Program Review. Master of Business Administration. College of Business. November 2012 MARSHALL UNIVERSITY

Transcription

1 Program Review Master of Business Administration College of Business November 2012 MARSHALL UNIVERSITY

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3 3 College/School Dean s Recommendation Deans, please indicate your recommendation and submit the rationale. Recommendation: Continuation of the program at the current level of activity. Rationale: (If you recommend a program for resource development identify all areas for specific development) Full accreditation awarded by AACSB International January 2012 The Master of Business Administration (MBA) utilizes a traditional plan of study (AACSB) focusing on a broad-based graduate business education. Strengths of the MBA noted by graduates include: small classes; graduating on-time ; student diversity especially with international students; well-balanced curriculum; being taught by professors with real-life experience in the business world; convenient class scheduling; accessibility of instructors during office hours and on Blackboard; and an affordable education of high quality evidenced by AACSB accreditation. Although the program remains viable in terms of strengths and student enrollment, a noted decline in enrollment has occurred in recent years. This decline is likely attributed to a combination of factors: 1) cannibalization from the new MS in Accountancy and growth of the MS in HRM; 2) dissatisfaction of MBA students/graduates in the lack of additional electives or possible areas of emphasis; 3) lack of MBA-only dedicated faculty spreading faculty thinly across programs and courses; and 4) poor facilities in Corbly Hall. Graduates of the MBA successfully find employment in a wide range of business management careers in both the private sector and government. Credit for their career preparation can be attributed to faculty who are terminally-degreed and excel in research productivity as determined by AACSB graduate faculty requirements. At the present time, the need exists for additional space allocation and improvements in facilities. In the near future, additional resources will be required to increase faculty salaries, and for software, computer upgrades, and travel. Deanna Mader Signature of the Dean 10/31/2012 Date

4 4 Marshall University Program Review For purposes of program review, the academic year will begin in summer and end in spring. Program: Master of Business Administration (MBA) College: Business Date of Last Review: Academic Year I. Accreditation Information 1. Name of Accrediting Organization The Association to Advance Collegiate Schools of Business International (AACSBI) is a non-profit organization of educational institutions, corporations, and others interested in the improvement of higher education in business administration and management. Organized in 1916, the mission of AACSBI is to advance quality management education worldwide through accreditation programs. 2. Date of Most Recent Self-Study and Accreditation Visit AACSBI s most recent visit took place November 6-8, The Peer Review Team focused their evaluation on the following criteria: Strategic Planning, Faculty Sufficiency and Qualifications; Assessment of Learning (AOL); and Accreditation Maintenance. 3. Accreditation Status: (regular, probationary, etc.) Regular 4. Accrediting Organization s Report: As a result of the November 2011 visit, the Peer Review Team recommended to the AACSBI Board that the college remain fully accredited, with no deficiencies noted to change that status. In January 2012, the recommendation was officially ratified by the Board. The official accreditation letter is attached to this report.

5 II. CONSISTENCY WITH UNIVERSITY MISSION 5 The Mission of the Lewis College of Business (LCOB) is to be a leading state institution for the education of business students, and a contributor to the region s economic development. The College is committed to an overall balance among teaching, scholarly activity, and service. The LCOB is dedicated to graduating individuals who possess the communication, critical thinking, and problem solving skills necessary to meet the Tri-State area s needs for the demands of the global marketplace. The Mission of the Marshall University MBA Program is to enhance the career goals of students by facilitating managerial knowledge and skills with a focus on ethical and entrepreneurial leadership. The MBA program fulfills this mission by establishing both a regular MBA program that meets traditional graduate student expectations and an Executive MBA (EMBA) program that is designed for employed professionals. The EMBA is taught on the South Charleston campus and contains the same MBA courses as found in the regular MBA with the exception of an international study experience. The EMBA offers an intensive format with courses offered on Saturdays in five week blocks. III. Adequacy of the Program 5. Curriculum: The curriculum follows standardized graduate courses for the completion of an MBA according to AACSBI. Courses from each of the traditional disciplinary areas of business are included in the program. This curriculum has been approved by the accrediting body in each of their campus visits on the initial and subsequent accrediting maintenance reports. In addition to the regular MBA courses, students entering the program without a business undergraduate degree or previous business courses can be required to take foundation courses (0-15 hours) that will allow them to gain a basic understanding of business principles. 6. Faculty: While there are no dedicated faculty within the MBA program, the faculty who teach in the MBA program are Graduate School of Management (GSM) qualified. GSM qualifications exceed the MU Graduate Council qualifications for teaching at the graduate level. A GSM qualification requires two refereed journal articles and a total of six or more intellectual contributions in a continual five year reporting loop (AACSBI requirements).

