OUTCOMES ASSESSMENT PLAN - Manhattanville … of Business...report to IACBE. This report details ... graduate programs in Human Resources, Leadership, ... Outcomes Assessment Plan

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OUTCOMES ASSESSMENT PLAN

M.S. in Finance M.S. in Integrated Marketing Communications

M.S. in International Management M.S. in Leadership and Strategic Management

M.S. in Organizational Management and HR Development M.S . in Sport Business Management

School of Graduate & Professional Studies As Amended February 2009

Amended 02/2009

MANHATTANVILLE COLLEGE School of Graduate & Professional Studies


Table of Contents

Executive Summary ......................... .. ............. .. ......... ... ....... ... ........ .............. ................ ... ...... ....... .... 2

Preamble ............................................................. ... .............................. ............................. .. .............. 3

Introduction ....................................... .. ................ .................................................. .. .......... ................ 5

Mission and Broad-Based Goals ...... ........... .......... ................... .... ....... ......... .. ................................... 8

Student Learning Outcomes ...... .. .......................... .. ........ .. ....... ... ......... .............................. .... ........... 9

Basic Ski lls Development. ............. .. .............. .... ........ ............................ .. ......... ....... ............. .. ........... 13

Personal Development ........ ... ................ ....... .... ........ ..................... .. .................................................. 13

Effectiveness Measures ....... ....................................... ........ .... .................................................... .... ... 14

Integration with Planning and Budgeting Processes ....................... .. ......... .. .. ....... .. .......................... 15

Implementing Outcomes Assessmenl.. .... ........ ...... ...................................... .. ........ .. .......................... 16

Appendices ......................... .................................. .. ........ .. ........ ..... ..... ... ... ..... .. ........... ..... ........ .......... 18

Amended 02/2009

MANHATTAN VILLE COLLEGE School of Graduate & Professional Studies


Executive Summary

This Outcomes Assessment Plan, which applies to business degree programs of the School of Graduate & Professional Studies (GPS) of Manhattanville College (College), was developed in May 2005 and amended in March 2006, October 2006 and now February 2009 with the help of the GPS faculty and staff.

The purpose of the outcomes assessment process is to measure on a continuous basis the effectiveness of the School in improving the quality of the business education provided in its degree and certificate programs. Outcomes assessment is linked to the missions of Manhattanville College and the School of Graduate & Professional Studies and is an integral part of the strategic planning process and its associated budgeting process. The plan is also a requirement for the College's accreditation body, the Middle States Commission on Higher Education, and for the School's accreditation body, the International Assembly for Collegiate Business Education (IACBE).

There are three major phases in the outcomes assessment process: I) preparation of the outcomes assessment plan, 2) implementation of the plan through assessment, analysis and action planning, and 3) monitoring changes and improvements resulting from implementation of the action plan.

This outcomes assessment plan document represents completion of the first phase of the process. The introduction to the plan states the need for outcomes assessment, describes how the process will be administered, and what the linkages are to Manhattanville College ' s strategic planning process. The plan envisions the use of a variety of internal and external scanning activities to assess the environment on a regular basis, and the use of a number of techniques to assess student learning for each GPS program. These techniques include direct and indirect measures of learning outcomes and other measures of operational effectiveness, including course evaluations, student and alumni surveys, and regular meetings with the faculty and the GPS Corporate Educational Advisory Board.

Since the publication of its first outcomes assessment plan in 200S, GPS has worked to implement the plan, the second phase of the outcomes assessment process, and as data has been gathered and analyzed, has identified the changes and improvements required to strengthen its effectiveness.

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In the ongoing third phase ofthe outcomes assessment process, progress in achieving the results expected from the actions taken is monitored and is summarized in the aIillual report to IACBE. This report details the changes and improvements made to date along with plans for future changes and improvements.

}>rcamble

Manhattanville College, founded in 1841, is located on a 100-acre campus in Purchase, New York, in Westchester County, about thirty miles north of New York City. As an independent, coeducational liberal arts institution, the College serves a diverse population of more than 1,000 graduate students and 1,600 full-time undergraduates from over thirty states and over fifty nations. The College's mission, "to educate ethically and socially responsible leaders for the global community," is actualized through the many academic and extracurricular programs offered through its full- and part-time undergraduate programs, the programs of the School of Education, and the programs of the School of Graduate & Professional Studies.

The School of Graduate & Professional Studies offers adult students many opportunities to grow personally and professionally in master-level programs. The Office of the School of Graduate & Professional Studies is located in Brownson Hall, which also houses the Registrar's office and most of the classrooms on campus. The College's library is in the building adjacent to Brownson Hall.

The College's first graduate management program, a Master of Science in Organizational Management and I-Tuman Resource Development, was launched by GPS in 1993. Building on that base, five new degree programs and one certificate program have been offered in succeeding years:

• Master of Science in Leadership and Strategic Management (1996) • Master of Science in Management Communications (2000). This program was

refocused and renamed Master of Science in Integrated Marketing Communication in 2006.

• Graduate Certificate in Nonprofit Leadership (2005) • Master of Science in International Management (2005) • Master of Science in Sport Business Management (2006) • Master of Science in Finance (2008)

Completed credits for the graduate certificate program may be applied towards the M.S. in Leadership and Strategic Management. Dual degree opportunities are offered to students in the undergraduate school's accelerated degree completion program in the GPS graduate programs in Human Resources, Leadership, Communications, and International Management. At present, there are approximately 250 students enrolled in the graduate management programs.

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It should be noted that the undergraduate management programs conducted by the Department of Economics, Finance and Management are not included in the IACBE accred itation process . After discussion with the Department' s Chairman and with the Provost of the College, it was decided that IA CBE accreditation was not cri tical to the continued success of the Department and that accreditation by the Middle States Commission on Hi gher Education was suffici ent.

It should also be noted that the Outcomes Assessment Plans submitted to IACBE in May 2005 and March 2006 included undergrad uate accelerated Bachelor of Scie nce degree programs. Responsibility [or these programs was transferred from GPS to the Academic Adv ising Department of the undergraduate division o f the Co ll ege in 2006. [n keeping with the decision on the undergraduate management programs, the acce lerated undergraduate programs are no longer included in the [ACBE accred itation process .

Dr. Ruth Dowd, RSCJ, has been Dean of the Schoo l of Graduate & Professio nal Studies since 1983. All the grad uate management programs have been deve loped during her administration . Dean Dowd is also director of two Master of Arts programs: M.A. in Writing, and M.A. in Libera l Studies.

Donald J. Ri chards, Ph.D., Associate Dean, is director of the M.S. programs in Human Resources and International Management. Andrea Covell, Ph.D ., Assistant Dean, is responsible fo r the M.S . programs in Leadership and Communications as well as the Certificate in Nonprofit Leadership. David Torromeo, M.S., is Director of the Sport Business Management program. John Fontana, MBA, is temporari ly in charge of the M.S. in Finance program unti l a ful l-time doctorall y qual ifi ed individual is h ired to direct and teach in the program. William Stopper, MBA, Academic Advisor (part-time), and two admini strative support personnel complete the staff devoted to the GPS management programs.

GPS facufty members are drawn primari ly from practitioners in area compa nies and consulting firms as adjunct professors. While a ll adjunct facult y members hold a minimum of a master 's level degree, their real ex perti se lies in their ex perience in the area in which they teach. T he add ition of fu ll -time doctorally qualifi ed facu lty is a priority of the School.

GPS maintains a critical link. to the business community through a Corporate Ed ucational Advisory Board of some thirty-five major compan ies in the area, among the m IBM, Morgan Stanley, PepsiCo, Pfizer and Sony. The board, establi shed in 1983, meets regularl y with the GPS staff to review its programs and advise on matters related to issues and trends in business as well as curriculum relevance. Advisory Boa rd members have also been important advisors in the creation and development of new G PS management programs and in offering ongo ing advice and guidance on ho w to improve program effectiveness.

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A. INTRODUCTION

1. Statement of Necd for Outcomes Assessment

Outcomes assess ment is needcd to ass ist the School of Graduate & Professional Studies in ca rrying out it s responsibility to be accountable for the e ffecti veness of its programs .

2. Definition of Outcomcs Assessment

Outcomes assess ment is a process of evaluation that helps determine the importance of a rcsult and whether changes or impro vements are needed.

3. Purpose of Outcomes Assessment

The purpose o f outcomes assessment is to measure the e ffecti veness of the overall performance of the School of Graduate & Profess ional Studies .

4. C haracteristics of Outcomes Assessment

Outcomes assessment is a systematic process of continuous improvement whereby an academic uni t ensures through a formali zed approach that learning experi ences are maximized. The characteri sti cs of outcomes assessment are: a) multiple measures of learning outcomes; b) identification of needed changes and improvements; c) production o f evidence in support of making changes and improvements; d) determination of whether School is operating effective ly by provid ing a fOimali zed method of evaluation to show whether planned outcomes are realized; e) active involvement orthe faculty throughout the assessment process; and f) linkage of outcomes assessment with department and institutional planning.

5. Administration of Outcomes Assessment

The Office oCthe School of Graduate and Professional Studies administers the outcomes assessment process. The Office consists of the Dean Ruth Dowd. RSCJ, Associate Dean Donald Richards, Assistant Dean Andrea Covell, Director David Torromeo, and Interim Director John Fontana, and Academic Advisor Willi am Stopper, who also serves as the Outcomes Assessment Coordinator. Thi s team reports to the Provost of the Co ll ege, who in turn reports to the College Pres ident. In addition, faculty and alumni of the School of Graduate & Profess ional Studies participate in the admin istration of the outcomes assessment process . The results of planned outcomes are monitored throughout the year in conjunction with the admi ni stration of the annua l budget.

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6. Chronology of Outcom es Assessment of GPS Programs

GPS ' s efforts to formalize the outcomes assessment process began in earnest in July 2004. In previous years there was an informal outcomes assessment process based on student course evaluations (faculty, instruction methods, and faci lities) and comments from the GPS Corporate Educational Advisory Board. As a result of thi s process, some faculty members have been replaced. The fi rst GPS Outcomes Assessment Plan was submi tted to IACB E in May 2005.

The School of Graduate & Professional Studies was established in 1983. Since that time, the fo llowing changes and improvements have been made under the d irection of the Dean. Focus groups drawn from the Corporate Educationa l Advisory Board, facu ity, alumni and students have been an essent ial part of the process for determining the establishment of new programs.

1993 - In itial offering of the M.S. Degree in Organizational Management and Human Resource Development.

1996 - Initia l offering of the M.S. Degree in Strategic Management and Leadership. The program originally offered a set curriculum of thirteen courses over a thirteen-month period. Through the evaluation of student feedback , the program has since been expanded to offer alternative courses and is now on the same weekend schedule as the other M. S. programs. In its new format, the program is now typically completed in eighteen to twenty-four months.

2000 - Initial offering of the M.S . Degree in Management Communications.

2001 - Publication of Faculty Guidelines to improve the consistency and quality of the educational experience of our students.

