The John Massey School of Business

Transcription

1 The John Massey School of Business Master of Business Administration Assessment of the Student Achievement Fall 2009 and Spring 2010

2 Table of Contents 3 MBA Mission, Strengths and Weaknesses, and Program Information 4 Admission Requirements -7 Course Descriptions 8-21 Program Outcome Assessment Report Appendices 22 A. Writing Rubric B. AoL Plan 2 C. Schedule of Courses D. Exit Questionnaire for MBA Graduates E. MBA Alumni Survey 2

3 Master of Business Administration Mission Statement Strengths and Weaknesses Information About the Program Admission Requirements Course Descriptions The Mission Statement The mission of the Department of the Master of Business Administration is to prepare students for diverse careers in the dynamic world of business. The mission will be accomplished by providing students with a quality education using highly skilled, professionally competent faculty, the latest instructional techniques, and state-of-the-art technology in one of the most modern facilities in the state. Strengths and Weaknesses The strengths of the Department of the Master of Business Administration define the quality education offered to students. These strengths include affordable tuition costs, low studentteacher ratios, and that Southeastern Oklahoma State University is the only regional school in the state with both the AACSB and ACBSP accreditations for the school of business. Weaknesses do not elude the department. The Department's primary weakness falls in the area of adequately updating technology. Information About the Program Earn your Master of Business Administration degree at Southeastern Oklahoma State University. Options in class scheduling and learning environments give you the edge you need in today's competitive business climate. The MBA program is offered on campus in an Interactive Education Television Classroom (IETV) and is transmitted to five off campus sites which include E. T. Dunlap Higher Education Center in Idabel, Oklahoma, Eastern Oklahoma State College Branch Campus in McAlester, Oklahoma, Ardmore Higher Education Center in Ardmore, Oklahoma, Carl Albert State College in Poteau, Oklahoma, and East Central State University in Ada, Oklahoma.. 3

4 Admission Requirements 1) GMAT and GPA Admission. Take the Graduate Management Admission Test (GMAT) and possess an undergraduate Grade Point Average (GPA) to score 90 as provided in the following formula. A score of 90 calculated by adding the applicant's GMAT score and the applicant's undergraduate GPA times 200 (GPA time GMAT Score =90 or greater), OR 2) Portfolio Method for Admission. The GMAT and GPA requirements may be waived if the MBA applicant possesses a 2.7 average for the last 4 hours of his/her undergraduate degree and submits a portfolio packet which contains the following: Three professional letters of recommendation - one from a former professor or instructor - one from an employer or former employer - one from a non-relative who has known the applicant for at least years. Current Resume. A letter of application which outlines the student's career goals and objectives and how a Master's Degree will enhance them. A certified copy of undergraduate transcript. Portfolios shall be evaluated and ranked by a 3 member graduate faculty committee appointed by the Director of the MBA program. Applicants under both admission standards shall be ranked by the committee. Admissions shall be based upon the committee's ranking(s) for the allowable number of enrollment positions. 4

5 MBA Course Descriptions ACCOUNTING ACCT 233 ACCOUNTING FOR MANAGERS. The primary emphasis of this course is on management's use of accounting information to manage the resources of a complex organization. The course focuses on three major areas: fundamentals of cost systems, managerial decision making, and managerial planning and performance evaluation. ACCT 243 ACCOUNTING CONTROLS FOR MANAGERS. Building on their expertise in finance, strategy, operations, management, information technology, financial statement analysis and/or managerial accounting, this course provides managers with useful knowledge to establish or improve general and accounting procedures to safeguard assets, prevent theft and fraud, and lead to better operations. BUSINESS BUS 113 RESEARCH METHODS. Concepts and methods of the scientific research process within the context of business and management. The course emphasizes an applied approach providing a thorough understanding of the nature and scope of business research. BUS 23 DATA ANALYSIS FOR MANAGERS. Theory and application of statistical and quantitative techniques to various types of business data. Emphasis is on the interpretation and use of data analysis results from a manager's perspective. Use of statistical computer software is an integral part ofthe course. Both descriptive and inferential statistics are covered. BUS 63 APPLIED BUSINESS PROJECTS. The course should be taken during the student's nextto-last or last semester, and is designed to integrate the functional areas of business at the graduate level. Numerous projects will be used to evaluate and develop the skills and competencies deemed important for MBA graduates. BUSINESS INFORMATION MANAGEMENT BIM 123 MANAGERIAL COMMUNICATIONS. A study ofthe procedures and methods of gathering and organizing data, interpreting and presenting decision, facts and ideas. Written communication, oral communication, and multi-media presentation skills will be presented, as well as principles of negotiation and persuasion at a managerial or executive level. BIM 193 METHODS FOR TEACHING BUSINESS TECHNOLOGIES. Emphasis on teaching computer applications for the modern office; software packages, instructional units, objectives, standards, evaluation, research.