6 6 7. Students: a. Entrance Standards: Applicants must have: 1. A bachelor s degree from a regionally accredited institution with an undergraduate Grade Point Average (GPA) of 2.5 or higher on a 4.0 scale for all previously completed undergraduate university work; 2. A minimum Graduate Management Admissions Test (GMAT) score of *500 AND an index of 1000* computed by multiplying the undergraduate Grade Point Average (GPA) by 200 and adding the GMAT score; 3. Completion of all foundation coursework through undergraduate preparation with a grade of B or better in each undergraduate course or an overall 3.0 GPA in the Business Foundation program; 4. Required Business Foundations courses or their equivalents must have been completed within seven years of application; 5. Demonstrated computer literacy. Applicants meeting all of the above criteria will be fully admitted into the M.B.A. program. This allows them to move immediately into the 36-hour M.B.A. curriculum. Provisional Admission 1. Applicants who have GMAT scores of 500 or better and have met all of the Business Foundation course requirements but whose overall undergraduate GPA is sufficiently low that the index does not equal 1000 may enroll in the 36-hour M.B.A. curriculum as provisional students with the permission of the M.B.A. director. 2. Applicants who have completed all of the Business Foundation courses with GPA s of 3.00 or better and have GMAT scores between 450 and 500 may enroll in the 36-hour M.B.A. curriculum as provisional students with the permission of the M.B.A. director, if the index is at least Applicants who have GMAT scores of 500 or better and who have indexes of 1000 or better, but have no more than two Business Foundation courses to complete, may take no more than two courses from the 36 hour M.B.A. curriculum as provisional students while completing the Business Foundation courses, with the permission of the M.B.A. director. 4. Students who drop the required Business Foundation courses also will be dropped from the M.B.A. courses. Students accepted into the 3+2 Program may take up to, and no more than, three courses from the 36-hour M.B.A. curriculum as provisional students. Students admitted provisionally for any of the above reasons must earn a grade of B or better in each of the first four M.B.A. courses taken and an overall G.P.A. of 3.25 in those four courses to be admitted fully into the 36-hour M.B.A. curriculum.

7 7 b. Entrance and Exit Abilities of past five years of graduates: This information is given in Appendices II and III. 8. Resources: a. Financial: The regular MBA program is supported by state funds, but the Executive MBA program pays its own way plus has provided a surplus of revenue over cost for three of the four cohorts. With COB faculty salaries20-25% below comparable national levels, the EMBA provides a method of supplementing faculty who teach in the program. However, there are not enough courses for faculty to teach that can pull all salaries to national levels and the COB continues to experience a higher than normal turnover rate. The COB has already lost one of its revenue generating programs (India MBA) and the loss of the MBA or EMBA program would be devastating for the continuation of AACSBI maintenance of accreditation. b. Facilities: The regular MBA program is taught on both the South Charleston campus and the Huntington campus. The EMBA program is taught only on the South Charleston campus. The Huntington campus uses Corbly Hall for the vast majority of its MBA classes. Corbly Hall is over 35 years old and has seen some room renovation to include more technology-enhanced features. The South Charleston campus is a newer and more technologically advanced teaching facility. Library and computer facilities for the MBA programs have passed inspections by AACSBI. 9. Assessment Information: NOTE: This section is a summary of your yearly assessment reports. a. Provide summary information on the following elements. Your Program s Student Learning Outcomes The assessment measures used to assess student performance on these outcomes The standards/benchmarks your program has set for satisfactory performance on the outcomes The results/ analysis, i.e. actual student performance on each outcome Actions your program has taken to improve student learning based on the aforementioned results/analysis. (This information is included in Appendix IV). b. Other Learning and Service Activities: Provide a summary of learning and service activities not covered explicitly in Section a. All learning and service activities are included in Section a (Appendix IV). c. Plans for Program Improvement: Based on assessment data, provide a detailed plan for program improvement. The plan must include a timeline. The MBA AOL effort is determined by AACSBI standards and must comply with those standards on an annual basis. AACSBI continually reviews these standards and any changes are communicated with our COB AOL Director. Our college

