STANDARD #2. Strategic Planning
|
|
- Shauna Patterson
- 8 years ago
- Views:
Transcription
1 As part of our ACBSP accreditation requirements, we routinely provide reliable information to the public on our performance, including student achievement such as assessment results. Portions of our report that we submit to ACBSP are provided in the following pages. For additional information or questions, please contact David Houghton, the dean of the Paul Dickinson College of Business, at or (405) STANDARD #2. Strategic Planning The business school or program must have a process for setting strategic directions to better address key student and program performance requirements. The strategy development process should lead to an action plan for deploying and aligning key plan performance requirements. It should also create an environment that encourages and recognizes innovation and creativity. CRITERIA Use the following criteria to document the extent to which the business school or program meets the standard for Strategic Planning. Justify any omissions. Criterion 2.1. The business unit must have a formal process by which its strategic direction is determined, its action plans are formulated and deployed, and innovation and creativity are encouraged. Criterion 2.1.a. The University has a University Planning Advisory Council (UPAC) that consists of faculty, staff and administrators. The UPAC meets twice a year (with subcommittees meeting more frequently) to evaluate the prior year s goals and develop goals for the next academic year. A copy of the Annual Objectives from UPAC is included as Appendix B. All budget directors must tie budget requests and decisions to the Annual Objectives. Within the PDCB strategic planning has largely been tied to the Academic Program Reviews. Academic Program Reviews (APR) are conducted by faculty, reviewed by the Dean, and submitted to the Curriculum Committee. The Curriculum Committee reviews the APR and requests revisions by the APR s faculty authors. The final APR is submitted to the Provost. The APRs are used by the Provost, Deans, and budget directors in budget decisions and for the pursuit of continuous improvements. In 2012, the PDCB attended an ACBSP Strategic Planning workshop. From the workshop, the Dean concluded that a more structured and ongoing PDCB strategic plan was needed. To that end, he formed an MBA Advisory Board to 1
2 provide MBA-level stakeholder input into the process (a Board of Executives for the PDCB already existed). He also conducted the first PDCB Strategic Planning Retreat in over five years. At the February 2013 Strategic Planning Retreat the PDCB faculty reviewed and revised the mission statement for the PDCB and for the MBA program. The faculty also conducted a S.W.O.T. analysis. The faculty will meet each spring semester in a Strategic Planning Retreat. During the next Retreat, the faculty plan to use the ACBSP/Peregrine Strategic Planning Template to codify and provide structure for the PDCB Strategic Plan. Criterion 2.1.b. The original MBA strategic plan is included in Appendix C. As noted above, the MBA Academic Program Review is serving as the MBA s current strategic plan and may be found in Appendix D. Present your current strategic plan in an Appendix, and summarize it using a table (such as Figure 2.1). Figure 2.1 Example of a Table for Strategic Direction Please list your business school or program s strategies and most important goals for the current period in a table similar to this: Key Strategic Objectives Goals Timetable Increase cohort enrollment Cohort size of 15 Fall 2014 to levels that are financially sustainable Improve ETS Scores Stop downward trend. Fall 2013 Develop non-vlc courseware online MBA that will exactly match face-to-face program Offer more tracks/emphases in current MBA that will shore up enrollment in core while appealing to different MBA segments Replace Ivy Software as mechanism for delivering leveling courses Increase full-time faculty ratio. Achieve 50 th percentile While maintaining current online program, launch new online program that matches F2F program Research possibility of offering emphases in Accounting, Leadership. And Health Care Provide OBU-designed leveling courses in either a F2F format or an online Format to improve rigor and provide revenue opportunity Hire full-time faculty member that will teach in both MBA and undergraduate programs 2 Fall 2014 Fall 2015 Fall Academic year As enrollment grows in F2F Hire full-time faculty Academic
3 and online programs, increase administrative support in MBA program member with reduced load for MBA Administration year 3
4 Criterion 2.2 Strategy Deployment Criterion 2.2.a. Write your response to the criterion from the standards and criterion book in this space. Note: If you develop your key human resource plans as part of your business school or program s short- and long-term strategic objectives and action plans, please list HR Plans (See Std. 5) here, but describe those plans under Standard 5. Figure 2.2 Example of a Table for Action Plans Current year action plans: Increase networking/recruiting opportunities in OKC: Oklahoma Ethics, OKC Chamber of Commerce, Salt & Light Leadership Training. Add three to six members on the MBA Advisory Board Sign contract with online provider (e.g. Comcourse) and begin developing online courses for Fall Online courses to include both the leveling courses and the graduate level courses. Launch Citizen Potawatomi Nation online cohort (using the VLC courseware) in January Conduct secondary and primary research to explore the possibility of offering additional emphases in the current MBA program and/or other business related Masters. Determine if the ETS exam is the correct assessment tool for our program (e.g. we ve noted that our student learning goal for the accounting course does not match the accounting content on the ETS). Form Graduate Student Advisory Council Long-term action plans: Increase networking/recruiting opportunities in OKC (beyond the specific groups mentioned in the current year action plan). Begin marketing online programs to target audience in 300 mile radius of OKC. Add three to six members of the MBA Advisory Board (Board formed in Jan 2013 with goal of adding 1/3 of its membership each year for three years. Current year action plan will bring it up to 2/3 of goal with long-term action plan bringing it to goal). Expand the Citizen Potawatomi Nation cohort model to other Tribes and/or businesses in all formats (i.e. F2F, online-vlc courseware, online-non-vlc courseware). Develop not-for-academic-credit certificate programs that will serve the community, provide revenue sources, and serve as a marketing tool to recruit students into business related Masters programs. Launch additional MBA emphases and/or new business related Masters programs. Hire full-time faculty member to handle the trip component of the International emphasis in the MBA program. 4
5 Hire full-time faculty member that will also serve as an MBA Director. Hire full-time or part-time faculty member(s) to increase AQ percentage in MBA program. Criterion 2.2.b. Write your response to the criterion from the standards and criterion book in this space. Figure 2.3 Example of a Table for Action Plan Measurement If you answered yes to question g, please list the measurements for the Action Plans described in response to questions d and e in a table similar to this: Short-Term Action Plans Key Measures Increase networking/recruiting 15 students in FA 14 cohort Launch CPN online cohort 10 students in SP 14 cohort Stop downward trend in ETS results ETS score FA 14 and SP 14 Replace Ivy Courses 4 OBU courses developed and deployed by FA 14 Increase MBA BOA Number of BOA members Form Grad Student Advisory Council GSAC formed with at least one meeting of GSAC in Long-Term Action Plans Marketing and launch of non-vlc 10 students per cohort by FA 15 online MBA Expand CPN cohort model to other Number of company/tribe-specific cohorts tribes and/or businesses Hire faculty/improve AQ Ratio AQ ratio above 80% New emphases and/or business related New emphases and/or masters by FA 15 masters Criterion 2.2.c. The Dean, faculty, and Graduate College Director develop the strategic plan and action plans. The information is shared with the MBA Advisory Board in a semiannual report. Portions of the plan and progress are shared publicly via this document. 5