6 BIM 293 PRINCIPLES OF VOCATIONAL BUSINESS EDUCATION. Organization and development of vocational programs in business; federally-aided high school program. BIM 693 METHODS OF TEACHING BUSINESS SUBJECTS. Problems, materials, and methods of teaching accounting, business communications, business math, and general business. BIM 793 MANAGEMENT INFORMATION SYSTEMS. The role of information systems in organizations and managing in an Information Age. Topics include the design of information systems to support the organization's strategic plan, information resource management, structure of a management information system, human-machine information systems, and implementation issues. BIM 960 DIRECTED READING. Supervised reading of significant literature not included in regularly scheduled courses. BIM 970 SPECIAL STUDIES. Development of instructional materials and plans based on individual and group interests and needs. BIM 980 SEMINAR. Intensive study of selected problems in business education. BIM 990 RESEARCH. Intensive study, analysis, and evaluation of research in business education and related fields. ECONOMICS ECON 133 MANAGERIAL ECONOMICS. An application of microeconomic principles to business decision-making. Economic theory and quantitative methods are applied to managerial decisions about pricing, production, profit maximization, and government restraints. It is presumed the student has an understanding of preliminary calculus. FINANCE FIN 213 FINANCIAL MANAGEMENT. The practice and theory of managers making financial decisions on capital levels for the company: debt and equity choices for financing long-term company objectives, company expansion choices, company valuation (including potential takeovers), coping with interest or exchange rate volatility, and short term cash and credit management. MANAGEMENT IVINGT 223 BEHAVIORAL MANAGEMENT. The study of human behavior in organizations and its effect on establishing and attaining organizational goals in an effective and efficient manner. 6

7 MNGT 343 COMPETITIVE ADVANTAGE AND STRATEGY. The concepts and tools needed to create a competitive advantage in cost or differentiation are presented through value-chain analysis. A study of the techniques for analyzing industries and competitors with a focus on the development of competitive strategy and strategic decisions. IVII\lGT 43 CONTEMPORARY ISSUES IN MANAGEMENT. lhis course has been designed to enable graduate students to explore selected leading-edge issues in global business and organizational environments. It provides an opportunity to relate state-of-the-art management concepts to practical situations. The graduate student will gain a greater understanding of the applications of current management practices and techniques to contemporary business issues. MNGT 603 STRATEGIC MANAGEMENT. A capstone course for graduate students in the last stage of their course work toward an MBA degree. It covers the integration of the skill and functions of management to develop long range plans and to implement and manage the efforts directed toward the accomplishment of organizational objectives. MNGT 773 PRINCIPLE-CENTERED LEADERSHIP. A study of the basic principles of effective organizational leadership with a focus on the master principles of management and leadership. Principle-centered leadership is investigated at the persona" interpersonal, managerial, and organizational levels. MARKETING IVIKT 243 MARKETING MANAGEMENT. An integrative course utilizing the comprehensive case study method to develop experiences in effective application of marketing strategies to create competitive advantages. Emphasis is on the relationship ofthe marketing function in a multinational context. 7

