Program Modification/Proposal Create Quality Systems Undergraduate Certificate (QSUC)

Transcription

1 A. THE MODIFICATION Program Modification/Proposal Create Quality Systems Undergraduate Certificate (QSUC) 1. Describe briefly what the change will be The proposed change provides the existing Quality Systems (QS) undergraduate specialization online at BGSU to be delivered as the Quality Systems Undergraduate Certificate (QSUC). 2. Catalog description for the new QSUC The QSUC reflects the American Society for Quality continuous improvement mission based on disciplined analysis of systems in various environments. The QSUC focuses preparation on quality systems in technological organizations via quality engineering, services and management, training functions, and other professional preparation. The QS curriculum serves various types of learners, particularly those who are non-traditional, full-time working professionals from various locations. This has evolved courses designed for electronic delivery via web-based technologies for student convenience. All work done in QS courses is team-based in a project context, similar to how quality improvement is pursued in actual professional functions. The curriculum is also intentionally designed to facilitate project-based coursework via an applied research emphasis with industrial and other organizations through students engaged as leaders on teams. 3. Courses proposed to be changed as a result of the modification No courses are being changed since the four QS core courses exist in their entirety in the QS specialization, and the two new courses are currently in the final proposal stages. 4. Courses to be dropped as a result of the modification 5. Courses to be added as a result of the modification Two courses are being added as part of the certificate, already in process to be approved. At the time of the current proposal writing, the two new courses are in their final approval stages at the Undergraduate Curriculum Council (UCC). 6. Sequence and articulation of courses B. RATIONALE QS course sequencing and mechanics of offering the QSUC appears later in the proposal (Appendix A). 1. Reason/need for the modification Several factors collectively focus on the need to have a QSUC which is attractive to students external to our campus, providing a specific rationale for current proposed changes: Addressing emerging, changing, markets; Portfolio assessment of learner outcomes, other programmatic quality indicators; Electronic delivery, project and laboratory relationships, non-geographically bound; and, Online Quality Learning Community. 1

2 Addressing emerging, changing, markets. The QSUC originated from the undergraduate Applied Quality Science (AQS) program. As the AQS matured, increasing opportunities have developed in the areas of International Standards Organization (ISO) and Quality Systems (QS) 9000 standards, particularly related to automotive manufacturing. This was not directly addressed in the original AQS proposal, and is now part of the current proposal, addressing these important issues. All aspects of the electronic delivery systems for QS are designed to provide maximum flexibility for non-traditional working adult students in the field at various locations. The new QSUC is designed specifically to be attractive to various technical professionals particularly associated with the quality environment. Portfolio assessment of learner outcomes, other programmatic quality indicators. The proposal reflects a strong emphasis on assessing learner outcome progress as part of a broader initiative to assure that the QS program is in fact meeting student needs and doing what was intended. As is reflected throughout the proposal, the QSUC offers electronic advising, various quality checkpoints along the way to assure student success, electronic portfolio assessments in all core courses, and independent student certification. Electronic delivery, project and laboratory relationships, non-geographically bound. The quality systems curriculum has emerged as a front runner in electronic delivery methods, lending itself nicely to web-based project-oriented approaches. The focus of quality core courses has become a project improvement orientation, based on problem solving using quality tools. The web-based electronic delivery, combined with a project orientation has moved the focus of the laboratory away from traditional site-based labs on campus, and into a industry and organization as the lab. Service projects have been performed in several organizations, including the university itself, and industrial projects are routinely completed at various sites. Significantly, creation of the QSUC provides opportunities to attract and service students at sites other than on campus at BGSU in traditional ways. Examples of past research projects, recently conducted by student teams, can be viewed at Online Quality Learning Community. An effort is currently underway at BGSU to launch an initiative titled, Online Quality Learning Community (OQLC). This project places all courses, functions and activities online in an effort to attract and retain new markets, particularly associated with the American Society of Quality (ASQ), one of the largest professional bodies in the world. The OQLC is intentionally 100% electronically conducted, providing a key emphasis on assessment based on development of electronic portfolios throughout the core quality courses. 2. Student implications 2.1 Prospective student demand It is anticipated that up to 10 new students per year may be attracted to the newly created QS certificate. This, along with other recent changes in the QS curriculum, is expected to result in a total of possibly QS students in the next several years, mostly off-campus and nontraditional. If aggressively marketed, particularly based on increased visibility of concentration status, to match growth in service industries, all coupled with electronic delivery and launch of the possible OQLC, growth potential is virtually unlimited, throughout the world. Prospective student demand indicated also assumes a tuition cost structure like on-campus students, similar to what is currently being used for the Indiana State University Ph.D. Consortium online program for out of state students. 2.2 Effect on required hours in major The proposed change provides a total of 18 hours, not associated directly with any substantive changes in a major or other degree. It is anticipated that some students who complete the certificate will transition into the existing QS specialization, particularly as the OQLC is initiated in the future. 2.3 Number of students affected and in what way 2