6 STANDARD #3. Student and Stakeholder Focus A business school or program must have a systematic procedure to determine requirements and expectations of current and future students and stakeholders, including how the business school or program enhances relationships with students and stakeholders and determines their satisfaction. Stakeholders may include parents, employers, alumni, donors, other schools, communities, etc. CRITERIA Use the following criteria to document the extent to which the business school or program meets the standard for Student and Stakeholder Focus. Justify any omissions. Criterion 3.8 The business unit should present graphs or tables of assessment results pertinent to this standard. Annual MBA Exit Survey Data n = To What extent did you develop the ability to: Exemplify Christian leadership at this stage of your career Articulate and demonstrate a biblical worldview of the business marketplace Apply the knowledge and skills you have acquired to this stage of your career Understand various cultural perspectives Execute business in a global marketplace To what extent did you develop the ability to maintain relevancy in current marketplace: Trends Processes Tools Issues To what extent did you develop the ability to analyze and integrate principles of: Accounting Finance Management Marketing Quantitative Techniques
7 To what extent did you develop the ability to create and present a comprehensive professional business report of the type and quality commonly found in a(n): Investment prospectus/private placement offering Board Report To what extent did you develop the ability to assume various roles in teams? Specifically: Leadership Roles Supporting Roles In general, the MBA Exit Surveys demonstrate student satisfaction. A negative trend in the Accounting Satisfaction data (compared to other functional areas) led us to make a staffing change. We ceased using adjunct faculty members to teach the accounting course and began using Professor Nixon data show improved satisfaction after the staffing change. The Program will continue to monitor the data to determine if the 2012 data indicate a positive trend for this decision variable. MBA Alumni Survey Results FA 08 SP 09 FA 09 SP 10 FA 10 SP 11 n = How well did your MBA education at OBU prepare you for your current position [1=well prepared, 2=somewhat prepared, 3=poorly prepared] Rate your preparation obtained in the OBU MBA program in the following areas: [1=Poor; 5=Excellent] Group work skills Communication skills Values & ethics Mathematical skills Analytical skills Overall OBU MBA education In comparison to other employees with similar educational backgrounds, do you feel your degree prepared you to be competitive in your job requirements? [% YES] Rate the overall quality of the MBA faculty in the following areas: [5=Excellent; 1=Poor] Teaching effectiveness Application to real world problems Current in field Professionalism
8 Respond to the following: [1=very well, 2=to some extent, 3=no] Did your MBA experience prepare you for the job market? Did your MBA education prepare you to see the business disciplines a an integrated whole? Did your MBA education prepare you to understand the application of a Christian world view in business Do you understand current business issues, trends, and processes? Do you feel prepared to recognize problems and opportunities in business? Are you prepared to develop courses of action in response to problems and opportunities Are you able to prepare a comprehensive business plan Numerical results of the MBA Alumni Survey are generally favorable. However, the response rates are low and no statistical generalizations may be made. For this reason, the MBA faculty have focused primarily on the open-ended, qualitative responses in the MBA Alumni Survey. For example, a comment asking us to consider adding additional emphases was helpful and led, in part, to the addition of the energy emphasis. 8
9 STANDARD #4. Measurement and Analysis of Student Learning and Performance Business schools and programs must have an outcomes assessment program with documentation of the results and evidence that the results are being used for the development and improvement of the institution s academic programs. Each business school or program is responsible for developing its own outcomes assessment program. CRITERIA Use the following criteria to document the extent to which the business school or program meets the standard for Measurement and Analysis of Student Learning and Performance. Justify any omissions. Criterion 4.1. The business unit shall have a learning outcomes assessment program. The undergraduate program at Oklahoma Baptist University is accredited by ACBSP and the MBA program is submitting its first self study. The undergraduate assessment program was initiated in As a result of the established undergraduate assessment program, the MBA assessment program was initiated in August of 2007 as version 1.0 and as an extension of the existing undergraduate program. The current version of the MBA Assessment Program is version 1.3 dated September 6, Version 1.3 was approved by the graduate faculty and the Graduate Programs Council. The MBA Web-based Program assessment document was initiated in March The current version is 1.1 dated March 2008 again approved by the graduate faculty and the Graduate Programs Council. Both of these documents are provided as Appendices M and N to this document. The MBA program s face-to-face program has two emphases. However, in each case the emphasis is less than 12 hours and is not identified on the transcript as a major or emphasis. For this reason, the MBA face-to-face program currently has one assessment plan. a. The MBA program objectives follow (quoted from version 1.3): Goals To accomplish its mission, the Graduate School of Business has adopted the following careeroriented goals: Our degree program trains graduates to (1) exemplify Christian leadership at each stage of their careers. (2) maintain currency in relevant marketplace trends, processes, tools, and issues. (3) analyze, integrate and synthesize principles of accounting, finance, management, marketing and quantitative techniques. 9
10 (4) create and present a comprehensive professional business report of the type and quality commonly found in an investment prospectus, private placement offering, or board report. Objectives OBU MBA graduates will 1. demonstrate the ability to successfully assume various roles in teams. 2. articulate and demonstrate a biblical worldview of the business marketplace. 3. experience at least one international business setting that broadens their cultural perspective and improves their ability to execute business in a global marketplace. 4. apply the knowledge and skills acquired in each phase of their subsequent careers. The MBA online program objectives follow (quoted from version 1.1): Goals To accomplish its mission, the Graduate School of Business has adopted the following careeroriented goals: Our degree program trains graduates to (1) exemplify Christian leadership at each stage of their careers. (2) maintain currency in relevant marketplace trends, processes, tools, and issues. (3) analyze, integrate and synthesize principles of accounting, finance, management, marketing and quantitative techniques. (4) create and present a comprehensive professional business report of the type and quality commonly found in an investment prospectus, private placement offering, or board report. Objectives OBU MBA graduates will 1. demonstrate the ability to successfully assume various roles in teams. 2. articulate and demonstrate a biblical worldview of the business marketplace. 3. experience at least one international business setting that broadens their cultural perspective and improves their ability to execute business in a global marketplace. 4. apply the knowledge and skills acquired in each phase of their subsequent careers. b. The assessment process starts with the first course and continues beyond graduation. Pages three and four of the assessment plan (version 1.3) identify both quantitative and qualitative measures. The process culminates in program reviews every five years. Course materials; end of course surveys; standardized national tests; surveys of graduates, alumni, and employers; and employer advisory council all contribute to the assessment process. 10
