Annual Report Accredited Member - uj.edu · areas needing corrective action, please list the number of the IAE’s Accreditation Principle for ... MBA Email: [email protected] Telephone

Annual Report – Accredited Member

Institution: University of Jamestown

Academic Business Unit: Business, Accounting, and Economics Department

Academic Year: 2016-17

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IACBE Annual Report: 2016-17 1

IACBE ANNUAL REPORT For Academic Year: 2016-17

This annual report should be completed for your academic business unit and submitted to the IACBE by November 1 of each year.

General Information

Institution’s Name: University of Jamestown

Institution’s Address: 6000 College Lane

City and State or Country Jamestown ND Zip or Postal Code 58405

Name of Submitter: Vicki Greshik

Title: Department Chair

Your Email Address: [email protected]

Telephone (with country code if outside of the United States): (701) 252-3467, extension 5549

Date Submitted: January 13, 2018

Total Headcount Enrollment of the Institution for 2016-17: 1,101

Accreditation Information

1. If applicable, when is your next institutional accreditation site visit? Year

2. When is your next reaffirmation of IACBE accreditation site visit? 2018-19 Year

3. Provide the website address for

the location of your public notification of accreditation by the IACBE:

http://www.uj.edu/business (see “Other Issues” page for specific “click on” steps)

4. Provide the website address for

the location of your public disclosure of student learning results:

http://www.uj.edu/business (see “Other Issues” page for specific “click on” steps)

5. If your accreditation letter from the IACBE Board of Commissioners contains “notes” that identified

areas needing corrective action, please list the number of the IACBE’s Accreditation Principle for each note in the table below. Indicate whether corrective action has already been taken or that you have made plans to do so. (Insert additional rows as necessary.)

Commissioners’ Notes Action Already Taken Action Planned

resolved

mailto:[email protected]

http://www.uj.edu/business

http://www.uj.edu/business


Administrative Information 1. Provide the following information pertaining to the current president/chief executive officer of your

institution:

Name: Robert Badal

Title: President

Highest Earned Degree: PhD Email: [email protected]

Telephone (with country code if outside of the United States): (701) 252-3467 ext 5550

Fax (with country code if outside of the United States): (701) 253-4318

Check here if this represents a change from the previous year.

2. Provide the following information pertaining to the current chief academic officer of your institution:

Name: Paul Olson

Title: Vice President and Dean of Academic Affairs

Highest Earned Degree: PhD Email: [email protected]

Telephone (with country code if outside of the United States): (701) 252-3467, ext 5517



3. Provide the following information pertaining to the current head of your academic business unit:

4. Provide the following information pertaining to your current primary representative to the IACBE, i.e., the person who is your primary contact for the IACBE and who votes on behalf of the academic business unit on IACBE matters (if not the same as the head of the academic business unit):

Name: Vicki Greshik

Name: Vicki Greshik

Title: Chair, Department of Business, Accounting, and Economics

Highest Earned Degree: MBA Email: [email protected]








Title: Chair, Department of Business, Accounting, and Economics





5. Provide the following information pertaining to your current alternate representative to the IACBE:

Name: Teddi Jo Paulson

Title: Assistant Professor


Telephone (with country code if outside of the United States): (701) 252-3467 ext 5463



Programmatic Information

1. For each of your IACBE-accredited business programs, provide the total headcount enrollment and the number of degrees conferred in the program (including each major, concentration, specialization, and emphasis) for 2013-14 (insert rows in the table as needed):

Program Enrollment

2016-17

Number of Degrees Conferred

2016-17

Accounting 32 6

Business Administration 115 26

Financial Planning and Wealth Management 10 3

Liberal Arts Business Studies 2 1

Totals for All Programs Combined

(Please do not double-count students who pursued multiple programs during the reporting year, e.g., students

who double-majored in both accounting and finance.)

159 36

2. Do you offer any of your IACBE-accredited business programs outside of your home country?

x No. If no, proceed to item 3 below.

Yes. If yes, please identify the programs and countries in the table below. In addition, if the programs are delivered

in partnership with other institutions, please identify those institutions as well. (Insert rows in the table as needed.)




3. Did you terminate any business programs during the reporting year?

x No. If no, proceed to item 4 below.

