MOU for New Online Program Development: Master of Business Administration, Executive Leadership Track

Transcription

1 Materials linked from the May 3, 2013 Curriculum Council agenda. MOU for New Online Program Development: Master of Business Administration, Executive Leadership Track OSU Extended Campus welcomes this opportunity to make this graduate program available to an off-campus audience. This degree will be an important addition to OSU online programs. Upon signing of this agreement, Ecampus will initiate the review process required by the Faculty Senate s Curriculum Council in order to gain approval to offer the program via Ecampus. In addition to copies of this MOU and the College of Business program proposal, the Curriculum Council requires a written description of the program s assessment plan. Note that Ecampus can offer and promote the ELMBA only after the Curriculum Council has this documentation and approved the program for delivery through Ecampus, and additionally, once the necessary Admissions and Registrar administrative components are in place. These components include the addition of Banner coding to signify that all coursework needed to complete the ELMBA is offered through Ecampus; to delineate courses that are associated with the Ecampus program offerings, thus allowing for appropriate billing of differential tuition; and updating the OSU Catalog to signify that the ELMBA can be completed through Ecampus course offerings. The College of Business has provided a copy of the program s assessment plan for Curriculum Council s review. 1 P age

2 Program Personnel Development Coordination The College of Business, hereafter referred to as the College, agrees to assign a 0.25 FTE year-round (12 month) program coordinator to serve as the main contact person to coordinate development of the MBA, Executive Leadership Track degree program with Ecampus, and to help address any issues that may arise. Marketing decisions and coordination will be made with College of Business, Director of Marketing. In general, the program coordinator acts as the main point of contact between the College and Ecampus personnel (course development, learner services, etc.). Program coordinator responsibilities include: Program Development o Create course development plan and schedule o Identify course developers o Ensure the program is developed according to the agreed upon timeline o Act as liaison between Ecampus and College when needed o Act as liaison for any courses from outside Colleges if needed o Attend Ecampus orientation for new staff o Course Development Ensure courses are developed according to the agreed upon timeline o Ongoing Identify instructor/ta course development/facilitation training needs, coordinating with Ecampus to plan and schedule training Attend meetings as needed with Ecampus Marketing o Program coordinator and College of Business Director of Marketing will meet with the Ecampus marketing team pre-program launch to create an annual marketing plan drafted by Ecampus. o During this pre-program launch time, the College will identify key marketing audiences, enrollment goals, and keywords for website optimization with search engines (SEO). This will be done in coordination with COB Director of Marketing, who will get approvals from the MBA team. The foundation of Ecampus marketing rests on a microsite hosted on the Ecampus website, which will specifically promote the hybrid MBA. Prior to this site going live, the COB Director of Marketing and the program coordinator will ensure that the following is listed on this microsite: clear one-year path of course offerings, e.g., consistent day(s), time and location of classes known in advance. Additionally, type of admissions options will be articulated, e.g., rolling, cohort, non-degree. Per the COB, classes offered during the academic year will continue to be scheduled during weeknights; however, weekend scheduling will be explored after this timeframe. The marketing plan agreed upon by both Ecampus and COB marketing will determine how unique URLs are used to advertise this program externally. o o Hybrid course offerings will entail up to four site-based sessions per course each term. The site based component will be held weeknights (typically Thursday evenings), 6:00-9:00 p.m., at a location on the OHSU campus. Scheduling of the site-based component of hybrid courses is subject to change. The COB will inform Ecampus and students of future course offerings six months in advance of the academic term. COB Director of Marketing and program coordinator will provide ongoing review of marketing materials from the plan, including program website creation, program flyer, ads, press releases, follow-up communication plan with prospects, etc. 2 P age

3 Position funding is described below. Advising Prospects and Students The College also agrees to assign an academic program advisor (0.25 FTE), whose responsibilities will include the following: New student recruitment o Ecampus, through its CRM will host the intake of prospects interested in the hybrid MBA. Ecampus will report out on these numbers weekly to the COB advisor. o The advisor, COB marketing team and Ecampus marketing team will decide on the appropriate communication plan and points of contact with prospects, much of which will be automated through in the Ecampus CRM. o Points of high touch with prospects, e.g., phone calls, from the advisor or Ecampus staff will be logged into the CRM by the Ecampus or COB staff making the initial contact. o Routine reporting by the advisor regarding prospective students, and any anticipated conversion to admitted student status will be key in meeting enrollment goals for this program. o Ecampus marketing and enrollment services staff and COB marketing and advisor will meet at least quarterly to discuss the communication plan and follow-up efforts with prospects. Admitted student support o Advising degree seeking distance students in this new online program; o Coordinating with Extended Campus to ensure advising-related content is correct and upto-date in Ecampus publications and website; o Assisting with pre-admission advising where appropriate; o Participate in the annual Ecampus program check-in meetings; and o Participate in annual program check-in meetings to discuss the program s progress, student support issues if any, and course development/delivery issues if any. Academic Program Advisor: The COB will hire a.25 FTE program advisor. Ecampus requests inclusion on the position search committee. Position funding is described below. 3 P age