11 c. The MBA program internal data gathered and analyzed include papers from the first class and last class, surveys of graduates, and IDEA end of course surveys for all courses. These are described in more detail in Fig 4.1. d. The MBA program external data gathered and analyzed include capstone simulation, ETS business major fields test, alumni surveys, employer surveys, and graduate advisory council. These are described in more detail in Fig 4.1. e. MBA (non-online) Summative data includes the ETS business test that is administered during the last course of the program. A summary table of the graduate ETS business results is provided in Appendix E (A2 as identified in Figure 4.1 and the Assessment Plan). A second summative measure is the performance on the capstone simulation which is summarized in Appendix F (A1 as identified in Figure 4.1 and the Assessment Plan). A third summative measure is the Graduate Business Project (renamed as the MBA Capstone and identified as B2 in Figure 4.1 and the Assessment Plan). These documents are housed in the instructor of record s office in hard copy and on a file server that has common access for all business faculty. A fourth summative measure are surveys of graduates at the time of graduation (identified as B3 in Figure 4.1 and the Assessment Plan). These are maintained in the Dean of the College of Business office. A fifth summative measure are surveys of alumni (identified as B4 in Figure 4.1 and the Assessment Plan). These are also maintained in the Dean s office. A sixth summative measure is the survey of employer s of graduates (identified as B5 in Figure 4.1 and the Assessment Plan). Although these surveys have been mailed and/or ed, we have yet to have a single response. A seventh summative measure is the program review called for in the Assessment Plan and labeled as B6 in Figure 4.1. To date a single program review has been conducted and it may be found in Appendix D. Formative data include an individual paper submitted during the introductory graduate course. This is identified as B1 in Figure 4.1 and in the Assessment Plan. These papers are maintained by the instructor of record. A second source of formative data is the MBA Advisory Board composed of employers and executives. This is identified as the last item in the formative column of Figure 4.1 and the most recent minutes from that Board may be found in Appendix G. Prior to the MBA Advisory Board s formation, the PDCB Board of Executives advised concerning both undergraduate and graduate issues. MBA (Online Program) 11
12 Assessment components A1, A2, A4 and B1 for the MBA Online Program are maintained by the software vendor. They may be accessed through the vendor Dashboard. A3 is internal to the vendor software and maintained in their database. Again A3 is accessible through the vendor s Dashboard. B2, B4, B5, B6 and B7 were not accomplished and there is no data for the Online MBA program for surveys of graduates or alumni or employers. Similarly, due to the limited number of graduates in the online program (three graduated over the years 2008 to 2013), review of the program every twelve months and an assessment review every three years did not occur. Figure 4.1 Table for Student Learning Outcomes Assessment Data Degree Program, Internal Data, and External Data Degree Program Internal Data and Information External Data and Information MBA (non-online) A1. MBA students will participate in a comprehensive capstone simulation or experience designed to measure their ability to analyze, integrate and synthesize the various components of the degree program. It is generally expected that this will occur near the end of the program, probably during the MGMT 6203, Strategy course. The performance scores generated as a result of this measure will be compared with students in other MBA programs and with each successive class of MBA students. A2. ETS Major Field Test (MBA) will be administered during the final course of the program, typically MGMT 6303, Graduate Business Project. B1. A project, paper, or simulation results from MGMT 5103, Managing for Results B2. A paper from the MGMT 12
13 6303, Graduate Business Project B3. Surveys of graduates measuring their overall satisfaction/dissatisfaction with the program. B6. The MBA degree assessment committee will conduct a program review every third [now fifth] year. Summative Data and Information A1. GSB students will participate in a comprehensive capstone simulation or experience designed to measure their ability to analyze, integrate and synthesize the various components of the degree program. It is generally expected that this will occur near the end of the program, probably during the MGMT 6203, Strategy course. The performance scores generated as a result of this measure will be compared with students in other MBA programs and with B4. Surveys of alumni to determine their perceptions of the applicability of the MBA training to various stages in their careers. B5. Surveys of employers of graduates to determine their perceptions of OBU MBA graduates as compared to MBA graduates from other institutions. Added since Assessment Plan version 1.3 The MBA Advisory Council will meet periodically to discuss the program and the business community changing needs. These meetings will be documented in meeting minutes. Formative Data and Information 13
14 Degree Program MBA online Program each successive class of OBU MBA students. A2. ETS Major Field Test (MBA) will be administered during the final course of the program, typically MGMT 6303, Graduate Business Project. B2. A paper from the MGMT 6303, Graduate Business Project B3. Surveys of graduates measuring their overall satisfaction/dissatisfaction with the program. B4. Surveys of alumni to determine their perceptions of the applicability of the MBA training to various stages in their careers. B5. Surveys of employers of graduates to determine their perceptions of GSB graduates as compared to MBA graduates from other institutions. B6. The MBA degree assessment committee will conduct a program review every third (now fifth) year. Internal Data and Information A1. Detailed quantitative data is gathered on each student for each module in each course. This data includes progress, 14 B1. A project, paper, or simulation results from MGMT 5103, Managing for Results Added since Assessment Plan version 1.3 The MBA Advisory Council will meet periodically to discuss the program and the business community s changing needs. These meetings will be documented in meeting minutes. External Data and Information