8 FALL 2009-SPRING 2010 Program Outcome Assessment Report Master of Business Administration I. Basic Information Program: Master of Business Administration Department: MBA program within the Management and Marketing Department Evaluation Period: Semesters Fall 2009/ Spring 2010 Date Report Completed: August 17, 2010 Number of MBA students assessed: All MBA Students Assessed Number of MBA Alumni assessed: 0 Type of Assessment Used: Used during this assessment period: A. Standardized Assessment Instrument _ B. MBA Exit Survey _ C. Student Evaluation Survey _ D. Graduate Faculty Survey E. School of Business Graduate Council _ F. School of Business Advisory Council _ G. MBA Advisory Board _ H. Benchmarking with Peer Institutions _I. Capstone Course Evaluation _ J. Employment _ K. Alumni Tracking _l. Assessing IETV and Web-Based Instruction _1Vl. School of Business Assessment Program II. Program Goals and Objectives The goals and objectives of the Master of Business Administration degree are to be reflected in several outcomes. The goals and objectives of the MBA program are to provide each student with quality instruction which will result in each student possessing the following abilities upon completion of the degree: 1. The ability to make sound and responsible decisions in their field of business, using a logical, systematic approach. 8

9 2. The ability to effectively communicate the rationale of their decisions or recommendations. 3. The ability to effectively apply knowledge of information systems and technology appropriate to their field of business. 4. The ability to effectively work with individuals, as well as groups, in a diversified and changing environment.. The ability to adapt to changes required by a global business environment. If the goals and objectives as stated above are being met, the graduates with an IVIBA degree will possess the following traits: ability to apply quantitative management tools; ability to apply current business technologies; ability to apply techniques for functioning effectively in an organization/business environment; ability to apply basic management supervisory and behavioral techniques; ability to apply research techniques; ability to apply economic techniques; ability to apply accounting techniques; ability to apply finance techniques; and ability to apply marketing techniques. III. Analysis and Explanation of Assessment Program To determine whether or not the student possesses the traits described above, the School of Business utilizes the thirteen (13) methods of assessment as listed above under Assessment Methods (A-M) A. Standardized Assessment Instrument The program has used the Major Fields Test for MBA students as an objective, end-ofprogram test. This test covers assessment indicators in the core areas of Managerial Accounting, Marketing, Finance, Management, and Strategic Integration, and provides a measure of students' critical thinking and reasoning skills. If the group of examinee's is large enough, test will deliver individual overall scores for business critical thinking and reasoning, as well as five content area scores for each testing group. The ETS Major Field Test was administered in a cohort in the spring 2010 semester so that an accumulation of scores could be maintained. Nine graduate students participated in the ETS Major Field Test for the spring 2010 semester. The results of the ETS Major Field Test are as follows: 9

10 Assessment Scores Scores Raw Score National Increase/Decrease Indicator Increase/Decrease Norm Over Norm over Marketing 62 Management 71 Finance 41 Managerial 47 Accounting Strategic 4 Integration B. MBA Exit Survey Exit surveys were not sent to graduating MBA students during the academic year. The Exit surveys were developed by the Graduate Faculty and will be administered again during the Spring 11 semester. C. Student Evaluation Survey All MBA courses are evaluated by students each semester. Overall, students reported a high level of satisfaction with the graduate faculty in the School of Business. These included areas such as knowledge, preparation level of the instructor and accessibility of courses for students at remote locations. Any student complaints primarily centered on the continuous technical problems with IETV. D. Graduate Faculty Surveys The Graduate Faculty Surveys, per the graduate faculties' suggestion, is administered every other year. This year the survey was not administered. The Graduate Faculty Survey will be compared to prior year's survey to determine any specific needs, trends, or perceived problem by the graduate faculty. This comparison, when completed, should, identify the areas of faculty concerns and will be studied to determine any required changes. 10

11 SOSU Assessment vs. Comparative MBA Spring '0 60 C1) t::: 0 o...ets Comparative Data (J 40 ~ -+-SOSU Spring 2003 Mean I: 30 C'll ~ o "E oc: l!l._ 0 Ol c: ~.~ Ol- 0)+=0 E <IS 0lC: OllU Ol c: lu :> - ~ 01 e!0l u: <IS lij 8 -Ol c: :2:l (/) lu :2 Category Chart notes: 1. The columns shows the comparative data (all schools). The line shows SOSU data. 2. The line has a 9% confidence interval shown by the 'vertical whiskers'. 3. If the column falls between the whiskers, no significant difference exists between SOSU and the comparative. If the column falls outside the whiskers, a significant difference exists. 4. No significance exists in any category. 11