4 Development Scheduling Student Enrollment: Students may enroll as distance degree seeking students in this program effective fall term, Course Development: Course development will start spring term, 2013, and will be completed by spring term, Course development will progress according to the development planning chart, (see Appendix A). Ecampus recommends developing new courses over a period of two terms. Course materials are due six weeks in advance of the initial term offering. Schedule Adjustments: Adjustments to the development plan need to be submitted to Ecampus in writing. If a development plan adjustment is requested, an amended development planning chart should also be submitted. (See Appendix A) Training Schedule: Course developers new to online course development or new to OSU will participate in the Developing an Online Course workshop offered by Ecampus. This workshop is offered online every term and is asynchronous. Participants will be introduced to Ecampus services, procedures, and policies; best practices in online course design and facilitation; online content resources; and tools within and outside of the learning management system. Ecampus recommends that course developers participate in this workshop at least two terms prior to first delivering the course. Course Development The College will develop 19 course(s) for online/hybrid delivery through Extended Campus including 15 Executive Leadership MBA track courses and four foundation knowledge courses required for students without prior college level business coursework. When development is complete, the College must give approval for on-going offerings of each course in order to accommodate student demand for the course and timely progress towards degree completion, and to allow Ecampus to recoup development costs. The sequence and timing of course design, development, and offering are delineated in the Development Plan below. (See Appendix A.) The course development plan included in this proposal is only a tentative schedule. The COB intends to offer two new online/hybrid courses each quarter until all 19 ELMBA program courses are available in online/hybrid format. The year and quarter in which a particular course is developed and offered, as well as the faculty member assigned to development and delivery will depend on student need and faculty availability as determined by the COB Dean. Any changes to the course development plan schedule after the signing of this MOU will be upon written agreement between Ecampus and the COB. For changes in the staffing of course development and delivery, the COB will simply inform Ecampus in writing i.e., Ecampus does not need to approve COB staffing changes. All courses must have full curricular approval and be posted to OSU General Catalog and entered into Banner before they can be offered for online delivery. All courses making up the distance degree will be focused on outcome-based learning and aligned with the accrediting standards for learning outcomes established by the OSU Office of Academic Programs, Assessment and Accreditation. Preliminary syllabi for each of the courses are to be submitted to Ecampus prior to course development. (syllabus templates are available.) All courses in the proposed program will be developed in accordance with the Association to Advance Collegiate Schools of Business (AACSB) standards and using the best practices framework for instructional design for distance education courses and programs, aligned with OSU and national standards for distance education courses and programs, employing the Blackboard course management system. (Sample best practice courses are available for review.) Whereas the COB will have final say in course content, the COB will work in partnership with Ecampus to ensure use of best practices in online pedagogy and attainment of learning objectives. Appendix B, Ecampus Essentials, and Appendix C, Overview of Best Practices for Online Course Design, elaborate on these best practices. In order to be deemed complete and to receive development funding, 4 P age