Yes. If yes, please identify the terminated programs in the table below. (Insert rows in the table as needed.)

4. Were changes made in any of your business programs?

No. If no, proceed to item 5 below.

X Yes. If yes, please identify the changes on a separate page at the end of this report.

5. Were any new business programs (including new majors, concentrations, specializations, and/or

emphases) established during the academic year?

x No. If no, proceed to the Outcomes Assessment section below.

Yes. If yes, please identify the new programs on a separate page at the end of this report, and answer item 6 below.

6. If applicable, was approval of your institutional accrediting body required for any of the programs

identified in item 5 above?

No. If no, proceed to the Outcomes Assessment section below.

Yes. If yes, please attach a copy of the material that you sent to your institutional accrediting body.

Outcomes Assessment 1. Has your outcomes assessment plan been submitted to the IACBE?

x Yes

No. If no, when will the plan be submitted to IACBE?

2. Is the original or revised outcomes assessment plan that you submitted to the IACBE still current or

have you made changes?

x The outcomes assessment plan that we have previously submitted is still current.

Changes have been made and the revised plan is attached.

We have made changes and the revised plan will be sent to the IACBE by:

3. Complete the Outcomes Assessment Results form below and include it with this annual report to

the IACBE. Note: Section II of the form (Operational Assessment) needs to be completed only if you received first-time accreditation or reaffirmation of accreditation after January 1, 2011.


An example of a completed form can be found in a separate document that is available for download on the IACBE’s website at: www.iacbe.org/accreditation-documents.asp.

Section I (Student Learning Assessment) of the Outcomes Assessment Results form must be completed for each business program that is accredited by the IACBE (i.e., a separate table must be provided for each program).

Performance targets/criteria are the criteria used by the academic business unit in evaluating assessment results to determine whether intended outcomes have been achieved. For example, if the academic business unit is using the ETS Major Field Test as one of its direct measures of student learning, then a performance target might be that the Institutional Mean Total Score on the exam will place students in the upper quartile nationally; or if the academic business unit is using a comprehensive project in a capstone course as a direct measure of student learning, then a performance target might be that 80% of the students will score at the highest level (e.g., proficient, exemplary, etc.) on each project evaluation criterion.

Remember that your outcomes assessment plan needs to include two or more direct and two or more indirect measures of student learning. These measures should be used at the program level.

At the bottom of each section of the form, space is provided to identify changes and improvements that you plan to make as a result of your assessment activity.

Italicized entries in the form represent areas where the academic business unit should insert its own assessment information. Add tables and insert rows in the tables as needed.

Other Issues Briefly comment on other issues pertaining to your academic business unit that you would like to share with the IACBE. Website path to page to page containing public notification of accreditation by the IACBE:

1. www.uj.edu 2. Click on Academics 3. Click on Business, Acounting and Economics (left side of screen) 4. Click on Accounting (identical for Business Administration and Financial Planning majors as well) 5. Look at Accreditation column on right side of screen

Website path to page containing public disclosures of student learning assessment results:

1. www.uj.edu 2. Click on Academics 3. Click on Business, Accounting and Economics (left side of screen) 4. Click on Accounting 5. Scroll down to IACBE icon near bottom of screen 6. Click on University of Jamestown Outcomes Assessment Results to right of IACBE icon 7. Repeat steps 4-6 for majors in Business Administration, Financial Planning & Wealth

Management, and Liberal Arts Business Studies

http://www.iacbe.org/accreditation-documents.asp

http://www.uj.edu/

http://www.uj.edu/


Outcomes Assessment Results For Academic Year: 2016-17

Section I: Student Learning Assessment

Student Learning Assessment for Business Admnistration and Liberal Arts Business Studies

Intended Student Learning Outcomes for Business Administration and Liberal Arts Businss Studies :

1. Students will demonstrate fundamental knowledge of the functional areas of business for entry-level professional positions and graduate studies.

2. Students will demonstrate knowledge of the global dimensions of business.

3. Students will demonstrate knowledge of the legal, social, and economic dimensions of business,

4. Students will be able to demonstrate the ability to use decision-support tools.

5. Students will demonstrate the ability to communicate effectively.

6. Students will be able to demonstrate the acquisition of analytical, quantitative, and critical-thinking skills within a busness context.

