4. Criterion 1. Response ID:33; Data

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1 Response ID:33; Data Instructional Program Criteria and Template Name of Person Completing this Report : Zinovy Radovilsky, Norman Bowen Title of Person Completing this Report : Professor of Management and Chair, Professor Emeritus College or Unit : Department of Management, CBE and Department of Political Science, CLASS Programs Included : International Business Minor (IBM) Total number of service courses 0 2. Please use Tables 1-6 to prepare your write-ups for the questions in this background information section (up to 250 words in total). The International Business Minor (IBM) is the rare interdisciplinary academic partnership, begun initially as an option in business in 1984, between CBE and CLASS. IBM blends foundational, specialized, and international business skills with 2nd language competency and a correlated area studies concentration to allow CSUEB students to better compete in national and international job markets. At units, IBM is a rigorous program that builds academic bridges between the two colleges and leverages their course offerings into a truly interdisciplinary program. It is designed to provide students with foundation in (1) general business administration -- Module A of the program; (2) a specialty within business in finance, marketing, or personnel administration/industrial relations and international business -- Module B; and (3) international studies including languages and cultural and political background -- Module C. The first two Modules, A and B, are comprised with the courses taught by all four departments in CBE. The third Module C is filled with the courses taught by various CLASS departments. The IBM has no dedicated faculty, no IBM course prefix, and no dedicated courses. IBM is a curriculum multiplier, incorporating courses offered in other programs by the two colleges. Based on the existing university data, it is not possible to identify allocation of FTEF, courses and sections that will be just specific to the IBM program. The bulk portion of the course delivery is done through in-person presentation and in lecture and seminar formats. 4. Criterion 1 I. Institutional Learning Outcomes: (70%) Provide evidence to support current and/or planned alignment for each ILO (no more than 60 words for each ILO) 1. Graduates of CSUEB will be able to think critically and creatively and apply analytical and quantitative reasoning to address complex challenges and everyday problems 2. Graduates of CSUEB will be able to communicate ideas, perspectives, and values clearly and persuasively while listening openly to others Several required courses in IBM support critical thinking as well as analytical and quantitative reasoning: - ACCT2251 Introduction to Financial Accounting (Module A) emphasizes quantitative analysis of financial statements and financial decision-making - ECON2301 Principles of Microeconomics (Module A) focuses on analyzing prices and outputs in various markets - FIN3300 Finance Management (Module B) focuses on quantitative analysis of capital investments. Effective communication is one of the learning objectives in the CBE and CLASS programs. ITM includes a number of courses emphasizing core communication, and, in particular, intercultural communication, e.g., MGMT4675 International Human Resources Management and MKTG4470 International Marketing (both Module B) and COMM4830 Intercultural Communication (Module C).

2 3. Graduates of CSUEB will be able to apply knowledge of diversity and multicultural competencies to promote equity and social justice in our communities 4. Graduates of CSUEB will be able to work collaboratively and respectfully as members and leaders of diverse teams and communities 5. Graduates of CSUEB will be able to act responsibly and sustainably at local, national, and global levels 6. Graduates of CSUEB will demonstrate expertise and integration of ideas, methods, theory and practice in a specialized discipline of study. CBE and CLASS SLOs, require, among other things, ethical decision-making and multicultural understanding. A number of courses in the IBM program including MKTG3401 Marketing Principles, MGMT3610 Human Resources Management, MGMT3680 Employee and Labor Relations (both Module B), POSC3520 International Relations and COMM4830 Intercultural Communication (both Module C) have a specific focus on business ethics, cultural patterns, and social responsibility. A substantial portion of courses in the IBM program (see some of these courses in the answers to ILOs 1-3) require teamwork discussions, group assignments, and team projects. These certainly increase students ability to work collaboratively and respectfully as members of diverse teams. The IBM program s main emphasis is on international business relationships in the global environment. The program s Module B, Specialty/International Business, contains in Section II a variety of courses on global economic analysis, international finance, human resources management, and marketing. Module C, International Studies, contains a variety of courses related to global systems, international relations, and intercultural communication. The IBM program provides integration of business specialty like marketing, management, or finance with the international business theory and practice in these areas, along with the international studies (e.g., intercultural communication) and area studies like Latin America, Middle East, Northern Europe, etc. II. Shared Strategic Commitments: (30%) IBM is directly aligned with SSCs. The following are typical examples: - SSC 1: Innovative cross-college interdisciplinary program. - SSC 2: Promotes inclusiveness by tailoring existing curriculum to meet needs and aspirations of students with multilingual/ international backgrounds or ambitions. - SSC 3: Expands access by giving value to language and cultural skills, incorporating them into a career track. - SSC 4: IBM offers personalized academic and career advising and promotes international learning. - SCC 6: Improves efficiency by developing new programs from existing course offerings. - SCC 7: International and Area Studies courses are rooted in local diaspora communities and their global counterparts. - SSC 8: Innovative program that links cross-cultural curriculum in CLASS with STEM curriculum in CBE. 5. Criterion 2 I. FTES, Number of Majors, and Number of Degrees Awarded No specific prefix for IBM, comprised with multiple prefixes from CBE and CLASS Transfer the 5-year average and the quartile for total FTES from the total program table only to the table below. 5-Year Average Quartile