5 courses will need to demonstrate the items in Appendix B, Ecampus Essentials. Exceptions must be approved by the Director of Course Development and Training, Shannon Riggs. The Ecampus Course Development Team strongly recommends the practices outlined in Appendix C. Each Course Developer will be assigned to work with an Instructional Designer from Ecampus. The Course Developers will engage in continued collaboration with the Instructional Design Team from project inception and will ensure course completion and approval of the course at least 6 weeks prior to the initial term start. Completion status of the course is determined by the Senior Instructional Designer and the Extended Campus Director of Course Development and Training (CDT) in consultation with the College designee. Courses will be reviewed by designee(s) from the College and Ecampus upon completion and approval prior to initial course offering. If the course materials are not received at least 6 weeks prior to the start of initial term, the CDT Director or Senior Instructional Designer will consult with the College concerning advisability of course cancellation. To help ensure courses high quality and meet best practices for online/hybrid delivery, Ecampus will provide (at no project cost) course development and production support including: instructional design with best practices covering accessibility and copyright, project management, media development, Blackboard course development, training, marketing, and on-going student and instructor support. Use of Course and Materials The Course Developers will have control of the substantive and intellectual content of materials subject to review and approval of the College. Course Developers shall receive credit as a named author or a principal developer of the course. The College may add additional authors in accordance with their contribution to the course and as determined by the Course Developers. Course Developers have the right to remove his or her name from the course at any time, in coordination with the College and Extended Campus. The College can appoint others to teach the courses. Consistent with the rules of the State Board of Higher Education, the Board owns the course and materials and OSU shall have the exclusive right to offer the course, whether through internet, video transmission, IP Video, interactive TV, or by other means, to any student at any location. Link to the Oregon University System policies relating to intellectual property: Course Content: Course content developed for Ecampus online/hybrid course delivery may be used by COB faculty in association with campus-based courses offered by the COB. This includes, but is not limited to: videos, readings, assignments, learning activities, video recordings of guest speakers and all other course content deemed appropriate by COB faculty. End of Project Report Please submit a final report after completion of the project to include: Description of the development process, Two-year schedule for continued course and program delivery, Student feedback on their experience taking the courses, Data on course evaluation, Faculty response to the development activity, Final expense report, Plans for program sustainability. After submission and acceptance of the final report, the Ecampus review team will verify that all program components are in place upon which time the remaining funds will be released. 5 P age

6 Additional Agreements and Understandings: Differential Tuition: The COB has received permission from the Provost to charge differential tuition for Ecampus offerings. At this time an 80/10/10 distribution is applicable, however, this arrangement will be reviewed by the Provost Council later this academic year ( ). Tuition and Distance Education Fee Waivers for OHSU Pharmacy Students: Up to 12 PharmD/MBA students per foundation course Ecampus offering (i.e., BA 514; BA 515 and BA 516 only) will receive tuition and distance education fee waivers. This policy will be reevaluated after the first year. Process: (1) The College of Business (currently Jim Coakley) will work with the College of Pharmacy (currently Paige Clark) to determine which OSU/OHSU Pharmacy students will receive these waivers. (2) The College of Business will send the names of these students to Ecampus (currently Alfonso Bradoch) and the Student Accounts Office (currently George Windom). (3) The Student Accounts Office will then handle billing of these students to ensure that these students are not billed for tuition or distance education fees for these courses. (4) The College of Business and the College of Pharmacy will also communicate directly with these students to keep them informed. (5) The MBA Team will act as point of referral for students with questions/concerns regarding the policy/process for accommodating OHSU Pharmacy students in the ELMBA. 6 P age

7 Appendix A: Development Plan (updated April 26, 2013) Course Developers Course MBA Foundation (100 percent online) BA 513 THE ESSENCE OF BUSINESS BUSINESS LEGAL ENVIRONMENT John Hasbrook Ping Hung Hsieh 3 P D O x BA 514 THE ESSENCE OF BUSINESS SUSTAINABLE BUSINESS OPERATIONS Randal Smith Ping Hung Hsieh 4 P D O x x BA 515 THE ESSENCE OF BUSINESS ACCOUNTING AND FINANCE John Mentler Roger G & Ray B 4 D O x x BA 516 THE ESSENCE OF BUSINESS MANAGEMENT AND MARKETING Mark Elton Erik L & Hal K 4 P D O x x 15 MBA Core (Online/Hybrid) BA 528 FINANCIAL AND COST ANALYSIS KC Lin Roger Graham 3 P D O x x BA 533 BUSINESS LAW FOR MANAGERS Nancy King Ping Hung Hsieh 3 P D O BA 540 CORPORATE FINANCE John Becker Blease Ray Brooks 3 P D O x BA 550 ORGANIZATION MANAGEMENT David Baldridge Erik Larson 3 P D O x BA 555 PRACTICAL BUSINESS ANALYSIS Ping Hung Hsieh Ping Hung Hsieh 3 P D O x BA 561 SUPPLY CHAIN MANAGEMENT Zhaohui Wu Ping Hung Hsieh 3 P D O x BA 562 MANAGING PROJECTS Lacey McNeely Erik Larson 3 P D O x BA 569 ADVANCED STRATEGIC MANAGEMENT Todd Moss Bobby Garrett 3 P D O x BA 572 ADVANCED INFORMATION SYSTEMS VT Raja Rene Reitsma 3 P D O x BA 590 NEW PRODUCT DEVELOPMENT Amy Huff Hal Koenig 3 P D O x 30 ELMBA Track (Online/Hybrid) BA 5X1 MANAGING FOR ETHICS, COMPLIANCE, AND SOCIAL RESPONSIBILITY Keith Leavitt Erik Larson 3 P P D O BA 5X2 MANAGING HUMAN CAPITAL Michele Swift Erik Larson 3 P D O BA 5X4 THE ART AND SCIENCE OF NEGOTIATING David Baldridge Erik Larson 3 P D O BA 5X5 EXECUTIVE LEADERSHIP INTEGRATIVE CAPSTONE COURSE Erik Larson Erik Larson 3 P D O BA 5X6 EXECUTIVE LEADERSHIP CAPSTONE PROJECT SEMINAR Erik Larson Erik Larson 3 P D O 15 Key: P = Plan, D = Develop, O = Offer Discipline Directors Credit Hours Fall 2012 Winter 2013 Spring 2013 Summer 2013 Fall 2013 Winter 2014 Spring 2014 Summer 2014 Fall 2014 Winter 2015 Spring 2015 Corvallis Campus Ecampus 7 P age