12 Page 1 of2./f9;ts) ~ MaJor FIeld Tests DEPARTMENTAL DEMOGRAPHIC SUMMARY Test: MBA Form Code: 4FMFC Institution: Southeastern Oklahoma State University Cohort: MBA SP1 0 Closed on: August 24, 2010 Gender Number of Students Percent of Students Male 2 22 Female 6 67 No Response' 1 11 Ethnicity American Indian or Alaskan Native 4 44 Asian American or Pacific Islander 0 0 Black or African American 0 0 Mexican American 0 0 Puerto Rican 0 0 Latin American or Other Hispanic 0 0 White 6 Other 0 0 No Response 0 0 Number of Students Major Distance Learning Courses Percent of Students None 1 11 Less than 40% 6 40% to 90% 1 11 More than 90% 1 11 No Response 1 11 Overall Undergraduate GPA Less than No Response 0 0 Educational Level Freshman 0 0 Sophomore 0 0 Junior 0 0 Senior 0 0 Graduate Other 0 0 No Response 0 0 Major Field GPA Less than No Response 0 0 Transfer Student No 6 Yes 3 33 No Response 1 11 IEnrOliment Status Full-time Education Planned Bachelors 0 0 Masters 6 67 Doctoral 1 11 other 0 0 Undecided 1 11 No Response /7/2010

13 Page 2 of2 IPart-time 4 44 No Response 1 11 Best Language English Other 0 0 Both 0 0 No Response 0 0 What is your home campus? Durant 8 89 Idabel 0 0 McAlester 0 0 Ardmore 0 0 Ada 0 0 ETS protects the confidentiality of all test data. Copyright 2010 Educational Testing Service. All rights reserved /7/2010

14 Page 1 of 1 /fets1.. ~Major Field Tests DEPARTMENTAL SUMMARY OF ASSESSMENT INDICATORS Test: MBA Form Code: 4FMFC Institution: Southeastern Oklahoma State University Cohort: MBA SP10 Closed on: August 24, 2010 Assessment Indicator Number Assessment Indicator Title Mean Percent Correct 1 Marketing 62 2 Management 71 3 Finance 41 4 Accounting 47 Strategic Integration 4 Students responding to less than 0% of the questions: 0 Students in frequency distribution: 9 Students tested: 9 ETS protects the confidentiality of all test data. Copyright 2010 Educational Testing Service. All rights reserved /7/2010

15 Page 1 of I=-'d.. ajor rle,,. Tests DEPARTMENTAL SUMMARY OF TOTAL TEST AND SUBSCORES Test: MBA Form Code: 4FMFC Institution: Southeastern Oklahoma State University Cohort: MBA SP10 Closed on: August 24,2010 TOTAL TEST Scaled Score Range Number in Range Percent Below Mean Standard Deviation Total Test Scaled Score Students responding to less than 0% of the questions: 0 Students in frequency distribution: 9 Students tested: 9 ETS protects the confidentiality of all test data. Copyright 2010 Educational Testing Service. All rights reserved /2010

16 ~TS1. ~ Major Field Tests Usleiiing; Leaming. Leading. S Major Field Test in Masters in Business Administration (MBA) 1 (form: 4BMF) Institutional Assessment Indicator Mean Score Distributions Data includes All Students from Domestic Institutions - February 200 to June 2009 Assessment Indicators 2 Mean Percent Correct % at or below Mean Percent Correct AI S , AI2 AI3 AI4 QS !i 80 so !i s :> 40 1 a:> ;1U AI ; Number of Institutions Mean Median Standard Deviation 'Assessment Indicators for this test cannot be compared to testing years prior to 200 due to changes in the MBA Test that were introduced in Assessment Indicator 1: Marlleting Assessment Indicator 2: Management Assessment Indicator 3: Finance Assessment Indicator 4: Managerial Accounting Assessment Indicator : Strategic Integration Assessment Indicators are reported as percent correct. % at or below based on percent below the lower Iimtt of the score interval. Copyright 2009 by Educational Testing Service. All rights resened. ETS '1'1:'e ETS logo are registered trademarks of Educational Tesling Service.