200 I - Application fo r accreditation by IACBE. Initial accreditation was received on July 8, 2001.

2002 - Survey of graduate program alumni requesting feedback on the value of their educational experi ence.

2003 - The add ition of multimedia/Internet capability to all classrooms.

2004 - Revision of the Student Handbook given to each entering student.

2005 - Initia l offering of the M.S . Degree in International Management.

2005 - Approva l by the New York State Department of Education of a Graduate Cel1ificate in Nonprofit Leadership, and of dual degree programs in Human

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Resource Management, Leadership, Communications, andlntemational Management.

2005 - Creation of a separate, dedicated admissions team for GPS marketing and student recruitment reporting to the Vice President of Enrollment Management for the College. Prior to the establi shment of this department, the GPS staff was responsible for marketing and recruitment as well as academic matters.

2005 - Submi ssion of the first Outcomes Assessment Plan to IACBE.

2006 - Initial offering of the revi sed communications program, no w named M.S. Degree in Integrated Marketing Communications.

2006 - Submission of an amended Outcomes Assessment Plan to IACBE

2006 - Initial offering of the M.S. Degree in Sport Business Management.

2007 - Submiss ion of Self-Study Rep0i1 to IACBE

2007 - Estab lishment of The Ethics Center at Manhattanville College

2008 - Site visit by IACBE accreditation team.

2008 - Revision of Faculty Guidelines.

2008 - Hiring of the School' s first full-time faculty member as Director of the M.S. in Finance Program. (The Director subsequently resigned after four months to take a corporate position.)

2008 - Initial offering of the M.S. Degree in Finance.

2009 - Submission of an amended Outcomes Assessment Plan to IACBE

Throughout these years, individual courses have been added to the curriculum to enhance the leam ing experience of our students, and new fac ulty have been recruited to teach the added courses or to replace faculty members whose evaluations did not meet standards of consistent quality.

7. Linkage with Manhattanville College's Institutional Planning

The GPS outcomes assessment process is linked to the College ' s institutional planning process. As a result of the assessment performed , plans are developed to improve program quality and enrollment. Budgets are developed to meet the

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expanded needs of the School and approved by the College administration . Monitoring orthe approved action plans takes place throughout the year as the budget is bcing executed.

GPS is a parti cipant in the Co llege's accreditation process conducted by the Midd le States Commission on Hi gher Education.

In 200 I , G PS developed a three-yea r strategic plan to identi fy opportuni ties for increased enrollment and to support budget requests .

In 2004, GPS participated in the College' s strategic plann ing process in conjunction with the mid-term report to the Middle States Comm ission on Higher Education. GPS continues to pm1icipate in th is process.

In 2005, GPS part icipated in developing the College's outcomes assessment process for the mid-term report to the Middle States Association of Colleges and Schools. GPS conti nues to participate in thi s process.

In 2008, at the request ofGPS, the Coll ege commissioned a market resea rch study to be conducted by Hanover Research Council to determine trends and opportunities for graduate business programs in the local area.

B. MISSION AND BROAD-BASED GOALS

The miss ion ofthe School of Graduate & Professional Studies, as it relates to graduate business programs, is to educate students to become eth icall y and socially responsible business leaders and managers in an increasingly global community. This mission is inspired by the miss ion statement of Manhattanville College.

In line with this miss ion, GPS is dedicated to achieving the fo ll owing goals:

• To offer a curriculum that is relevant to a global economy driven by intense competition, rapid ly changing techno logy, and human need;

• To teach a blend of theory and application that equ ips students to dea l with a multitude of real-l ife cha llenges intelligently and with conviction;

• To provide an environment open to the exchange of information and diverse points of view among students and faculty ;

• To promote a commitment to va lues-based leadership and excellence in teaching among the facu lty;

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• To generate among GPS students a commitment to ethical practice and life long learning and development ; and

• Overall , to develop leaders who will acti ve ly contribute to the effective and ethica l management of fo r-profit and nonprofi t organizations.

Attainment of these goa ls wi ll be eva luated by the measures outlined in Section F.

C. STUDENT LEARNING OUTCOMES

I. Outcomes

The School o f Graduate & Profess ional Studies offers fi ve graduate degree programs in business for working professionals:

• Master of Science in Finance • Master of Science in Integrated Marketing Communications • Master of Science in In ternational Management • Master of Science in Leadership and Strategic Management • Master of Science in Organizational Management and Human Resource

Development • Master of Science in Sport Business Management

The learning outcomes of these programs share a common base. As a result of the learning acqu ired, students will

• Possess the skills and knowledge necessary to lead organizations into the future, particularl y through familiarity with the areas of strategy, finance, and technology.

• Be prepared to operate effectively and creatively in the global marketplace in a highly ethical and socially responsible way.

• Have mastered the arts of critical thinking and effecti ve oral and written business communications.

There are additional specific learn ing outcomes for the di ffe rent programs:

M.S. in Finance

• Understand the nature of corporate finance, the banking system and investments.

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• Possess a solid foundation in the principles and analytical techniques used in the field of finance.

• Be able to evaluate and in tegrate infonnation from a wide variety of sources.

• Be able to effectively analyze and participate in the solution of practical financial prob lems as we ll as apply principles o f finance to conceptual pro blems.

• Be able to analyze compl ex business situations and make sound judgments and recommendations from a financ ial perspective.

MS. in Integrated Marketillg Commullicatiolls • Understand the need to integrate communications with an

organization 's market ing and financial obj ectives.

• Understand the need to maintain a consistent brand image and ensure that a coherent organi zati ona l message is delivered to interna l and ex temal audiences.

M.S. in International Management

• Embrace cultural differences and deal comfort ably with complex ity and ambiguity.

• Seize opportunities for bus iness success in both mature and emerging markets.

M.S. in Leadership and Strategic Management

• Lead change effectively, that is, with vision and a sense of entrepreneurship.

• Promote teamwork and collaboration and develop the sk ill s required to communicate, motivate and inspire others to action .

M.S. in Organizational Management and Human Resource Development

• Be prepared to become strategic business partners and an integral part of the senior management team.

• Under~tand the complex lega l impl ications of diverse and global workplaces.

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M.S. ill Sport Busilless Mallagemellt • Possess a thorough interdisciplinary business background for

application in the sport and fitness industries.

• Have the fl ex ibility to take advantage of developing career opportunities in a new field of management.

2. Measurements

Both direct and indirect measures will be used to evaluate student lea rning outcomes, as follows:

a. Direct Measurements

\) P0I1folios (Appendix \) - At the end of their degree programs, students submit a portfolio of work accomplished during the program together with a written assessment of how the program met its objectives as well as their personal learning objecti ves . Each portfolio is evaluated by the director of the program and a se lected faculty member using a standard evaluation rubric. Portfolios are ungraded. The intended outcome is that 80% of students will achieve a score of 41 of a possible 45 points. An ePortfolio system is being investigated for use in GPS programs, ifnot the whole College.

2) Final Projects (Appendix Il - A through E) - The Final Project for the Communications, Finance, Human Resources, International Management and Leadership programs entails a written report and an oral presentation. Identifying learnings from the curriculum of the program and how the program contributed to the attainment of the student' s educational goals are key elements of Final Projects. The projects are evaluated using a standard grading rubric (Appendix II-F). The intended outcome is that 75% of students will achieve a score of 43 of a poss ible 48 points.

Thesis Option (Appendix III) - In the M.S. in Organizational Management and Human Resource Development students have the option of preparing a six-credit thesis in lieu of taking an additional elective course and undertaking a Final Project. Similar to the Final Project, students identify learnings from the curriculum of the program and how the program contributed to the attainment of their educational goals. A separate rubric is used to grade the thes is. The intended outcome is that 75% of students will achieve a score of27 of a possible 30 points.

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3) Internships (Appendix IV) - The curriculum of the M.S. in Sport Business Management requires an internship rather than a final project paper and presentat ion. Internships are graded by a faculty supervisor on a pass/fail basis against the requirements of the internship. The intended outcome is that at least 90% of students wi ll achieve a passing grade (213 of a possible 250 points) on the first evaluation round. If an internship does not make sense for a particular student because of work experience in the sport management field , a final project is subst ituted.

b. Indirect Measurements

I) Faculty and Course Eva luations (Appendix V)

At the end of each GPS course, students are asked to complete a faculty and Course Evaluation form to assess faculty performance and the achievement of course objectives.

The dean of each program reviews these evaluations to determine where improvements in content and teaching can be made. The results of the evaluations are shared with respecti ve faculty members.

Annually, the evaluations are summarized and the faculty and courses are ranked for further determination of where improvements can be made. The intended outcome is that at least 92% of faculty and courses are rated favorably.

Student eva luations of facu lty are supplemented by in-classroom assessments of teaching com petencies by program directors and/or peer faculty members.

2) Graduating Student Surveys (Appendix VI - A through F)

Prior to graduating, all students are asked to complete a program eval uation form that measures how students have met the learning objectives of their degree program. The Deans use the resu lts to develop program improvements. A survey out lining the specific learning objectives for each program has been deve loped for this purpose. The intended outcome is that at least 90% of students will agree their program met its objectives.

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3) Alumni Surveys (Appendix VII)

A survey of students graduated in the last fi ve years is conducted biannually. The survey focuses on each graduate'S view of student learning and hi s or her perception of the overall value of the degree program. Positive results will be used in our communications with companies in the area and in our advertising. Results ca lling for improvement are used by the deans to initiate program enhancements and to seek funding for needed improvements. The intended outcome is that at least 90% of alumni will agree their program met their learning object ives.

4) Faculty Surveys (Appendix VIll)

The fac ulty is surveyed annually to evaluate their perceptions of student qual ity and learning, the learning environment in which they teach, and the administrati ve support they receive. Faculty suggestions fo r improvement in student learning outcomes and in the overall effectiveness ofGPS programs are also so licited. The intended outcome is that ali survey items will rece ive a favorab le rating of at least 80%.

D. BASIC SKILLS DEVELOPMENT

Students are expected to join the graduate programs with basic skill s. The Communications, HR, International Management and Leadership programs require a minimum of two years of relevant work experi ence for admission. All applicants are required to submit an essay describing his or her education goals and career experiences. The essay is used to learn about the student 's ability to think and write creatively and critically, and to qualify applicants for admission to GPS programs. Earl y in their programs, writing samples are collected and evaluated by a qualified writing instructor for students in the Communications, Human Resources, International Management and Leadership programs. In addition, during their programs, any student who is identified by the faculty as needing assistance is are counseled to take advantage of the free tutoring services available through the College 's Academic Resource Center. Finally, students in the Communications, Human Resources, International Management and Leadership programs are required to enroll in a course in research, writing aild oral communications in preparat ion for their final project or thesis. A Research Methods course is an electi ve in the Sport Business Management Program.

E. PERSONAL DEVELOPMENT

As mentioned in the Basic Skills Sect ion D, each student submi ts an essay describing his or her education and career experi ences as part of the admissions process. One of the areas covered by the essay is the applicant's reflections on how the program will

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further hi s or her personal and professional goal s. At the end of the program, students use thi s same essay as the bas is fo r evaluating whether the program yielded the outcomes expected by the student. These evaluations are part of the Final Project or Thes is document.