8 Appendix B: Ecampus Essentials The course-design rudiments listed below are considered Ecampus Essentials. In order for a course development to be deemed complete and funding processed, these requirements need to be met. (In rare cases where an exception may be warranted, the course developer should consult with the Senior Instructional Designer.) 1. Faculty developers work in collaboration with Ecampus personnel and must meet agreed-upon course development deadlines. 2. All OSU-required syllabus and course schedule information is present, including special curricular instructions for Bacc Core, WIC, and DPD. (Note that Bacc core courses must use the prescribed course outcomes.) 3. Outcomes, course content, learning activities, and assessments are aligned in terms of content and cognitive level. 4. Courses are organized with student-centered navigation, using a units/themes/week-byweek folder structure (as opposed to lengthy menus or a mass collection of files without a discernible organization). 5. Three forms of interaction are present, in some form, in the course: a. Student/content (such as discussion board, readings, video, research projects) b. Student/instructor (such as discussion board, response to assignments, inclusion of a general discussion forum the instructor will facilitate) c. Student/student (such as discussion board, group projects, peer reviewed assignments, blogs) 6. Appropriate tools are used for their intended purposes (for example: assignment tool for homework rather than having students ing assignments, grade center for communicating grades). Tracking assignments and student progress through Blackboard helps us create an archive of the class once it is over, which we can reference in case of a clerical error on a student transcript or a grade challenge. Tracking assignments and student progress through Blackboard also helps Financial Aid determine if a student has been present in an online class. 7. Copyright permissions for any borrowed images, textual content, film, or other source materials have been requested (course developers provide publication information; Ecampus processes requests). 8. Audio and visual quality must be clear for all multimedia, and multimedia should be presented for an audience of online students. 9. Course content is posted in accessible format (such as a PDF file with document tags, or PowerPoint presentations with sufficient contrast between the background and text). 10. Information about learner support is provided, such as the Important Links page present in most Ecampus courses ( 8 P age