3 Remedial 0 Lower Division Upper Division Graduate TOTAL FTES B. Number of Majors, Options and Minors (for information only) Major Option 5-Year Average Quartile International Business Minor (IBM) MINOR C. Number of Degrees Awarded (30%) Major Option 5-Year Average Quartile International Business Minor (IBM) MINOR

4 D. The enrollment in the IBM program has been relatively steady over the last five years, with enrollment in 2012 being lower than that in the previous four years. However, the annual graduate rate is practically unchanged in the last five years, varying from 3 to 6 students per year. The quarterly FTES information provided in Table IA is for the CBE Department of Management. This data does not reflect FTES for the IBM program, which incorporates, as stated previously, a variety of courses and associated FTES from various CBE and CLASS departments. The existing university data does not allow identifying the real FTES for this program. The IBM program does not provide any service courses to other programs. In fact, it is completely relying on the courses provided by all four departments in CBE and several departments in CLASS. II. California State Jobs Projections for Each Program (35%) Programs TOTAL Jobs for each program from worksheet in Appendix 3 1 International Business Minor (IBM) 10,

5 B. Please discuss the selections you made for the total jobs in your worksheet in Appendix 3 The external demand for IBM professionals is noteworthy. According to the COEP data for , the average annual job openings for the first five occupations relevant to IBM is 10,320, but there is a number of other positions (besides the first five) in the COEP file that can be associated with the IBM program. The COEP data includes jobs in California, and do not consider, at least directly, job opportunities existing in the international arena. The IBM program gears to provide knowledge and skills necessary to seek and get business jobs abroad. With massive outsourcing of U.S. manufacturing and services jobs to other countries, there are extensive opportunities for IBM graduates to find jobs in many international locations. See the following Internet links: Criterion 3 1a. List average teaching evaluation scores (average for questions 1-8 of the teaching evaluation questionnaire) for all program faculty in Fall, Winter and Spring Quarters of the academic year. On-Ground Course Evaluations Dept Mean (Q1-8). Transfer Data from Table 11 On-line Course Evaluations Dept Mean (Q1-8) Fall Winter 2013 Dept Spring 2013 Dept b. System for continuous improvement of teaching All courses taken by IBM students in CBE and CLASS are a part of the departmental course evaluation and improvement plans. Results of student and peer evaluations and assessment indicated that students desire more - hands-on experience (experiential learning) - applied statistical analysis - critical thinking, and - technology. In an effort to meet student needs and to aid faculty in their continuous improvement of course offerings and new course development, CBE provided IIG (Instructional Improvement Grants) to eighteen faculty in each Summer 2011 and Faculty who received the grants submitted their deliverables or presented their work in Fall. 2. Teaching awards, teaching grants, and recognitions

6 Dr. Jane Lopus was selected as a recipient of one of the 2008 CSU Wang Awards a system-wide program that celebrates outstanding faculty and administrators. Dr. Mangold is the recipient of the George and Miriam Phillips Outstanding Professor Award. CBE alumnus Marv Remmich established an endowment for annual faculty awards that are designed to recognize faculty who are doing exceptional jobs in teaching, research, or service. Ten faculty members in the Department of Management (about one-half of the department) received the CBE Instructional Improvement Grants in Summer Quarters of 2011 and Faculty-supervised student projects Experiential learning was enhanced in the CBE programs including IBM with the introduction of the BOP (Business Opportunity Program) in This program is course-embedded, bringing real world clients and their business problems to the students in classroom. All of the 21 projects in this program were faculty-supervised. All IBM students meet at least twice with an IBM faculty advisor, an entry orientation and an exit review. The IBM advisor also assists with study abroad planning, language acquisition strategies, and area studies course selection. 4. Other evidence of quality indicators related to instruction that may not be listed elsewhere, including, for example, rigor of course syllabi and assignments, faculty diversity within the program The Oracle Corporation donated to CBE the Oracle ERP (Enterprise Resource Planning) system. This system contains a variety of software applications in various functional areas, including operations and supply chain management, accounting and finance, marketing and customer relationship management, and human resources management. In a number of courses, faculty utilize ERP directly as part of course coverage and assignments, or indirectly as part of demonstration and in-class presentation. The IBM reflects the interdisciplinary and international trend in higher education. The demanding unit requirements in the IBM surpass the units in some majors. The IBM gives students a well-rounded education. 1a. TT faculty contributions Total Number Average per TT Total Number Average per TT Total Number Average per TT Total Number Average per TT Total Number Average per TT Peer reviewed journal publication, juried exhibitions, juried/reviewed and commissioned/presented creative activities and performances, book chapters, books Peer reviewed proceedings, conference presentations, abstracts, and non-refereed publications, non-juried and self-produced creative and performance activities Number of TT faculty in Table1 in supplemental data package * b. Comment on contributions in professional achievement by TT and FERPs (up to 50 words)