17 (ijf MaJor Field Tests Uslening. uarrtlng. Leading.'" Major Field Test in Masters in Business Administration (MBA) (form: 4BMF) Institutional Means Total Score Distribution Data includes All Students from Domestic Institutions - February 200 to June 2009 Mean Total Score Range ( ) % at or below ( 26 7f :> f :> '36 Number of Institutions 230 Mean Median 249 Standard Deviation 8.8 Total Scores are reported as scaled scores. % at or below based on percent below the lower limit of the score interval. 17 Copyright 2009 by Educational Testing Service. All rights reserved. ETS and the ETS logo are registered trademarks of Educational Testing Service.

18 BJorFle... / d Tests listening. l.eaming.l.eading.~ Major Field Test in Masters in Business Administration (MBA) (form: 4BMF) Individual Students Total Score Distribution Data includes All Students from Domestic Institutions -- February 200 to June 2009 Total Score % at or below Range ( ) I I ??n _?3 1 Number of Examinees Mean Median 249 Standard Deviation 1.8 Total Scores are reported as scaled scores. % at or below based on percent below the lower limit of the score interval. Copyright 2009 by Educational Testing Service. All rights reserved. ETS l~the ETS logo are registered trademarks of Educational Testing Service.

19 E. School of Business Graduate Council The School of Business Graduate Council consists of all members of the graduate faculty, the MBA Coordinator, Assistant MBA Coordinator and the Dean. Meetings are held at least once a semester to discuss the MBA program. Due to scheduling conflicts, the council did not meet during the academic year. F. School of Business Advisory Board The John Massey School of Business Advisory Board consists of distinguished individuals from the local and regional area. The Advisory Board meetings are scheduled semiannually. The members are updated on progress made toward the goals set for the School of Business, and suggest new goals. The changes recommended by the AACSB International Accreditation Advisor and the AACSB Consultant are reviewed by the School of Business Advisory Board before being sent to the curriculum committee. Input was sought from the Board on the competencies needed for both graduate and undergraduate programs. Due to scheduling conflicts the School of Business Advisory Council were not able to meet during the academic year. The members of the JMSB Advisory Board are show in the following table: G. Capstone Course Evaluation The capstone course in the MBA program, Strategic Management, was evaluated by faculty and the AACSB-International curriculum committee in The course is designed to bring all the elements of Management, Finance, Marketing, Accounting and Economics into quantitative educational experience. In the spring of 2003 another course was developed and integrated into the core requirements; namely, Applied Business Projects. This course deals with various traits and competencies acquired throughout the program. The course is designed to be taken during the student's next to the last semester. The faculty and the curriculum committee continue to review and monitor the MBA Capstone course. H. Employment Most MBA students are employed when they enter the MBA program. The program is committed to developing a placement program that will allow MBA students to explore new job opportunities upon completion of their degree. Additionally, a faculty member has been appointed to head a program which will be designed to supplement the University Job Placement Service. This program continues to be developed and the outcomes will be reported in due course. 19

20 I. Alumni Tracking Since the Fall 2001 semester, the MBA Program started tracking its graduates. An alumni survey was used to collect both personal and program related information from MBA graduates. It is a goal ofthe MBA Program to start an MBA Alumni Chapter. The School of Business has finished the alumni website which will provide information and events for the graduates of both the undergraduate program and the MBA. J. Assessing IETV and Web-Based Instruction MBA students taking IETV courses complete a course evaluation at the end ofthe semester. The same course evaluation form is used for regular lecture-based courses. Beginning with the Spring 2004 semester, graduate faculty were surveyed regarding their satisfaction with the MBA program and with the IETV course delivery system. K. School of Business Assessment Plan In accordance to the School of Business Assessment Plan the MBA program has met the entire assessment requirement commencing the fall of This requires each instructor to assess for all university goals as well as the course goals. This assessment requires that each course being taught must utilize acceptable assessment techniques to determine whether or not the goals of the University, the School of Business, and the stated course goals are being met. In accordance with our efforts for continuous improvement, the JMSB is currently reviewing and updating our assessment process. 20