9 Appendix C: Overview of Best Practices for Online Course Design This chart provides an overview of best practices for online course design and is based upon the Quality Matters Rubric. General Standard Detailed Standards Why it s important Course Overview and Introduction (Navigation) Learning Objectives Assessment and Measurement Instructional Materials 9 P age Course opens to announcement area Menu buttons kept to a minimum, unused buttons deleted Course structured into intuitive sections (weeks, units, etc.), with all materials for each section housed within that section Avoid folders-within-folders and other confusing navigational structures All OSU-required syllabus information is present (instructor s name, OSU address, contact information, grading policies, etc.) A course schedule with due dates is provided (within the syllabus or as a separate document) Syllabus also includes information for online students, such as netiquette requirements and technical support info Required special curricular instructions are provided for Bacc Core, WIC, and DPD courses Course outcomes are measurable and observable (avoiding ambiguous verbs such as understand, or comprehend ) Course outcomes are equivalent to on-campus offerings of the same course Weekly learning objectives or a weekly introduction is provided Grading policies are stated clearly (such as stating grading criteria or supplying a rubric) Assessments (assignments, exams, projects, discussions, etc.) are aligned with course outcomes in content and cognitive level All assessments are collected within Blackboard If proctored exams are desired, proctoring requirements are established with the testing coordinator Instructional materials are in alignment with the course outcomes Instructional materials are appropriately cited Copyright permissions for any borrowed images, textual content, film, or other source materials have been requested; in cases where permissions are denied or when fees are not feasible, the source materials in question are removed Instructional materials are presented in formats demonstrating best practices for distance education Clear navigation and overview/introductory materials help students find what they need, reducing frustration, and they help students avoid missing important instructions or assignments. Learning outcomes are the roadmap for the course. Clear outcomes tell us exactly what should be covered and at which depth. Clear expectations help students succeed. Assessments should be aligned with outcomes to ensure that outcomes are being met. Collection within Blackboard is important for record-keeping and financial aid purposes. Instructional materials should prepare students for assessments. Copyright laws must be followed. Research shows that adherence to best practices for presenting

10 Learner Interaction and Engagement Course Technology Learner Support Accessibility o o o o o Appeal to various learning styles (readings, audio, visual, multimedia, etc.) Lecture content is brief (<20 mins.) No recordings of on-campus lectures Audio and visual quality must be clear for all multimedia Lectures are not required; it is fine to use existing materials such as links to open education resources, readings, activities, etc. Learning activities are aligned with course outcomes Opportunities for active learning are provided The instructor s response times for communications and grading are clearly stated Three forms of interaction are present in the course: o Student/content (such as discussion board, readings, video, research projects) o Student/instructor (such as discussion board, response to assignments, inclusion of a general discussion forum the instructor will facilitate) o Student/student (such as discussion board, group projects, peer reviewed assignments, blogs) Appropriate tools are used for their intended purpose (assignment tool for homework, exam tool for exams, rather than having students assignments, for example) Tools outside of Bb are used in ways that comply with FERPA regulations and student completion of work is logged within Bb Grades are communicated to students using the Bb grading center Hidden and duplicate columns are deleted from the grade center Links to outside resources are functional The Important Links page is included in the Course Information area ( Library course guides are used, when appropriate to the course Menu buttons are used (not links), simple color scheme Visuals, such as PowerPoint presentations, contain sufficient contrast from background color to foreground text Documents are posted in accessible format (such as a PDF file with document structure tags) instructional materials helps students learn more effectively. Materials for online classes should be created for the audience of online students. Online students feel at a disadvantage when they are merely given recordings of oncampus activities or lectures. Research shows that active learning opportunities, as well as the three forms of interaction, are effective in online classes and for adult students. Response times help create a structure of interaction. FERPA adherence is required by law. Tracking student participation and progress within Blackboard helps us keep records and helps the financial aid office determine eligibility. Online students pay for access to student services. Providing accessible content is required by law. 10 P age

11 Appendix D: MBA Executive Leadership Track Assessment Plan Program Goals and Objectives The learning goals (MBA-LG) and objectives (MBA-LO) of the MBA program are presented below under the appropriate OSU Graduate Learning Outcome. 1 All students that complete the MBA Executive Leadership (EL) track are expected to have met the MBA learning goals and objectives as well as the goals and objectives that are specific to this track. The goals/objectives that are specific to the EL track are noted explicitly below using the EL designator. OSU Learning Outcome (a). Conduct research or produce some other form of creative work. MBA - LG1. Integrative experience and experiential learning. MBA - LO1a. Formulate an integrative business project through the application of multidisciplinary knowledge. MBA LG4. Strategic and innovative thinking skills to enable effective decision-making and problem solving. MBA LO4a. Develop skills to generate novel and value-creating products, processes, or organizational forms. MBA LO4b. Identify problems, define objectives collect and analyze information, evaluate risks and alternatives, and leverage technology to enable qualitative and quantitative methods to solve problems. MBA LO4c. Assess environment and opportunities; align business activities and develop and implement strategic change in complex and uncertain conditions. OSU Learning Outcome (b). Demonstrate mastery of subject material. MBA LG5. Effective oral, written, and presentation communication skills. MBA LO5a. Prepare logically constructed and relevant oral and written arguments and information. MBA LO5b. Demonstrate professional interaction and communication skills. MBA- LG 6. Team participation and leadership. MBA LO6a. Participate in producing positive team objectives. MBA LO6b. Describe and apply appropriate influence tactics. MBA LO6c. Describe best practices for effective leadership and demonstrate the ability to lead in organizational situations. 1 The College of Business faculty approved the current set of program learning goals during the Fall 2012 term. 11 P age