During their programs, students are made aware of professional development workshops and other events on campus and are encouraged to join profess ional assoc iat ions.

Deve loping leadership capabilities is a maj or goal of the six g raduate programs offered by the Schoo l of Graduate & Pro fessional Studi es. The alumni s urvey menti oned above is used to assess the leadershi p achievements of our g raduates (see Appendix VII).

F. EFFECTIVENESS MEASURES

The e ffec ti veness of the School of Graduate & Pro fessiona l Studi es is measured against the goals art iculated in Secti on B, as fo llows :

GOAL MEASURE Relevant Curriculum We review our curricula regularly to assure courses are

meeting the needs of our students and their employers. Theory & Application We use program evaluations and graduate/alumni surveys to

assess how well equipped students and graduates are to meet workplace and marketplace challenges.

Open Exchan ge We use course evaluations, faculty surveys and facul ty meetings to assess whether we have created an open learning environment.

Exce ll ence in Teaching We use faculty and course evaluations and program eva luations to assess the quali ty of our faculty , the content of courses, and the overall value of the classroom experi ence.

Commi tment to Lea rning We use alumni surveys to track how many students pursue advanced degrees, participate in company educational programs, and attend Manhattanville seminars and workshops.

Leadership Development We use the alumn i survey to gather informati on regardin g leadership pos itions held byour graduates.

Additionally, we measure the e ffec tiveness of the School through the fo llowing means:

1. SWOT Analys is (Appendix IX)

A SWOT (Strengths, Weaknesses, Opportunities and Tlu-eats) ana lysis is used to identi fy where changes and improvements are needed within the School of

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Graduate & Profess ional Studies. GPS assesses its internal strengths and weaknesses in delivering high quality business education, and the opportunities and threats that are or may be encountered in the external marketplace. The focus of the SWOT analysis is improving the environment for student learning and di stinguishing GPS from the competition.

Coupled with the results of direct and indirect measures of student learning outcomes, the SWOT ana lysis provides essential information and direction for developing the School's strategic plan.

2. Enrollment Trends

The quality and attracti veness of our programs are best measured by enrollment trends. [fthe number of students seeking admission and graduating from our programs increases, and if companies continue to refer employees to our school, it is a good sign that our programs are fl.dfilling the ir obj ectives.

3. Faculty Retention

The abi lity to attract and retain a highly qualified adjunct faculty is a measure of the quality of our School and its programs. A faculty roster is kept to help determine facu lty turnover and the results of the faculty evaluations conducted after each course are used to detern1ine if faculty should be re-contracted.

4. Budget Attainment

Meeting our revenue targets and attracting funds from the College Administration for the growth of our School are additional ways to measure effectiveness.

G. INTEGRATION WITH PLANNING AND BUDGETING OCESSES

Following is a description of the planning and budgeting processes of the School of Graduate & Professional Studies:

1. The Planning Process

The Middle States Commission on Higher Education has identified strategic planning and its linkage to the budget process as priorities for Manhattanville. A strategic plan is being developed by the College for submiss ion to Middle States in March 2009. GPS, as well as the senior administration of the College, faculty members and staff, are involved in thi s endeavor. The plan is guided by the mi ss ion of Manhattanville College: " to ed ucate ethically and socially responsible leaders for the global community." GPS aligned its strategic plan with the plan submitted by the College to Middle States in 2007. Middle States did not accept

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the plan. When the new plan is complete, GPS will again align its goa ls, programs and action plans to the institution's strategic plan.

As mentioned earlier, a market research study has been commiss ioned to more carefully and clearly identify trends in the graduate business education market. When concluded, GPS will use the study results them- along with the result s of outcomes assessment-to help set its strategic direction.

2. The Budgeting Process

The Vice President of Finance of the College is responsible for coordinating, developing and maintaining the College 's budget based on allocations approved through appropriate academic and administrative processes. The V ice Presiden t of Finance's office prepares reports for College departments and members of the Board of Trustees.

The College budget process is divided into four areas: I) budget development, 2) budget amendment process ing, 3) budget rep0l1ing, and 4) posi tion/salary review. Besides revenue and expense budgets, the College maintains budgets for renovation and building projects. The College 's budget recommendations are submitted to the Board of Trustees for approval.

Following approval of the College budget, the Vice President of Finance approves budget allocations for the functional units of the College. The allocation for the School of Graduate & Professional Studies is based on the experience of previous years, forecasted enrollments, and development of new programs. The budget is the primary instrument of fi scal control and contains all revenue and expenses for a fi scal year.

H. IMPLEMENTING OUTCOMES ASSESSMENT

Implementing thi s outcomes assessment plan involves five activities:

1. Assessment

External assessments currently take place in the areas of technological changes, education industry changes, and competitor changes. In the future , consideration will be given to demographic changes in our target geographic area and changes in company funding of higher education degree programs.

Intcrnal Assessmcnts track progress in fulfilling the miss ion and broad-based goals of Manhattanville College and the School of Grad uate & Professional Studies; the achievement of student learning outcomes; and the support given

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student learning by vari ous Manhattanville College functions, fac ilities and activities.

2. Identification of Changes and Improvements

When the ex terna l and internal assessment activities are completed, evidence is produced and ana lyzed to identify where changes and improvements are needed.

3. Action Planning and Execution

After needed changes and improvements have been identified and agreed upon, acti on plans are prepared and action taken to implement the changes. Action plans are linked to the College's planning and budgeting processes. The GPS Outcomes Assessment Action Plan template is given in Appendix X.

4. Periodic Reviews

Semi-annual ieviews are conducted of the progress made in executing the action plans. The result s of the actions are documented and a determination made if the changes actually improved student learning and the overall effectiveness of the School of Grad uate & Professional Studies. The GPS O utcomes Assessment Plan is then amended as needed and the cycle of assessment, action and review is repeated. The timing of the reviews is coordinated with the College's annual budgeting cycle and the IACBE's arumal report cycle.

5. Reporting

Each year, an annual summary is prepared to: a) record the findings of the assessment process, b) identi fy the changes and improvements that are needed as a result of the assessments, and c) show the realized outcomes as a result of making the changes and improvements. These reports are submi tted to the College Administration and to IACBE.

These five activities are incorporated into the G PS strategic plan.

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Appendices

Copies of the evaluation and survey instruments used by the School of Graduate & Professional Studies to assess learning outcomes are provided in the following Appendices:

APPENDIX I Portfolio Requirements ........ ......... .......... ........ " ................. .... .......... 19

APPENDIX II Final Projects (A through F) .... ... ... .. .......... ......... ... ...... ......... ............ 22

APPENDIX III Thesis Option ....... ........ .. ................. .......... .......... ........... .......... ........ 32

APPENDIX IV Internshi ps ....................................... ................... .......... .. ........ .......... 36

APPENDIX V Faculty and Course Evaluation Form .................... .......... ........ .. ........ 38

APPENDIX VI Graduating Student Surveys (A through F) ............ .................. ........ .40

APPENDIX VII Alumni Survey ........ .......... .......... ........ .. ........ .. ......... .. ....... .. ............... 52

APPENDIX VIII Faculty Survey ........... ........ .......... ........ ............ ................... ............... 55

APPENDIX IX SWOT Analysis Form .................................... ........... ............ ............ 57

APPENDIX X Outcomes Assessment Action Plan Form ......... ......... ....................... 61

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APPENDIX T


Portfolio Requirements

M.S. in Finance M.S. in Integrated Marketing Communications

M.S. in International Management M.S. in Leadership and Strategic Management

M.S. in Organizational Management and Human Resource Development M.S. in Sport Business Managcmcnt

Graduate Certificate in Nonprofit Leadership

At the end of their degree program, students wi ll submit a portfolio of work accomplished duri ng the program together with a written assessment of how the program met I) its published learning objectives and 2) the personal learn ing objectives of the student. Submiss ion of the portfolio is required for graduation. However, the portfolio will not be graded since its purpose is to ass ist the School of Graduate & Profess ional Studies in measuring student learn ing outcomes in order to continuously improve the quality of the degree program.

The portfolio should be neatly assembled and indexed and contain the following:

I. Cover Page (Student Name, Program, Planned Date of Graduation) 2. Program Learning Objectives 3. Personal Learning Objectives 4. List of Courses Taken (including dates) 5. A Major Paper from Each Course Taken (do not include the Final Project Paper) 6. Professional Affiliations and Recognition Received

a. Current memberships in professional associations b. Conferences attended during the program c. Awards and other recognition received during the program

7. 3-5 Page Narrati ve Assessment of Attainment of Program and Personal Learning Objectives

The director of the program and a selected faculty member will evaluate each portfolio using the attached rubric. The director of the program will conduct a progress review of the portfolio after a student has completed four courses.

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Amended 02/2009 APPENDIX I - A IT ACHMENT

Rubric for Portfolio Evaluation

Name of Student: Program: ____________________________________ __ Page 1 of2

Element 0- Unacceptable 1 - Meets Expectations 2 - Exceeds Expectations 3 - Excellent Points

First Portfolio Review: Format and Writing Date Submitted:

Completeness Missing two or Missing one required All required documents All required documents I

more required document submitted submitted and are excellent documents

Organization Disorganized Limited Organization Organized in a clear and Organized in a logical and recognizable pattern unique pattern apparent to

reader immediately Written Many errors Awkward style. Few Acceptable style, vocabulary No errors. Writes clearly Communication errors and grammar and smoothly

First Review Evaluator: Date:

Final Portfolio Review: Evidence of Having Met Learning Objectives Date Submitted:

Completeness Missing two or Missing one required All required documents All required documents more required document submitted submitted and are excellent documents

Organization Disorganized Limited organization Organized in a clear and Organized in a logical and (P roject Management) recognizable pattern unique pattern apparent to

reader immediately

Written Many errors Awkward style. Few Acceptable style, vocabulary No errors. Writes clearly Communication errors and grammar and smoothl y Creativity and Not evident Some level of creativity High level of creativity and Exceptional creativity and Originality evident originality originality Growth and Not evident Single focus or too broad; Multidimensional with Multidimensional with a Reflection lacks supporting evidence sufficient supporting variety of supporting

evidence observations and personal experiences

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Amended 02/2009

Name of Student: Prograrrl: ____________________________________ __ Page 2 of 2

Element 0- Unacceptable 1 - Meets Expectations 2 - Exceeds Expectations 3 - Excellent Points Leadership and Not evident Applies learning to current Applies learning to current Applies learning to current Teamwork situations situations in a convincing situations and gains

manner acceptance by others Business Knowledge Not evident Evidence of basic Good grasp of subject matter Excellent grasp of subject and Skills, including knowledge and ski ll s and can teach others Strategic Analysis and Integration Academic, Business Not evident Ethics evident in High standard of integri ty High standard of integrity and Social Ethics coursework evident in coursework and courage evident in

coursework Global Awareness Not evident Evidence of awareness in Evidence of awareness in Embraces differences in

several areas many areas people, cultures, and perspecti ves

Critical Thinking & Not evident Evidence of critical Evidence of new insights and Analyses are incisive, free of Problem Recognition thinking and of problem different approaches to bias and lead to effective and Problem Solving solving methods problem solving solutions Info rmation Literacy Not evident Familiarity with sources Recognizes when Uses information from a and Application of information is needed and variety of sources effecti vely Quanti tati ve Methods where to get it and with critical evaluation Self-Directed Not evident Recognizes knowledge Recognizes knowledge gaps Demonstrates constant Learning gaps and develops actions to interest in personal and

overcome them professional improvement TOTAL POINTS (Maximum 45)

Comments: __________________________________________________________________________________________________________ ___

Eval uator: __________________________________________ __ Date:

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Amended 02/2009

APPENDIX JI-A


Master of Science in Finance

Final Project

To culminate the Master of Science in Finance, students are asked to: • research an organizational issue of importance to the financial performance of hi s or her

orga ni zation; • consider alternative soluti ons to the issue; • arri ve at a preferred so lution to the issue; • summari ze the results of the research in a case study format; • prepare an annotated bibliography on the chosen topic; • present the case study to an evaluating board comprised of the program director and

selected facuity members; and • prepare an addendum to the case study which describes how thi s project contributed to

the attailUnent of their educational goals? Reference should be made to the goals outlined in the essay submitted as part o f the admiss ions process.

