Accreditation Maintenance Annual Report AY

Transcription

1 JOHN MASSEY SCHOOL OF BUSINESS 1405 N. 4 th Avenue Durant, OK Accreditation Maintenance Annual Report AY Address Questions and Comments to: Buddy Gaster, Dean John Massey School of Business Southeastern Oklahoma State University Durant, OK bgaster@se.edu June, 010

2 Table of Contents Situation Analysis...3 Demographic and Economic Information... 3 University... 3 John Massey School of Business... 3 Competitive Forces... 5 SWOT Analysis... 5 Progress Update Since Last Review (10/008)...7 Update the Strategic Plan... 7 Redesign the AoL Process to Increase Utility and Efficiency... 9 Updating and Improving the MBA Admission and Advising Processes Strategic Management...1 Mission Statement... 1 Strategic Management Planning Process and Outcomes... 1 Financial Strategies... 1 Faculty Intellectual Contributions Participants...16 Students Faculty Participant Policies Classifications of Intellectual Contributions Participating-Supporting Faculty Requirements for Faculty for Academic & Professional Qualification Table Table Assurance of Learning...4 Business Curriculum Development... 4 Assurance of Learning Update... 4 John Massey School of Business AoL Plan... 5

3 Demographic and Economic Information SITUATION ANALYSIS University. Southeastern Oklahoma State University is located in Durant Oklahoma, a small town 90 miles north of Dallas, 15 miles from the Oklahoma-Texas border, and 160 miles south-southeast of Oklahoma City. Enrollment figures indicate that for AY % of students come from Texas and 74% come from Oklahoma. The majority of the students come from Bryan County in Oklahoma and Grayson County in Texas. The economy of the area is largely agricultural with the largest non-agricultural employers the University and local public school systems, health care facilities, and resort/entertainment facilities. Southeastern is one of six regional universities in the state of Oklahoma but the only regional to be accredited by AACSB. In Oklahoma, the only other institutions of higher learning that have colleges/schools of business accredited by AACSB are the two flagship state universities (Oklahoma State University and University of Oklahoma) and a private university (University of Tulsa). Southeastern offers a total of 39 undergraduate degrees and 1 graduate degrees. The ethnic breakdown of the student body of the University is fairly reflective of the region. The follow table illustrates the ethnic breakdown of the University s student body Fall semester, 009. University Student Ethnicity Fall 009 Race Percentage* Caucasian/White 59.% Native American 9.6% African American 5.7% Hispanic/Latino.7% International 1.7% Asian 0.8% Native Hawaiian/Pacific Islander 0.4% *Sums to more than 100% due to rounding John Massey School of Business. The JMSB offers five BBA degrees (one with an additional specialized focus) and one MBA degree. The JMSB also includes the Aviation Institute which grants two Bachelors degrees and one Masters degree. The programs and degrees for the Aviation Institute have been excluded from AACSB consideration due to: a) independence, b) distinctiveness, c) due to the Institute being subject to their own accreditation, and d) because the programs are such a specialized field. All data offered represent JMSB statistics without Aviation Institute statistics. The following table displays the JMSB business degree programs that are to be included in the accreditation review. 3

4 Business Degree Programs to be Included in Accreditation Review Degree Program 1 Level Location 3 Date program was established # of Credit Hours, Contact Hours, or Courses Required for Degree Completion 4 Average Time to Complete Degree 5 # Students Graduated in Previous Academic Years Accounting Durant FF, IETV & (B.B.A.) U Web credit hours 4 5 years 8 Durant FF, IETV & 14 credit hours Finance (B.B.A.) U Web years 13 Management Durant FF, IETV & 14 credit hours (B.B.A) U Web years 30 Durant FF, IETV & 14 credit hours Marketing (B.B.A.) U Web years 5 General Business Durant FF, IETV & 14 credit hours (B.B.A.) U Web years 5 Native American 14 credit hours Management Durant FF, IETV & Option U Web years 1 Masters of Business Durant FF, IETV & Administration G Web credit hours years 10 1 See What is a Program? on page 60 of the Eligibility Procedures and Standards for Business Accreditation, revised January 010. The JMSB has a total enrollment of 464 students (418 undergraduate and 46 graduate). Regarding student home-base, 0.9% of students are from Texas and 69.6% of students are from Oklahoma. The following table indicates student ethnicity as of Fall semester 009. JMSB Student Ethnicity Fall 009 Race Percentage* Caucasian/White 57.8% Native American 6.3% African American 7.7% Hispanic/Latino.6% International 5.4% Asian.% Native Hawaiian/Pacific Islander 0% *Sums to more than 100% due to rounding 4