8 8 AOL Committee meets on a monthly basis to make refinements in our program. In the past, faculty teaching in the MBA has met 2-3 times a year to discuss assessment outcomes and changes in the courses. While faculty independence has always been respected, the MBA faculty has recommended changes in courses to better address issues with student assessment. The next assessment meeting for the MBA faculty will be set on the University Assessment Day in the spring. The faculty will discuss both the AOL and Lumina results. The COB Graduate Committee does meet on a regular basis to discuss ways to improve the MBA program. No set actions have been instituted to make changes in the program at this time. With the change in administration of the college, changes in the MBA/EMBA are expected. d. Graduate Satisfaction: Provide evidence and results of follow-up studies to indicate graduate satisfaction with the effectiveness of the educational experience they received in your program. Indicate the number of individuals surveyed or contacted and the number of respondents. A statistical sample of 100 students was taken with 26 students responding. Strengths of the MBA noted included availability of graduate assistantships; small classes; graduating on-time ; student diversity especially with international students; wellbalanced curriculum; being taught by professors with real-life experience in the business world; the capstone course was very good with simulation in EMBA; scheduling was convenient and rarely experienced any class conflict; the EMBA option was helpful; accessibility of instructors during office hours and on Blackboard; Corbly Hall lab was a good resource; and an affordable education of high quality evidenced by AACSB accreditation. The weaknesses identified included: MBA should have specialized tracks or majors; no focus on team building; weak business simulations; no online classes offered; no internship opportunities (several alumni identified this weakness); no punishments for free-riders in group work; career fairs do not focus on good business prospects for employment; classes aren t tough enough; dual campus traveling (several alumni identified this one); no flexibility in maximum number of hours; and some professors are too smart to teach and relate to students. One important statistic came out of the survey, when asked if alumni would recommend the MBA to other students, 23 of 26 said yes, while only two said no (one was uncertain). In addition, 21 of 26 alumni responded that the MBA was useful in getting a promotion or salary increase in their current job. e. Attach the previous five years of evaluations of your assessment reports provided by the Office of Assessment. Letters from the Assessment Office are included in Appendix VIII.

9 10. Previous Reviews: State the last program review action by the Marshall University Board of Governors. 9 At its meeting of April 23, 2008, the Marshall University Board of Governors recommended that the Master of Business Administration (MBA) continue at its current level of activity. 11. Identify weaknesses and deficiencies noted in the last program review and provide information regarding the status of improvements implemented or accomplished. Graduate and Employer Surveys Slow start of MBA Assurance of Learning (AOL) Activities for AACSB The program noted that it needed to do a better job of gathering feedback from its MBA graduates and their employers. Under the previous COB administration, there was no effort to collect graduate information. Starting Fall 2011, data has been collected in the MGT 699 (capstone) course concerning student plans upon graduation. The graduate associate director is beginning to establish a program to systematically collect information post-graduation using surveys and social media. The program noted that this slow start was due to the initial emphasis on AOL at the undergraduate level. Progress has been made concerning the AOL, university assessment/lumina activities. We continue to refine both of these efforts. 12. Current Strengths and Weaknesses: Identify strengths and weaknesses of the program. Describe plans for removing the weaknesses. 1. Strengths of the program include: an outstanding faculty who meet Graduate School of Management qualifications as well as Graduate Council qualifications. Faculty utilized in the graduate courses are some of the COB best researchers who remain current in their disciplinary fields. 2. Classes taught by full-time faculty and not adjuncts it is always the goal of the COB graduate program to use PhD qualified (or ABD) faculty to teach our courses. A review of courses and course content is currently ongoing in the college. Course delivery in the next EMBA cohort will include use of Blackboard Collaborate (live computer feed) as well as classroom instruction. 3. Strong Assurance of Learning (AOL) assessment program required under our accrediting agency. This program has received multiple remarks praising the learning objectives set and achieved in the various MBA classes. Professors who teach in the MBA program meet on a regular basis to analyze the AOL data and make changes in the course content as needed. 4. Our graduate director and advising systems are responsive to student needs and readily available on both the Huntington and South Charleston campus. Course scheduling is completed by division chairs in consultation with the graduate directors. This ensures that necessary courses are available to ensure that students complete their programs in a timely manner.