A classroom segment on research and writing wi II be provided to ass ist students in completing their selected projects.

Both the case study and oral presentation should address the following questions: I. What is the financial challenge, problem or issue in your organization? 2. How and why is thi s financial issue of importance? Provide organizational background

to the issue. 3. What is the current thinking on thi s topic - integrate ideas from your Finance courses,

online resources, and printed resources. 4. Is there a particular model or approach that you learned from your Finance studies which

would help you and your organization address the organizational challenge? 5. What recommendations for change, improvement, or action do yo u propose and why?

Who will lead the action and to what extent will you be involved?

Registration and Completion Requirements

Students may register for MFIN 5107 (Final Integrative Project) after completing ten courses in the ir program. Before registering the final project course, students should meet with the Director of the program to di scuss their proposed projects. Appropriate advisors will be appointed to ass ist students in completing their proj ects.

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Amcnded 02/2009

M~~\~ ill Finance Final Project (continued)

Students are expected to complete a full first draft of the paper and the annotated bibliography during the semester in which the student registered for the final proj ect course. The final project, including the oral presentation, must be completed within two semesters.

Final Project Presentation

The Director of the program and/or the facu lty advisor determine(s) when the requirements for the case stud y and bibliography are fli1 filled. The student's oral presentation will then be schedul ed. The ora l presentation should be no more than 20 minutes in length , plus 10 minutes of questions from the audience. The presentat ion will be made to the Director of the program, the faculty advisor, and other facu lty members, as appropriate .

Evaluato rs of the presentation wi ll be the Director of the program, the facu lty advisor and the. If desired, the student may invite guests to the presentation.

Grading

The Directo r of the program and the faculty advisor wi ll evaluate and grade the final project, as fo llows:

• Case Study 65% • Bibliography of Works Consulted 15% • Oral Presentation and Response to Questions 20%

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Amended 02/2009

APPENDIX II-B


Master of Science in Integrated Marketing Communications

Final Project

To culminate the Master of Science in Integrated Marketing Communications, students are asked:

• to do research on a communicati on issue of impoliance to their work/career; • to prepare a written essay summarizing their investigation, • to apply learning from coursework to help resolve the issue, and • to make an oral presentation to faculty reporting on what was leamed.

Both the student' s essay and oral presentation should address the following questions: 6. What is the communicaiion challenge, problem or issue in your organization? 7. How and why is thi s communication issue of importance? Provide organizational

background to the issue. 8. What is the current thinking on this topic - integrate ideas from your Communications

courses, online resources, and printed resources. 9. Is there a particular model or approach that you learned from your Communication

studies which would help you and your organization address the organizational challenge?

10. What recommendations for change, improvement, or action do you propose and why? Who will lead the action and to what extent will you be involved?

11. How did thi s project contribute to the attainment of your educational goals? Reference should be made to the goals outlined in the essay submitted as part of the admiss ions process.

Preparing for the Final Project:

Before registering for MGTC 5099 (Final Project), students should meet with the Director of the program to discuss the proposed project. An appropriate advisor will be appointed.

Students will prepare an annotated bibliography on the chosen topic, a written paper address ing the above questions, and an outline of the Final Project presentation.

Students may register for MGTC 5099 after completing ten Communication courses. During the semester of the course, students are expected to complete a fu ll first draft of the paper and an annotated bibliography.

24

Amcnded 0212009

M,S. ill Integrated Marketing Communicatiolls Final Project (continued)


The Director of the program and/or the faculty advisor detennine(s) when the requirements for the paper and bibliography are fulfilled. The student' s oral presentation will then be scheduled. The ora l presentation should be no more than 20 minutes in length , plus 10 minutes of questions from the audience.

Evaluators of the presentation will be: the faculty advisor and the Director of the program. If desired, thc student may invite guests to the presentat ion.

Grading

• Paper and Executive Summary 65% • Bibliography of Works Cited 15% • Oral Presentation and Response to Questions 20%

25

Amcnded 02/2009

APPEN DIX II -C


Master of Science in International Management

Final Project

To complete the requiremcnts fo r the M.S. in Internati onal Management, each student will research an internatio nal management issue that relates to hi s or her work, write an essay summariz ing hi s or her investi gat ion, and make a multi -media presentation on what was learned. The essay should be th irty to thirty-five pages in length , fo llow MLA sty le gu idelines, and inc lude an executi vc summary and bi bliography of works cited. Site vis its to gather information from internal and externa l contacts are encouraged. The project will be conducted under the g uidance of the Program Director and a faculty adviser.

The essay and oral prescntation should address the following questions: • What is the in ternational challenge, problem or issue in the chosen organization? • I-low and why is thi s international issue of importance to the organi zation? • What is the current th inking on thi s topic? Identify and integrate ideas fro m the International

Management cu rri culum as we ll as printed and online resources. • Is there a particular mode l or approach learned from the International Management program

that wi ll help the student and hi s or her organ ization address the organizational challenge? • What recommendation for change, improvement, or action is proposed and why? Who will

lead the action and to what extent wi ll the student bc invo lved? • How did thi s project contribute to the attainment of the student 's educational goals?

Reference should be made to the goals outlined in the essay submit1ed as part of the admissions process.

Presentation The Program Di rector and/or faculty advisor determine(s) when the requ irements fo r the paper and bibliography are fu lfilled. The student' s oral presentation will then be schedu led. The oral presentation should be no more tha n twenty minutes in length , plus ten minutes for questions. Evaluators of the presentation wi ll be the faculty adviser, the Program Director, and the wri ti ng instructor. I r desi red, the student may invite guests to the presentation.

G rading Grades are based on content, format, and writing and presentation skill s. The number of drafts required to reach a sati s factory final document and the timeliness of submiss ion wi ll be taken into account. Grades will be determined as fo llows:

Paper and Executive Summary 65% Annotated Bibliography 15% Presen tation 20%

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Amended 02/2009

APPENDIX JI-D


Master of Science in Leadership and Strategic Management

Final Project

To culminate the Master of Science in Leadership and Strategic Management, Leadership students are asked:

• to do rescarch on an organizational issue of importance to their work/caree r; • to prepare a written essay summarizing their investigation ; • to apply learning from coursework to help reso lve the issue; and • to make an oral a presentation to faculty reporting on what was learned.

The student's essay as we ll as oral presentation should address the following questions: 1. What is the leadership challenge, problem or issue in your organization? 2. How and why is this leadership issue of importance? Provide organizational background

to the issue. 3. What is the current thinking on thi s topic? Identi fy and integrate ideas from your

Leadership courses, on line resources, and printed resources. 4. Is there a so lution - a particular model or approach- learned from your Leadership

studies that will help you and your organization address the organizational challenge? 5. What recommendations for change, improvement, or action are proposed and why? Who

will lead the action and to what ex tent will you be involved? 6. How did thi s project contribute to the attainment of your educational goals? Reference

should be made to the goals outlined in the essay submitted as part of the ad miss ions process.

Preparing for the Final Project

Before registering for LSMP 5010, students should meet with the Director of the Leadership program to discuss the proposed project, and if appropri ate, identify an advisor.

Students need to successfully complete LSMP 50 J 0 Research Techniques, Writing, and Effective Presentations class. At the end of the course, they will have prepared an annotated bibliography on the chosen topic, a full outline of the paper, and a nearly completed draft of the paper. Students will be advised to take LSMP 50 J 0 Research Techniques, Writing, and Effecti ve Presentations after completing at least nine Leadership courses.

Students should regi ster for LSMP 5099 Final Project in the semester fo llowing successful completion o f LSMP SO I 0 Research Techniques, Writing, and Effective Presentati ons.

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Ame nded 02/2009

M.S. ill Leadership mul Strategic Managemellt Final Project (colltinued)


The Director of the Leadership program and/o r the faculty advisor determine(s) when the requirements for the paper and bibliography are fu lfill ed. The student's oral presentation will then be scheduled. The oral presentation should be no more than 20 minutes in length, plus 10 minutes of questions from the audience.

Eva luators of the presentation will be: the facu lty adv iso r, the Program Director, and the writing professo r. If desired , the student may in vite guests to the presentation.

Grading

• Paper and Executi ve Summary 65% • Bibliography of Works Cited 15% • Oral Presentation and Response to Questions 20%

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Amended 02/2009

APPENDIX ll -E


Master of Science in Organizational Management and Human Resource Development

Final Project

Each student will research an area of interest in the field of human resource management that relates to hi s or her work, wri te an essay summarizing hi s or her investigation, and make an oral presentation on what was learned. The project wi ll be conducted under the guidance of the Program Director and a faculty advisor. The oral presentation will be made to the Program Director, faculty, and, as appropriate, a member or members of the student' s work organization.

Students should have completed all of their required courses with a minimum cumulative average of3 .0 before registering for the Final Project Course. With the Program Director' s advance approval, in some instances students may be allowed to register fo r the Final Project in conjunction with their last course.

The essay should be thirty to thirty-five pages in length, follow MLA style guidelines, and include an executive swnmary and an annotated bibliography of works consulted. The essay should address the fo llowing questions:

1. What is the human resource management challenge, problem or issue in the chosen organization and why was it chosen as the subject of thi s project?

2. How and why is thi s issue of importance to the organization? Provide historical and organizational background to the issue.

3. What is the current thinking on this topic? Identi fY and integrate ideas from the degree program and from printed and online sources.

4. How have other companies addressed the selected challenge or issue? 5. Is there a so lution to the issue? Identify the particular model or approach learned from

the degree program that will help the student and his or her organization address the organizational challenge?

6. What alternati ves for action were considered and what final recommendations for action are proposed and why?

7. Who will be involved in implementing the proposed action(s)? To what extent will the student be involved in the implementation?