5 Competitive Forces The JMSB has identified Competitor Institutions. The closest of these are University of North Texas and Texas A & M University Commerce. The fact that the two schools mentioned are in Texas is an important issue because the high school student population is declining in Oklahoma and increasing in the Texas counties in the market. In the past it might have been possible for Southeastern to spend virtually all their efforts on student recruitment in Oklahoma. With the demographic shift in graduating high school students, it now becomes even more important to recruit high school and junior college students in Texas. JMSB faculty take part in an organized recruiting program with professors taking turns attending college/career fairs. As well, during the Spring semester, 010, the JMSB delivered a core course, face-to-face, at the closest Texas community college. This permitted faculty to recruit and advise community college students before receiving their Associates Degree and before a competitor could advise them. In Oklahoma, the competition has also heated up. Our closest regional, East Central University, is heavily competing for Oklahoma high school graduates in southern Oklahoma. Although ECU does not have AACSB accreditation, they are offering classes (face-to-face) and programs at a University Center facility in Ardmore, OK. To maintain a presence in the Ardmore area, Southeastern is hiring a business faculty member to deliver classes in the Management program face-to-face in Ardmore. SWOT Analysis The JMSB faculty held meetings throughout academic year to complete a SWOT analysis. The results can be found on the following page. 5

6 SITUATIONAL ANALYSIS Strengths Weaknesses AACSB International accreditation IETV Student/Teacher ratio 16:1 (average vs. Course availability/limited course offerings individual) Below market faculty salaries Smart classrooms/computer Instructional Budget constraints due to state funding Development Training/Computer help Differentiation/competitive advantage of business services (CIDT staff downsized) programs/no niche Low tuition Lack of brand Faculty Ability to deliver high-quality Endowed Chairs Lack of best practices on distance education Resources provided by Endowed Chairs and (wiki, podcast, captivate) Professorships IETV support (producers/editors) Involvement by Board of Advisors No brand/marketing plan Diversity of new faculty members Negative connotation Collegial faculty who share a studentcentered Limited geographical area vision mission Low/shrinking student enrollment First generation (no sense of entitlement) Students work schedules/student priorities students (intrinsically motivated) Long term vision Diverse background of faculty Student organizations Experienced faculty (real word experience) Professional fee support (join an organization) Russell building Online academic integrity + programs/feeder schools Low MBA enrollment (research/collaboration opportunity) Low enrollment in certain disciplines Scholarships Too many prerequisites for MBA program Administration support Threats Texas A&M Commerce/Austin College/UNT/ TWU (competitors) State funding (state + private donor) University resources Declining student population in Bryan county and region Faculty retention No money for advertising Opportunities Target recruiting at Tribes Offer courses/programs at Tinker Offer programs on site at Choctaw/Chickasaw nation Online value MBA program in Oklahoma/N. Texas Tourism, hospitality, casino Casino certification Energy company relationships Love s relationship AACSB growth? International students MBA leveling courses CPA candidates Alumni tracking/ Economy (depressed) Community involvement/internships Blending course format Continuously improve curriculum and instruction Banking option 6

7 PROGRESS UPDATE SINCE LAST REVIEW (10/008) Following the initial accreditation team visit in October 008, the team s three major recommendations were to: Update the JMSB Strategic Plan Redesign the Assurance of Learning process to increase utility and efficiency Revamp the MBA Admission and Advising process to be updated and improved The status of the improvement for these areas is as follows: 1. Update the Strategic Plan During the academic year, the JMSB dean, faculty and staff began formal and informal discussions concerning revisions to the strategic plan. A SWOT analysis was performed which informed the beginning of a plan with proposed objectives. From this, the preliminary Strategic Plan was drafted for Then early in the spring 009 semester, proposed objectives were presented and discussed. In May, prior to the end of the spring 009 semester, the JMSB Strategic Plan was drafted. In the revision of the strategic plan, four goals were established, responsible parties were assigned to committees, and potential action items were documented. Through continual review of the revised plan, it became apparent that the strategic plan required additional information in regards to sequencing, measuring success and the use of resources required over the life of the strategic plan. The table on the following page illustrates the progress thus far on the Strategic Plan for the John Massey School of Business. 7