21 Program Outcome Assessment Report Master of Business Administration MBA Director and Dean ~ ~ /0-.'1,J J D Date ~ _ 21

22 Student Name: Appendix A Writing Rubric JMSB N N TRAIT Unacceptable Acceptable Exemplary Score Logic & Organization Does not develop ideas cogently, uneven and ineffective overall organization, unfocused introduction or conclusion Develops unified and coherent ideas within paragraphs with generally adequate transitions; clear overall organization relating most ideas, good introduction and conclusion. Develops ideas clearly, organizes them logically with paragraphs and connects them with effective transitions. Clear and specific introduction and conclusion. Style Spelling and Grammar Purpose Development of Ideas Citation and Documentation Use of Technology 1 =Unacceptable 2 = Acceptable 3 = Exemplary Lacks smooth, clear, readable prose, contains cliches and wordiness, generally ineffective word choice. Writing contains frequent spelling and grammar errors which interfere with comprehension The purpose and focus of the writing are not clear to the reader Many ideas are unsupported, confusion exists between personal and external evidence, reasoning flawed Frequently incorporates source material unclearly or documented sources inaccurately or incorrectly. Paper does have a professional, balanced appearance, pages are unnumbered, and/or headings are not in parallel form. Uses smooth, clear, readable prose throughout most of the paper, few cliches, occasional wordiness, generally appropriate word choice. While there may be minor errors, the writing follows normal conventions of spelling and grammar throughout and has been carefully proofread The writer makes good decisions about focus, organization, style, and content so as to achieve the purpose of the writing. Supports most ideas with effective examples, references, and details, makes key distinctions No more than a few clarity problems incorporating source material or in documenting sources accurately and correctly Paper has a professional, reasonably well-balanced appearance, pages are numbered, and any headings are in parallel form. Uses smooth clear, readable prose in a superior way throughout, no cliches or wordiness, consistently effective word choice. The writing is essentially error-free in terms of spelling and grammar The writer's decision about focus, organization, style, and content fully clarify the purpose and keep the purpose at the center of the piece Explores ideas vigorously, supports points fully using a balance of subjective and objective evidence, reasons effectively making useful distinctions Correctly and clearly incorporates source material into the paper, documents sources accurately and correctly. Paper has an extremely professional, balanced appearance, pages are numbered, and headings are in parallel form.

23 Appendix B John Massev School of Business AoL Plan GOAL OBJECTIVES TRAITS 1. Communication: School of business a. Students will create Written Communication: graduates will be effective well written Clear Logic & Organization communicators with the ability to documents on a Effective use of business topic prepare and deliver oral and written Language/Style b. Students will deliver presentations using appropriate an effective oral technologies. presentation on a business topic c. Students will use appropriate technologies to enhance the effectiveness of their written and oral presentations. 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 2. Problem solving: School of business a. Use problem solving Define the problem graduates can apply critical thinking method Research and gather skills to problem solving. b. Use quantitative Information reasoning to solve Generate plans to solve problem, integrating problems relevant factors in decision c. Use technology such making. as specialized Select and implement best computer software to solution solve problems 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 23

24 3. Ethics: School of business graduates I Under development 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 Under development Under development Under development. a team setting.. Diversity: School of business Students will Recognition of the critical graduates will understand the diversity demonstrate an importance of of the local and global communities, appreciation of human understanding the concepts inherent in including cultural, social, political and and cultural diversity issues. economic differences. differences through a Application and deeper understanding demonstration of of the world they individual understanding inhabit. 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. 24