10 10 1. Weaknesses of the program include: Thirty hours of required courses with only six hours of elective credit. Students have indicated that they want a greater variety of elective courses and would like to have different tracks or majors within the MBA. The generic MBA degree is based too much on our undergraduate curriculum. The graduate curriculum committee and the various disciplinary faculty will be looking at changing the course requirements for the MBA degree. Specialty MBA concentrations are currently being considered: Pharmacy MBA and Bio-tech MBA are just two of the degrees being studied. 2. Insufficient faculty to teach a greater variety of courses or offer team taught courses. While some of our graduate courses are taught by different faculty from similar courses in our undergraduate program, too much duplication is happening due to lack of faculty available to teach. As the COB has to offer more sections of undergraduate courses to meet growing demands from other colleges, our faculty are being tied up in these sections. This leaves fewer faculty available to teach in the graduate program. The use of on-line courses is being considered technology would offer the opportunity to expand courses available for students. 3. Courses being taught on multiple campuses have posed a problem for our many fulltime employed students. Having to travel between their work locations and multiple campuses has made it difficult for students. The use of on-line courses is one solution to this problem. Scheduling courses on alternating campuses has been the approach taken in recent years but it has not met with student approval. 4. No graduate internship courses are available for course credit at the MBA level. Several students have pursued internships without receiving credit for their work. The graduate advisor and the interim associate dean for graduate studies are currently putting an internship course together with guidelines for students and companies. This course will be presented to the COB graduate committee for their approval within the next few months. The MS-Health Care Administration internship course has just been revised and several students have taken advantage of the opportunity (Fall 2012). IV. Viability of the Program: Provide a narrative summary in each of the following sections in addition to the appendices. 1. Program Course Enrollment: This information is given in Appendix V. 2. Program Enrollment: Please refer to Appendix VI for a numerical breakdown. Enrollment in the MBA program experienced a marked decline in 2010 when the India MBA program was discontinued. The India MBA program accounted for approximately 50 graduate students. From 2010 to 2011 the regular MBA program experienced a net loss of 18 students. This loss is more attributable to the interest in specialized MBA programs that occurred nationwide. Beginning in 2010, enrollment began to decline when new graduate students began moving into more specialized MS Accounting, MS Human Resource Management, and MS Health Care Administration degree programs. In order to address this drop in majors, more specialized MBA options are being pursued. The COB has initiated discussions with the School of Pharmacy and the College of Science to offer specialized MBA concentrations in pharmacy and bio- technology.

11 The graduate program has also become more active in recruiting efforts on this campus and other college campuses. Our graduate administration will play an active role in graduate program career days. We are also following up on students who dropped out of our program before completing their plan of study. Our assistant director has begun an alumni satisfaction survey that will identify strengths and weaknesses within the existing program. This will provide areas to focus change mechanisms in the future A graph showing a trend line for program enrollment and graduates is show in Figure 1 (following Appendix VI). IV. Necessity of the Program: Provide a narrative summary for each of the following items in addition to requested appendices. 1. Graduates: Provide information on graduates in terms of places of employment, starting salary ranges (where appropriate and known), number employed in field of specialization, and/or acceptance into baccalaureate or graduate programs. (NOTE: Do not identify students by name.) Include this information in Appendix VII. Students work in a variety of different jobs including: consultant at IBM; director of development; quality and production supervisor; payroll/purchasing coordinator; business owner; transportation supervisor; coding analyst; executive administrator; donor relations manager; events/operations manager; auditor analyst; financial analyst; marketing professor; tax manager; academic advisor; assistant director; chief financial officer; senior manager; marketing specialist; and partner. These jobs are located at Marshall University; Verizon, The Carlyle Group, WVSU; CAM Mining; Mountwest; LLC; IBM; Chamber of Commerce; Timken; WV Department of Education; Pepsi; Virginia Mason Medical Center; Employee resource Group; Ernst & Young; Southern Illinois University; Arnett Foster Toothman; Wells Fargo; Champion Industries; St Marys Hospital; SNL Financial; CVS; Cenergy; Inco; U.S. Inspector General; Lincoln Financial Group; Necco; Alpha Natural Resources; Thien Than Hotel; The Ohio State University; Tri Viet Services; McJunkin Corp.; United Bank; Dutch Miller; U.S. Corp of Engineers; Exim Bank; Aflak; Frontier Communications; General Services Admin.; Mass Mutual financial group; WVSOM; Fastforward Guitar; UNICEF; Ege Ulasim Tasimacilik; Simon Property Group; KPMG; PZ Energy Solutions; WVU; Washington State Securities Commission; BIVD Credit Risk Management; a F (Viet Nam); Verizon Wireless; J.P. Morgan Chase Bank; Chico s Headquarter; OMVA Inc (Alabama); Gamestop; TNS (Viet Nam); IRS; and Pepsi Co. Entry salaries reported from $66,000 to $84,000 and graduates with MBA for five years report salaries from $75,000 to $500,000 (these are straight salary numbers without benefit packages or incentives paid). 2. Job Placement: If the job placement rate reported above is low, can a course of action be identified that would improve this situation? Provide a summary of procedures utilized by the institution to help place program graduates in jobs or additional educational programs. Include activities supported by both the student s academic department as well as the institution s placement office.