8 JMSB Strategic Plan Goals Increase MBA and undergraduate enrollment Improve curriculum & instruction Strengthen external relationships Maintain service oriented environment Committee Members Dean Gaster, Department Chairs and Robert Howard Gaster, McCurdy AOL committee Smith, Silver, Speers, Romer, Gaster, McCurdy Gaster, Romer Smith, Silver, Speers, Romer, Gaster, McCurdy Gaster, Hrncir, Combs, Alluisi, Topuz, VonBergen Combs, Prather, Campbell, Benco, Tiger Action Items Develop Recruiting Plan & Marketing Plan Increase scholarship/soft money: 1) Certification Program ) Continuing Professional Education Classes Revamp MBA admission process and requirements Redesign the AOL Process Fulfill AACSB International requirement: 1) Stand-alone core class; ) Require students to take one International course of their choice; or 3) Increased emphasis in existing classes. Add Banking emphasis option (undergraduate) Review Native American option: Possibly change the name and/or curriculum Strengthen the quality of alternative course formats: 1. Offer more online classes. Cap online classes Potential ideas: 1. Contact Friends of JMSB. Invite SE alumni guest speakers 3. Use student advisory council to contact alumni 4. Promote 5. Offer more internships 6. Develop alumni functions (1 to per year) Accurately record faculty s service efforts Know & understand our students Revitalize student organizations Adopt AACSB honor society (Beta Gamma Sigma) Encourage civic involvement Start Date 7/1/009 Expected Completion Date 11/1/008 Currently looking at removing the prerequisites for MBA applicants with a business degree and creating a certification program for completion of prerequisite courses for non-business applicants. Budget constraints will not allow at the current time ( ). Completed? After Fall 009 semester, all prior AACSB admission issues will cease to exist. 8

9 . Redesign the AoL Process to Increase Utility and Efficiency The JMSB AoL Process has been in place since 005. It was designed to satisfy the AACSB AoL standards that were adopted in 004. As part of the process, every course, graduate and undergraduate, had a list of general goals with accompanying objectives and traits. However, the interpretation of the original standards has undergone a number of revisions since 004 and as a result, the site visit team suggested the process was too cumbersome and offered little value for the effort required. Specifically, the site team s recommendations were to (1) train faculty in AoL concepts and () redesign both the undergraduate and graduate current AoL processes to increase usefulness, while reducing faculty efforts in collecting data. The School has taken particular steps in implementing the training of JMSB faculty in the AoL concepts. In November, 008, Dean David Martin from LaSalle University was hired to deliver a full-day seminar to the JMSB faculty. Prior to the seminar, Dean Martin reviewed the School s current AoL process and worked with faculty to understand how the current process could be improved. In December, 008, a number of key faculty that are members of the School s AoL committee attended the AACSB Assessment conference in Dallas, Texas. The -day seminar focused on AoL interpretations and implementation. In October, 009, Dr. Danny Arnold, JMSB AACSB Consultant was hired to deliver a full-day seminar to the JMSB faculty to review the School s progress with AoL and provide direction. After attending the training seminars, the AoL committee began to redesign the undergraduate AoL process as follows: Reduce the ten current goals to a more manageable five. Develop goal-specific rubrics for course-embedded assessment, which would allow goal statistics to be generated independent of faculty and course. Develop an assessment plan that requires less data collection than the current process, but requires faculty to address any deficiencies within a two-year planning cycle. The list of the new goals and objectives for the BBA follows. 9

10 John Massey School of Business AoL Plan GOAL OBJECTIVES TRAITS 1. Communication: School of business graduates will be effective communicators with the ability to prepare and deliver oral and written presentations using appropriate technologies.. Problem solving: School of business graduates can apply critical thinking skills to problem solving. 3. Ethics: School of business graduates can identify and assess ethical issues in business. 4. Leadership, Teamwork and Collaboration: School of Business graduates possess the leadership skills necessary to give direction and guidance, and to delegate work tasks in a manner which proves to be effective and which motivates others to do their best in both a manager/subordinate and a team setting. 5. Diversity: School of business graduates will understand the diversity of the local and global communities, including cultural, social, political and economic differences. a. Students will create well written documents on a business topic b. Students will deliver an effective oral presentation on a business topic c. Students will use appropriate technologies to enhance the effectiveness of their written and oral presentations. a. Use problem solving method b. Use quantitative reasoning to solve problems c. Use technology such as specialized computer software to solve problems Under development Under development Students will demonstrate an appreciation of human and cultural differences through a deeper understanding of the world they inhabit. Written Communication: Clear Logic & Organization Effective use of Language/Style Correct Spelling and Grammar Clear Purpose Excellent Development of Ideas Correct Citation and Documentation Effective Use of Technology Oral Communication: Effective Organization Knowledge of Content Persuasive Conclusion Excellent delivery Effective use of body language Effective us of Media Effective Use of Technology Define the problem Research and gather Information Generate plans to solve problem, integrating relevant factors in decision making. Select and implement best solution Communicate the results Use algebra to formulate/solve problems correctly Use statistics methods to formulate/solve problems correctly Use MS Office tools such as Excel and Access to solve problems correctly Under development Under development Recognition of the critical importance of understanding the concepts inherent in diversity issues. Application and demonstration of individual understanding of diversity issues. Analyze, evaluate and assess the impact of differences in individuals and groups. Evaluates, assesses, and rates 10