7 1b. Comment on contributions in professional achievement by TT and FERPs (up to 50 words) The data in the above table is for CBE's tenured/track publications, because all CBE departments contribute to the IBM program. CBE s AQ (Academically Qualified) standards require peer reviewed journal articles and other quality intellectual contributions. Faculty AQ ratios are among the most critical quality indicators reported to AACSB. 1c. Comment on contributions in professional achievement by lecturers and FERPs (up to 50 words) CBE s PQ (Professionally Qualified) standards require significant professional experience, as well as active engagement in continuous development activities that demonstrate the maintenance of intellectual capital consistent with the area of teaching. Lecturers qualifications are also important quality indicators reported to AACSB. Every lecturer is required to be PQ or AQ. 2. List significant examples for the following (up to 100 words): Dr. Jiming Wu from CBE received the first CSUEB Outstanding New Researcher Award for his research and publications in Drs. Michael Wagner (former faculty) and Zinovy Radovilsky (CBE) consulted the U.S. Coast Guard ( ) on optimizing the allocation of boat resources among USCG boat stations. The consulting result was a creation of the optimization model and computer-based decision support system that allowed to significantly reducing excess capacity and shortages of boat allocations, decreasing required boat resources and associated operating costs. 3. List significant professional activities (up to 100 words) Dr. Nancy Mangold was selected to be the U.S. Securities & Exchange Commission Academic Fellow for , and work in the SEC s Office of the Chief Accountant in Washington D.C. Dr. Zinovy Radovilsky was editor of several journals, and currently is a managing editor of the Journal of International Business and Economics. Dr. Leo Kahane (retired in 2012) has been editor of Journal of Sports Economics. Dr. Vish Hegde served as Chair of the 20th Annual CSU-POM Conference held at CSUEB in Many CBE faculty serve as reviewers for journals and conferences, session chairs, or invited speakers. 1. Describe the relevancy of your program as it aligns with internal and external needs (up to 100 words). Specifically, emphasize evidence of the following: IBM responds to the aspirations of CSUEB students to consolidate or master second language and multicultural skills and to prepare themselves for an increasingly global job market. CBE has an Advisory Board which is comprised of senior business leaders and alumni in the Bay Area. The Board meets with the CBE leadership team, usually twice a year. The Board provides useful input on potential new programs and identified needs that led to the development of other activities. 2. List/describe innovations of the program curriculum (up to 100 words). Specifically emphasize the following: IBM innovates by combining CBE and CLASS courses in responding to the recognized need both domestically and internationally for students with multilingual, multicultural, and business background and training. 1. Accreditation, licensure, and external recognitions; list/describe the following (up to 100 words): CBE s programs, including IBM, are accredited by AACSB (The Association to Advance Collegiate Schools of Business). AACSB has a list of rigorous standards on faculty qualifications and research contributions, financial strategies, assurance of leaning, etc. Every five years, the CBE submits a report to AACSB and welcomes a review team. The report must provide evidence of meeting all of the standards. The review team meets with faculty, students, staff and administration, and makes its recommendation to AACSB s Maintenance of Accreditation Committee. CBE was listed in the Princeton Review s The Best 294 Business Schools, 2012 Edition, for the sixth consecutive year.