7. Students will demonstrate effective teamwork skills.

8. Students will be able to demonstrate knowledge of the ethical responsibilities of business and apply them to decisions.

Assessment Tools for Intended Student Learning Outcomes— Direct Measures of Student Learning:

Performance Targets/Criteria for Direct Measures:

1. End-of-Program Comprehensive Exam On average, University of Jamestown graduating students will score at or above proficiency levels of students at our peer institutions on at least 6 of the 8 content areas of the Comprehensive Business Exam, CBE.

2. Comprehensive Capstone Strategic Management Case Study At least 80% of students will score 80% or higher on the Strategic Management Capstone Project/Case Study

Assessment Tools for Intended Student Learning Outcomes— Indirect Measures of Student Learning:

Performance Targets/Criteria for Indirect Measures:


1. Senior Exit Survey On a scale of 1 (strongly disagree) to 5 (strongly agree), at least 80% of students will respond with a 4 or 5 to the following statement: “As a result of the education in my major, I developed competencies to prepare me for success in my profession.”

2. Alumni Survey At least 85% of alumni responding to the survey in the second ad third years following graduation with either agree (4) or strongly agree (5) that they were able to advance in their careers as a result of their education at University of Jamestown.

Summary of Results from Implementing Direct Measures of Student Learning: Performance Target Was…

Met Not Met

1. University of Jamestown seniors scored at or above proficiency levels of our peer institutions on six of eight content areas. Two areas not meeting target: International/Global Dimensions and Marketing.

X

2. 87.0% (20/23) of University of Jamestown seniors scored at or above 80% on the comprehensive Capstone Strategic Management Case Study Project.

X

Summary of Results from Implementing Indirect Measures of Student Learning: Performance Target Was…

Met Not Met

1. 92.6% (13/14) of students responded with a 4 or 5 to the following statement: “As a result of the education in my major, I developed competencies to prepare me for success in my profession.”

X

2. 88.2% (14/17) of alumni responding to survey either agreed (4) or strongly agreed (5) that they were able to advance in their carees as a result of their education at University of Jamestown/Jamestown College (data from April 2014 as survey is taken every 3rd year to generate larger response rates and better anonymity).

X

Proposed Courses of Action for Improvement in Areas for which Performance Targets Were Not Met:

*While goals were met, we wanted to examine further the two areas in which we did not exceed the proficiency levels of our peers. The two content domains in which UJ students scored lower than our peers on the CBE are International/Global Dimensions and Marketing.

(1) Within International, we’re at a bit of a loss. This was one of our strongest areas; but we compare our results to our peers and we were slightly lower. Ironically, International Dimensions was one of our top-scoring areas on the nation-die GLO-BUS simulation game completed by graduating seniors. Within Marketing, students taking the CBE scored lowest in the area of Consumer Behavior. Our Special Topics in Marketing course will be revised in 2018-19 to accommodate this information. Under-staffing does not allow us the opportunity to do so for the 2017-18


academic year. Overall, UJ students (in all concentrations) were particularly strong in Marketing Management in the international Glo-Bus simulation capstone game.

Action: we are considering setting new specific goals (i.e., achieving xx% of proficiency) rather than measuring against our peers. We are also examining whether we ought to have a concrete set of “this is what you need to know” criteria for each content area that can be used a review tool prior to taking the CBE. Alternately, we should seriously consider writing our own exam. Pro: we can tailor the exam to the content within our courses and what we expect our students to know. Con: we would have no way of comparing our results to those of our peers. Are they learning what typical business students are expected to know? Additionally, questions on the CBE have been tested for validity and reliability.

Student Learning Assessment for Accounting

Intended Student Learning Outcomes for Accounting :

1. Students will demonstrate knowledge of the core areas of accounting.

2. Students will demonstrate the ability to work within a team setting.

3. Students will demonstrate effective communication skills.

4. Students will be able to think critically to solve problems and make business and accounting decisions.

5. Students will demonstrate the ability to analyze data.

6. Students will demonstrate the ability to use decision-support tools.



1. End-of-Program Comprehensive Exam At least 80% of accounting graduates will sore at the level of Basic Proficiency or higher on the Acounting domain of the Comprehensive Business Exam (CBE).