11 3. Updating and Improving the MBA Admission and Advising Processes the impact of college experience regarding diversity and its influence on personal and/or professional life. As with any school or college of business, the MBA is the flagship program. With this in mind the site visit team recommended the admission process for the MBA program be revised. The site team felt that greater control of student admissions was needed to ensure that all students completed all of the requirements for admission. In addition, the site visit team audited advising records and found record keeping issues. The team felt that all student records should be complete and stored both in hard copy and electronic form. The MBA program immediately began taking steps to revise the admissions process and requirements. Mr. Bill McCurdy, the MBA Director, spent the 009 calendar year going through each student file to make sure all files were complete. In addition, Mr. McCurdy was able to generate new policies and procedures for admission to the MBA program and for the record keeping process. 11

12 STRATEGIC MANAGEMENT Mission Statement: The mission of the John Massey John Massey School of Business is to be the premier regional business program in southeast Oklahoma and north Texas. We will prepare our business and aerospace students to meet the challenges in a competitive and ever changing global economy by providing an excellent and continuously improving learning environment that emphasizes both academic and applied knowledge and research. We will further assist in the economic development of the region by providing effective application of knowledge with small and midsize businesses and Native American Tribes. Our mission statement has been a roadmap for many of our policies, procedures and achievements. Southeastern is the only university in the Texoma (Texas/Oklahoma) region to hold AACSB Accreditation. As a teaching institution, our faculty mainly focus their intellectual currency on applied and pedagogical research. Our faculty devotes time to help businesses and entrepreneurs in the region, both individually and in partnership with the Small Business Development Centers, the Center for Economic Competitiveness and the Rural Enterprises Institute. We have included a Native American Option in our Management program in response to the needs of local tribes for an educated and specifically trained workforce. Strategic Management Planning Process and Outcomes Once the faculty completed a SWOT analysis, our Mission Statement informed our Strategic Plan, in which we have established and prioritized four goals (please see previous Strategic Plan.) As mentioned in the prior section, we have developed our four goals as well as attaching Action Items to each goal. Faculty committees have been developed to work on each Action item. Financial Strategies The most recent and current economic conditions of the Nation and the State of Oklahoma triggered a decrease of 4.3% in state appropriations for Higher Education in Oklahoma for the fiscal year. This following similar cuts for the AY. The John Massey School of Business s budget saw a decrease of 3.08% for the same period. However, despite the budget cuts, the John Massey School of Business has continued efforts to update facilities. Through generous contributions from our benefactor, John Massey, and grants, we have added three large flat-panel televisions that broadcast business news all day. The televisions are utilized to also inform students of important dates (e.g., pre-enrollment dates) and upcoming events. The John Massey School of Business has also added digital picture frames to the doorway of each classroom. The classroom displays are utilized to inform students of the classes scheduled in the particular room. Additionally, the televisions and classroom displays are tied in with the University s Emergency Alert System. 1

13 Faculty Intellectual Contributions Table.1-A lists the Five-Year Summary of Intellectual Contributions and Table.1 B lists the summary of Intellectual Contributions for the academic year TABLE.1 -A: Five-Year Summary of Intellectual Contributions (5-year) Portfolio of Intellectual Contributions Summary of Types of ICs Accounting Faculty Peer Reviewed Journals Research Monographs Books Chapters Benco Elliott Clark Combs Hrncir Mawer Smith Finance Prather Romer Topuz Management Campbell Collier Hicks 1 1 McCurdy 1 1 Speers Tiger VonBergen Marketing Peer Reviewed Proceedings Peer Reviewed Paper Presentations Haley 7 11 Licata Silver Stevens Faculty Research Seminar Non-Peer Reviewed Journals Others Learning & Pedagogical Research Contributions to Practice Discipline-Based Research Total *Last updated 4//010 13

14 TABLE.1- B: Summary of Intellectual Contributions AY Portfolio of Intellectual Contributions Summary of Types of ICs Faculty Peer Reviewed Journals Research Monographs Books Chapters Peer Reviewed Proceedings Peer Reviewed Paper Presentations Faculty Research Seminar Non-Peer Reviewed Journals Others Learning & Pedagogical Research Contributions to Practice Discipline-Based Research Accounting Benco Elliott Clark Combs Hrncir Mawer Smith Finance Prather Romer Topuz Management Campbell 1 1 Collier Hicks McCurdy Speers Tiger VonBergen 1 1 Marketing Haley 1 1 Licata 1 1 Silver Stevens Total *Last updated 4//010 14