12 MBA LG7. Functional business knowledge of marketing, operations, information technology, finance, accounting, statistics, and quantitative analysis. MBA LO7a. Analyze and apply accounting information to facilitate strategic decision making. MBA LO7b. Employ financial decision models to select appropriate projects for a business enterprise and manage firm growth through strategies such as mergers, acquisitions, international expansion, and new venture development. MBA LO7c. Discuss and analyze how value is created through the integrated production and distribution of goods, services, and information. MBA LO7d. Use statistical and management science tools to support organizational decision making. MBA LO7e. Recognize the role of and utilize information technologies as they influence the structure and processes of organizations and economies, and as they influence the roles and techniques of management. MBA LO7f. Explain core marketing concepts and effectively communicate and apply the ideas, strategies, and tactics that result from them. EL LG1. Prepare students for executive leadership roles. EL LO1a. Understand, analyze, and apply ethics frameworks to facilitate corporate social responsibility and ethical decision making. EL LO1b. Understand, analyze, and apply human resource management information to facilitate executive level strategic decision making. EL LO1c. Understand, analyze, and apply classical and modern leadership theories and techniques to facilitate leadership effectiveness. EL LO1d. Understand, analyze and apply negotiation techniques toward attainment of organizational objectives. OSU Learning Outcome (c). Be able to conduct scholarly or professional activities in an ethical manner. MBA LG2. Social, legal, and ethical responsibilities of organizations and society MBA LO2a: Analyze the impact of decisions and actions on stakeholders including interpersonal, societal, environmental, and organizational considerations. MBA LO2b. Apply appropriate frameworks for evaluating and creating effective organizational responses to diversity. MBA LO2c. Demonstrate awareness of economic, environmental, political, ethical, legal, and regulatory contexts of global business practice. 12 P age

13 MBA LG3. Effect of global environment on business MBA LO3a. Employ effective cross-cultural communication. MBA LO3b. Demonstrate ability to manage in circumstances where business practices and social conventions are different than those in the graduate s native country. MBA LO3c. Demonstrate awareness of commonalities among international business activities and customs. Assessment of Objectives The majority of the program/track learning objectives will be assessed using course-embedded measures. These include exam questions, case analyses, class discussion, class projects and presentations. Appendix 1 provides a mapping of the program/track learning objectives to specific courses in which the objective will be assessed. Each program/track objective will be assessed at least once every two years. The off assessment year will allow the course/discipline coordinator to analyze the data from the previous assessment and implement changes to coverage, delivery, etc. if it was deemed necessary. The subsequent assessment will allow us to close the loop, or evaluate the impact of changes implemented related to the objective. If no changes were made, this second assessment will allow us to continue to monitor whether students are achieving the learning objective. Note that given the integrative nature of the program, coverage of a particular learning objective may take place in multiple courses or across courses. Every course coordinator whose course is included in the mapping will be expected to complete the learning objectives template in Appendix 2 for each program/track learning objective that the course is responsible for assessing. 2 In addition to the direct, course-embedded measures, the College collects indirect assessment data through surveys and job placement information. The College does an annual exit survey of MBA students in which we assess satisfaction and value of the program. The College also collects post-graduation information to evaluate the success of MBA students in finding jobs. 2 Assessment data for BA 540, BA 550 and BA 572 will be collected during the Spring 2013 term. 13 P age