12 This summary should include the institution s procedures and program organization for continuing contact and follow-up with graduates. 12 Job placement for MBA graduates is satisfactory. V. RESOURCE DEVELOPMENT: Not applicable.

13 14 Appendix I Required/Elective Course Work in the Program: MBA Degree Program: MBA Person responsible for the report: Marjorie McInerney Courses Required in Major (By Course Number and Title) MGT 601 Quantitative Methods for Business ACC 613 Profit Planning and Controls FIN 620 Financial Management MGT 672 Organizational Behavior MKT 682 Advanced Marketing Management LE 691 Government and Business Relationships MIS 678 Management Information Systems ECN 630 Managerial Economics MGT 674 Production/Operations MGT MGT 699 Business Policy & Strategy Total Required Hours Elective Credit Required by the Major (By Course Number and Title) 30 hours Students can choose 6 elective credit hours from selected 600 level courses in one of the business areas: ENC/FIN/MGT/MKT MIS/HRM/HCA Elective Hours Related Fields Courses Required 6 hours The MBA does not require any specific course outside the College of Business Total Related Hours.Professional society that may have influenced the program offering and/or requirements**: ** AACSBI (accrediting agency) sets curricular standards **Academy of Management (Professional Association of Management Faculty and Practitioners

14 14 Appendix II Entrance Abilities of Past Five Years of Graduates: Master of Business Administration (MBA) Year N Mean Undergraduate GPA Mean GRE Verbal Mean GRE Quantitative GMAT Mean Regular MBA 15 Executive MBA 50 India MBA Regular MBA 0 - Executive MBA 49 India MBA Regular MBA 28 Executive MBA 52 India MBA Regular MBA 30 Executive MBA 59 India MBA Regular MBA 0 - Executive MBA 51 India MBA (n = 3) (n = 1) (n = 7) (n = 1) (n = 4) (n = 3) (n = 1) (n = 3) (n = 3) (n = 1) (n = 7) (n = 1) (n = 4) (n = 3) (n = 1) (n = 3) (n = 45) (n = 5) (n = 51) (n = 41) (n = 4) (n = 54) (n = 10) (n = 34)

15 15 Appendix III Exit Abilities of Past Five Years of Graduates: Master of Business Administration (MBA) Year N Mean GPA Licensure Exam Results Certification Test Results Other Standardized Exam Results Regular MBA 15 Executive MBA 50 India MBA Regular MBA 0 - Executive MBA 49 India MBA Regular MBA 28 Executive MBA 52 India MBA Regular MBA 30 Executive MBA 59 India MBA Regular MBA 0 - Executive MBA 51 India MBA

16 16 Appendix IV: Assessment Summary Component Area/Program/Discipline: Master of Business Administration (MBA) Program s Student Learning Outcomes Written Communication Assessment Measure (Tools) Individual Case Analysis and Written Assignments Standards/Benchmarks Results/Analysis Actions Taken to Improve the Program 1. Content: The student will provide balanced information effectively to support a central theme of purpose; display a thoughtful analysis of a topic. Target Metric: Our students will score an average of at least 3.0 on a Organization: The student will write in a logical, coherent fashion so that the reader can always follow the line of reasoning. Ideas are clearly linked to one another smoothly. Target Metric: Our students will score an average of at least 3.0 on a 4.0 scale. 3. Purpose: Given the target audience, the student will be able to state the purpose of the writing clearly and explicitly. Target Metric: Our students will score an average of at least 3.0 on a 4.0 scale. 4. Tone and Word Choice: The student will adopt a level of formality, including tone of language, word choice and usage that is professional, precise, effective, and appropriate for the intended audience. Target Metric: Our students will score an average of at least 3.0 on a 4.0 scale. 5. Grammar & Mechanics: The student will demonstrate correct use of punctuation, spelling, and English Grammar Target Metric: Our students will score an average of at least Use of Research: When 1. 82% scored proficient or advanced % scored proficient or advanced % scored proficient or advanced % scored proficient or advanced % scored proficient or advanced % scored proficient or advanced % scored proficient or advanced % scored proficient or advanced. 1.Require students to edit other students written assignments. 2. Make written assignment a significant part of grading. 3. When possible, give short but multiple written assignments, with timely feedback after each assignment. 4. Advise/encourage students to use the Writing Lab conducted by the English Department. A class session or workshop on business writing, including memos, business letters, etc. would be helpful