15 Table. Summary of Peer Reviewed Journals Sorted by Name and Number of Net Articles Number of Articles Number of Articles Peer Reviewed Journal Peer Reviewed Journal Academy of Information and Management 1 Sciences Journal Journal of Business Issues Accounting Historians Journal 1 Journal of Digital Asset Management 1 1 Journal of Digital Forensics, Security and Law 1 Advances in Financial Education Business Research Yearbook: Global Business Perspectives Journal of Economics and Finance CPA Focus 1 Journal of Emerging Markets 1 Digital Investigations 1 Journal of Empirical Finance 1 Journal of the International Academy Employee Relations Law Journal for Case Studies 1 Employee Responsibilities and Rights Journal 1 Journal of Marketing Management 1 Journal of Personal Selling & Sales Ethics and Critical Thinking Journal Management 1 Journal of Product & Brand Financial Services Review Management 1 Franklin Business & Law Review Quarterly 4 Journal Journal of Service Research 1 Global Education Journal 1 Journal of Services Marketing 3 Leadership & Organizational 1 Global Perspectives on Accounting Education Management Health Marketing Quarterly 3 Managerial Finance 1 International Journal of Bank Marketing 3 Public Personnel Management Quarterly Journal of Finance and 1 International Journal of Business Research Accounting International Review of Financial Analysis 1 Regional Business Review Issues in Information Systems 4 Review of Business Research 1 Review of Quantitative Finance and 1 Journal of Accounting, Ethics and Public Policy Accounting 1 Journal for Advancement of Marketing Education Services Marketing Quarterly Journal of Academy of Business and Economics Southern Law Journal 8 Journal of Business and Behavioral Sciences 1 Taxes: The Tax Magazine Journal of Business and Economic Perspectives 3 The CPA Journal Journal of Business & Entrepreneurship 3 The International Journal of Finance 1 Journal of Business and Leadership: Research, 1 Practice, and Teaching Tourism and Hospitality Research 15

16 PARTICIPANTS Students: For the Fall 009 semester, the University student enrollment consisted of 4,9 students. With respect to racial and ethnic diversity, the student enrollment is more reflective of the region. The University s student population is composed of students from the local region as well as Germany, Japan, Mexico, Nepal, and students from a variety of other countries. The following table illustrates the breakdown in the student population with respect to ethnicity. Ethnicity Percentage* Caucasian 59.% Native American 9.6% African American 5.7% Hispanic/Latino.7% International 1.7% Asian 0.8% Native Hawaiian/Pacific Islander 0.4% *Sums to more than 100% due to rounding With respect to gender and age diversity, women comprise just over half of the student population (54.5%) and traditional students (under the age of 3) consists of more than half the student population (61.1%). The JMSB enrollment consisted of 464 students (418 undergraduate and 46 graduate). The table below illustrates the breakdown in the student population with respect to ethnicity for those students specific to the JMSB. JMSB Student Ethnicity Fall 009 Race Percentage* Caucasian/White 57.8% Native American 6.3% African American 7.7% Hispanic/Latino.6% International 5.4% Asian.% Native Hawaiian/Pacific Islander 0% *Sums to more than 100% due to rounding Under the direction of the John Massey School of Business dean, the mission of the John Massey School of Business Student Advisory Council is to serve as an advocacy link between the potential, current, and former School of Business students and faculty. In support of this mission, the SAC participates in recruitment and retention of members as well as participating in promotional and career opportunity activities. Faculty: The JMSB faculty is diverse with respect to ethnicity and gender. Of the faculty members, 76% are Caucasian while 4% are Native American, Hispanic or Asian American. With respect to gender, females make up just over 35% of the faculty. 16

17 All John Massey School of Business faculty have taught online classes. The University has implemented a requirement that all faculty teaching online classes must achieve online certification (a 40-hour professional development program). All John Massey School of Business faculty have obtained or are in the process of obtaining the required certification. JMSB faculty takes part in student recruitment by partnering with the University s recruitment office at College Fairs at area high schools and community colleges. The School of Business provides banners, and brochures and give-aways to support the recruitment effort. The University has agreed to provide a management professor to a University Center in Ardmore, OK (50 miles from the main campus). Spring, 010 semester was spent recruiting applicants. This was done via the placement service at the FBD (Federated Business Disciplines) Conference. Faculty also sent broadcasts regarding the position to specific colleagues around the county. All applicants that were interviewed could be considered as AQ1. Participant Policies The following are the JMSB: Classifications of non-exclusive Intellectual Contributions, Definitions of Participating and Supporting Faculty, and Definitions of AQ and PQ. CLASSIFICATIONS OF INTELLECTUAL CONTRIBUTIONS Southeastern Oklahoma State University John Massey School of Business There shall be only three classifications of intellectual contributions for faculty members of the School of Business. These three classifications are 1) Discipline-based Scholarship, ) Contributions to Practice, and 3) Learning and Pedagogical Research. The definitions to determine the appropriate classification of intellectual contributions are as follows: 1) Discipline Based Scholarship- the major emphasis of the intellectual contribution deals with a topic which adds to the theory or knowledge base of the faculty member s field. Published research results and theoretical innovations qualify. Comment: Deals with the academic world. ) Contribution to Practice- the major emphasis of the intellectual contribution deals with a topic which influences professional practice in the faculty member s field. Articles in practice-oriented journals, creation and delivery of executive education courses, development of discipline-based practice tools, and published reports on consulting. Comment: Deals with the real world. 3) Learning and Pedagogical Research the major emphasis of the intellectual contribution deals with teaching-learning activities of the school. Preparation of new materials for use in courses, creation of teaching aids, and research on pedagogy all should qualify. Comment: Deals with instructing or teaching. 17