15 time invested, performance scores, requests for technical support and ratings of satisfaction with the learning process. This data is (1) available in real-time to the university in the form of an easy to read on-demand "Dashboard" and is (2) stored in a data base sortable by gender, age, experience, application scores, undergraduate major, creating an opportunity for significant statistical analysis, including longitudinal study. A2. Students are evaluated module by module in each course. Minimum raw score performance standards are set by the faculty for each module. Keeping in mind that the program is asynchronous and students manage their own pace, a student who does not reach the required performance standard in a module is not allowed to proceed. He is given feedback regarding areas needing further work and then is required to repeat the module until the performance score indicates competency. Only then is he allowed to proceed to the next part of the course. A3. Web-based MBA students will participate in a comprehensive capstone simulation or field experience designed to measure their ability to analyze, integrate and synthesize the various components of the degree program. It is generally expected that this will occur near the end of the program, probably during the MGMT 6203, Organizational Strategy 15
16 or Project course. The performance scores generated as a result of this measure will be compared with students in other MBA programs and with each successive class of MBA students. A4. A comprehensive examination will be administered upon completion of the entire program. Because this quantitative data is included in a sortable data base, detailed comparisons can be made across sections, courses, topic areas, subsets of students and time. B1. Every piece of written work submitted by students will be archived in a student portfolio according to assignment and module. In addition, the Support Site will populate a data base of inquiries and evaluations by students that is available for immediate and long-term evaluations for continuous improvement. B2. Surveys of graduates measuring their overall satisfaction/dissatisfaction with each course and the program as well as determining their perceptions of the applicability of the GSB training to various stages in their careers. This data may be gathered in a typical "end of course" survey such as IDEA. It will be strengthened by additional quantitative and qualitative data gathered unobtrusively from students at various unannounced points during the courses. B4. Surveys of employers of graduates to determine their perceptions of GSB graduates 16
17 B6. The MBA degree assessment committee will require a comprehensive data analysis and course/program recommendations from the web host every twelve months and will combine these reports with the data collected through the means noted above. B7. The MBA degree assessment committee will conduct a program review every third year. Summative Data and Information as compared to MBA graduates from other institutions. B5. Surveys of employers of current students, with special emphasis on those employers that are subsidizing student participation in the program. Because participating employers will have access to employee progress in real time, employers will also be included in the evaluations of the program from their perspective. Formative Data and Information A1. Detailed quantitative data is gathered on each student for each module in each course. This data includes progress, time invested, performance scores, requests for technical support and ratings of satisfaction with the learning process. This data is (1) available in real-time to the university in the form of an easy to read on-demand "Dashboard" and is (2) stored in a data base sortable by gender, age, experience, application scores, undergraduate major, creating an opportunity for significant statistical analysis, including 17
18 A3. Web-based MBA students will participate in a comprehensive capstone simulation or field experience designed to measure their ability to analyze, integrate and synthesize the various components of the degree program. It is generally expected that this will occur near the end of the program, probably during the MGMT 6203, Organizational Strategy or Project course. The performance scores generated as a result of this measure will be compared with students in other MBA programs and with each successive class of GSB students. A4. A comprehensive examination will be administered upon completion of the entire program. Because this quantitative data is included in a sortable data base, detailed comparisons can be made across sections, longitudinal study. A2. Students are evaluated module by module in each course. Minimum raw score performance standards are set by the faculty for each module. Keeping in mind that the program is asynchronous and students manage their own pace, a student who does not reach the required performance standard in a module is not allowed to proceed. He is given feedback regarding areas needing further work and then is required to repeat the module until the performance score indicates competency. Only then is he allowed to proceed to the next part of the course. 18
19 courses, topic areas, subsets of students and time. B1. Every piece of written work submitted by students will be archived in a student portfolio according to assignment and module. In addition, the Support Site will populate a data base of inquiries and evaluations by students that is available for immediate and long-term evaluations for continuous improvement. B2. Surveys of graduates measuring their overall satisfaction/dissatisfaction with each course and the program as well as determining their perceptions of the applicability of the GSB training to various stages in their careers. This data may be gathered in a typical "end of course" survey such as IDEA. It will be strengthened by additional quantitative and qualitative data gathered unobtrusively from students at various unannounced points during the courses. B4. Surveys of employers of graduates to determine their perceptions of GSB graduates as compared to MBA graduates from other institutions. B5. Surveys of employers of current students, with special emphasis on those employers that are subsidizing student participation in the program. Because participating employers will have access to employee progress in real time, employers will also be included in the evaluations of the program from their perspective. 19
20 B6. The MBA degree assessment committee will require a comprehensive data analysis and course/program recommendations from the web host every twelve months and will combine these reports with the data collected through the means noted above. B7. The MBA degree assessment committee will conduct a program review every third year. 20
I - Institutional Information
Indiana University East - Self Study - 4/14/2016 Page 1 I - Institutional Information To complete this section, first click on the Edit/Checkout button. Then copy and paste the headings into the Institutional
More informationNORTHERN ILLINOIS UNIVERSITY. College: College of Business. Department: Inter-Departmental. Program: Master of Business Administration
NORTHERN ILLINOIS UNIVERSITY College: College of Business Department: Inter-Departmental Program: Master of Business Administration CIP Code: 52.0201 Northern Illinois University s M.B.A. program follows
More informationAssessment Summaries of ACBSP Accredited Programs. College of Management
Assessment Summaries of ACBSP Accredited Programs College of Management 2012-2013 Table of Contents B.S. Business Administration... 2 B.S. Management... 3 B.S. Retail Merchandising Management... 4 B.S.
More informationSubmit your report as an attachment to reports@acbsp.org on or before February 27th or September 30th.
Accreditation Council for Business Schools and Programs (ACBSP) Quality Assurance (QA) Report for Baccalaureate/Graduate Degree Programs Current as of February 2011 Overview (O)1. Complete all information
More informationSubmit your report as an attachment to reports@acbsp.org on or before February 15th or September 15th.
Accreditation Council for Business Schools and Programs (ACBSP) Quality Assurance (QA) Report for Baccalaureate/Graduate Degree Programs Current as of May 2012 Overview (O) 1. Complete all information
More informationSubmit your report as an attachment to reports@acbsp.org on or before February 27th or September 30th.