17 required or applicable, the student will provide sufficient evidence to support claims and use an appropriate format of citation of references. Target Metric: Our students will score at least Data Presentation: When required or applicable, the student will integrate sufficient data to support the main purpose of the theme or topic. Target Metric: Our students will score an average of at least 3.0 on a 4.0 scale. 8. Visual Presentation of Data: When required or applicable, the student will present data in a concise, clear and effective manner. Target Metric: Our students will score an average of at least Oral Communication Individual Case Project and Presentation 1. Organization: Given purpose, time constraints, and audience, the student will deliver a well organized, focused presentation moving logically from an introduction to a coherent conclusion. Target Metric: Our students will score an average of at least 2.0 on a 3.0 scale. 2. Content: The student will present all major topics and relevant supporting data in affective manner. Target Metric: Our students will score an average of at least 2.0 on a 3.0 scale. 3. Delivery: The student will exhibit high level of enthusiasm and confidence to generate audience interest and interaction. Target Metric: Our students will score an average of at least2.0 on a 3.0 scale. 4. Projection: The student will enhance his or her delivery with the appropriate use of pace, voice, and enunciation to enhance his/her presentation. Target Metric: Our 1. 96% scored meet or exceed expectations with an average % of students meet or exceed expectations with an average % of students meet or exceed expectations with an average % of students meet or exceed expectations with average % meet or exceed expectations with average % meet or exceed expectations with average % of students meet or exceed expectations with average Go over the rubric on Oral Communication with students in advance of presentations. 2. Give video recorded presentations back to students so they can review their own presentation. 3. Give timely and detailed feedback to students on their presentations. 4. Bring in a guest speaker to class to explain good speaking skills and developing PPT slides. 5. Show students examples of good versus poor presentations. 6. When possible, have at least two presentations per student/group.

18 students will score an average of at least 2.0 on a 3.0 scale. 5. Non-Verbal: The student will effectively deliver his or her presentation with the use of appropriate eye contacts, gestures, and movements. Target Metric: Our students will score an average of at least 2.0 on a 3.0 scale. 6. Use of Technology: The student will use appropriate technology to present his/her visuals effectively Target Metric: Our students will score an average of at least 2.0 on a 3.0 scale. 7. Appearance: The student will display professional demeanor and wear a business formal attire. Target Metric: Our students will score an average of at least 2.0 on a 3.0 scale. Leadership Skills Peer Assessment 1.TRUST/RESPECT/FAIRNESS: The student will work to build the team based on trust, respect, and fairness Target Metric: Our students will score an average of at least 3.0 on a 4.0 scale. 2. CLARIFICATION OF PURPOSE: The student will clarify the purpose of the team and foster the collective sense of the team s mission. Target Metric: Our students will score an average of at least 3.0 on a4.0 scale. 3. USE OF TEAM SUGGESTIONS: The student will put in operation the team s suggestions. Target Metric: Our students will score an average of at least 3.0 on a 4.0 scale. 4. APPROACHABLE: The student will foster friendly, approachable and pleasant to the team members. Target Metrics: Our students will score an average of at least 3.0 on a 4.0 scale. 5. ORGANIZATION OF TEAM TASKS: The student will demonstrate his/her abilities in scheduling, assigning, and deciding what and how to complete the team s tasks. Target Metric: Our students will 1. 88% of students are exemplary or acceptable with average % are exemplary or acceptable with average % are exemplary or acceptable with average % are exemplary or acceptable with average % are exemplary or acceptable with average % are exemplary or acceptable with average % are exemplary or acceptable with average % are exemplary or acceptable with average % are exemplary or acceptable with average Include in your course schedule seminars on leadership and teambuilding. 2. When possible assign projects that encourage leadership activities. 3. Collaborate with student organizations for leadership activities. 4. Incorporate leadership/team-building activities by ROTC Program at Marshall University. 5. When possible, encourage students to use internships for credit. 6. Invite guest speakers in class 7. Develop a networking initiative between MBA and EMBA students. 8. Class assignments can focus on the needs of area organizations, for-profit and not-for-profit