8 2. Effectiveness and sufficiency of current resources; list/describe the following (up to 100 words): IBM students have been negatively impacted by the decrease in international courses, especially area studies and language courses. The VBT (Valley Business Technology) building gives more than 2000 business students a concept of home facility, and makes communication and collaboration between faculty much more effective. However, the following factors can improve the program teaching: - Develop in VBT an open computer lab for business majors to walk in and study - Redesign the configuration of the two computer labs VBT 221 and 222 (reservation required). 3. Student advising, experiential learning, internships, co-op, service learning; list/describe the following (up to 100 words): All IBM students meet at least twice with an IBM faculty advisor, an entry orientation and an exit review. The IBM advisor also assists with study abroad planning, language acquisition strategies, and area studies course selection CBE s SSC (Student Service Center) serves as a one-stop help-desk for CBE s undergraduate students in IBM. It maintains academic files of students, processes major and minor checks and most academic area petitions, manages all registration-related activities, and advises in all academic program-related matters. Experiential learning was enhanced in CBE programs, including IBM, with the introduction of the BOP (Business Opportunity Program) in Assessment of learning outcomes; list/describe evidence for the following (up to 150 words): The IBM program does not have separate SLOs nor does it engage in a separate assessment of student success and achievement. However, all courses taken by IBM students are part of assessment programs in the respective colleges and departments that are aligned with the university ILOs. Thus, the IBM curriculum is also aligned to the ILOs. CBE has an established system of assessment process and program improvement. AoL (Assurance of Learning) is administered by a full-time Assistant Director of Assessment and advised by faculty member, who are also on the AoL Task Force. Dean, associate Dean, department chairs and program directors serve on the Task Force, which decides on assessment processes and actions to close the loop. To improve student communication skills, which is one of the AoL objectives, CBE is designing a two-day oral communication workshop at the end of Fall 2013 as a non-credit offering to the students. 5. Student success; list/describe the following (up to 100 words): Alumni survey results show full-time employment of 69.9% (Table 13), 52% and 29.6% with employment directly related and somewhat related to major respectively (Table 14). CBE has a long list of distinguished alumni. Some typical examples are: President of Sony Home Entertainment of America (BSBA 1988), President of College of San Mateo (BSBA 1984), retired Vice Chair of Macy s (BSBA 1973), and Founder of 24-Hour Fitness Worldwide (BSBA 1981). To further help students launch successful careers, CBE is in the process of building a Career Development Center, and hopes to open the Center to CBE students in Winter Criterion 4 A. You are given "% Difference" value over a 5 year period, comparing your program SFR data with systemwide averages for your program. If your program SFR is higher than the systemwide for a given year, notice that the value is presented as a positive ("+") percentage. If it is presented as a negative percentage ("-"), your program SFR for that year is lower than the systemwide average. The resulting four values are then averaged for you. Transfer the appropriate values to the template as specified. Transfer the average change SFR for lower division, upper division, and graduate SFR to the table below.

9 Transfer Data from Table 16. Average Change SFR Lower Division Upper Division Graduate B. In this section you will be provided with data in Table 16 that indicate any trend of your program SFR relative to the systemwide average for your program. This is presented as the number of times in 5 years that your program SFR has exceeded the systemwide SFR for your program. Transfer the trend for lower division, upper division, and graduate SFR to the table below. Transfer Data from Table 16. Trend - Number of Years Program SFR exceeded Systemwide SFR Lower Division Upper Division Graduate II. Instructional Costs per FTES (Department Total Annual Instructional Costs/FTES College Year) (25%) Department Name Average Instructional cost per FTES Average Increase in instructional cost per FTES Department Management 2, % III. Narrative (up to 250 Words) (50%) Table 16 was not applicable for minors' programs including IBM, and thus was not provided in the Supplemental Data for the IBM program. Therefore, the first two tables in Criterion 4 were not filled. The instructional cost data provided in Table 17 and the respective table in Criterion 4 demonstrate that, in the evaluation period, the average annual instructional cost per total FTES was reduced by 3.22%. This is a strong evidence that the overall Management-related academic programs, including IBM, become more cost efficient, or, in the other words, more productive relevant to the cost. Based on the data in Table 17, it is clear that we can sustain the trend and possibly become even more cost efficient in terms of instructional cost per FTES by keeping the existing instructional salaries at the level of (approximately $1.86 million) and increasing the department FTES to the annual average value of 720. In this case, the ratio of instructional salaries to FTES will be equal to $2,583.33, or 6% lower than that in The existing University data on cost and SFR is department driven, and thus cannot provide clear insights into the productivity and cost trends of a specific interdisciplinary program like IBM, which is jointly offered by CBE and CLASS.

10 8. Criterion 5 I. Use of Existing Resources (Up to 125 words) As stated in Criterion 4, the Department of Management and CBE programs, including IBM, are cost efficient with relatively high productivity (SFR) and decreasing departmental instructional cost per FTES. However, to be able to provide the cost efficient and, at the same time, quality education for our programs, including IBM, we should not decrease existing resources (instructional salaries and number of TT faculty) further, but rather employ existing limited resources as an opportunity to increase enrollment (FTES) of our programs. II. Impact of Declining Resources (Up to 125 words) As previously described in the Introduction of this template, there are no dedicated resources to the IBM program. The existing limited resources are shared between various CBE and CLASS programs. Further cuts in international course offerings in CBE and CLASS would threaten the coherence of the international business and economics and the areas studies components of the IBM. III. Impact of Augmentation (Up to 125 words) Increased international course offerings in CBE and CLASS would benefit the IBM students. Resource allocation to IBM directly would allow for expanded advising, a dedicated assessment program, and co-curricular activities. IV. Additional Information (Up to 250 words)