SCHOOL 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: Marian University; Clark H. Byrum School of Business 3200 Cold Spring Rd. City and State or Country Indianapolis IN Zip or Postal Code Name of Submitter: Title: Your Address: Tom Gjerde Assistant Dean Telephone (with country code if outside of the United States): Date Submitted: October 21, 2012 Total Headcount Enrollment of the Institution for : 2440 IACBE Annual Report:

3 Outcomes Assessment Results For Academic Year: Section I: Student Learning Assessment Student Learning Assessment for Accounting Intended Student Learning Outcomes for Accounting: 1. Demonstrate and understanding of Accounting and Finance 2. Demonstrate ethical problem solving, critical thinking, and communication skills utilizing the case method within the team dynamic. 3. Think and behave in an ethical manner, applying principles of honesty and integrity to the student s life and profession. 4. Respect and appreciate individual differing opinions and positions. Assessment Tools for Intended Student Learning Outcomes Performance Targets/Criteria for Direct Measures: Direct Measures of Student Learning: 1. All graduating seniors will obtain a passing score on the comprehensive ETS Business Comprehensive Examination. examination. All graduating seniors in Accounting will score a 3.0 or higher (on a ACC/FIN 455-Cases in Accounting and Finance scale) on their Capstone Project, as evaluated by the Capstone project rubric. Assessment Tools for Intended Student Learning Outcomes Performance Targets/Criteria for Indirect Measures: Indirect Measures of Student Learning: On the Exit Survey, 90% of graduating seniors will indicate that they 1. Student Exit Interview would recommend Marian University to someone seeking a college degree in their area of study. On the Employer Survey, 90% of internship employers will evaluate our graduating seniors on overall performance meeting expectations by 2. Internships/Co-ops providing a rating of strongly agree or agree on their student evaluation. Performance Target Summary of Results from Implementing Direct Measures of Student Learning: Was Met Not Met IACBE Annual Report:

4 1. 100% of graduating Accounting majors passed the ETS exam % of graduating Accounting majors scored a minimum of 3 on the 4 point scale in the Post Course Instructor Assessment Instrument to Measure Student Learning Objectives. The average score for the course was Performance Target Summary of Results from Implementing Indirect Measures of Student Learning: Was Met Not Met On a Likert scale ranging from 1, representing strongly disagree to 5, representing strongly agree, 18 of 20 Accounting students (90% of the graduating seniors in Accounting) answered agree or strongly agree to recommending Marian University to someone seeking a college degree in their area of study. On a Likert scale ranging from 1, representing strongly disagree to 5, representing strongly agree, 22 internship employers (100% of the total employers who evaluated the internship experience for a student graduating with an Accounting major) answered agree or strongly agree to the overall performance of the student meeting expections. Proposed Courses of Action for Improvement in Areas for which Performance Targets Were Not Met: 1. (Course of Action 1) 2. (Course of Action 2) 3. (Course of Action 3) 4. (Course of Action 4) Student Learning Assessment for Finance Intended Student Learning Outcomes for Finance: 1. Demonstrate and understanding of Accounting and Finance 2. Demonstrate ethical problem solving, critical thinking, and communication skills utilizing the case method within the team dynamic. 3. Think and behave in an ethical manner, applying principles of honesty and integrity to the student s life and profession. 4. Respect and appreciate individual differing opinions and positions. Assessment Tools for Intended Student Learning Outcomes Performance Targets/Criteria for Direct Measures: Direct Measures of Student Learning: 1. All graduating seniors will obtain a passing score on the comprehensive ETS Business Comprehensive Examination. examination. IACBE Annual Report:

5 2. ACC/FIN 455-Cases in Accounting and Finance Assessment Tools for Intended Student Learning Outcomes Indirect Measures of Student Learning: 1. Student Exit Interview 2. Internships/Co-ops All graduating seniors in Accounting will score a 3.0 or higher (on a 4.0 scale) on their Capstone Project, as evaluated by the Capstone project rubric. Performance Targets/Criteria for Indirect Measures: On the Exit Survey, 90% of graduating seniors will indicate that they would recommend Marian University to someone seeking a college degree in their area of study. On the Employer Survey, 90% of internship employers will evaluate our graduating seniors on overall performance meeting expectations by providing a rating of strongly agree or agree on their student evaluation. Summary of Results from Implementing Direct Measures of Student Learning: Performance Target Was Met Not Met % of graduating Finance majors passed the ETS exam % of graduates scored a minimum of 3 on the 4 point scale in the Post Course Instructor Assessment Instrument to Measure Student Learning Objectives. The average score for the course was Summary of Results from Implementing Direct Measures of Student Learning: Performance Target Was % of graduating Finance majors indicated that they would recommend Marian University to someone seeking a college degree in their area of study. 2. On a Likert scale ranging from 1, representing strongly disagree to 5, representing strongly agree, 13 internship employers (100% of the total employers who evaluated the internship experience for a student graduating with a Finance major) answered agree or strongly agree to the overall performance of the student meeting expections. Proposed Courses of Action for Improvement in Areas for which Performance Targets Were Not Met: 1. (Course of Action 1) 2. (Course of Action 2) 3. (Course of Action 3) 4. (Course of Action 4) Met Not Met IACBE Annual Report:

6 Student Learning Assessment for Management Intended Student Learning Outcomes for (Program 1) : 1. Exhibit an understanding of managerial theory and application. 2. Exhibit an understanding of managerial decision making and how to address management problems. 3. Exhibit an understanding of the technology and quantitative tools of managerial decision making. 4. Exhibit an understanding of the role of management in international commerce. 5. Exhibit an ability to communicate effectively both written and orally. 6. Exhibit an understanding of values and ethics in a business context. Assessment Tools for Intended Student Learning Outcomes Direct Measures of Student Learning: 1. ETS Major Field Test in Business 2. Senior Capstone Course Assessment Tools for Intended Student Learning Outcomes Indirect Measures of Student Learning: 1. Student Exit Survey 2. Internship Employer Survey Performance Targets/Criteria for Direct Measures: All graduating seniors will obtain a passing score on the comprehensive examination. All graduating seniors in Management will pass the Capstone course and achieve a 70% or better on at least two of the three course content areas, as evaluated by the Capstone project rubric. Performance Targets/Criteria for Indirect Measures: On the Exit Survey, 90% of graduating seniors will indicate that they would recommend Marian University to someone seeking a college degree in their area of study. On the Employer Survey, 90% of internship employers will evaluate our graduating seniors on overall performance meeting expectations by providing a rating of strongly agree or agree on their student evaluation. Summary of Results from Implementing Direct Measures of Student Learning: Performance Target Was IACBE Annual Report:

7 1. 100% of graduating Management majors passed the ETS exam % of graduating Management majors passed the Capstone course and achieved a 70% or better on at least two of the three course content areas, as evaluated by the Capstone project rubric. Met Not Met Summary of Results from Implementing Indirect Measures of Student Learning: % of graduating Management majors indicated that they would recommend Marian University to someone seeking a college degree in their area of study. On a Likert scale ranging from 1, representing strongly disagree to 5, representing strongly agree, 18 of the 20 internship employers (90% of the total employers who evaluated the internship experience for a student graduating with a Management major) answered agree or strongly agree to the overall performance of the student meeting expections. Performance Target Was Met Not Met Proposed Courses of Action for Improvement in Areas for which Performance Targets Were Not Met: 1. (Course of Action 1) 2. (Course of Action 2) 3. (Course of Action 3) 4. (Course of Action 4) Student Learning Assessment for Marketing Intended Student Learning Outcomes for (Program 1) : 1. Demonstrate the principles and applications of marketing theory and concepts. 2. Apply knowledge of marketing theory and concepts to develop appropriate strategies and tactics. IACBE Annual Report:

8 3. Understand the integration of technology in the field of marketing. 4. Understand the role of marketing in expanding global markets. 5. Collect, analyze, synthesize, interpret, and summarize research information for a variety of marketing purposes. 6. Articulate marketing plans, research, and strategies in professional oral and written presentations. 7. Develop a regard to work ethic, quality, and commitment. 8. Understand the importance of ethical principles in analysis and decision-making. 9. Demonstrate an awareness of the importance of ethics and social responsibility as it pertains to the development of marketing strategies and practices. Assessment Tools for Intended Student Learning Outcomes Direct Measures of Student Learning: 1. ETS Major Field Test in Business 2. Senior Capstone Course Assessment Tools for Intended Student Learning Outcomes Indirect Measures of Student Learning: 1. Student Exit Survey 2. Internship Employer Survey Performance Targets/Criteria for Direct Measures: All graduating seniors will obtain a passing score on the comprehensive examination. All graduating seniors in Marketing will pass the Capstone course and achieve a 70% or better on at least two of the three course content areas, as evaluated by the Capstone project rubric. Performance Targets/Criteria for Indirect Measures: On the Exit Survey, 90% of graduating seniors will indicate that they would recommend Marian University to someone seeking a college degree in their area of study. On the Employer Survey, 90% of internship employers will evaluate our graduating seniors on overall performance meeting expectations by providing a rating of strongly agree or agree on their student evaluation. Summary of Results from Implementing Direct Measures of Student Learning: Performance Target Was Met Not Met IACBE Annual Report:

9 1. 100% of graduating Marketing majors passed the ETS exam % of graduating Marketing majors passed the Capstone course, while 1 of 20 students did not achieve a 70% or better on at least two of the three course content areas, as evaluated by the Capstone project rubric. Summary of Results from Implementing Indirect Measures of Student Learning: % of graduating Marketing majors indicated that they would recommend Marian University to someone seeking a college degree in their area of study. 2. On a Likert scale ranging from 1, representing strongly disagree to 5, representing strongly agree, 15 of the 16 internship employers (94% of the total employers who evaluated the internship experience for a student graduating with a Marketing major) answered agree or strongly agree to the overall performance of the student meeting expections. Performance Target Was Met Not Met Proposed Courses of Action for Improvement in Areas for which Performance Targets Were Not Met: 1. Direct Measure 2. No Changes proposed. The single student who did not meet the goal was disengaged and an anomaly. 2. (Course of Action 2) 3. (Course of Action 3) 4. (Course of Action 4) IACBE Annual Report:

10 4. Were changes made in any of your business programs? (Note: All proposed changes described below were accepted.) No. If no, proceed to item 5 below. x Yes. If yes, please identify the changes on a separate page at the end of this report. The first four figures below list the changes and provide a key to link course numbers with course names. The rationale behind our curriculum changes and a detailed description follow. These documents were presented to Marian s Academic Policies Committee and were unanimously approved by the University faculty. Figure 1: Old Accounting curriculum compared to new accounting curriculum. Old Curriculum: Accounting New Curriculum: Accounting Required 72 Common Core 39 BUS 101 Introduction to Business 3 BUS 109 Business, Accounting and Economics 9 FIN 111 Personal Finance 3 BUS 209 Quantitative Analysis of Business 9 MIS 201 Management Information Systems 3 BUS 290 Business Career Seminar 3 ECN 201 Principles of Economics Macro 3 BUS 309 Comprehensive Analysis of Business 9 ECN 202 Principles of Economics Micro 3 BUS 360/65 Internship 3 BUS 205 Statistical Methods 3 BUS 401 Business Ethics (FulfillsSenior Seminar Requirement) 3 ACC 210 Principles of Accounting I 3 BUS 3/4xx Menu Business Experience 3 ACC 211 Principles of Accounting II 3 BUS 240 Principles of Marketing 3 Required for the Accounting Major 30 BUS 250 Principles of Management 3 FIN 111 Personal Finance 3 BUS 290 Business Career Seminar 3 ACC 250 Intro to Financial and Managerial Accounting 3 BUS 301 Business Law 3 FIN 311 Advanced Managerial Finance 3 BUS 360 Internship 3 ACC 310 Advanced Managerial Accounting 3 BUS 401 Business Ethics 3 ACC 320 Intermediate Financial Accounting I 3 FIN 310 Managerial Finance 3 ACC 321 Intermediate Financial Accounting II 3 FIN 311 Advanced Managerial Finance 3 ACC 430 Tax Accounting 3 FIN 420 Financial Institutions 3 ACC 431 Advanced Tax Accounting 3 ACC 310 Advanced Managerial Accounting 3 ACC 440 Auditing 3 ACC 320 Intermediate Financial Accounting I 3 ACC 455 Cases and Problems in ACC/FIN 3 ACC 321 Intermediate Financial Accounting II 3 ACC 430 Tax Accounting 3 One Elective From the List Below 3 ACC 431 Advanced Tax Accounting 3 MIS 320 Business Decision Support Systems 3 ACC 440 Auditing 3 FIN 411 International Finance 3 ACC 455 Cases and Problems in ACC/FIN 3 Senior Comprehensive Exam Must be successfully passed for graduation. Total School of Business Credits Required for the B.S. Degree in Accounting Senior Comprehensive Exam Must be successfully passed for graduation. 72 Total School of Business Credits Required for the B.S. Degree in Accounting 72 IACBE Annual Report:

11 Figure 2: Old Finance curriculum compared to new Finance curriculum. Old Curriculum: Finance New Curriculum: Finance Required 69 Common Core 39 BUS 101 Introduction to Business 3 BUS 109 Business, Accounting and Economics 9 FIN 111 Personal Finance 3 BUS 209 Quantitative Analysis of Business 9 MIS 201 Management Information Systems 3 BUS 290 Business Career Seminar 3 ECN 201 Principles of Economics Macro 3 BUS 309 Comprehensive Analysis of Business 9 ECN 202 Principles of Economics Micro 3 BUS 360/365 Internship 3 BUS 205 Statistical Methods 3 BUS 401 Business Ethics (FulfillsSenior Seminar Requirement) 3 ACC 210 Principles of Accounting I 3 BUS 3/4xx Menu Business Experience 3 ACC 211 Principles of Accounting II 3 BUS 240 Principles of Marketing 3 Required for the Finance Major 21 BUS 250 Principles of Management 3 FIN 111 Personal Finance 3 BUS 290 Business Career Seminar 3 ACC 250 Intro to Financial and Managerial Accounting 3 BUS 301 Business Law 3 MIS 320 Business Decision Support Systems 3 BUS 360 Internship 3 FIN 311 Advanced Managerial Finance 3 BUS 401 Business Ethics 3 FIN 360 Investments 3 FIN 310 Managerial Finance 3 FIN 411 International Finance 3 FIN 311 Advanced Managerial Finance 3 FIN 455 Cases in Accounting and Finance 3 FIN 356 Principles of Real Estate 3 FIN 357 Principles of Risk and Insurance 3 Two Electives From the Courses Below: 6 FIN 360 Investments 3 FIN 420 Financial Institutions 3 FIN 420 Financial Institutions 3 FIN 356 Principles of Real Estate 3 FIN 455 Cases and Problems in ACC/FIN 3 FIN 357 Principles of Risk and Insurance 3 ACC 430 Tax Accounting 3 ACC 430 Tax Accounting 3 ACC 431 Advanced Tax Accounting 3 FIN 350 Money and Banking 3 Senior Comprehensive Exam Must be successfully passed for graduation. Total School of Business Credits Required for the B.S. Degree in Finance Senior Comprehensive Exam Must be successfully passed for graduation. 69 Total School of Business Credits Required for the B.S. Degree in Finance 66 IACBE Annual Report:

12 Figure 3: Old Management curriculum compared to new Management curriculum. Old Curriculum: Management New Curriculum: Management Required 63 Common Core 39 BUS 101 Introduction to Business 3 BUS 109 Business, Accounting and Economics 9 MIS 201 Management Information Systems 3 BUS 209 Quantitative Analysis of Business 9 ECN 201 Principles of Economics, Macro 3 BUS 290 Business Career Seminar 3 ECN 202 Principles of Economics, Micro 3 BUS 309 Comprehensive Analysis of Business 9 BUS 205 Statistical Methods 3 BUS 360/365 Internship 3 ACC 210 Principles of Accounting I 3 BUS 401 Business Ethics (FulfillsSenior Seminar Requirement) 3 ACC 211 Principles of Accounting II 3 BUS 3/4xx Menu Business Experience 3 BUS 240 Principles of Marketing 3 BUS 250 Principles of Management 3 One International Course From the List Below: 3 BUS 290 Business Career Seminar 3 BUS 338 Global Marketing 3 BUS 301 Business Law 3 BUS 363 Global Human Resources 3 FIN 310 Managerial Finance 3 BUS 450 International Business 3 BUS 350 Operations Management 3 ECN 325 International Trade and Development 3 BUS 360 Internship 3 FIN 411 International Finance 3 BUS 401 Business Ethics (FulfillsSenior Seminar Requirement) 3 BUS 495 Business Policy and Strategy (Departmental Capstone Course) 3 Management Electives 12 Elective One 300 or 400 level International course (see approved list) 2 3 Four 300 or 400 level Management courses (see approved list) 3 BUS 3 Four 300 or 400 level Management courses (see approved list) 3 12 Senior Comprehensive Exam Must be successfully passed for graduation. Total School of Business Credits Required for the B.S. Degree in Management Senior Comprehensive Exam Must be successfully passed for graduation. 63 Total School of Business Credits Required for the B.S. Degree in Management 54 3 Management Electives BUS 262 Foundations of Entrepreneurship BUS 305 Business Research Methods BUS 317 Business Internet Applications Design BUS325 Business Creation and Development Consulting BUS 330 Leadership BUS 350 Operations Management BUS 351 Human Resources Management BUS 352 Organizational Behavior BUS 353 Small Business Management 3 Management Electives BUS 358 Law in the Modern Workplace BUS 361 Employee Training & Development BUS362 Compensation and Benefit Management BUS 363 Global Human Resources BUS370 The Nonprofit Organization BUS371 Nonprofit Financial Management BUS 372 Creativity and Change BUS375 Grantsmanship and Proposal Writing BUS 485 Business Plan Capstone IACBE Annual Report:

13 Figure 4: Old Marketing curriculum compared to new Marketing curriculum. Old Curriculum: Marketing New Curriculum: Marketing Required 63 Common Core 39 BUS 101 Introduction to Business 3 BUS 109 Business, Accounting and Economics 9 MIS 201 Management Information Systems 3 BUS 209 Quantitative Analysis of Business 9 ECN 201 Principles of Economics, Macro 3 BUS 290 Business Career Seminar 3 ECN 202 Principles of Economics, Micro 3 BUS 309 Comprehensive Analysis of Business 9 BUS 205 Statistical Methods 3 BUS 360/365 Internship 3 ACC 210 Principles of Accounting I 3 BUS 401 Business Ethics (FulfillsSenior Seminar Requirement) 3 ACC 211 Principles of Accounting II 3 BUS 3/4xx Menu Business Experience 3 BUS 240 Principles of Marketing 3 BUS 250 Principles of Management 3 One International Course From the List Below: 3 BUS 290 Business Career Seminar 3 BUS 338 Global Marketing 3 BUS 301 Business Law 3 BUS 363 Global Human Resources 3 FIN 310 Managerial Finance 3 BUS 450 International Business 3 BUS 350 Operations Management 3 ECN 325 International Trade and Development 3 BUS 360 Internship 3 FIN 411 International Finance 3 BUS 401 Business Ethics (FulfillsSenior Seminar Requirement) 3 BUS 495 Business Policy and Strategy (Departmental Capstone Course) 3 Marketing Electives 12 Elective One 300 or 400 level International course (see approved list) 2 3 Four 300 or 400 level Marketing courses (see approved list) 3 BUS 3 Four 300 or 400 level Management courses (see approved list) 3 12 Senior Comprehensive Exam Must be successfully passed for graduation. Senior Comprehensive Exam Must be successfully passed for graduation. Total School of Business Credits Required for the B.S. Degree in Marketing 63 Total School of Business Credits Required for the B.S. Degree in Marketing 54 3 Marketing Electives BUS 305 Business Research Methods BUS 317 Business Internet Applications Design BUS 325 Business Creation and Development Consulting BUS 338 Global Marketing Only if not used as an international elective. BUS 341 Promotion BUS 342 Selling and Sales Management BUS 344 Marketing Research BUS 346 Marketing Management BUS 348 Sport Marketing and Sponsorships BUS 445 National Student Advertising Competition BUS 485 Business Plan Capstone may not double count for BCD concentration. IACBE Annual Report:

14 Brief Description of Proposed Curriculum Changes 1. Remove the current offerings of BUS 101, MIS 201, ECN 201/202, BUS/ECN 205, ACC 210/211, BUS 240, BUS 250, BUS 301, FIN 310, BUS 350 and BUS 495, from the requirements for majors in Accounting, Finance, Management and Marketing and replace them with the content described below. (Note that the curriculum changes we are proposing do not increase in total credits required for our majors and would actually reduce total credits for over 80% of our students. Note also that there are no changes to the Economics major in this proposal). 2. Introduce a common core for Accounting, Finance, Management and Marketing majors. (See the spreadsheet Old_vs_New Curriculum_ Introduce 3 new 9 credit courses, (the rational is in the document Curriculum Revision Rationale_ a. BUS 101 Business, Accounting, Economics (9 credits) b. BUS 202 Quantitative Analysis of Business (9 credits) c. BUS 304 Comprehensive Analysis of Business (9 credits) 4. Move the content from the current 3 credit version of BUS 101 to BUS 100, syllabus attached. This will allow us to offer a 3 credit Intro to Business course for non-majors and nursing students who are require BUS 101 as part of their curriculum. 5. Introduce ACC 250 Intro to Financial and Managerial Accounting (3 credits) required for Accounting majors and Finance majors. Accounting and Finance majors completing BUS 101 will not take ACC 210 (3 credits) and ACC 211 (3 credits). ACC 250 serves as a bridge between the 3 credits of Accounting in BUS 101 and upper level Accounting courses. 6. Introduce a minor in Business. Currently the Business School does not offer a general business minor. The minor would consist of 18 credits earned by completing BUS 101 and BUS Remove FIN 310 Managerial Finance and FIN 420 Financial Institutions from the requirements for the Accounting major and replace them with ACC 250, and an elective chosen from MIS 320 Advanced Business Decision Tools and FIN 411 International Finance. This change removes redundant content and provides an option for exposure to an international course. 8. Remove FIN 310 Managerial Finance and ACC 430/431 Tax/Advanced Tax Accounting from the upper level requirements for the Finance major and add ACC 250, MIS 320 and 2 elective courses chosen from FIN 420 Financial Institutions, FIN 356 Real Estate, FIN 357 Risk and Insurance and ACC 430 Tax Accounting. This change removes redundancy and adds content that is more relevant to our graduates. IACBE Annual Report:

15 Marian University The Clark H. Byrum School of Business Rationale for Core Curriculum Revision 2/8/12 Background: A key trend in business education is the growing dissatisfaction in the business community with the skills and abilities of graduates from business programs. Most employers rate communication, problem solving, teamwork, and leadership as very important skills/traits for college graduates, yet find that most are seriously deficient in these areas. This complaint is supported by Arum and Roksa s recent study (Academically Adrift) that shows minimal improvements in business students critical thinking, problem solving and writing skills during college. Business schools have and continue to be criticized for not providing students with a relevant experience that develops the skills needed to deal with the challenges of a competitive, global, and dynamic world. The Carnegie Foundation for the Advancement of Teaching recently (2011) published a study (Rethinking Undergraduate Business Education: Liberal Learning for the Profession) that calls for significant changes to business curricula and radical transformation of the learning process. The research team suggests that the disintegrated nature of business students learning experiences result in little understanding of the complexity, ambiguity and interdependence of the challenges they will encounter. To develop fully reflective business professionals vs. simply technicians, they recommend greater integration of business curricula and increased focus on developing practical reasoning. Further, the research team recommends that business programs adopt an active engagement pedagogy that provides students the opportunity to practice making professional judgments in complex and morally ambiguous circumstances. As a result of the mounting evidence that change in the way we prepare students for business is necessary, we have adopted a value added strategy in the Clark Byrum School of Business. The goal of this strategy is to better prepare students for the business world by focusing on the development of professional judgment instead of technical expertise. We are orienting our program toward developing the skills that students need and employers value rather than merely teaching facts, formulas and techniques. To accomplish this we are moving away from the textbook-lecture-exam approach to teaching and are adopting an integrative, collaborative and experiential learning model. The goal is to require all of our students to interact with real business people, problems, and projects throughout our program. We want to provide our students with multiple opportunities for purposeful practice to gain experience and develop the relevant skills necessary for success. Value Proposition: Based on our adoption of this value added strategy we developed a value proposition that expresses our goal of better preparing students for business as summarized below: At the Clark Byrum School of Business we connect values, leadership and action so that students can: - Experience the global, competitive and dynamic nature of business - Engage with business people, projects, and opportunities - Encounter the ethical dilemmas they will face in the business world - Enhance their understanding of how decisions affect all stakeholders IACBE Annual Report:

16 - Formulate career plans and establish professional networks - Develop the skills and attributes that employers require - Become innovative, ethical leaders who can make a difference What we mean by connecting values, leadership and action is that through an active learning approach, students will face difficult decisions that challenge their own, as well as the Franciscan values taught at Marian. Requiring students to deal with challenging and sometimes messy business issues will develop the key combination of skills and understanding of business necessary for leadership roles. Core Curriculum Review: To implement our new value proposition, we formed a Curriculum Development Team (CDT) to review our current core business curriculum. The CDT determined that all of our business students, regardless of major, should experience a common core curriculum. The team also identified the following learning outcomes for our core business courses that are focused on enhancing the following skills/abilities: - Problem solving ability - Communication skills (written and oral) - Ability to work in a team - Analytical ability - Interpersonal skills - Ethical leadership - An integrative understanding of business Our current core curriculum, which is with minor variations identical to all the other programs we examined (e.g. IU, Butler, Ball State, U of Indianapolis, Manchester), is a set of independent, discipline specific courses. These courses are heavily content driven and focus on teaching students the terminology, tools and techniques from each of the functional areas. The curriculum includes a capstone course (Business Policy and Strategy) which is intended to integrate the material from the other courses. The CDT concluded that our current core business curriculum does not adequately achieve the learning outcomes we identified and explored alternative models for structuring our curriculum. The Integrative, Collaborative and Experiential Learning Model: Based on the research evidence and feedback from the business community, the CDT developed a new model for our business core that focuses on integration and developing students skills through an experiential learning approach. This new learning model reorganizes the curriculum around a series of increasingly more complex Significant Business Experiences (SBE). Each SBE is explicitly integrative and requires students to deal with relevant business problems/opportunities and interact with the business community. The SBE s are tightly linked with discipline specific Content Modules (CM) that focus on technical knowledge, tools and concepts. Each SBE is connected with two CM s to form a nine credit hour block that is delivered by a team of three faculty members. Students will be required to complete an SBE-CM block during each of their first three years in the program. These SBE-CM blocks will be offered in both the fall and spring semesters. Students will also be required to complete an elective SBE during their third or fourth year in the program (see list of electives IACBE Annual Report:

17 below). Finally, all business students will be required to complete stand alone courses in Career Planning and Ethics as well as an internship experience. The following is a summary of our new core business curriculum. Significant Business Experience Content Module Content Module Credit Hrs Year 1 Business Plan Project (BUS 101) Accounting Economics 9 Year 2 Quantitative Analysis Project Statistics/MIS Marketing 9 Year 3 Global Business Strategy Project Finance/MIS Bus. Law 9 Year 3/4 Elective Experience Stand-Alone Courses: Career Planning (BUS 290) 3 Internship (BUS 360/365 3 Business Ethics (BUS 401) Although we plan to increase the number of elective experiences available to students in the future, the current electives are: A-Team Experience (BUS 325) Advertising Competition (BUS 445) Additional Internship (BUS 360/365) Summary: The current core business curriculum for our Accounting, Finance, Management and Marketing majors is credit hours with the majority of students completing 17 courses (51 credit hours). Our new core curriculum at credit hours obviously reduces the number of business hours for most of our students. This will allow many of our students to take additional general elective courses and/or pursue a minor or concentration. Since the Economics major (BA degree) currently requires a much shorter business core, we have excluded it from this proposed change. The proposed business core curriculum is supported by the entire business school faculty as well as the school s Board of Visitors (19 members). We all believe that these revisions address the criticisms that the current approach to business education is not properly preparing students. The goal of this new learning model is to help students develop an integrative understanding of how business works as well as the key skills required for success. We accomplish this by focusing our curriculum on developing students abilities to think critically, communicate, solve problems and collaborate. By having students deal with complex and ambiguous problems we emphasize the development of professional judgment and responsibility. Our intent is to provide students with a transformational experience that allows them to become innovative, ethical leaders who can make a difference in the world. IACBE Annual Report:

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