3 Current students would have the option to pursue the certificate if desired. 2.4 Special fees Fees will remain similar to fees in existing COT undergraduate programs/courses and other certificates at BGSU. 2.5 Effect on elective hours C. RELATIONSHIP TO EXISTING PROGRAMS 1. Integration and relationship of modification with/to other offerings, including effect on demand for courses in other programs. 1.1 In the Department Demand for the newly configured certificate will cause modest increases in QS course demands over time, estimated to be 10 students per year, as new student markets being brought to BGSU. Current QS course enrollments are only running at about half (or less) of their capacity, and thus, all new students can be readily accommodated for some period of time. No courses beyond QS are used in the QSUC. 1.2 In the College Demand for the newly configured certificate will cause modest increases in QS course demands over time, estimated to be 10 students per year, as new student markets being brought to BGSU. Current QS course enrollments are only running at about half (or less) of their capacity, and thus, all new students can be readily accommodated for some period of time. No courses beyond QS are used in the QSUC. 1.3 In other University Departments and Colleges 2. Individuals contacted Various individuals have been contacted, primarily at the programmatic, departmental and collegial level, to provide input on the proposed changes. 3. General education core requirements D. STAFFING IMPLICATIONS/QUALIFICATIONS 1. Are faculty and staff with expertise available now? Faculty and staff with expertise are currently available. Dr. Sinn has been the lead faculty in the QS development at all levels, serving as the author of the QS specialization and certificate. Based on the low growth rate, and current under enrollments in QS courses, it is also anticipated that additional faculty resources are not currently needed. However, assuming the newly proposed OQLC is launched, additional 3

4 faculty and other resources will be needed, as outlined in that separate proposal. Immediate demands of the two new courses (QS 316 and 437), currently in the final stages of approval, can be handled by doctoral fellows and/or adjunct faculty appointments, if needed, as OQLC and QSUC emerge. This does require commitment of administration to facilitate OQLC and to commit doctoral fellow resources in the QSS area of study. 2. Effect on faculty work load and staff allocation No negative impacts are anticipated at the current time based on all courses being available, or close to approval, as indicated elsewhere. Based on the low growth rate, and current under enrollments in QS courses, it is also anticipated that additional faculty resources are not currently needed. However, assuming the newly proposed OQLC is launched, additional faculty and other resources will be needed, as outlined in that separate proposal. Immediate demands of the two new courses (QS 316 and 437), currently in the final stages of approval, can be handled by doctoral fellows and/or adjunct faculty appointments, if needed, as OQLC and QSUC emerge. This does require commitment of administration to facilitate OQLC and to commit doctoral fellow resources in the QSS area of study. E. AVAILABILITY OF SUPPORT SERVICES 1. Space 2. Library Library facilities remain adequate for the emerging QS area of study. F. BUDGET IMPLICATIONS 1. Cost of new equipment and supplies 2. Student fee for field experiences As with tuition for online courses, it is assumed that all costs for the QSUC will be the same for in state and out of state students. 3. Additional costs Additional costs to cover advertising and recruitment, to attract and continuously pursue new student markets, throughout the US and globally, must be addressed to attract new student markets. This is anticipated to be $5-10K on a low scale to upwards of $15-25K primarily oriented to professional journal and organization aggressive pursuit. It is also anticipated that additional web-based resources will be part of the needed advertisement costs. No other additional costs are anticipated at this time. Based on the low growth rate, and current under enrollments in QS courses, as indicated previously, it is anticipated that additional faculty resources are not currently needed. Assuming the newly proposed OQLC is launched, additional faculty and other resources will be needed, as outlined in that separate proposal. Immediate demands of the two new courses (QS 316 and 437), currently in the final stages of approval, can be handled by doctoral fellows and/or adjunct faculty appointments, if needed, as OQLC and QSUC emerge, but requires commitment of administration to facilitate OQLC and to commit doctoral fellow resources in the QSS area of study for long term growth and viability of QSUC. 4

5 Appendix A Quality Systems Undergraduate Certificate (QSUC) Summary Listing The QSUC is designed to be completed in five semesters while taking one or two courses each term. The semester by semester roll out of courses is as follows (You can also see the course syllabi in their entirety by going to teaching page, and then syllabi prompt): Semester 1, fall: Semester 2, spring: Semester 3, summer: Semester 4, fall: Semester 5, spring: QS 316. Quality e-commerce culture QS 326. Data-based quality improvement QS 427. Synchronous quality planning QS 327. Process and productivity documentation QS 426. Quality change services QS 437. Quality seminar All courses will be made available to persons enrolled in the QSUC based on the same schedule of offerings as used in the QS undergraduate specialization. The start point for new students entering the QSUC will be the QS 316. The other courses would then be taken with other students enrolled in QS offerings pursuing other degree opportunities. Students could complete the course sequence within roughly two calendar years of starting QS 316 if they take one or two courses each term. Potential QSUC students would possess an appropriate associate degree, and have at least one year of work experience in the field of quality, to be considered for the QSUC. During enrollment in the QSUC students would have all the responsibilities and benefits of other students. Students would register, enroll and pay for courses in ways very similar to how other online programs are handled at BGSU (example is the QSS Ph.D. program in the College of Technology) and at a rate similar to current in-state students. Upon successful completion of the QSUC students would not participate in a traditional graduation ceremony, but they would receive a certificate, likely through the Continuing Education and International Studies group. It is anticipated that students would become enrolled initially as guest students, and concurrently pursue full admission at BGSU. Up to four courses can be pursued as a guest at BGSU, and the fourth and fifth QSUC courses would be taken after admission to BGSU occurs. As indicated elsewhere, it is anticipated that many persons enrolled in the QSUC would also eventually fully pursue an appropriate degree program, assuming success in the QSUC courses. 5