Accreditation Council for Business Schools and Programs (ACBSP) Quality Assurance (QA) Report for Baccalaureate/Graduate Degree Programs Current as of September 12, 2012 Overview (O) 1. Complete all information
More informationUniversity of Northern Iowa College of Business Administration Master of Business Administration Learning Assurance Program Last updated April 2009
University of Northern Iowa College of Business Administration Master of Business Administration Learning Assurance Program Last updated April 2009 1. Philosophy and Program Goals The MBA program s Learning
More informationIndiana University Kokomo School of Business M.B.A. Program Assessment Report Academic Year 2008-2009
Indiana University Kokomo School of Business M.B.A. Program Assessment Report Academic Year 2008-2009 I. BRIEF SUMMARY OF ASSESSMENT PLAN Highlights of the Assessment Plan The School of Business established
More informationMaster of Health Care Administration Program Strategic Plan 2008 2010
Master of Health Care Administration Program Strategic Plan 2008 2010 The faculty and staff of the MHA program met and developed the following document. Included are foundational statements that include:
More informationDepartment of Accounting, Finance, & Economics
Department of Accounting, Finance, & Economics Assessment Report 2010-2011 Mission/Purpose The mission of the Department of Accounting, Finance and Economics is to provide a quality education in accounting,
More informationStandards and Criteria For Demonstrating Excellence
Standards and Criteria For Demonstrating Excellence Baccalaureate/Graduate Degree Programs 3 11520 West 119th Street Overland Park, Kansas 66213 USA 913-339-9356 www.acbsp.org For Institutions Seeking
More informationEXECUTIVE SUMMARY. List all of the program s learning outcomes: (regardless of whether or not they are being assessed this year)
STUDENT LEARNING ASSESSMENT REPORT SUBMITTED BY: C.KOPAC AND M. VENZKE DATE: JUNE 26, 2014 REVISED JANUARY 2015 TO MEET UAC RECOMMENDATIONS SEE BELOW- HEADING HIGHLIGHTED IN GREY BRIEFLY DESCRIBE WHERE
More informationIndiana University Kokomo School of Business M.B.A. Program Assessment Report Academic Year 2014/15
Indiana University Kokomo School of Business M.B.A. Program Assessment Report Academic Year 2014/15 I. BRIEF SUMMARY OF ASSESSMENT PLAN Highlights of the Assessment Plan Assurance of student learning remains
More informationTable 1: Number of students enrolled in the program in Fall, 2011 (approximate numbers)
Program: Department: MBA Human Resource Management CBA Table 1: Number of students enrolled in the program in Fall, 2011 (approximate numbers) MBA Concentration (Program) # students Human Resource Management
More informationAccreditation Council for Business Schools and Programs (ACBSP) Quality Assurance (QA) Report for Baccalaureate/Graduate Degree Programs
Accreditation Council Business Schools and Programs (ACBSP) Standard 3 - Student and Stakeholder-Focused Results Student- and Stakeholder-Focused Results Student- and stakeholder-focused results examine
More informationGraduation Rate - Bachelors. Graduation Rate - Masters
National University Graduation Rates, Retention Rates, and Assessment of Student Learning 2014 Graduation Rate - Bachelors 72% 72% 76% 71% 2006 2007 2008 2009 1 Time to Completion (72 months) Graduation
More informationSELF-STUDY FORMAT FOR REVIEW OF EXISTING DEGREE PROGRAMS
SELF-STUDY FORMAT FOR REVIEW OF EXISTING DEGREE PROGRAMS Although programs engage in continual self-assessment and review of their work, periodic program reviews are designed to provide a broader view
More informationASSESSMENT PLAN FOR MASTER OF SCIENCE IN TAXATION (M.S.T.) DEGREE OCTOBER 2012
ASSESSMENT PLAN FOR MASTER OF SCIENCE IN TAXATION (M.S.T.) DEGREE OCTOBER 2012 DEPARTMENT OF ACCOUNTANCY ASSESSMENT PLAN FOR MASTER OF SCIENCE IN TAXATION (M.S.T.) DEGREE I. Department Mission II. Program
More informationIACBE Advancing Academic Quality in Business Education Worldwide
IACBE Advancing Academic Quality in Business Education Worldwide Key Content Areas of an Outcomes Assessment Plan International Assembly for Collegiate Business Education 11374 Strang Line Road Lenexa,
More informationComputer Engineering Undergraduate Program (CpE) Assessment report
Computer Engineering Undergraduate Program (CpE) Assessment report During the academic year 2009/2010 the CpE program changed the undergraduate program educational objectives based on recommendations from
More informationCollege of Business. 2014 AACSB Continuous Improvement Review Accreditation Report
College of Business 2014 AACSB Continuous Improvement Review Accreditation Report Accreditation Review Result Accreditation extended for another five years Next review occurs in the 2019 2020 academic
More informationStandard 2: The program shall have an explicit philosophical statement and clearly defined knowledge base.
Council for Standards in Human Service Education National Standards MASTER S DEGREE IN HUMAN SERVICES http://www.cshse.org 2013 (2010, 2009) I. GENERALPROGRAM CHARACTERISTICS A. Institutional Requirements
More information1 Past AOL reports and reviews are available at http://www.kennesaw.edu/cetl/aol/reports.html
1 ASSURANCE OF LEARNING REPORT DEGREE PROGRAM: Master of Science in Information Systems (MSIS) REPORT AUTHOR(S): Amy B. Woszczynski, PhD SUBMISSION DATE: January 29, 2010 1. Following up on the previously
More informationAcademic Program Review Handbook
Handbook Continuously Improving Programs and Student Learning Revised July 2014 Original Issue: December 6, 2010 Approved: Derry Connolly, President Current Issue: July 3, 2014 Effective: July 3, 2014
More informationProfessional Education Unit
NORTHERN ARIZONA UNIVERSITY Professional Education Unit ASSESSMENT SYSTEM HANDBOOK 2011/2012 PROFESSIONAL EDUCATION UNIT ASSESSMENT SYSTEM HANDBOOK Table of Contents The Unit Assessment System Overview...
More informationBaker College - Master of Business Administration Program Assessment Report 2013-2014. CGS Assessment Report: MBA Program 2013-2014
CGS Assessment Report: MBA Program 2013-2014 Table of Contents Assessment Process Overview... 2 Assessment Report... 4 Assessment Process... 4 Results: Direct Measures of Student learning... 5 Results:
More informationSubmit your report as an attachment to reports@acbsp.org on or before February 15th or September 15th.
Accreditation Council for Business Schools and Programs (ACBSP) Quality Assurance (QA) Report For Associate Degree Business Programs as of August 2012 Overview (O)1. Complete all information requested.
More information2011 Outcomes Assessment Accreditation Handbook
2011 Outcomes Assessment Accreditation Handbook Associate Degree Programs Baccalaureate Degree Programs Master Degree Programs Accreditation Policies can be found in a separate document on the ATMAE website
More informationThe National Communication Association s Standards for Undergraduate Communication Programs Updated April, 2011
The National Communication Association s Standards for Undergraduate Communication Programs Updated April, 2011 A variety of disciplinary organizations have developed specialized accreditation standards
More informationPublic Disclosure of Student Learning Form
International Assembly for Collegiate Business Education International Assembly for Collegiate Business Education Public Disclosure of Student Learning Form Institution: Academic Business Unit: BELHAVEN
More informationReview of the Master of Business Administration (M.B.A.) 52.0201
Review of the Master of Business Administration (M.B.A.) 52.0201 Overview of the program. The Master of Business Administration (M.B.A.) program within the College of Business is an interdisciplinary graduate
More informationAccreditation Council for Business Schools and Programs (ACBSP) Quality Assurance (QA) Report For Associate Degree Business Programs
Overview (O)1. Complete all information requested. Accreditation Council for Schools and Programs (ACBSP) Quality Assurance (QA) Report For Associate Degree Programs O 2. Institution Name: College of Southern
More informationNational Standards. Council for Standards in Human Service Education. http://www.cshse.org 2013 (2010, 1980, 2005, 2009)
Council for Standards in Human Service Education National Standards ASSOCIATE DEGREE IN HUMAN SERVICES http://www.cshse.org 2013 (2010, 1980, 2005, 2009) I. GENERAL PROGRAM CHARACTERISTICS A. Institutional
More informationCalifornia State University, Stanislaus Doctor of Education (Ed.D.), Educational Leadership Assessment Plan
California State University, Stanislaus Doctor of Education (Ed.D.), Educational Leadership Assessment Plan (excerpt of the WASC Substantive Change Proposal submitted to WASC August 25, 2007) A. Annual
More informationExcerpt from AACSB Fifth Year Maintenance of Accreditation Report College of Business, Eastern Michigan University Submitted 14 December 2009
Excerpt from AACSB Fifth Year Maintenance of Accreditation Report College of Business, Eastern Michigan University Submitted 14 December 2009 Assessment Tools and Procedures The COB has six degree programs
More informationUniversity of Missouri Kansas City, Kansas City, Missouri. Education Specialist in Higher Education Administration, 1994.