2. Comprehensive Cpstone Senior Accounting Company Analysis Using a 5-point scale from 1 (very poor) to 5 (excellent), at least 80% of senior accounting capstone projects will be judged at a 4 or 5 level.





2. Senior Accounting Capstone Project On a scale of 1 (strongly disagree) to 5 (strongly agree), at least 80% of students will earn a 4 or 5 on the peer evaluation component of the capstone accounting project.

3. Alumni Survey At least 85% of alumni responding to the survey in the first and second years following graduation with either agree (4) or strongly agree (5) that they were able to advance in their careers as a result of their education at University of Jamestown.


Met Not Met

1. 71.4% (5/7) of graduating accounting majors scored at the Basic Proficiency or higher level on the Accounting domain on the Comprehensive Business Exam.

X

2. 100% (6/6) of accounting projects were judged at the 4 (very good) or 5 (excellent) levels on the senior accounting capstone project.

X


Met Not Met

1. 100% (3/3) of students responded with a 4 or 5 to the following statement: “As a result of the education in my major, I developed competencies to prepare me for success in my profession.” (n = 3; low response rate)

X

2. 100% (6/6) of students earned a 4 (very good) or 5 (excellent) on the peer-to-peer evaluation component of the capstone accounting project.

X

3. 91% (10/11) of alumni responding to the alumni survey either agreed (4) or strongly agreed (5) that they were able to advance in their careers as a result of their education at University of Jamestown. (Survey data April 2014)

X



Action: While all goals were met, continue to monitor. Next alumni survey is scheduled for Fall 2017 or Spring 2018, We will review our survey questions in anticipation of sending out the survey. All department members will be involved in this process.

Student Learning Assessment for Financial Planning and Wealth Management

Intended Student Learning Outcomes for Financial Planning and Wealth Management :

1. Students will be able to explain the components of and activities involved in the financial planning process.

2. Students will demonstrate fundamental knowledge of and skills in financial planning and related areas for entry-level professional positions and professional examinations.

3. Students will demonstrate fundamental knowledge of and skills in the related functional areas of business.

4. Students will be able to apply ethical and legal principles and standards to the financial planning environment.

5. Students will be able to integrate wealth management areas and apply appropriate tools and skills in the development of a comprehensive financial plan.

6. Students will demonstrate the acquisition of analytical, quantitative, and critical-thinking skills.

7. Students will demonstrate effective communications skills.



1. End-of-Program Comprehensive Exam At least 80% of Financial Planning and Wealth Management graduating seniors will score at the level of Basic Proficiency or higher on the Finance, Legal Environment, and Social Environment domains of the Comprehensive Business Exam.

2. Senior Financial Planning Colloquium Project At least 85% of Financial Planning and Wealth Management graduating seniors will score at 75% or higher on the Senior Financial Planning Colloquium project.





2. Alumni Survey At least 85% of alumni responding to the survey in the third year following graduation with either agree (4) or strongly agree (5) that they were able to advance in their careers as a result of their education at University of Jamestown.


Met Not Met

1. 100% of graduating seniors scored at the level of Basic Proficiency of higher on the Finance, Legal Environment, and Social Environment domains of the Comprehensive Business Exam.

(a) Finance domain: 3/5 or 60% scored at Basic or higher (b) Legal Environment domain: 4/5 or 80% scored at Basic or higher (c) Social Environment domain: 5/5 or 100% scored at Basic or higher

Finance: X*

Legal: X

Social: X

2. 100% of graduating seniors scored at 75% or higher on the Senior Financial Planning Colloquium project. Note: All seven students completing the Colloquium project as part of their majors were counted in this statistic.

X


Met Not Met

1. 100% of students responded with a 4 or 5 to the following statement: “As a result of the education in my major, I developed competencies to prepare me for success in my profession.” (n = 3)

X

2. 100% of alumni responding to the alumni survey either agreed (4) or strongly agreed (5) that they were able to advance in their careers as a result of their education at University of Jamestown.

X


Our Finance performance is overall ahead of that of our peers, but we’re below our desired outcomes. We are continuously understaffed. We would like to add a second course related to Finance, something on the order of Managerial Finance/Economics. The BAE department is considered a priority for searching for a new position, but administratively we’ve been asked to combine that search with the Mechanical


Engineering department. The desired candidate would then be able to teach Industrial Management courses within Engineering as well as Business courses. This will not be an easy find. We hope to find a mechanical engineer with an MBA to help us achieve this objective.

