AACSB Accreditation 101: What AACSB Expects, What We Have Done. Faculty Meetings November 2014

Transcription

1 AACSB Accreditation 101: What AACSB Expects, What We Have Done Faculty Meetings November 2014

2 Objectives Understanding of KEY AACSB standards and expectations Overview of our own processes and procedures to meet KEY AACSB standards and expectations

3 AACSB Accreditation Our Journey Initial Accreditation Accreditation Reaffirmation Maintenance of Accreditation Continuous Improvement Review 5 yr Accreditation Cycle Reviewers here January You may be asked to attend meetings on Mon Jan 26

4 Focus of Accreditation Strategic Management Impact from Mission-Driven Activities Participant Management Faculty participation and qualification Curriculum Management Assurance of Learning

5 Strategic Management: What AACSB Expects Articulate A clear mission Expected outcomes Strategies for achieving outcomes History of achievement & continuous improvement Specifies actions for improvement & innovation

6 Strategic Management: What We Have Done Processes used to establish mission, goals & strategies 5th-year comprehensive process Annual process Processes include multiple stakeholders Mission Addresses outcomes education, research, and outreach/service

7 Comprehensive 5 th Year Process Used

8 Mission Addresses Outcomes Mission UNIBusiness delivers an engaging education in a vibrant, supportive environment to students from Iowa and around the world. Our graduates graduate with a distinctive advantage. They offer qualities every employer seeks: cutting-edge business knowledge, exceptional professional skills, and strong work values. Our educational intent is to develop graduates who are ready to build rewarding careers and lead fulfilling lives.

9 Expected Outcomes Drive Goals Mission UNIBusiness Educational Intent Goal Continuously improve relevance and engagement in both curriculum & delivery

10 Goals Drive Actions/Strategies Mission UNIBusiness Educational Intent Goal Continuously improve relevance and engagement in both curriculum & delivery Action Determine status through an in-depth review of the core

11 Annual Process Strategic Mgmt Process Annual Action Plan Annual Progress Report

12 Impact of Mission-Driven Activities What AACSB Expects Expected outcomes of mission describe impacts school expects to achieve In business and academic communities Through educational activities, scholarship, and other endeavors Used to evaluate success

13 Impact of Mission-Driven Activities What Have We Done Faculty Research Committee reported items that show impact (9 page report) Administration team considered how to incorporate impact into rewards/evaluation Faculty submitted individual impact statements Associate Dean attended inaugural AACSB Enhancing/Measuring Impact Forum Administration team approved initial set of impact metrics

14 Impact of Mission-Driven Activities Research Intent Mission: Faculty serve students, community, and professional constituencies 71% of faculty in leadership positions Mission: Advance disciplinary knowledge as well as pedagogy/teaching & practice 68% Discipline, 25% P/T, 7% Practice Mission: Increasingly rigorous IC s AY05-AY09 73% PRJS on list AY10-AY14 83% PRJs on list

15 Impact of Mission-Driven Activities Research Mission Mission: Intellectual contributions with impact 17,000+ citations for collective work of faculty 1,000,000+ reach of published books, textbooks, textbook chapters, and ancillaries 40+ individual examples of impact Changes in discipline, teaching, practice External recognitions for research, teaching, outreach 40 individual faculty Over 60% of current faculty

16 Impact of Mission-Driven Activities How we improve Assurance of Impact process established to ensure continuous improvement of Metrics, Processes, Impact & Mission AoI Committee established Associate Dean, Faculty Senate Chair, CCC Chair, FRC Chair, Director BCS, Assessment Specialist 1 st meeting --- December 3, 2014 Updates to FAR to collect better data

17 Participant Standards: What AACSB Expects Faculty maintain their qualification The College has enough qualified faculty Faculty are engaged BEYOND teaching their classes

18 Participant Standards: What We Have Done Faculty maintain qualification Qualification Requirements Recently updated and discussed spring 14 AACSB Qualification Guidelines document (available on Portal) SA Scholarly Academic PA Practicing Academic IP Instructional Practitioner SP Scholarly Practitioner

19 Participant Standards: What We Have Done The College has enough qualified faculty Specific AACSB Expectations (by FTE & SCH): Min 40% are SA Min 60% are SA + PA + SP Min 90% are SA + PA + SP + IP The College reports qualification by Program, Department, and Location Qualification/deployment reports on Portal since 2008 Issues in Accounting and Finance