8. How wi II success be measured? How wi II the organization know that the recommended actions successfully achieved the expected results?

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Amended 02/2009

M.S in Organizational Managem ent and Human Resource Development Final Project (continued)

9. Additionally, the essay should included a final section devoted to describing I ) the specific areas of the degree program (theori es, app lications, models) that the student found most useful in completing the Final Project; and 2) how the degree program contributed to the attainment of the student' s educational goals/expectations and enhanced the student's understanding of the theory and app li cation of human resource management. Reference should be made to the educational goa ls described in the essay submitted by the student as part of the program admissions process.

Students should submit a draft copy of the essay and bibliography to the Program Director for reVIew.


The oral presentation wi ll be sched uled when the Program Directo r determines that the student has fulfill ed the written requirements of the projec t. The ora l presentation should summarize the essay with the most attention paid to the act ions be taken, the student ' s invo lvcment in implementation, and the value of the degree program in arri ving at a solution to the organizational challenge or issue.

The presentation should be made using availab le audio-visual techniques. The presentation should be no more than twenty-minutes in length and allow an additional ten minutes for questions by the reviewers.

After the essay has been reviewed and the oral presentation made, the student wi ll be asked to make any final revisions to the essay. After making the suggested rev isions, the student should submit two bound copies of the revised essay and presentation with a third copy in e lectronic form (diskette or CD-ROM) to the Program Director for grading.

Grading

Grades are based on content, format, and writing and presentation skill s. The number of drafts required to reach a satisfactory final document and the timeliness of submiss ion will be taken into account. Grades will be determined as follows:

Paper and Executive Summary 65% Annotated Bibliography 15% Oral Presentation and Response to Questions 20%

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Amended 02 /2009

AF JDIX II-F

Rubric for Final Project Evaluations

Name of Student: Program: ____________________ . ________________________ _

E lement 0- Unacceptable 1 - Meets Expectations 2 - Exceeds Expectations 3 - Excellent Points ! Paper Presentation

Completeness M issing required A ll required elements of More than required elements Much more than required elements of project project submitted of project submitted e lements of project submitted

Organizati on Disorganized Organ ized Well organized with clear Organized in an immediately methodology apparent logical and unique

pattern with clear methodology Sty le and Correctness Many errors Sati sfactory writing and No errors. Very readab le No errors. Very clear and

presentation style style. Evident command of smooth writing style, and very presentation material poised and convincing

presentation style Information Literacy Not evident Evidence offamiliarity Familiarity with a variety of Integration and evaluation of

with sources. sources and smooth information from a wide variety Integration of integration of quotations of sources coupled with own quotations/paraphrases critical thin kino-

Crit ical Thinking and Not evident Evidence of critical Evidence of new insights Analyses are incisive, free of Problem So lving thinking and of problem and different approaches to bias and lead to effective

solving methods prob lem solvino solutions Application of N ot evident Grasp of theory and Strong grasp of theory and Very strong grasp of theory and Theory and Models models models and their uses in models and their uses with a

current 5 ituations variety of supporting observations and personal experiences

Creativity and Not evident Some level of creativity High level of creat ivity and Exceptional level of creativity Originality ev ident originality and originality Learning Outcomes Not evident Ev idence of reflection Evidence of reflection and Evidence of reflection, growth

growth and conviction

TOTAL POINTS AWARDED (Maximum 48)

Comments : __________________________________________________________ . ________________________________________________ ___

E val uator: ________________________________________ __ Date:

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Amended 02/2009


M.S. Degree in Organizational Management and Human Resource Development

Thesis Option

APPENDIX III

The Thesis is divided into two parts. Each part is a three-credit course. The requirements for each part are given below.

As the capstone o f the degree program, the Thesis o ffers students the opportuni ty to demonstrate the knowledge and sk ill s they have acquired and to integrate the ir program of study with indepth ex ploration of an area o f interest, purs ued through library research or fi eld work. Throughout the Thesis, the student should reference the specific areas o f the degree program (theories, models, app li cations) that facili tated the study o f their chosen topic.

Wi th the guidance o f a Thesis Director, the Thes is demonstrates the student' s ability to do independent research and present the research foll owing MLA sty le guide lines. Because the thes is shows mastery of method and material, it is tangible evidence of the capacity to do substantive academic work at the graduate level. The Thesis al so demonstrates the student' s ability to write clearl y and logically, to refl ect deeply and think critically, and to develop creati ve, insightful so lutions to problems.

It is important to recognize that the thesis is not merel y a collection of facts gathered by library research. The facts and concepts ga ined by the research must be logically organized and deve loped in support of a single controlling idea or premise- the assertion or thesis from which this academic project takes its name.

The Thesis Director with the help of a faculty ad visor, as appropriate, will be directl y responsible for guiding the student in completing the Thesis. This guidance takes the form of advi sing about research, monitoring progress, and checking work on a schedule arranged by mutual consent. The Thes is Director is al so concerned with clear writing and correct presentation, deve lopment of paragraphs that adequately and accurately support the thes is, proper insertion of quotations and associated reference citations in the text, and appropriate documentation.

Letter grades are assigned to each part of the Thesis. Grades are based on content, format and writing ability, and evidence of crit ical thinking and creati vity. The format must follow MLA style guidelines . The number of dra ft s required to reach a satisfactory fin al document is a lso taken into account.

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Amcnded 02/2009

Th esis OptioJ1 (continued)

T hes is - Part I Students shou ld have completed all of their requ ired courses before registcring for T hesi s - Part I with a minimum cumulative average of 3.0 . In some instances, students may be allowed to register for Thes is - Part I in conjunction with their last course. Upon registration , students should meet wi th the Program Director to di scuss Thesis requ irements and to select a Thesis Director. Thesis P3I1 I should be completed in one semester.

Duri ng Thes is Part I , students will complete the fo llowing requi rements:

I . A chapter outl ine of the Thesis, indicating how many pages will be devoted to each chapter. A sample chapter outline follows:

Chapter I

Chapter II

Introducti on

Historica l Perspect i ve Chart deve lopment: Why is it an emerging issue? How does it relate to corporate culture? How was thi s issue treated in the past? past?

Chapter III Theorists/Practitioners Explain majo r wri ters/theori sts in th is fie ld .

Chapter IV Company Cases, Experiences, Benchmarks, Best Practices

Chapter V Yo ur Own Model/Suggestions How can this model be applied to support organ izationa l effectiveness?

Chapter V I Summary/Conclusion

Chapter V fI Annotated Bibliography/ Works Consulted

2. A 4-6 page introduction (Chapter I) which includes:

• Why the topic was chosen • The student's professional interest or invo lvement in the topic

Estimated Pages 4-6 pages

10-12 pages

10- 12 pages

12- 16 pages

10- 14 pages

8-10 pages

8- 10 pages (I 0- 15 sources)

• The top ic's relationshi p/potential fo r hu man resource management • A descri ption of how the topic rela tes to what the student has learned during hi s or

her program of study • A description of the sources of resea rch materi al • A chapter-by-chapter description of what will be covered in the T hesis • A description of what topic areas will not be covered and why

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Amended 02/2009

Thesis Option (con tinued)

3. A preliminary annotated bibl iography (normally this bibliography is the one developed during OMHR 5007 Resea rch Techniques, Report Writing and Communication Development.

Thesis - Part II Typicall y, Thesis - Part IT takes a yea r from start to completion. An extension may be granted fo r legitimate reasons, but it is general ly advisable not to plan on more than three semesters to complete the Thesis. The process for completing Thesis - P3It II is as fo ll ows:

After success fu lly complet ing Thes is - Part I, students should submit a draft copy of the Thes is (65-80 pages) to the Thes is Director and Program Director for rev iew. The paper shoul d inc lude:

I. Cover page in the required format 2 . A one-page execut ive summary 3. A tab le of contents based on the chapter outline submi tted in Thes is - Part I, with

beg inni ng pages for each chapter shown 4. An annotated bibliography with a minimum of twenty entries o f works consulted.

Students should also subm it at thi s ti me a separate essay of3-5 pages desc ribing how the degree program contributed to their educational goals and how it enhanced their understanding of the theory and appl ication of human resource management. Reference should be made to the educational goals described in the essay by the student when he or she applied for admission to the program .

The Thes is will be evaluated by the Thesis Director and one or two other readers.

After making rev isions suggested by the evaluators , students should submit two bound copies of the final Thes is with a third copy in electronic form (diskette or CD-ROM) to the Program Director for grading.

34

Amend, 12009

Rubric for Thesis Evaluations

Name of Student: Program:

Element 0- Unacceptable 1 - Meets Expectations 2 - Exceeds Expectations 3 - Excellen t Points Completeness Missing required All required elements of More than required elements of Mu ch more than required elements

elements of thesis thesis submitted thesis submitted of thesis submitted Premise Not stated Stated and supported with Stated with conviction and Clearly stated with strong pos ition

data clearly supported with data taken . Pos ition clearly supported throughout thes is

Organization Disorganized Organized Well organized with clear Organized in an immediate ly methodology apparent logical and unique pattern

with clear methodology Sty le and Many errors Satisfactory sty le and No errors. Very readab le style. No errors. Very clearly and Correctness word cho ice. Few errors Good vocabu lary and grammar smoothly written with variation in

sentence patterns Information Literacy Not ev ident Familiarity with sources. Familiarity with wide variety Integration and evaluation of and Documentation Integration of quotations of sources and smooth information from a wide variety of

and paraphrases integration of quotations sources with own critical thinki ng Bibliography Insufficient Adequate number of Relevance of sources and Relevance of sources evident.

sources and proper annotat ions evident. No errors Annotations ins ightful as well as formatting in formatt ing. informative.

Critical Thinking Not ev ident Evidence of critical Evidence of new insights and Analyses are incisive, free of bias and Problem Solving thinking and of problem different approaches to and lead to effective so lutions

solving methods problem so lving App lication of Not evident Grasp of theory and Strong grasp of theory and Very strong grasp of theory and Theory and Models models model s and thei r uses in models and their uses with a variety

current s ituations of supporting observations and personal exper iences

Creativi ty and Not evident Some level of creativity High level of creativity and Exceptional level of creativity and Origina li ty evident originality originality Learning Outcomes Not evident Evidence of reflect ion Evidence of reflection and Ev idence of reflection, growth and

growth conviction TOTAL POINTS (30 Points Maximum)

Comments: __________________________________________________________________________________________________________ ___

Evaluator: Date: --------------------------------------35

Amended 02/2009

A PPENDIX IV

MANHATT ANVILLE COLLEGE School of Graduate & Professional Studies

M.S. in Sport Business Management

Internships

The internship provides students the opportunity to link sport management theory to sport organizati on practi ce. Internshi ps move the indi vidual from the ro le of student to the ro le of profess ional and thus expand career horizons. They providc students the chance to I) ga in va lua ble wo rk experience under the supervis ion of a qua lified practi cing professiona l, 2) develop and expand the ir ne twork of contacts, 3) assume respons ib ility for project deve lopment and implementat ion, and 4) open the c1 00r to fu ture employment.