MARY JONES MARYJONES@MNU.EDU EDUCATION: University of Missouri Kansas City, Kansas City, Missouri. Ph.D. in Educational Administration Higher Education, 1998. Dissertation: The Relationship between Selected
More informationBACKGROUND INFORMATION
DRAFT 101504 DRAFT 101004 DRAFT 101504 DRAFT 101504 DRAFT 101504 DRAFT 101504 DRAFT Page 1 Higher Learning Commission Self-Study Questionnaire/Report for Graduate Programs Graduate Program (and degree(s)):
More information2007 Assessment Report
Program: Master of Accountancy Completed By: Dennis Gaffney Date: May 31, 2007 Goal 1: Students will be able to apply accounting concepts and principles at an advanced level in the areas of financial accounting,
More informationBusiness Administration (M.B.A.)
Business Administration (M.B.A.) Business Administration Admission Criteria The GMAT or GRE is required unless the applicant holds another master s level degree or advanced degree (e.g., M.D., Pharm.D.)
More informationCivil Engineering Technology- Construction Management Major Assessment and Strategic Plan
2011 Civil Engineering Technology- Construction Management Major Assessment and Strategic Plan *Updated: September, 2014 Civil Engineering Technology Department Construction Management Major 2011 Assessment
More informationCalifornia State University, Stanislaus GENERAL EDUCATION: ASSESSMENT CHRONOLOGY
California State University, Stanislaus GENERAL EDUCATION: ASSESSMENT CHRONOLOGY The General Education Program has taken the following steps toward assessment of the quality of General Education. 1997/1998
More informationSpecific Initiatives and Strategies In 2014-2015 Strategic Plan And Level Of Accomplishment
PHILLIPS COMMUNITY COLLEGE INSTRUCTION DIVISION SUMMARY REPORT Division of Business and Information Systems October 2015 DIVISION MISSION STATEMENT In support of the college mission, the purpose of the
More informationHIGHER EDUCATION PRACTICE RESEARCH ABSTRACTS
1750 H Street NW, Suite 200, Washington, DC 20006 P 202.756.2971 F 866.808.6585 www.hanoverresearch.com HIGHER EDUCATION PRACTICE RESEARCH ABSTRACTS January 2012 The following abstracts describe a sampling
More informationDepartment of Management Information Systems Terry College of Business The University of Georgia. Major Assessment Plan (As of June 1, 2003)
Department of Management Information Systems Terry College of Business The University of Georgia Major Assessment Plan (As of June 1, 2003) Note to Readers: The MIS Faculty takes seriously our challenge
More informationEastern Washington University Assessment and Accountability Plan
Eastern Washington University Assessment and Accountability Plan Purpose and Scope of Assessment & Accountability at the University First and foremost, the University, as a responsible steward of the authority
More informationDEPARTMENT OF ACCOUNTANCY ASSESSMENT PLAN FOR MASTER OF SCIENCE IN TAXATION (M.S.T.) DEGREE
DEPARTMENT OF ACCOUNTANCY ASSESSMENT PLAN FOR MASTER OF SCIENCE IN TAXATION (M.S.T.) DEGREE I. Department Mission II. Program Learning Goals and Objectives III. Methods to Evaluate Effectiveness In support
More informationDepartment: Speech Pathology and Audiology. Number of students enrolled in the program in Fall, 2011: 75
Program: Preliminary Speech Language Pathology Credential (Note: this document is identical to the document submitted of the Speech Pathology and Audiology M.S. program) Department: Speech Pathology and
More informationInternational Assembly for Collegiate Business Education. Annual Report Form. May 2010
International Assembly for Collegiate Business Education Annual Report Form May 2010 International Assembly for Collegiate Business Education P.O. Box 3960 Olathe, Kansas 66063 USA IACBE Annual Report
More informationSample Supplement for Online Delivery Ohio Board of Regents
Sample Supplement for Online Delivery Ohio Board of Regents SAMPLE SUPPLEMENT: ONLINE DELIVERY Use this supplement to request authorization to offer 50% or more of the proposed program (excluding internships,
More informationSchool of Accounting Florida International University Strategic Plan 2012-2017
School of Accounting Florida International University Strategic Plan 2012-2017 As Florida International University implements its Worlds Ahead strategic plan, the School of Accounting (SOA) will pursue
More informationGlobal Campus. International Region: Hanoi, Vietnam (Vietnam National University. University of Economics and Business (UEB))
Global Campus International Region: Hanoi, Vietnam (Vietnam National University University of Economics and Business (UEB)) Hanoi, Vietnam (UEB) Overview and History The Troy University- College of Economics
More informationMETROPOLITAN COLLEGE. Goals and Student Assessment Outcomes Measures. Graduate Degree Programs
METROPOLITAN COLLEGE Goals and Student Assessment Outcomes Measures for Graduate Degree Programs TABLE OF CONTENTS Overview... 3 Degrees Master of Arts in Human Resource Management. 4-10 Human Resource
More informationTROY UNIVERSITY Sorrell College of Business Response to ACBSP Evaluation Feedback Report November 11, 2008
TROY UNIVERSITY Sorrell College of Business Response to ACBSP Evaluation Feedback Report November 11, 2008 Standard ACBSP TROY SCOB 1 Although it is noted that the DCCs are a systematic approach to performance
More informationUNH Graduate Education Department. Quarterly Assessment Report
First Quarter Assessment Report UNH Graduate Education Department Quarterly Assessment Report First Quarter i First Quarter Assessment Report Table of Contents Introduction... Section - Purpose of the
More informationUNL College of Business Administration Assessment Report
CBA MBA Goals and Outcomes The MBA program of the College of Business 1. Business environment MBA students will acquire knowledge of political, technological, and social environments in which businesses
More informationPROCEDURES Doctoral Academic Program Review California State University, Stanislaus
PROCEDURES Doctoral Academic Program Review California State University, Stanislaus Self Study Elements for Academic Program Review for Doctoral Programs Program Improvement from Last Academic Program
More informationA Guide. to Assessment of Learning Outcomes. for ACEJMC Accreditation
A Guide to Assessment of Learning Outcomes for ACEJMC Accreditation Accrediting Council on Education in Journalism and Mass Communications, 2012 This guide explains ACEJMC s expectations of an assessment
More informationAPR comments on any/all of the six specific components of the self-study (if applicable)
Academic Program Review SUMMARY* Department under review:_master of Business Administration Date self-study received in Dean s office: Aug. 28, 2013 Date of external consultant s review: April 24, 2013
More informationDepartment of Marketing / College of Business Florida State University BYLAWS. Approved by a majority of faculty
Department of Marketing / College of Business Florida State University BYLAWS Approved by a majority of faculty Initially adopted December 4, 2006 Amended February 17, 2009 Amended November 23, 2010 Amended
More informationOAKLAND UNIVERSITY. Graduate Education. Modify Approved Graduate Academic Program. merge programs split program X rename program X modify program
OAKLAND UNIVERSITY GRADUATE COUNCIL Graduate Education 520 O Dowd Hall Modify Approved Graduate Academic Program The Graduate Council approves all major curriculum changes, deletions and additions to graduate
More informationSummary Report for the Bachelor s Degree in Business Administration (All concentrations) for Academic Year 03-04.