20 Faculty maintain intellectual qualification Our reported IC output 89 distinct teaching faculty in AY scholarly faculty over five years produced 157 PRJs 21 Books 15 Chapters 70 Peer-reviewed proceedings 88 Peer-reviewed paper presentations 11 Faculty Research Seminars

21 Faculty maintain intellectual qualification Our Reported Contribution Output 89 distinct teaching faculty in AY scholarly faculty over five years reported 2.7 PRJs per faculty member, up 12% 6.3 OICs per faculty member, down 5%

22 Participant Standards: What We Have Done Faculty are engaged BEYOND teaching their classes Participating & Supporting Requirements outlined in our AACSB Qualification Guidelines document (recently updated, available on Portal)

23 The Faculty are engaged BEYOND teaching their classes (con t) Specific AACSB Expectation Participating >= 75% of College SCHs Participating >= 60% at the department level Sufficiency reports on Portal since 08 College meets or exceeds all participation requirements (College, Department, Program, Location)

24 AoL: What AACSB Expects Program Focused BA Level Master Level (MBA, Macc) 2013 standards demand increased focus on curriculum management

25 AoL: What AACSB Expects -- BA Level Documented, systematic processes Used to develop, monitor, evaluate, and revise the substance and delivery of the curricula Includes specified learning goals and demonstrated achievement

26 AoL: What We Have Done Documented, systematic processes to develop, monitor, evaluate, and revise the substance and delivery of the curricula All established Department, College, and University curriculum processes College Assurance of Learning process Structural updates & improvements LAC (90 s) LAC/LARC (00 s) CCC/Working Groups ( 14)

27 AoL: Our Process Recently updated so working groups focus on competencies across courses.

28 AoL: Our Process Students perform better on ethics questions if only those types of questions are on the exam Update assessment questions Add ethics module to PRP level 1 Add course embedded assessment of ethics in PRP

29 AoL: What We Have Done Includes specified learning goals and demonstrated achievement Learning competencies and goals defined updates made over time Achievement measured through AoL assessment and other means (impact) AoL plan, with competencies and goals, available on Portal

30 COURSE BUS 1000 & BUS 2000 ACCT 2120 ACCT 2130 Businsess Knowledge Professional Skills Work Value Expectations WG1 WG2 WG3 WG4 WG5 COURSE NAME Discipline Quantitative (Numeracy) Writing Critical Thinking Ethics Work Values First Year Seminar & Professionals In-Training P P P Principles of Financial Accouning P P P Principles of Managerial Accounting P P P ECON 1011 Business Statistics P P P ECON 1021 Introduction to Decision Techniques P P P Principles of ECON 1041 Macroeconomics P P P Principles of ECON 1051 Microeconomics P P P FIN 3130 Corporation Finance P P P MGMT 2080 Introdcution to Information Systems P P Organizational MGMT 3153 Management P P P Legal and Social MGMT 3100 Environment of Business P P P MGMT 3154 Operations Management P P P Business Policy and MGMT 4175 Strategy P P MKTG 2110 Principles of Marketing P P P

31 AoL: Formal process defined Year 1 Year 2 Year 3 Year 4 Year 5 Fall Spring Fall Spring Fall Spring Fall Spring Fall Spring Standardized Exams ETS-MFT ETS-PP EBI (indirect) ETS-MFT ETS-PP EBI (indirect) WG developed Exams none WG5 None WG4 WG1 None WG5 None WG3 WG2 WG1-Discipline X X X WG2-Quantitative X X X X X WG3-Writing X X (indirect) X X X (indirect) WG4-Critical Thinking X X X (indirect) X X (indirect) WG5-Ethics X X (indirect) X X (indirect) Quality of instruction X X Engagement X X OTHER X X Five Year Report Schedule WG1 Reporting Yr WG2 Reporting Yr WG3 Reporting Yr WG4 Reporting Yr WG5 Reporting Yr Discipline Quantitative Writing Critical Thinking Ethics/Work Values ETS-MFT ETS Major Field Test in Business ETS-PP ETS Proficiency Profile EBI Busines Exit Assessment In addition, course-embedded assessment takes place across a number of courses/competencies

32 What now? Group meetings (those on itinerary) to review: What our AACSB report said How faculty have been involved in our processes Preview of AACSB Visit Copy of AACSB report will be available in the faculty lounge and on Portal

33 Objectives Understanding of KEY AACSB standards and expectations Overview of our own processes and procedures to meet KEY AACSB standards and expectations

34 AACSB Accreditation 101: What AACSB Expects, What We Are Doing More Questions?