Section II: Operational Assessment (Note: Complete this section only if you received first-time accreditation or reaffirmation of accreditation after

January 1, 2011.)

Operational Assessment for University of Jamestown Department of Business, Accounting, and Economics

Mission of the Department of Business, Accounting, and Economics

The Department of Business, Accounting, and Economics fosters a comprehensive world view in each of our students through an interdisciplinary integration of the liberal arts and business studies. Based on this foundation, it is our mission to pursue excellence in business education and to prepare students for successful professional careers, graduate studies, and a lifetime of learning, service, and growth.

Intended Operational Outcomes:

1. The Department of Business, Accounting, and Economics (BAE) will be successful in placing its graduates in appropriate entry-level positions or in graduate studies on an annual basis.

2. Faculty members in the Department of Business, Accounting, and Economics will be highly qualified in their teaching disciplines.

3. Faculty members in the Department of Business, Accounting, and Economics will attend appropriate conferences and workshops on an annual basis.

4. The Department of Business, Accounting, and Economics will be successful in providing effective academic advising to its students.

5. The Department of Business, Accounting, and Economics will be successful in providing high-quality instruction to its students.

6. Faculty members in the Department of Business, Acounting, and Economics will incorporate appropriate innovative instructional methodologies in their classes.

7. The academic programs offered by the Department of Business, Accounting, and Economics will be current, relevant, and meet the needs of business.

8. Sudents electing to take part in relevant hands-on, experiential, and community service activities will express satisfaction with their experience.


Assessment Measures for Intended Operational Outcomes: Performance Targets/Criteria for Operational Assessment Measures:

1. Annual Report of the Office of Career Planning and Placement At least 85% of graduating seniors will be placed in career-related positions or in graduate school within 6 months of graduation

2. Faculty Credential Files At least 80% of faculty will be either doctorally or professionally qualified to teach in their respective disciplinary fields.

3. Faculty Evaluation & Development System (FEDS) Report At least 80% of full-time faculty will attend at least one relevant disciplinary or instructional development conference, seminar, or workshop each year.

4. Senior Exit Survey At least 80% of graduating seniors will indicate they were either satisfied (4) or very satisfied (5) with their academic advising.

5. Senior Exit Survey At least 80% of graduating seniors will indicate they were either satisfied (4) or very satisfied (5) with the teaching of their professors.

6. Senior Exit Survey At least 80% of graduating seniors will indicate they either agreed (4) or strongly agreed (5) that faculty members incorporated innovative, instructional methodologies in their classes.

7. Alumni Survey On the survey instrument, at least 80% of second- and third-year alumni will indicate that the curricula in their degree programs were relevant to their current employment.

8. Senior Exit Survey Of those students participating in relevant hands-on, experiential, or community service activities, at least 80% will indicate they were either satisfied (4) or very satisfied (5) with their experience.

Summary of Results from Implementing Operational Assessment Measures: Performance Target Was…

Met Not Met

1. 92.9% (13/14) of respondents indicated they were employed in career-related positions or in the graduate school within 6 months of graduation.

X

2. 100% (5/5) of faculty were either doctorally or professionally qualified to teach in their respective disciplinary fields.

X


3. 100% (5/5) of faculty attended at least one relevant disciplinary or instructional development conference, seminar, or workshop in the past year.

X

4. 100% (19/19) of students indicated they were either satisfied (4) or very satisfied (5) with their academic advising. X

5. 100% (20/20) of students indicated they were either satisfied (4) or very satisfied (5) with the teaching of their professors.

X

6. 94.7% (18/19) of students indicated they were either satisfied (4) or very satisified (5) with their instructor’s innovative use of technology and methodology in their classroom teaching.

X

7. 94.1% (16/17) of survey respondents indicated the curricula in their degree programs were relevant to their current employment (survey data from April 2014)

X

8. 100% (16/16) of students participating in relevant hands-on, experiential, or community service activities indicated they were either satisfied (4) or very satisified (5) with their experience.

X


Documents

Annual Report Accredited Member - uj.edu · areas needing corrective action, please list the number of the IAE’s Accreditation Principle for ... MBA Email: [email protected] Telephone