25 Appendix C MBA Program Fall 09 and Spring 10 Schedule of Courses Instructor Course Fall 09 Spring 10 Time/Day Smith Acct. 233 Acct. for Managers Web-based Arr. Stevens Mngt. 113 Research Methods IETV M 4:20 Collier Econ. 133 Economics for Mgrs Web-based Arr. VonBergen Mngt. 223 Behavior Management Web-based Arr. Hicks Bus. 63 Applied Bus. Projects Web-based Arr. Hicks Mngt. 343 Compet. Advan. & Strat. Web-based Arr. Hicks Bim 793 Mng. Info. Systems IETV R4:20 Silver Mkt. 243 Marketing Management Web-based Arr. Prather Fin. 213 Financial Management Web-based Arr. Tiger Bus 23 Data Analysis for Mgr. IETV T 4:20 Stevens Mngt. 603 Strategic Management IETV M4:20 VonBergen Mngt. 773 Prin. Centered leader Web-based Arr. IETV -Interactive Educational Television Web-based - Courses taught entirely on the Internet Arr. - Arrangement between Student and Instructor (for Web-based only) 2

26 Appendix D John Massey School of Business Exit Questionnaire for MBA Graduates Your participation in the following survey is strictly voluntary. Your responses will be kept anonymous. We ask for your student ID for record keeping purposes to ensure that you only complete this survey once. Once the survey has been entered into the database, the student ID will be blackened out. Therefore, there is no risk to you or any possibility of negative consequences for completing this survey. By completing this survey, you will imply consent for the information to be anonymously used for survey refinement. Once the analysis is completed, these surveys will be destroyed. Student ID: _ Academic Year: _ 1. Please indicate you undergraduate degree: a.bs b.ba c.bfa d. Other (please specify) 2. Did you receive your undergraduate degree from Southeastern? a. Yes b. No 3. What was your final undergraduate G.P.A. (on a 4-point scale)? a. Less than 2.0 b c d e Which of the following characterizes where you have taken most (over 0%) of your M.B.A. courses? a. On-campus in Duran b. Off-campus (SE Educational Center) c. On-Line 9. Comparing the course requirements of your undergraduate degree to the course requirements of the M.B.A., would you say the course requirements for your M.B.A. were: a. Less demanding b. Equally demanding c. More demanding 10. Please indicate the number of times in the past calendar year that you have met with an academic advisor in the M.B.A. Program: a. Once b. Twice c. More than twice d.l\lone 26

27 4. Did you start your M.B.A. degree at Southeastern? a. Yes b.no 11. What category would describe your overall Graduate G.P.A.? a b How did you qualify for the M.B.A. 12. Please indicate you age group: program? a. GMAT exam a.18-2 b.26-3 b. Portfolio c.36-4 d.46- e. Over 6. How long did it take you to complete 13. What is your gender? the M.B.A. program? a. Within 24 months a. Male b. Between months b. Female c. More than 36 months 7. Which category best describes the 14. What is your ethnicity? number of years of full-time work experience you had when you started the a. Asian b. African-American M.B.A. program? c. Hispanic d. Caucasian a. None b. less than 2 years e. Other (please specify) c. 3- years d. More than years ith following are statements regarding your satisfaction with various aspects of the JMSB at l Southeastern. Please indicate your response to each statement using the following scale: 1 agree, 2 - neutral, 3 - disagree, and 4 - not applicable. Generally, I am satisfied with Not the: Agree Neutral Disagree Applicable Quality of instruction I received 1 in thejmsb Quality of the courses offered in 2 the M.B.A. Program Faculty's concern for my 3 intellectual development Availability of the faculty outside 4 of class

28 Availability of courses I needed to complete the requirements for my degree Career planning/advising provided Computer facilities available Quality of academic program advising provided by the faculty Courtesy and Respect shown me 9 by the faculty and staff 1 2 I 3 4 The broad range of courses 10 available in the M.B.A. Program Quality of the multimedia classrooms in the Russell Building Fairness of the grading process in courses I have taken Job placement services Quality of my academic program The ability to schedule a consistent course load of 1 necessary courses each semester If you did not participate in IETV courses, please skip to question The quality of the IETV delivery system The quality of IETV teaching skills If you did not participate in Internet courses, please skip to question 20 The quality of the Blackboard online course management 18 system The quality of the Blackboard teaching skills