18 The intellectual contributions may encompass one or more of the categories, but shall be classified in accordance with the major emphasis of the intellectual contribution. If the major emphasis cannot be readily ascertained then the intellectual contribution shall be classified in the highest category provided. The highest shall be Discipline Based Scholarship, the next highest shall be Contribution to Practice, with Learning and Pedagogical Research being the least highest of the categories for purposes of classification. In addition, the intellectual contributions shall also be rated as in field of study or out of field. This rating shall be determined by comparing the field of study of the highest degree awarded to the faculty member, or the specific topic area that the faculty member is teaching, to the intellectual contribution. By way of example only: If the intellectual contribution is a topic which would normally be studied or written about in the field of study of the highest degree a faculty member possesses or the faculty member is teaching a course in that field of study, that intellectual contribution will be deemed in-field. If the intellectual contribution is not within the field of study of that degree or not related to a course being taught, it will be deemed out of field. Due to the nature of intellectual contributions, it may be difficult to make such a determination. If it cannot be readily ascertained which rating is appropriate, the rating of in-field will be deemed the appropriate rating. PARTICIPATING-SUPPORTING FACULTY Southeastern Oklahoma State University John Massey School of Business Participating Faculty: To be classified as participating faculty the faculty member must be a full or part-time faculty members in the John Massey School of Business and must be engaged in the governance of the school of business as a voting faculty member, and must engage in one or more of the following enumerated categories or activities, in addition to their respective teaching duties: Participate in the Governance of the John Massey School of Business-attend regular scheduled faculty meetings and serve on a school of business standing or special faculty committee. Participate in Student-Service Activity-advise students on academic and curriculum matters or sponsor or advise a student group(s) or organization. Participate in John Massey School of Business Special Project or Activity-serve as a member of a group, consortium or organization as a representative of the John Massey School of Business. Participate in a University Activity or Project-serve as a member of a University committee, group, consortium, or organization as a representative of the University. Participate in a Community Group or Project-serve as a member of a community group, organization, or enterprise as a representative of the University or the John Massey School of Business. Special Participation in the John Massey School of Business-accept the appointment to perform special or specific projects on behalf of the University or the John Massey School of Business. 18

19 Supporting Faculty: All full-time or part-time faculty members in the John Massey School of Business who do not meet the categories or activities for Participating Faculty, shall be deemed Supporting Faculty and are only expected to teach assigned courses and maintain the requisite number of office hours. SOUTHEASTERN OKLAHOMA STATE UNIVERSITY SCHOOL OF BUSINESS REQUIREMENTS FOR FACULTY FOR ACADEMIC & PROFESSIONAL QUALIFICATION ACADEMIC Undergraduate Faculty: To be considered academically qualified as an instructor (of any undergraduate level) in the School of Business Southeastern Oklahoma State University, a faculty member must have and maintain the following minimum qualifications for the immediate preceding five (5) years: a) Must have at least three (3) publications in accordance to the following standard: 1) An article, treatise, memo, or other intellectual writing published in a peer reviewed journal (blind or otherwise) recognized as a publication in the discipline or topic, or such journal(s) as are listed in Cabell s. And b) Must have participated, contributed, or been active in at least three (3) of the following intellectual activities: 1) A book, chapter in a book, or text used for instruction in the area being taught by the author, the book must be published by a publishing company which does not require a fee or payment by the author for publication. ) A presentation of a paper or other written intellectual contribution before a recognized association, group or discipline 3) Serve as editor of a journal or a member of a peer review panel for a journal. The journal must be listed in Cabell s. 4) A published case or group of cases used for instructional purposes, which does not require a fee or payment by the author for publication. 5) Documented practice software. 19