Summary Report for the Bachelor s Degree in Business Administration (All concentrations) for Academic Year 03-04. Focus of Assessment: The Business Division focused on campus learning outcomes 6 (Diversity)
More information4. Description of the project
University of North Texas 2004-2005 Learning Enhancement Grant Application 1. Project Title Development of Engineering Ethics as a web-based course and the conversion of Professional Presentations to a
More informationSchool Improvement Strategies for Indiana University Kokomo Students
Indiana University Kokomo School of Business Assessment Plan School Years 2013-14 and 2014-15 M.B.A. DEGREE PROGRAM I. PROGRAM MISSION STATEMENT The following is the School of Business mission statement
More informationBusiness Administration and Accounting Program Review Year 2 Report. Introduction
Business Administration and Accounting Program Review Year 2 Report Introduction Due to the sea change brought on by the launching of the Schneider School of Business and Economics and the establishment
More informationStrategic Plan 2013-2015. The College of Business Oregon State University. Strategic Plan. Approved June 2012 Updated June 2013 Updated June 2014
The College of Business Oregon State University Strategic Plan Approved June 2012 Updated June 2013 Updated June 2014 1 The College of Business Oregon State University Vision Developing professionals who
More informationTemplate for Departmental Report for Northwest Commission on Colleges and Universities Self Study (The most critical information is in Italic)
Template for Departmental Report for Northwest Commission on Colleges and Universities Self Study (The most critical information is in Italic) Standard One: Mission and Goals, Planning and Effectiveness
More informationALBANY STATE UNIVERSITY ACCOUNTING PROGRAM REVIEW PART 1 ACADEMIC PROGRAM/PRIORITIZING REVIEW. CRITERION Number 1
ALBANY STATE UNIVERSITY ACCOUNTING PROGRAM REVIEW PART 1 ACADEMIC PROGRAM/PRIORITIZING REVIEW CRITERION Number 1 History, Development, and Expectation of the Program (Maximum of 2 pages) What is the mission
More informationAssessment Coordinator: Bill Freese 214 Reid Hall 994 3072
MSU Departmental Assessment Plan 2009 2010 Department: Education Department Head: Dr. Joanne Erickson Assessment Coordinator: Bill Freese 214 Reid Hall 994 3072 Degrees/Majors/Options Offered by Department
More informationJulian R. Cowart EDUCATION
Julian R. Cowart EDUCATION Doctor of Philosophy in Education 2009 Capella University, Minneapolis, MN Specialization: Leadership for Higher Education Dissertation: Best Practices in Online Education: Why
More informationTemplate. Period of reference in the template: 2006-07 to present
Template Program BA, Social Science Department Social Science Number of students enrolled in the program in Fall, 2011 148 Faculty member completing template David M. Lang, Director (Date 1/19/12) Period
More informationReport of Outcomes Assessment Results
International Assembly for Collegiate Business Education Report of Outcomes Assessment Results Institution: Academic Business Unit: University of Saint Mary Business, Accounting, and Sport Management Academic
More informationDegree Program 2011-2012 2012-2013 2013-2014
Degrees Conferred The Northeastern University College of Professional Studies offers a Master of Science degree in Sports Leadership. The following table reports the number of Master of Sports Leadership
More informationA Guide. Assessment of Student Learning
A Guide to Assessment of Student Learning in Journalism and Mass Communications 2001, Accrediting Council on Education in Journalism and Mass Communications Assessment of student learning The Council seeks
More informationJohns Hopkins University (JHU) School of Nursing (SON) Master Evaluation Plan (MEP)
Johns Hopkins University (JHU) School of Nursing (SON) Master Evaluation Plan (MEP) The SON MEP focuses on congruence between SON and JHU goals, and between SON academic s and professional nursing standards;
More informationWASHBURN UNIVERSITY DUAL DEGREE PROGRAM School of Law (J.D.) & School of Business (M.B.A.)
WASHBURN UNIVERSITY DUAL DEGREE PROGRAM School of Law (J.D.) & School of Business (M.B.A.) Recognizing that legal and business studies complement each other and that real-world problems often require solutions
More informationCouncil for Higher Education Accreditation. 2007 CHEA Award for Institutional Progress in Student Learning Outcomes
Application Summary Rose-Hulman Institute of Technology (http://www.rose-hulman.edu) has pioneered the development and refinement of the RosE Portfolio System (REPS). REPS is used to assess student learning
More information2.14 DISTANCE EDUCATION OR EXECUTIVE DEGREE PROGRAMS.