14 Appendix 1. Assessment Mapping of MBA Program and Executive Leadership Track Learning Objectives MBA LG1. Integrative Experience and Experiential Learning MBA-LO1a. Formulate an integrative business project through the application of multidisciplinary knowledge. Course MGMT 575 / MGMT 576 MBA LG2. Social, Legal, and Ethical Responsibilities of Organizations and Society MBA-LO2a. Analyze the impact of decisions and actions on stakeholders including interpersonal, societal, environmental, BA 540 and organizational considerations. MBA-LO2b. Apply appropriate frameworks for evaluating and creating effective organizational responses to diversity. BA 550 MBA-LO2c. Demonstrate awareness of economic, environmental, political, ethical, legal, and regulatory contexts of BA 540 / BA 533 global business practice. MBA LG3. Effect of Global Environment on Business MBA LO3a. Employ effective cross-cultural communication. BA 550 MBA LO3b. Demonstrate ability to manage in circumstances where business practices and social conventions are different than those in the graduate s native country. BA 550 MBA LO3c. Demonstrate awareness of commonalities among international business activities and customs. BA 540 MBA LG4. Strategic and Innovative Thinking Skills to Enable Effective Decision-Making and Problem Solving MBA LO4a. Develop skills to generate novel and value-creating products, processes, or organizational forms. BA 569 MBA - LO4b. Identify problems, define objectives collect and analyze information, evaluate risks and alternatives, and leverage technology to enable qualitative and quantitative methods to solve problems. BA 569 MBA - LO4c. Assess environment and opportunities; align business activities and develop and implement strategic change in complex and uncertain conditions. BA 572 MBA - LG5. Effective Oral, Written, and Presentation Communication Skills MBA- LO5a. Prepare logically constructed and relevant oral and written arguments and information. BA 569 MBA - LO5b. Demonstrate professional interaction and communication skills. BA 569 MBA - LG6. Team Participation and Leadership MBA - LO6a. Participate in producing positive team objectives. BA 550 MBA - LO6b. Describe and apply appropriate influence tactics. BA 550 MBA - LO6c. Describe best practices for effective leadership and demonstrate the ability to lead in organizational situations. BA 550 MBA - LG7. Functional Business Knowledge of Marketing, Operations, Information Technology, Finance, Accounting, Statistics, and Quantitative Analysis MBA - LO7a. Analyze and apply accounting information to facilitate strategic decision making. BA 528 MBA - LO7b. Employ financial decision models to select appropriate projects for a business enterprise and manage firm growth through strategies such as mergers, acquisitions, international expansion, and new venture development. BA 540 MBA - LO7c. Discuss and analyze how value is created through the integrated production and distribution of goods, services, and information. BA 572 / BA 561 MBA - LO7d. Use statistical and management science tools to support organizational decision making. BA 555 / BA 562 MBA - LO7e. Recognize the role of and utilize information technologies as they influence the structure and processes of organizations and economies, and as they influence the roles and techniques of management. BA 572 MBA - LO7f. Explain core marketing concepts and effectively communicate and apply the ideas, strategies, and tactics that result from them. BA 590 EL LG1. Prepare students for executive leadership roles EL LO1a. Understand, analyze, and apply ethics frameworks to facilitate corporate social responsibility and ethical decision making. MGMT 571 EL LO1b. Understand, analyze, and apply human resource management information to facilitate executive level strategic decision making. MGMT 572 EL LO1c. Understand, analyze, and apply classical and modern leadership theories and techniques to facilitate leadership effectiveness. BA 550 EL LO1d. Understand, analyze and apply negotiation techniques toward attainment of organizational objectives. MGMT 574 Note: BA 513, BA 514, BA 515 and BA 516 are foundation knowledge courses required for students without prior college level business coursework. These prerequisite courses, therefore, contribute indirectly rather than directly to program learning objectives. 14 P age

15 Appendix 2. Learning Objectives Template Program Learning Objective and Number. Term. (Enter the) Course Learning Outcome. If multiple course learning outcomes are used to satisfy one program Learning Objective, please provide a separate table for each relevant Course Learning Outcome. (Enter the) Learning Activities. + Identify Learning Activities Used to Cover Course Learning Outcome. This speaks towards the coverage of the learning outcome. Examples: Text, ch. 2. Baldridge and Mathew (2017) journal article Assessment Method. + Be as specific as possible. If the assessment is not based on multiple choice questions on an exam, provide a rubric for assessment. Examples: Midterm Exam, questions 1-5 Beavers Case Analysis, Questions 1-3 Term paper, see attached rubric Performance.* Tie back performance to each assessment method. Also, provide an overall performance assessment for this outcome (%exceeds, %meets, %below) Examples: 85% correct 76% responded satisfactorily 75% achieved a 3 (meets expectation) or greater. Overall Performance Exceeds Meets Below Comments.* How have the students done overall with respect to this learning outcome? Are there areas of concern that need to be addressed? Should the course content or preparation (pre-requisites) for the course be adjusted? *This is to be completed after the term and, if necessary, in conjunction with course or discipline coordinator/program director/assistant dean. + To be completed prior to the start of the term. 15 P age