The learning objectives associated with sport management in ternships include:

• Applying theories and princ iples from the curricul um to specific situations in the sp0l1 industry

• Usi ng interpersonal and professional communication ski ll s • Demonstrati ng creat ivity, initiative and respons ibility • Exercis ing and improving time and stress management skill s • Anal yzi ng profess ional behav ior in the sport industry • Demonstrating criti ca l thinking and problem so lv ing skill s.

To participate in an internshi p, students are required to:

• Attend an ori entation to internships • Establish an email account for internship communications • Subm it a resume and cover letter fo r a prospecti ve employer • Complete bi-weekl y timesheets • Maintain an acti vi ty log, including citati ons of jo urna l art ic les relevant to the acti vities of

the prior two weeks. • Be eva luated by the si te supervisor at the mid-point and end of the internshi p • Complete a major project that includes the assumption of professional andlo r supervisory

responsibilities, and makes a meani ngful and substantia l contribut ion to the host organization.

• Participate in a site visi t by the facu lty supervisor • Complete a Personal Eva luation describing the benefi cia l and detrimental experi ences of

the internshi p • Present an overv iew of the internship (du ties, responsibilities, major project , personal

evaluat ion) in electron ic med ia to the members of the faculty and host organ izat ion.

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Amended 02/2009

Internships (continued)

Grading

Internships are graded pass/fail against the requirements of the internship , using the foll owing point system. Students must attain 85% of the availab le points to pass.

Element Maximum Points

Site Supervisor Evaluations (2) 20 Final Report/Major Proj ect 60 Faculty Site Visit 10 Resume/Cover Letter 10 Article Summaries 50 Presentation 50 Personal Evaluation 50

Total 250 Pass ing (85%) 2 13

37

Amended 02/2009

APPENDIX V


Faculty and Course Evaluation

Faculty Member' s Name C ourse Title C ourse # Term

This evaluation is used to Itelp improve tlte effectiveness of the programs offered by tlte School of Graduate & Professional Studies.

Faculty E ffectiveness

To wltat extellt do you agree with tltefollowillg statements about the effectivelless of the faCilIty member?

I - Strongly Agree 2 - Agree 3 - Ne ither Agree nor Disagree 4 - Disagree 5 - Strongly Disagree

I. Makes purpose and objectives of course clear 1 2 3 4 5 2. Makes overall organization of course clear 1 2 3 4 5 3. Makes course requirements and assignments clear 1 2 3 4 5 4. Makes factors in determining grades clear 1 2 3 4 5 5. Comes prepared to teach 1 2 3 4 5 6. Presents materi al clearly and effectively 1 2 3 4 5 7. Uses audio/visual and/or case stud y materials effectively 1 2 3 4 5 8. Assigns relevant term papers and projects 1 2 3 4 5 9. Uses class time effecti vely 1 2 3 4 5 10. Stimulates interest in and enthusiasm for content of course 1 2 3 4 5 I I. Stimulates students to share information and experience 1 2 3 4 5 12. Grades impartiall y 1 2 3 4 5 13. Shows appropriate interest in and concern for students 1 2 3 4 5 14 . Is accessible to students in and out of class 1 2 1 4 5 -' 15. Fulfills course objectives 1 2 3 4 5 16. Equal to or better than other Manhattanville instructors I 2 3 4 5 17. Overall , an effective teacher I 2 1 4 5 -'

Comments about faculty effecti ve ness: __________________ ___ _

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Amended 02/2009

Co urse Evaluation

How satisjied were you regardillg tlte followillg course factor?

I - Very Satisfied 2 - Satisfied 3 - Neither Satisfied nor Dissatisfied 4 - Dissatisfied 5 - Very Dissatisfied

18. Class preparation requirements 1 2 3 4 19. Difficulty of course related to your ability and preparation 1 2 3 4 20. Difficulty of course re lated to other courses in your program 1 2 3 4 2 1. Pace of instruction 1 2 3 4 22 . Class participation requirements I 2 3 4 23 . Workload (readings, papers, team proj ects) 1 2 3 4 24. Fulfillment of course objectives 1 2 3 4

25. Value of course in increasing your interest in the course subject 1 2 3 4 26. Va lue of course in meeting the objectives o f your I 2 3 4

degree/certificate program 27. Va lue of course in meeting your personal goa ls i 2 3 4 28. Value of course in meeting your professional goals I 2 3 4 29. Overall satisfaction with the course 1 2 3 4

Would you recommend this course to others'! Yes No

5 5 5 5 5 5 5 5 5

5 5 5

Comments about the Course: ___________________ ___ _ _ _

Signed: Optional

Thank you for your cooperation and for the time and effort you spent providing this valuable information.

39

Amended 02/2009

APPENDIX VI-A

MANHATTAN VILLE COLLLEGE

})rogram Objectives:

School of Graduate & Professional Studies

Graduating Student Survey M.S. in Finance (MFIN)

• Possess the skill s and knowledge necessa ry to lead organ izati ons into the future , part icu larly through fam ili a rity with the areas of strategy, finance, and technology.

• Be prepared to operate effecti ve ly and crcat ively in the g lobal marketplace in a highl y cthical and sociall y responsible way.

• Have mastered the arts or crit ica l thinking and e ffecti ve o ra l and written business communications.

• Understand the natu re or co rpora tc finance. the ba nking system and in ves tment s .

• Possess a solid foundation in th e principles and ana lytical techniques used in the lic ld or fin ance.

• Be able to eval uate and integ rate ini"o rm81ion li'om a wide var iety of so urces. • Be able e fkctivel y ana lyze and participate in the so luti on ofpractieal f'inancia l prob lems

as well as apply princip les o f finance to conceptua l problems.

• Be ab le to analyze comp lex business situa tions and make so und j udgments and reco ll1mendatio ns ii'o m a linanci al perspective.

Reflectillg 011 these objectives and your experiellce at Man/zattanville, to what extent do you agree with the JOllOlvillg statements?

I - Strongfy Agree 2 - Agree 3 - Ne ith er Agree nor Disagree 4 - Disagree 5 - Strongly Disagree

I. My graduate program achieved it s objectives. I 2 3 4 5 2. My graduate program met my ex pectations. I 2 3 4 5 3. My grad uate program is re levant to my work. I 2 3 4 5 4. My graduate program will be beneficial to my career I 2 3 4 5

advancement. 5. I grew personally and pro fessionally as a result of my program . I 2 3 4 5 6. The facu lty was effective in presenting course content. I 2 3 4 5 7. The facu lty was effective in fostering an open exchange of ideas. I 2 3 4 5 8. The fac ulty was accessible . I 2 3 4 5 9. The facult y was fair in grading. I 2 3 4 5 10. The curriculum was inte ll ectuall y and profess io nal ly cha ll enging. I 2 3 4 5 II . None of my courses was too easy. I 2 3 4 5 12. None of my courses was too hard. I 2 3 4 5

40

A mended 0212009

Graduating Student Survey - M.S. ill Finance (continued)

13. Small class size was a pos iti ve feature o f the program. I 2 3 4 14. The weekend scheduling was a positive feature. 1 2 3 4 15. My interaction with the academic dean was pos itive throughout I 2 " 4 J

my program. 16. My interaction with the administrative sta ff was pos iti ve . I 2 " 4 J

17. The facu lty, dean and staff were Oex ibl e in addressing my I 2 3 4 indi vidual needs.

18. The Manhattanville campus, fac ilities and services created an I 2 " 4 J environment conducive to learn ing.

19. I wou ld recommend this graduate program to others . I 2 3 4 20. I plan to be an active member of the Manhattan vi lle alumn i. 1 2 3 4 21. Overall , I am sat isfied with my educational experience at I 2 " 4 J

Manhattanville .

22. Please comments on any statements you strongly di sagreed with.

23. Please make any suggestions you wish about improving the program .

S igned: ________________________________ __ Date: (opti onal)

Thank yo u for your cooperation and for the time and effort you spent providing this valuable info r mation.

5 5 5

5 5

5

5 5 5

41

Amended 02/2009

A PP EN DIX VI-B

MANHA TT ANVILLE COLLLEGE School of Graduate & Professional Studies

Graduating Student Survey M .S. in Integrated Marketing Communications (MGTC)

Program Objectives: • Possess the ski ll s and knowledge necessary to lead organizat ions into the future,

parti cularl y tlu'ough familiarity with the areas o f strategy, finance, and technology. • Be prepared to operate e ffecti ve ly and creati vely in the globa l marketpl ace in a highly

ethi cal and socially respo ns ible way. • Have mastered the arts o f criti ca l thinking a nd e ffecti ve ora l and written bus iness

communications. • Understand the need to integrate communications with an organi zation 'S marketing and

financia l objectives . • Understand the need to maintain a consistent brand image and ensure that a coherent

organ izational message is delivered to intem a l and ex temal audiences.

Reflecting 0 11 these objectives and your experiellce at Mal/hal/anville, to what extellt do you agree with the jollowillg statements?

I - Strongly Agree 2 - Agree 3 - Neither Agree nor Disagree 4 - Disagree 5 - Strongly Disagree

I. My graduate program ach ieved it s obj ectives. I 2 3 4 2. My graduate program met my expectati ons. 1 2 3 4 3. My graduate program is relevant to my work. 1 2 3 4 4. My graduate program will be beneficial to my career 1 2 ~ 4 -'

advancement. 5. I grew personally and professiona ll y as a result of my program. J 2 3 4 6. The facu lty was e ffecti ve in presenting course content. J 2 3 4 7. The fac ulty was effecti ve in fosterin g an open exchange of ideas. I 2 3 4 8. The faculty was accessible. J 2 3 4 9. The faculty was fair in grading. 1 2 3 4 10. The curricu lum was intellectually and profess iona ll y challenging. J 2 3 4 II. None of my courses was too easy. J 2 3 4 12 . None o f my courses was too hard. I 2 ~ 4 -'

5 5 5 5

5 5 5 5 5 5 5 5

42

l\ mended 0212009

Graduatillg Student Survey - M.S. ill Illtegrated Marketillg Communication (colltillued)

13. Small class size was a positive feature of the program. I 2 3 4 5 14. The weekend scheduling was a positi ve feature. 1 2 3 4 5 15. My interaction with the academic dean was positi ve throughout I 2 3 4 5

my program. 16. My interaction with the administrative staff was positive. I 2 3 4 5 17. The fac ulty, dean and staff were fl ex ible in address ing my I 2 3 4 5

individual needs. 18. The Manhattanvi ll e campus, faciliti es and services created an I 2 ~ 4 5 ,)

environment conduci ve to learning. 19. I wo uld recommend thi s graduate program to others. I 2 3 4 5 20. I plan to be an active member of the Manhattanville alumni. I 2 3 4 5 2 1. Overa ll , I am sati sfi ed wi th my educationa l experience at I 2 3 4 5

Manhattan vi li e.