19 Problem Solving and Decision Making Individual Case Analysis score an average of at least 3.0 on a 4.0 scale. 6. LISTENING SKILLS: The student will demonstrate his/her abilities in listening to other team members, providing advice and coaching other team members. Target Metric: Our students will score an average of at least 3.0 on a 4.0 scale. 7. MANAGEMWENT OF CHANGE: The student will be willing to make changes in how he/she works in order to help the entire team. Target Metric: Our students will score an average of at least 3.0 on a 4.0 scale. 8. IMPACT OF DECISIONS: The student will understand the impact of his/her decisions on the team members and vice versa. Target Metric: Our students will score an average of at least 3.0 on a 4.0 scale. 9. VISION OF FUTURE OF TEAM: The student will articulate a vision for the team, envision new opportunities, and set high standards for the team s Performance. Target Metric: Our students will score an 1. Problem Identification: The student will clearly identify the main problem and its implicit and embedded subsidiary issues and will demonstrate a clear understanding of their relationships. Target Metric: Our students will score an average of at least 3.0 on a 4.0 scale. 2. Interpretation: The student will analyze insightful questions, refute bias, critique content, and examine inconsistencies. Target Metric: Our students will score an average of at least 3.0on a 4.0 scale. 3. Identification of Alternatives: The student will identify alternatives that reflect an in-depth understanding of the 1. 92% are exemplary or acceptable with average % are exemplary or acceptable with average % are exemplary or acceptable with average % are exemplary or acceptable with average % are exemplary or acceptable with average Focus on hands-on, interactive projects dealing with problems faced by area organizations. 2. When appropriate, assignments projects that deal with business plans, budgets, pro forma, etc. 3. Use of cases, role playing, scenario analysis, and simulations in appropriate courses such as MGT699, MKT682, MGT674, MGT672, FIN620, MIS678, etc. 4. Have a case competition at Lewis College of Business. 5. Instructors will go over the steps in case analysis with an illustration.

20 Managerial Knowledge Course embedded tasks and Major Field Tests situation and the main problem and subsidiary issues. Target Metric: Our students will score an average of at least 3.0 on a 4.0 scale. 4. Analysis and Evaluation: The student will demonstrate reasonable judgment and rationality when synthesizing data and evaluating information to arrive at appropriate conclusions. Target Metric: Our students will score an average of at least 3.0 on a 4.0 scale. 5. Presentation: The student will thoroughly discuss the issues, show intellectually honesty in presenting arguments and justifying decisions. Target Metric: Our students will score a minimum of 3.0 on 4.0 scale Receive a comparison score with national results on the ETS Major Field Test. Course tasks should be performed at level to understand key concepts to solve business problems. 100% of students taking Major field Test scored in the acceptable range. Course tasks: 40% scored proficient; 20% scored exemplary and 40% scored acceptable. In course tasks, 60% of students were acceptable with average of 2.6 score 20 1.Focus on awareness of concepts, differences in cultures, global opportunities, etc. 2. Focus on delivering functional knowledge via cases, assignments, problems, etc. 3. Focus on hands-onexperiential learning. 4. Exams should focus on tying concepts into applications.

21 21 Appendix V Program Course Enrollment: Master of Business Administration (MBA) Course Number Course Name Required/ Elective/ Service Delivery Method Location Year Year Year Year Year MGT 601 ACC 613 Quantitative Methods for Business Profit Planning and Controls Required Td Huntington South Charleston Required Td Huntington South Charleston FIN 620 Financial Mgt Required Td Huntington South Charleston MGT 672 MKT 682 LE 691 MIS 678 ECN 630 MGT 674 MGT 699 Organizational Behavior Advanced Marketing Mgt Govt & Business Rel Mgt Info Systems Managerial Economics Required Td Huntington South Charleston Required Td Huntington South Charleston Required Td Huntington South Charleston Required Td Huntington South Charleston Required Td Huntington South Charleston Prod/Oper Mgt Required Td Huntington South Charleston Business Policy/Strategy Required Td Huntington South Charleston Su Fa Sp Su Fa Sp Su Fa Sp Su Fa Sp Su Fa Sp

22 22 Appendix VI Program Enrollment: Master of Business Administration (MBA) Students Year Year Year Year Year Regular MBA No Area of Emphasis Regular MBA Area of Emphasis: Accounting Regular MBA Area of Emphasis: Geobiophysical 1 1 Modeling Regular MBA Area of Emphasis: Training and 1 Development Executive MBA India MBA Second Majors Enrolled* Third Majors Enrolled:** Grand Total of Students Enrolled in the Program Graduates of the program *If known. This information is not completely accurate at this time, as students often do not declare a second major until the junior evaluation or the student has her/his primary major in another college.