2.14 DISTANCE EDUCATION OR EXECUTIVE DEGREE PROGRAMS. IF THE SCHOOL OFFERS DEGREE PROGRAMS USING FORMATS OR METHODS OTHER THAN STUDENTS ATTENDING REGULAR ON-SITE COURSE SESSIONS SPREAD OVER A STANDARD
More informationStudent Learning Outcomes Assessment Summary for Undergraduate Programs 2014-2015
Student Learning Outcomes Assessment Summary for Undergraduate Programs 2014-2015 MAJOR: DEPARTMENT: Management Business 1. List Student Learning and/or General Education Outcomes Assessed The following
More informationThis standard is 100% met for the baccalaureate program. This standard is 100% met for the master s program.
STANDARD 6 - Outcomes Evaluation of student learning demonstrates that graduates have achieved identified competencies consistent with the institutional mission and professional standards and that the
More informationCALIFORNIA STATE UNIVERSITY, BAKERSFIELD ACADEMIC SENATE
CALIFORNIA STATE UNIVERSITY, BAKERSFIELD ACADEMIC SENATE PROGRAM TRANSFORMATION MSA-HEALTH CARE MANAGEMENT RES 141516 CCC and BPC RESOLVED: that the Academic Senate recommend the transformation of the
More informationHealth Informatics 2010. Master s Degree. Standards and Interpretations for Accreditation of Master s Degree Programs in Health Informatics
Health Informatics 2010 Master s Degree Standards and Interpretations for Accreditation of Master s Degree Programs in Health Informatics Who We Are The Commission on Accreditation for Health Informatics
More informationHealthy People 2020 and Education For Health Successful Practices in Undergraduate Public Health Programs
University of Massachusetts Amherst Amherst, MA Undergraduate Degree in Public Health Sciences Bachelor in Science & 4 Plus 1 BS/MPH http://www.umass.edu/sphhs/public_health/academics/undergraduate/index.html
More informationPreparing the Self-Study Report for Engineering
Preparing the Self-Study Report for Engineering Jeffrey W. Fergus Auburn University Member of ABET EAC Executive Committee 2015 ABET Symposium April 23-24, 2015 Disclaimer The information presented here
More informationJournal of College Teaching & Learning Volume 1, Number 3
What Should A BBA Graduate Be Able To Do?: These Competencies Are Essential Robert W. Caldwell, Jr., (E-Mail: caldwell@universe.uiwtx.edu), University of the Incarnate Word Jan R. Moore, (E-Mail: jmoore@sosu.edu),
More informationMcNeese State University. Academic Program Review. Standards for Graduate and Undergraduate Programs
McNeese State University Academic Program Review Standards for Graduate and Undergraduate Programs Rev. and updated 2012 Approved Academic Advisory Council, Dec 17, 2012 1 Contents Overview... 3 Candidates
More informationAcademic Year 2013. Learning Outcomes Assessment Plan. Department of Recreation, Park and Tourism Sciences
Learning Outcomes Assessment Plan Academic Year 2013 This document describes the Department of Recreation, Park and Tourism Sciences learning outcomes assessment plan for Academic Year 2013. An overview
More informationIACBE Advancing Academic Quality in Business Education Worldwide
IACBE Advancing Academic Quality in Business Education Worldwide Glossary of Terms International Assembly for Collegiate Business Education 11374 Strang Line Road Lenexa, Kansas 66215, USA PREFACE The
More informationNational Standards. Council for Standards in Human Service Education. http://www.cshse.org 2013 (2010, 1980, 2005, 2009)
Council for Standards in Human Service Education National Standards BACCALAUREATE DEGREE IN HUMAN SERVICES http://www.cshse.org 2013 (2010, 1980, 2005, 2009) I. GENERAL PROGRAM CHARACTERISTICS A. Institutional
More informationAcademic Program Review SUMMARY* Department under review: Computer Science. Date self-study received in Dean s office: November 21, 2013
Academic Program Review SUMMARY* Department under review: Computer Science Date self-study received in Dean s office: November 21, 2013 Date of external consultant s review: November 2013 Date APR received
More informationCurriculum, Instruction, and Professional Development EDS
Curriculum, Instruction, and Professional Development EDS Enrollment and Graduate History Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013 Enrollment * 0 0 0 0 10 Degrees Awarded* 0 0 0 0 0 Program description
More informationNew Program Proposal Master of Business Administration College of Charleston
New Program Proposal Master of Business Administration College of Charleston Summary The College of Charleston requests approval to offer a program leading to the Master of Business Administration degree.
More informationGuidelines for Massachusetts Early Educator Preparation Programs Participating in the Early Childhood Educator Scholarships Program.
Guidelines for Massachusetts Early Educator Preparation Programs Participating in the Early Childhood Educator Scholarships Program Background The Departments of Higher Education and Early Education and
More informationSouthern University College of Business Strategic Plan
Southern University College of Business Strategic Plan 2012-2017 Baton Rouge, Louisiana February 24, 2012 This document is the draft Strategic Plan of the College of Business for the period 2012 2017.
More informationSUNY College at Buffalo (BSC) Bachelor of Business Administration (BBA) Educational Effectiveness Assessment Plan. Version 2010.1
SUNY College at Buffalo (BSC) Bachelor of Business Administration (BBA) Educational Effectiveness Assessment Plan Version 2010.1 BSC BBA Educational Effectiveness Assessment Plan TABLE OF CONTENTS Introduction...
More informationCollege of Nursing PhD Program Assessment Plan. 1. Introduction
1. Introduction Unit Mission Statement: The University of Kentucky College of Nursing (CON) PhD in Nursing develops nursing scholars who are prepared to create new knowledge that fosters the health and
More informationCouncil for Accelerated Programs
CAP - Page 1 Model for Good Practice in Accelerated Programs in Higher Education Council for Accelerated Programs In this day of multiple delivery methods, the use of time alone to document achievement
More informationStudent Learning Assessment for Associate of Arts in Business Administration Program
Student Learning Assessment for Academic Year 2011-2012 Business Programs Student Learning Assessment for Associate of Arts in Business Administration Program Intended Student Learning Outcomes for Associate
More informationAnnual Assessment Report, 2012-2013 College of Business Administration Sharyn Gardner, Assessment Director
Annual Assessment Report, 2012-2013 College of Business Administration Sharyn Gardner, Assessment Director The Sacramento State College of Business Administration (CBA) is accredited by the AACSB and thus
More informationENVIRONMENTAL HEALTH SCIENCE ASSESSMENT REPORT
ENVIRONMENTAL HEALTH SCIENCE ASSESSMENT REPORT 2009-2010 The Environmental Health Science (EHS) Program at East Central University is one of 30 accredited undergraduate environmental health programs in
More informationAnnual Report Accredited Member
International Assembly for Collegiate Business Education Annual Report Accredited Member Institution: Academic Business Unit: Baker College Masters of Business Administration Academic Year: 2013-14 International
More information