22. Please comments on any statements you strongly disagreed with.

23. Please make any suggestions you wish about improving the program.

Signed: ________________________________ __ Date: ____________________ ~ (optional)


43

Amended 0212009

APPENDfX Vf-C

MANHA TT ANVILLE COLLLEGE School of Graduate & Professional Studies

Graduating Student Survey M.S. in International Management (MSIM)

Program Objectives:

• Possess the ski ll s and knowledge necessary to lead organizations into the future, particul arl y through familiarity with the areas of strategy, finance, and technology.

• Be prepared to operate effecti ve ly and creati vely in the global marketpl ace in a highl y ethical and socially responsible way.

• I-fave mastered the arts of crit ical thinking and effect ive oral and written bus iness communicati ons.

• Embrace cultural differences and dea l comfortab ly with complexity a nd ambiguity . • Seize opp0l1unities for business success in both mature and emerging markets.

Reflecting 011 these objectives and your experience at Manhallanville, to what extent do you agree wittz the/olio wing statements?


1. My graduate program achieved its objectives. I 2 3 4 5 2. My graduate program met my expectati ons. I 2 3 4 5 3. My graduate program is relevant to my wo rk. I 2 3 4 5 4. My graduate program wi ll be beneficial to my career I 2 3 4 5

advancement. 5. I grew personally and professionally as a result of my program. I 2 3 4 5 6. The faculty was effective in presenting course content. J 2 3 4 5 7. The facult y was effective in fo sterin g an open exchange of ideas. I 2 3 4 5 8. The facu lty was access ible. I 2 3 4 5 9. The faculty was fair in grading. I 2 3 4 5 10. The curri culum was intellectually and profess iona ll y cha llenging. I 2 3 4 5 II . No ne of my courses was (00 easy. I 2 3 4 5 12. None of my courses was (00 hard. I 2 3 4 5

44

Amended 02/2009

Graduating Studeflt Survey - M.S. ill Internatiollal Management (continued)

13. Small class size was a positive feature of the program. I 2 3 4 5 14. The weekend scheduling was a positive feature . I 2 3 4 5 15. My interaction with the academic dean was pos itive throughout I 2 3 4 5

my program. 16. My interacti on with the admini strative staff was positive. I 2 3 4 5 17. The faculty, dean and staff were flexibl e in addressing my I 2 3 4 5

individual needs. 18. The Manhattanvi ll e campus, fac ilities and services created an I 2

.., 4 5 j

environment conducive to learning. 19. I wo uld recommend thi s graduate program to others. I 2 3 4 5 20. 1 plan to be an active member of the Manhattanville a lumni. I 2 3 4 5 2 1. Overall , I am satisfied with my ed ucational experience at I 2 3 4 5

Manhattanville.

22. Please comments on any statements you strongly disagreed with.

23 . Please make any suggestions you wish about improving the program.

Signed: __________ ~~--~---------------- Date: ______________________ _ (optional)


45

Amended 02/2009

APPENDIX YI-D

MANHA TTANVILLE COLLLEGE School of Graduate & Professional Studies

Graduating Student Survey M.S. in Leadership and Strategic Management (LSMP)

Program Objectives: • Possess the skill s and knowledge necessary to lead organizations in to the future,

particularl y through familiarity with the areas of strategy, finance, and technology. • Be prepared to operate effecti vely and creatively in the global marketplace in a highl y

ethical and socially responsible way. • Have mastered the arts of critical thinki ng and effective ora l and written business

communications. • Lead change effective ly, that is, with vision and a sense of entrepreneurship. • Promote teamwork and collaboration and develop the ski ll s required to communi cate,

moti vate and inspire others to action .

Reflecting on these objectives and YOllr experience at Malllwttanville, to what extent do YOII agree with tlte following statements?


1. My graduate program achieved its objectives. I 2 3 4 5 2. My graduate program met my expectations. I 2 ~ 4 5 j

3. My graduate program is relevant to my work. I 2 3 4 5 4. My graduate program wi ll be beneficial to my career 1 2 3 4 5

advancement. 5. I grew personall y and professionally as a result of my program. 1 2 3 4 5 6. The faculty was effective in presenting course content. I 2 3 4 5 7. The faculty was effective in fostering an open exchange of ideas. 1 2 3 4 5 8. The faculty was accessible. 1 2 3 4 5 9. The faculty was fair in grading. 1 2 3 4 5 10. The curriculum was intellectually and professionally challenging. I 2 3 4 5 II. None of my courses was too easy. 1 2 3 4 5 12. None of my courses was too hard . 1 2 ~ 4 5 j

46

Amended 02/2009

Graduating Studelll Survey - M.S. in Leadership and Strategic Mallagement (continued)

13. Small class size was a positive feature of the program. I 2 3 4 5 14. The weekend scheduling was a positive feature. I 2 3 4 5 15. My in teraction with the academic dean was positive throughout 1 2 3 4 5

my program. 16. My interaction with the admi nistrative staff was positi ve. I 2 3 4 5 17. The facu lty, dean and staff were fl ex ible in addressing my I 2 3 4 5

indi vidual needs. 18. The Manhattanvi ll e campus, faci li ties and services created an I 2 3 4 5

environment conducive to learning. 19. I wo uld recommend thi s graduate program to others. I 2 3 4 5 20. I plan to be an active member of the Manhattanville alumni. I 2 3 4 5 2 1. Overall , I am sati sfied with my educational experi ence at 1 2 3 4 5

Manhattanville.

22. Please comments on any statements yo u strongly disagreed with.

23. Please make any suggestions yo u wish about improving the program.

Signed : __________ ~~--~---------------- Date: _ __________________ _ (optional)

Thank you for your cooperation and for the time and effor"! you spent providing this valuable information .

47

Amended 02/2009

APPENDIX VI-E

MANHATTANVILLE COLLLEGE School of Graduate & Professional Studies

Graduating Student Survey M.S. in Organizational Management

and Human Resource Development (OMHR)

Program Objectives: • Possess the skills and knowledge necessary to lead organizations into the future,

particularl y through fam iliarity with the areas of strategy, finance , and technology. • Be prepared to operate effectively and creatively in the global marketplace in a highly

ethical and sociall y responsible way. • Have mastered the art s of criti cal th inking and effecti ve oral and written business

communications. • Prepared students to be strategic business partners and an integral part of the senior

management team, • Understand the complex legal implications of diverse and global workplaces,

Reflecting 011 these objectives and your experiellce at Mall/zattallville, to wltat extent do you agree with the followillg statements?

I - Strongly Agree 2 - Agree 3 - Neither Agree nor Disagree 4 - Disagree 5 - Strong ly Disagree

I. My graduate program achieved its objectives, 1 2 3 4 5 2. My graduate progTam met my expectations, 1 2 3 4 5 3, My graduate program is relevant to my work, I 2 3 4 5 4, My graduate program wil l be beneficial to my career I 2 3 4 5

advancement. 5. I grew persona ll y and profess ionally as a resu lt of my program , 1 2 3 4 5 6, The faculty was effective in presenting course content. I 2 3 4 5 7, The faculty was effective in foste ring an open exchange of ideas, I 2 3 4 5 8, The faculty was accessible, I 2 3 4 5 9. The faculty was fair in grad ing, 1 2 3 4 5 IO. The curriculum was intellectually and professionally challenging. I 2 3 4 5 II. None of my courses was too easy. I 2 3 4 5 12. None of my courses was too hard, I 2 3 4 5

48

Amended 02/2009

Gradullting Student Survey - /vl.S. ill Orga"izatioJ1a! ll1allagemelll & Hllman Resource Development (continued)

13. Small class size was a positive feature of the program. I 2 3 4 14. The weekend scheduling was a positive fea ture. I 2 3 4 I S. My interaction with the academic dean was positive throughout I 2 3 4

my program. 16. My interaction with the admi nistrative stafr was positive. I 2 3 4 17. The facu lty, dean and staff were nex ible in address ing my I 2 3 4

individual needs. 18. The Manhattanvill e campus, fac ilities and services created an I 2 3 4

environment conducive to learning. 19. I wou ld recommend thi s grad uate program to others. I 2 ~ 4 J

20 . I plan to be an act ive member of the ManJlaltanvill e alumni . I 2 ~ 4 J

2 1. Overall , I am sati sfi ed with my educational experi ence at I 2 3 4 Manhattanvill e.

22. Please comments on any statements you strongly di sagreed with.

23 . Please make any suggestions you wish about improving the program.

Signed: __________ ~~--~----------------(optional)

Date:


5 5 5

5 5

5

5 5 5

49

Amended 02/2009

MANHATTAN VILLE COLLLEGE School of Graduate & Professional Studies

Graduating Student Survey M.S. in Sport Bus iness Management

APPENDIX Vl-F

Program Objectives: • Possess the sk ill s and knowledge necessary to lead organi zations into the future,

particu larl y through fami li arity with the areas of strategy, finance, and technology. • Be prepared to operate effectively and creatively in the globa l mark etplace in a highl y

ethical and social ly responsib le way.

• Have mastered the arts o f critical thinking and effecti ve oral and written business communi cations.

• Provide a thorough interdi sc iplinary busincss background for applicat ion in the sport and fi tness industri es .

• Develop the flexibility to take advantage of developing career opportun ities in a new fi e ld of management.

Reflecting on these objectives and your experience at Manhattallvifle, to what extent do you agree .vitll the following statements?

I - Strongly Agree 2 - Agree 3 - Neither Agree nor Di sagree 4 - Disagree 5 - Stron gly Disagree

1. My graduate program achieved its objectives. 1 2 3 4 5 2. My graduate program met my expectations. I 2 3 4 5 3. My graduate program is relevant to my work. 1 2 3 4 5 4. My graduate program wil l be beneficial to my career 1 2 3 4 5

advancement. 5. J grew personally and professionally as a resu lt of my program. I 2 3 4 5 6. The faculty was effecti ve in presenting course content. I 2 3 4 5 7. The fac ulty was effecti ve in fostering an open exchange of ideas. 1 2 3 4 5 8. The fac ulty was accessible. 1 2 3 4 5 9. The faculty was fair in grading. 1 2 3 4 5 10. The curriculum was intellectual ly and pro fessiona lly challenging. 1 2 3 4 5 II. None of my courses was too easy. 1 2 3 4 5 12. None of my courses was too hard . I 2 3 4 5

50

A mended 02/2009

Graduating Student Survey -lVl.S. in Sport Business Jl1anagemel11 (colilinued)

13. Small class size was a positi ve feature of the program. 1 2 3 4 14. The weekend scheduling was a positive fea ture. 1 2 3 4 15. My interacti on with the academic dean was positive throughout 1 2 3 4

my program. 16. My in te ractio n with the admini st rati ve staff was positive. I 2 3 4 17. The faculty, dean and staff were fl ex ible in add ress ing my I 2 3 4

indiv idual needs. 18. ·fh e Manhattanvill e campus, faci lities and serv ices created an I 2 J 4

environment conducive to learnin g. I-c--:--

19. I wo uld recommend thi s graduate program to others. I 2 ~ 4 .)

'2ifTP-lan to be an active member of the ManJlattanvil le a lumni. 1 2 ~ 4 .)