23 23 Figure 1. Trend Line for Total Enrollment and Program Graduates: Master of Business Administration (MBA) Graduates Total Enrollment

24 24 Appendix VII Job and Graduate School Placement Rates: MBA Year # of graduates employed in major field # of graduates employed in related fields # of graduates employed outside field # of graduates accepted to further graduate study # of graduates not accounted for Five Year Total

25 Appendix VIII: Assessment Letters 28

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29 32 Appendix IX AACSBI Accreditation Documents January 24, 2012 Chong W. Kim Dean Marshall University Lewis College of Business One John Marshall Drive, 107 Corbly Hall Huntington, WV UNITED STATES Via Dear Dean Kim, It is my pleasure to inform you that the peer review team recommendation to extend maintenance of accreditation for the undergraduate and master s degree programs in business offered by Marshall University is concurred with by the Maintenance of Accreditation Committee and ratified by the Board of Directors. Congratulations to you, the faculty, the students, the staff, and all supporters of the school. One purpose of peer review is to stimulate further continuous improvement of quality programs. As noted in the team report, the school is to be commended on the following strengths and effective practices: 1. The College s Business Advisory Board plays a critically significant role in advancing the quality of the College and its outreach into the business community as well as Marshall University as a whole. 2. The College is commended for its effective recruitment and retention of students. University administration has made this a top strategic initiative and the College has added a new position of Director of Recruitment and Retention. 3. The College provides vital business, community and economic development outreach to the service region through a wide variety of course/degree based opportunities. Examples include: the College s effective economic development outreach such as the Toyota/International Business program Problem- Solving partnership; live cases in marketing and entrepreneurship program with the medical center; and, the MS in Health Care Administration Internships with Cabell-Huntington Hospital.

30 33 4. The College s Hall of Fame Dinner Fundraiser each spring is a significant source of external funds and increases community prestige for the College as well as the University as a whole. 5. In discussions with business faculty and the College Business Advisory Board the PRT learned that the College Dean has been effective in increasing the linkage between the College and the business community. 6. The College s students laud the small class size, close association with faculty in learning and service as well as the faculty s dedication to student success. Additionally, in the interest of continuous improvement, Marshall University should closely monitor the following item and incorporate it into ongoing strategic planning initiatives: a. The PRT was concerned that the Fifth Year Report did not adequately tell the story of the overall quality. The entire report was not well organized and lacked management and key faculty supervision and leadership. Even though an Executive Summary is no longer required by AACSB, the addition of a clear summary would have added an effective beginning to the entire maintenance report. All five parts of the Situational Analysis were entirely too brief and required PRT members to spend much time obtaining additional information. The report did not contain a table showing financial support for the College strategic action items for the next three years (report did contain discussion points). 2. The College should continue to use and mature its AoL program and more effectively demonstrate widespread faculty involvement and ownership in all aspects of the program and its implementation and assessment. It should ensure that results from the analysis of goals/objectives for each assessment cycle are more exact and have clear links to continuous improvements. Additionally, the College should be more consistent in developing AoL methodologies and processes used for all degree programs. (Standards 16-19: Assurance of Learning) 3. In the spirit of continuous improvement, the College should review and strengthen its process used to classify faculty intellectual contributions as basic, applied and pedagogical research. The Digital Measures system should be carefully implemented to ensure faculty intellectual data are correctly entered in Table 2-1. (Standard 2: Intellectual Contributions) 4. In the spirit of continuous improvement, the College should review and strengthen its maintenance of qualification definitions for AQ faculty, particularly related to the overall quality of peer-reviewed journals. The College should have sufficient AQ faculty resources prior to starting any new

31 34 degree programs. (Standard 10: Faculty Qualifications) Marshall University has achieved accreditation for five additional years. The next on-site maintenance review occurs in the fifth year, A timeline specific to your visit year is attached. Please note that your Maintenance Review Application will be due on July 1 st, You will be expected to provide an update on progress in addressing the concerns stated above in addition to other relevant information for initiation of the next maintenance review. Please refer to the Maintenance of Accreditation Handbook for more information regarding the processes for maintenance of accreditation. The handbook is updated periodically to provide the most current process improvements. Please monitor the website to make certain that you have the most current version. Again, congratulations from the Accreditation Council and AACSB International - The Association to Advance Collegiate Schools of Business. Thank you for participating in the maintenance of accreditation process and for providing valuable feedback that is essential to a meaningful and beneficial review. Sincerely, Jan Williams, Chair Board of Directors cc: Peer Review Team Berkwood M. Farmer, Business Team Chair George W. Krull Jr., Accounting Team Chair Henry Lowenstein, Business Team Member Gary D. Burkette, Accounting Team Member