20 6) A published instructor s manual which does not require a fee or payment by the author. NOTE: The publications must, in all cases, be relevant to the discipline being taught by the faculty member and germane to the mission statements of the department, School of Business or the University. Graduate Faculty: To be considered academically qualified as an instructor (of any graduate level) in the Graduate Program in the School of Business Southeastern Oklahoma State University, a faculty member must have and maintain the following minimum qualifications for the immediate preceding five (5) years: a) Must have at least three (3) publications in accordance to the following standards: 1) An article, treatise, memo, or other intellectual writing published in a peer reviewed journal (blind or otherwise) recognized as a publication in the discipline or topic, such as journal(s) listed in Cabell s. And b) Must have participated, contributed, or been active in at least three (3) of the following intellectual activities: 1) A book, chapter in a book, or text used for instruction in the area being taught by the author, the book must be published by a publishing company which does not require a fee or payment by the author for publication. ) A presentation of a paper or other written intellectual contribution before a recognized association, group or discipline. 3) Serve as editor of a journal or a member of a peer review panel for a journal. The journal must be listed in Cabell s. 4) A published case or group of cases used for instructional purposes, which does not require a fee or payment by the author for publication. 5) Documented practice software. 6) A published instructor s manual which does not require a fee or payment by the author. 7) Be granted graduate faculty status by the University Graduate Council. 0

21 NOTE: The publications must, in all cases, be relevant to the discipline being taught by the faculty member and germane to the mission statements of the department, School of Business or the University. PROFESSIONAL Definition of Professionally Qualified: To be professionally qualified for a period of 5 years from the date of initial hiring: a) a faculty member teaching in the John Massey School of Business must possess a post graduate degree or specialized post graduate degree which is at least equivalent to a masters degree, and b) at the time of hiring, a faculty member must have significant or specialized experience as related to the field in which the faculty member is teaching or is currently working (full or part-time) in that field, and one of the following: 1) the faculty member must have at least two quality journal or trade publications, within the 5 year period, related to the field of instruction, or ) maintain a business (full or part-time) in the area of instruction, provide instruction for licensure in the area of instruction, participate as an office or member of a governing body of an organization in charge of licensure, or such other activities which demonstrate currency of knowledge in the field of instruction. To maintain Professionally Qualified status after the initial 5 year period, the faculty member must meet the publication requirements stated in c) for any consecutive 5 year period. Tables for Faculty Table 9-1 summarizing faculty sufficiency in discipline and school and Table 10-1 summarizing faculty qualifications, development activities, and professional responsibilities are shown on the following two pages. 1

22 Table 9-1 for AY0910 Summary of Faculty Sufficiency in Discipline and School (RE: Standard 9 Using Student Credit Hours) Faculty 1 Participating or Supporting (P or S) SCH SCH if P Summer 009 Fall 009 Spring 010 Total SCH if S P / (P + S) SCH SCH if P SCH if S P / (P + S) SCH SCH if P SCH if S P / (P + S) SCH SCH if P SCH if S P / (P + S) BENCO D P COMBS D P HRNCIR T P SMITH S P CLARK J S Accounting Total % % % % PRATHER L P ROMER D P TOPUZ J P Finance Total % % % % CAMPBELL K P HICKS J P HOWARD R S MCCURDY B P ROSS J S SPEERS J P TIGER A P VONBERGEN P Management Total % % % % HALEY D P LICATA J P SILVER L P STEVENS R P Marketing Total % % % % 0 JMSB Total % % % % 1. Faculty should be listed by academic discipline as defined in the organizational structure that is used by the school. The organizational structure should be clear to the Peer Review Team.. The measure of amount of teaching must reflect the operations of the school, and this metric must have the concurrence of the Peer Preview Team, e.g. student credit hours, contact hours, individual courses, modules or other designation that is appropriately indicative of amount of teaching contribution. Concurrence of the measurement process should be reached with the Peer Review Team early in the review process. In this example, "student credit hours" (sch) is used as the metric. 3. Names in italics are adjunct faculty.

23 TABLE 10-1: SUMMARY OF FACULTY QUALIFICATIONS, DEVELOPMENT ACTIVITIES, AND PROFESSIONAL RESPONSIBILITIES Name Accounting Highest Earned Degree & Year Date of First Appointment to School Percent of Time Dedicated to the School's Mission Academically Qualified (RE: Standard 10) year Professionally Qualified Other Five-Year Summary of Development Activities Supporting AQ or PQ Status Intellectual Contributions Professional Experience Consulting Professional Development Other Professional Activities Normal Professional Responsibilities Benco PhD % Yes 1 UG/GR, RES, SER Elliott 5% Yes UG Clark 5% Yes UG Combs MTaxation % Yes UG, SER Hrncir PhD % Yes 16 UG, ADM, RES, SER Mawer JD % Yes 6 UG, ADM, RES, SER Smith PhD % Yes 17 UG/GR, RES, SER Finance Prather PhD % Yes 50 UG/GR, RES, SER Romer DBA % Yes 3 UG/GR, RES, SER Topuz DBA % Yes 5 UG, RES, SER Management Campbell EdD % Yes 13 UG, RES, SER Collier PhD 5% Yes GR Hicks PhD % Yes UG/GR, RES, SER McCurdy MBA % Yes 1 UG, RES, SER Speers PhD % Yes 14 UG/GR, RES, SER Tiger PhD % Yes 1 UG/GR, ADM, RES, SER VonBergen PhD % Yes 59 UG, RES, SER Marketing Haley PhD % Yes 11 UG, RES, SER Licata PhD % Yes 16 UG/GR, RES, SER Silver DBA % Yes 6 UG/GR, RES, SER Stevens PhD % Yes 67 UG/GR, RES, SER Total 370 * Last updated 4//10 3