21. Overal l, I am satisfied with my educational experience at 1 2 J 4 Manhattanville.

22. Please comments on any statements YOll strongly di sagreed with.

23. Please make any suggestions yo u wish abo ut improving the program.

S igned: __________ ~~--~----------------(optiona l)

Date:

Tha nk yo u for your coopera tion and for the time and effort you spent providing this valuable information.

5 5 5

5 5

5

5 5 5

51

Amended 02/2009

APPENDIX VI!


Alumni Survey

1. General Information a. What year did yo u graduate from Manhattanvi ll e? _ ___ _

b. In whi ch program were yo u enro ll ed? M.S. in Finance M.S. in Organizational Management & I-Iuman Resource Deve lopment M. S. in Leadership and Strategic Management M.S. in Management Comm unications M.S. in International Management M.S. in Sport Business Management Graduate Certificate in Nonprofit Management

c. What was your undergrad uate major? ____ _ _ _____ _ ____ _

d. How would you descri be yo ur position upo n entering Manhattanvill e?

__ Executi ve Management

Ad mini strative

Management

Unemployed

Professiona l

Other

e. Were you promoted whil e yo u pursued your degree? __ Yes No

f. How would you descri be your position upon graduating from M anhattanvill e?

Executi ve Management

Admini s trative

Management

Unemployed

g. Have yo u been promoted since comple ting your degree?

Professional

Other

Yes No

h. Have you changed careers s ince completing your degree? __ Yes No

I. How would you describe your current position?

__ Executive Management

Admini strati ve

Management

Unemployed

Professiona l

Other

J. How many years have you he ld your current positio n? ______ ____ _

52

Amended 02/2009

Alumni Survey (continued)

k. Have you published any article or books since graduating from Manhattanville? [f yes, how many?

Number: 1-2 3-4 5-6 More than 6

l. Have you given a formal public presentation at a conference, association meeting or other organization since graduating from Manhattanville? [f yes, how many?

Number: 1-2 3-4 S-6 More than 6

m. Have you earned additional degrees/certifications since graduating from Manhattanville? If yes, which degree(s)?

M.S. MA MBA Ph.D. Certificate in --- ----

n. Have you kept in contact with others you met during your program at Manhattanville? [fyes, with whom?

Fellow Students Faculty Staff

o. Do you belong (0 a professional association? Which one(s)?

2. Value of the Program

Other

Thinking back on your time at Manhattanville, to what extent do you agree with the following statements about your program?


I. Course content was valuable. I 2 3 4 5 2. Materials / books / papers immediately applied to work. I 2 3 4 5 3. Course schedule was convenient I 2 3 4 5 4. Faculty was knowledgeable and motivating. I 2 3 4 5 S. Faculty provided valuable advice. I 2 3 4 5 6. Staff provided valuable advice. I 2 3 4 5 7. Program met my expectations about quality. I 2 3 4 5 8. Campus experience supported learning. I 2 3 4 5 9. What 1 learned was a good return on my tuition investment. I 2 3 4 5 10. Knowledge and skills were immediately transferable to work. I 2 3 4 5

S3

Amended 02/2009

Alumni Survey (colltinued)

As a graduate, to what extent do you agree with the/ollowing statements about attainment 0/ your personal alld professional objectives?


II . My program met my learning objectives. I 2 3 4 12. My program enabled me to apply learning directly to work. I 2 ~ 4 .)

13. My program helps me obtain/keep employment. I 2 3 4 14. My program prepared me for employment advancement. I 2 3 4 IS. My program helped me change careers . I 2 3 4 16. My current position is directly re lated to my program. J 2 3 4 17. My program helps me achieve Illy personal goa ls. J 2 3 4 18. My program he lps me ach ieve Illy professional goal s. I 2 3 4

19. I-low likely are you to recommend Manhattanvi lle to a fTiend or relative?

_ Very Likely _Like ly _ Neither Likely nor Un likely _ Unlikely _ Very Unlikely

20. Have you already recommended a fr iend or relative to Manhattanville?

Yes No

3. Suggestions for Improvement

What program improvements wo uld yo u recommend to enhance the learning experience at Manhattanville? Considering the following:

• Registration process • Classroom environment

• Curriculum • Media services

• Faculty • Library/research services

• Schedule • Food facilities

• Staff support

5 5 5 5 5 5 5 5

Signed: _ ____________ _ Date: _ __________ _ (optiona l)

Thank you for your cooperation and for the time and effort you spent providing this va luab le information.

54

Amended 02/2009

MANHA TTANVILLE COLLEGE School of Graduate & Professional Studies

Faculty Survey

Please indicate the program(s) in which you teach. M.S. in Finance M.S. in Integrated Marketing Communications M.S. in International Management M.S. in Leadership & Strategic Management M.S. in Organizational Management & 1·luman Resource Development M.S. in Sport Business Management Graduate Certificate in Nonprofit Leadership

To what extent do you agree with the following statements"!

APPENDIX VlII


Students

I. Students admitted to the program are of uniformly high quality. 1 2 3 4 5 2. Students come to class well prepared. 1 2 3 4 5 3. Students complete assignments on time. 1 2 3 4 5 4. Students demonstrate a high quality of organization and thought 1 2 3 4 5

in the assignments they complete. 5. The level of student participation in class discussion is 1 2 3 4 5

satisfactory. 6. Students transfer learning from one class to another; i.e., what 1 2 3 4 5

students have learned in other classes of this program enhance the discussion in my class.

Teachin~ Environment 7. I have the freedom to conduct my classes as I deem appropriate. 1 2 3 4 5 8. Class schedules are satisfactory. 1 2 3 4 5 9. The classroom facilities are conducive to learning. 1 2 3 4 5 10. Media services are satisfactory. 1 2 3 4 5 I I. Library services are satisfactory. 1 2 3 4 5 12. The teaching environment at Manhattanville enhances my 1 2 3 4 5

professional development. 13. Interaction with other Manhattanville faculty enhances my 1 2 3 4 5

teaching ability and professional development.

55

Amended 02/2009

Faculty Survey (continue)

To what extent do you agree with the following statements?

I - Strongly Agree 2 - Agree J - Neither Agree nor Disagree 4 - Disagree 5 - Strongly Disagree

14. The support given by the Manhattanville staff is responsive and of I 2 3 4 high quality.

15. The staff is open to new ideas and new ways of doing things. I 2 3 4 16. The process for contracting faculty is sati sfactory. I 2 3 4 17. The processes for syllabus preparation, grading, and grade 1 2 3 4

submi ss ion are satisfactory.

Please comment on those statements with which you Strongly Disagreed.

Please let us know if you have suggestions for how the School of Graduate & Professional Studies can enhance student learning and improve the overall effectiveness of our programs.

Signed: ______________________________ _ Date: ____________________ __

Thanl, you for your cooperation and for the time and effort you spent providing this valuable information.

5

5 5 5

56

Amended 02/2 009

APPENDIX IX

MANHA TTANVILLE COLLEGE School of Graduate & Professional Studies

SWOT Analysis

SWOT ana lysis is one way of identifying an inst itution 's internal strengths and weaknesses and external opportuniti es and threats. In conducting the ana lysis it is helpful to keep comparisons to local competi tors in mind . Some examples are li sted below:

• Strengths - internal focu s such as knowledge and competence of fac ulty; tuition cost advantages compared to loca l competitors; and ab ility to create new programs much quicker than other institutions.

• Weaknesses - internal foc us such as lim ited technologica l support or weak markct Image.

• Opportunities - ex terna l focus such as new international or online market opportuni ti es or industry interest in partnering with col leges for employee educa tion .

• Th,-eats - externa l focus such as market saturation and competitor expansion or intense competition for scarce faculty resources.

Instructions:

1. Please identify the major strengths, weaknesses, opportunities and threats app licab le to GPS.

STRENGTHS:

WEAKNESSES:

57

Amended 02/2009

SWOT A llalysis (colllilllled)

OPPORTUNITIES:

THREATS:

2. Considering all the factors you have iden tifi ed, which are the top li ve areas that the Schoo l of Graduate and Professional Studies should pursue to increase the effecti veness of its programs?

a. b. c. d. e.

3. For each of these top fi ve priorities, please identi fy the changes and improvements you think would be benefic ial to the School by responding to the questions on the attachment.

58

Amended 02/2009

APPENDIX IX - ATTACHMENT

School of Graduate & Professional Studies

SWOT Analysis - Priority Changes and Improvements

Priority: ________________________________ _

1. Describe the specific change or improvement that you believe is needed.

2. Provide ev idence and/or your rati onale to support making the change or improvement.

3. What suggestions can you offer on ways to make the change or improvement?

4. Is there an anticipated cost associated with the recommended change or improvement? If so, can you provide an approximate range of cost?

5. Who will be impacted by the proposed change or improvement?

59

Amended 02/2009

SWOT Altalysis - Priority Challges find Improvements (coll tiuuetl)

6. Who should be invo lved in maki ng the proposed change or improvement?

7. What are the expected outcomes if the change or improvement is made?

Signed : __________________________________ ___ Datc: __________________ __

60

Amended 0212009

APPENDIX X

MANHA TT ANVILLE COLLEGE School of Graduate & Professional Studies

Outcomes Assessment Action Plan

PART I: Identification and Decision

I. As a result of the outcomes assessment process, classify the identified change or improvement as one of the following:

An issue to be resolved An objective to be accomplished An outcome to be real ized

2. Describe the identified issue, objective or outcome.

3. Provide any background informat ion that is important to the issue, objective or outcome.

4. Provide evidence to support the benefit of pursuing the resolution of the issue, the accomplishment of the objective, or the realization of the outcome.

5. Identify a minimum of three strategies (alternative ways) to resolve the issue, accomplish the objective, or reali ze the outcome.

Strategy I:

Strategy 2:

Strategy 3:

6. Decide whether it is worthwhile to proceed with the action. Proceed Do No t Proceed (explain why) ___________ ____ _

61

Amended 02/2009

Outcomes Assessment Action Plan (continued)

PART II: Plan of Action

1. Identify the preferred strategy from Part I: Strategy No. _____________ _

2. Identify the tasks to be performed to implement the preferred strategy.

3. Identify who will be responsible for carrying out this plan of action: ________ _

4. Identify other departments with which coordination must take place for the successful implementation of this plan of action.

5. Identify how and when completion of this action plan will be determined,

6. Identify the estimated start and completion dates of this action plan. Estimate start date: Estimated completion date:

7. Identify the cost of this plan in staff, operating expenses and capital outlay.

Number of full-time equivalent staff (FTE): Cost of full-time equivalent staff: Operating Expenses: Capital Outlay:

PART III: Outcomes Assessment

1. Identi fy the expected outcomes of this plan of action.

2. Describe the evaluation process for detemlining if the issue has been resolved , the objective accomplished, or the outcome realized.

Prepared by: ___ _____ _ _____ _ _ Date: --- -------

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Documents

OUTCOMES ASSESSMENT PLAN - Manhattanville … of Business...report to IACBE. This report details ... graduate programs in Human Resources, Leadership, ... Outcomes Assessment Plan