29 I Please indicate your response to each statement using the following scale: 1 - agree, 2 neutral & 3 - disagree Agree Neutral Disagree 20 Overall, I am satisfied with the graduate education I received from the JMSB at Southeastern I would recommend the JMSB M.B.A. program to a friend If I had the opportunity to do it all again, I would choose the JMSB at Southeastern for an M.B.A Please rate the performance of the courses and faculty in the JMSB on the following scale: 1 good, 2 - average & 3 - poor Good Average Poor The courses and faculty in the 24 JMSB helped develop: 2 My ability to analyze a complex situation My capacity for critical thinking My ethical sensitivity My writing skills My oral presentation skills My understanding of entrepreneurial skills My ability to work effectively in teams My ability to use technology A stimulating learning 33 environment The computer and technological skills needed to be competitive in the job market

30 Appendix E John Massey School of Business MBA Alumni Survey Your participation in the following survey is strictly voluntary. Your responses will be kept confidential. The.IMSB at Southeastern, as part of a continuous improvement initiative, would like to know how you feel about your experience at the JMSB. Please circle or write in the relevant answer. 1. What year did you receive your Masters Degree from Southeastern Oklahoma State University? 2. What was the last degree you earned from Southeastern Oklahoma State University? a. BS b. BA c. BFA d. MBA e. Other (please specify) _ 3. What was your Undergraduate major? a. BIM b. Management c. Marketing d. Accounting e. Finance f. Economics g. Other ( please specify) _ 4. Please name the University where you received your Undergraduate degree. a. Southeastern Oklahoma State University b. Other (please specify) _. What was your final G.P.A (on a 4-point scale)? a. Less than 2.0 b c d e For classification purposes, what is your gender? a. Female b. Male 30

31 The following are statements regarding your satisfaction with various aspects of the JMSB at Southeastern. Please circle your appropriate response to each statement below ranking each statement from 1 to where 1 indicates you strongly disagree and indicates you strongly agree. Generally, I am satisfied with the: Quality of instruction J received in the JMSB Quality of the courses offered in the program JMSB faculties' concern for my intellectual development Availability of the JMSB faculty outside of class Availability of courses I needed to complete the requirements for my degree in the JMSB Career planning/advising provided by the.imsb faculty Computer facilities available through the JMSB Quality of academic program advising provided by the JMSB faculty Courtesy and respect shown me by the JMSB faculty and staff The Broad range of courses available in the JMSB programs Quality of the multimedia classroom facilities in the Russell Building Fairness of the grading processes in courses I have taken in the JMSB Job placement services in the.imsb Quality of my academic program in the JIV1SB Strongly Disagree I I 1 I I Strongly Agree 31

32 Strongly Disagree Strongly Agree The ability to schedule a consistent course load of necessary courses each semester The quality of the IETV delivery system The quality of the IETV teaching skills Overall I am satisfied with the education I received from the JMSB at Southeastern I would recommend the JMSB to a friend If I had the opportunity to do it all again, I would choose the JMSB at Southeastern for a degree Please rate the performance of the courses and faculty in the.imsb on the following scale with 1 being very poor performance to being very good performance. Very Very Poor Good In developing my ability to analyze a complex situation In developing my capacity for critical thinking In developing my ethical sensitivity In developing my writing skills In developing my oral presentation skills In developing an understanding of entrepreneurial skills In developing my ability to work effectively in teams In developing my ability to use technology In developing my understanding of global dimensions of business In providing a stimulating learning environment In providing me with the computer and technological skills needed to be competitive in the job market I 32

33 Please indicate your name and contact information in the space below. This information will be used strictly by the JMSB and will not be shared with any other offices at Southeastern Oklahoma State University. Name: Address: Telephone: Please continue to the next page. Please provide us with your employment information. Again this information will be used strictly by the JMSB and will not be shared with any other offices at Southeastern Oklahoma State University. Name and address of your employer: _ Your position there: _ How long have you been employed by this employer? _ May we contact your employer for survey purposes to inform the preparation of MBAs? Yes. You have my permission to contact my employer. Please indicate the best person to contact: Name and Title: Telephone: _ No. I prefer that you do not contact my employer. Signature: Date: THANK YOll FOR YOUR TIME. IF YOU HAVE ADDITIONAL COMMENTS OR SUGGESTIONS, PLEASE FEEL FREE TO INCLUDE THEM WITH THIS SURVEY. 33