24 ASSURANCE OF LEARNING Business Curriculum Development The content of the business curriculum has been expanded to expose the students to diverse points of view. Consistent with our mission, the John Massey School of Business has added a Native American focus to the Management program. Since one of the largest employers in the region are the Choctaw Nation Resort & Casino and the Chickasaw Nation Resort and Casino, hospitality management courses have been included in the curriculum. In addition, to assist in the economic development of the region, the John Massey School of Business offers an Entrepreneurship course. The course is required for Management students and encouraged as an elective for Marketing students. Courses in International Business and International Marketing have been developed to help prepare students to meet the challenges in a competitive global economy. Assurance of Learning Update The JMSB AoL Process has been in place since 005. It was designed to satisfy the AACSB AoL standards that were adopted in 004. As part of the process, every course, graduate and undergraduate, had a list of general goals with accompanying objectives and traits. However, the interpretation of the original standards has undergone a number of revisions since 004 and as a result, the site visit team suggested the process was too cumbersome and offered little value for the effort required. Specifically, the site team s recommendations were to (1) train faculty in AoL concepts and () redesign both the undergraduate and graduate current AoL processes to increase usefulness, while reducing faculty efforts in collecting data. The School has taken particular steps in implementing the training of JMSB faculty in the AoL concepts. In November, 008, Dean David Martin from LaSalle University was hired to deliver a full-day seminar to the JMSB faculty. Prior to the seminar, Dean Martin reviewed the School s current AoL process and worked with faculty to understand how the current process could be improved. In December, 008, a number of key faculty, that are members of the School s AoL committee attended the AACSB Assessment conference in Dallas, Texas. The -day seminar focused on AoL interpretations and implementation. In October, 009, Dr. Danny Arnold, JMSB AACSB Consultant was hired to deliver a full-day seminar to the JMSB faculty to review the School s progress with AoL and provide direction. After attending the training seminars, the AoL committee began to redesign the undergraduate AoL process as follows: Reduce the ten current goals to a more manageable five. Develop goal-specific rubrics for course-embedded assessment, which would allow goal statistics to be generated independent of faculty and course. Develop an assessment plan that requires less data collection than the current process, but requires faculty to address any deficiencies within a two-year planning cycle. The list of the new goals and objectives for the BBA follows. 4

25 John Massey School of Business AoL Plan GOAL OBJECTIVES TRAITS 1. Communication: School of business graduates will be effective communicators with the ability to prepare and deliver oral and written presentations using appropriate technologies.. Problem solving: School of business graduates can apply critical thinking skills to problem solving. 3. Ethics: School of business graduates can identify and assess ethical issues in business. 4. Leadership, Teamwork and Collaboration: School of Business graduates possess the leadership skills necessary to give direction and guidance, and to delegate work tasks in a manner which proves to be effective and which motivates others to do their best in both a manager/subordinate and a team setting. 5. Diversity: School of business graduates will understand the diversity of the local and global communities, including cultural, social, political and economic differences. a. Students will create well written documents on a business topic b. Students will deliver an effective oral presentation on a business topic c. Students will use appropriate technologies to enhance the effectiveness of their written and oral presentations. a. Use problem solving method b. Use quantitative reasoning to solve problems c. Use technology such as specialized computer software to solve problems Under development Under development Students will demonstrate an appreciation of human and cultural differences through a deeper understanding of the world they inhabit. Written Communication: Clear Logic & Organization Effective use of Language/Style Correct Spelling and Grammar Clear Purpose Excellent Development of Ideas Correct Citation and Documentation Effective Use of Technology Oral Communication: Effective Organization Knowledge of Content Persuasive Conclusion Excellent delivery Effective use of body language Effective us of Media Effective Use of Technology Define the problem Research and gather Information Generate plans to solve problem, integrating relevant factors in decision making. Select and implement best solution Communicate the results Use algebra to formulate/solve problems correctly Use statistics methods to formulate/solve problems correctly Use MS Office tools such as Excel and Access to solve problems correctly Under development Under development Recognition of the critical importance of understanding the concepts inherent in diversity issues. Application and demonstration of individual understanding of diversity issues. Analyze, evaluate and assess the impact of differences in individuals and groups. Evaluates, assesses, and rates the impact of college experience regarding diversity and its influence on personal and/or professional life. The JMSB faculty feels that the accompanying rubrics for the objectives can now be developed and implemented. 5