PROGRAM REVIEW BUSINESS ADMINISTRATION€¦ · RhumbaClub inc Operation Officer ZAK Products Financial Controller Petland Retail General Manager William Woods University MBA Student

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PROGRAMREVIEW

BUSINESSADMINISTRATION

HISTORY,MISSION,ANDVISIONOFTHEPROGRAM 2

SECTION1:STUDENTDATA 2

SECTION2.FACULTYANDRESOURCES 13

SECTION3:FINANCIALANALYSISOFPROGRAM 17SECTION4:OBJECTIVESANDASSESSMENT 18

SECTION5:EXTERNALREVIEW 59

SECTION6:CONCLUSIONSANDRECOMMENDATIONS 65

APPENDIXA:LIBRARYREPORT 70

APPENDIXB:ANNUALASSESSMENTREPORT2014 74

APPENDIXC:PROGRAMCHECKLIST 203

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Business Administration

5-Year Program Review

2014-2015

History, Mission, and Vision of the Program Similar to the WWU Mission and Vision Statements, the Business Administration (BADM) faculty have developed its own Business Mission Statement and Vision Statement (see in BADM 2013-14 annual program assessment report). These statements articulate to the students and other stakeholders the program’s commitment to a continuous adaptation to the professional environment. Communications with alumni and current students have indicated that college students, in the 21st century, will need more technology than previous generations to be successful in their professional careers. Consequently (BADM) faculty have changed the curriculums of some core courses, as well as the 5 concentrations course content in Economics/Finance, Advertising/Marketing, Management Information Systems, Management, and Accounting. In the past 10 years, the business program has adapted to an increase in the number of transfer students enrolled in upper level classes by providing more flexibility in the course offerings. All BADM students have an option to receive their instruction in-seat, online or a hybrid of the two methods. Faculty may use Owlnet or Learning House to support their course management options. In fall 2015, the BADM program will offer the major core courses and management concentration in an online format. All courses will be offered online at least once every two years. Other changes in the program have included that BADM majors and minors can elect the MBA in 5 path and graduate with their MBA five years after matriculation. William Woods Business Programs Linked In social media groups allows BADM students to communicate with external stakeholders (alumni, business community, and adjunct business faculty) to receive updates and comment on those updates. The business program does rely on the general education program to support its qualitative and quantitative coursework. Subsequently, the BADM faculty have initiated a discussion of how to implement a formal assessment process.

Section 1: Student Data

A: Demographics Chart 1. Current number of declared majors and minors (combine both Major 1 and 2 totals as

declared majors) 2. Declared majors and minors for each of the last 5 years. 3. Declared number of students for each concentration offered. (add rows as needed for

concentrations)

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Program:BusinessAdministration 10/11 11/12 12/13 13/14 14/15DeclaredMajors(asofOct.15) IncomingFreshman 18 17 14 17 21 Transfers 10 6 6 11 3 Total 110 105 99 106 101 UndergraduateEnrollment 1,179 1,079 1,009 1,006 1,006 DeclaredMinors 69 71 78 73 70 Concentrations Accounting 8 10 11 14 12 Advertising&Marketing 62 52 37 33 27 Economics&Finance 27 22 19 13 16 Management 34 25 33 33 31 ManagementInfoSys 15 12 11 7 8 GraduatedMajors 26 28 28 23 NA GraduatedMinors 19 NA RetentionRate:IPEDSdefinition1 University 66.8% 76.2% 70.5% 76.3% NAProgram 22/28 20/24 15/20 18/25 NA

78.57% 83.33% 75.00% 72.00% GraduationRate:IPEDSdefinition2 04/05 05/06 06/07 07/08 08/09University 52.4 50.2 50.5 56.3 52.4%Program 8/21 33/42 9/15 17/23 18/27

38.10 78.57 60.00 73.91 GraduationRate:TransferStudents3 University 71.2% 68.8% 63.2% 66.7% 67.4%Program 2/3 8/9 5/5 10/13 5/10 66.67 88.89 100.00 76.92 50.001=%offull-time,first-timestudentsthatreturntotheinstitutioninthesubsequentfallsemester

2=%ofthefull-time,first-timecohortthatgraduatewithin6years 3=%oftransferstudentsnewtotheinstitutioninthefallsemesterthatgraduatewithabachelorsleveldegree

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Reflection on the Demographic Data: The data indicates that the business program has a slightly trending decrease in the retention rate in the major and within the concentrations. However, the number of majors and minors supports that the number of course offerings can remain constant to ensure the longevity of the program. The trends with the transfer students indicates a downward trend over the last 3 years. Similarly, the University retention rates had decreased for 3 years. The BADM program’s goal is to maintain or improve the retention rate to the 80% rate over the next five years. Currently, the retention rate is less than the 80% goal by about 8%. One reason for the decline maybe the increased use of adjuncts and the strain placed on the current faculty of one less FTF to advise, attend campus functions, and teach in the program. The BADM faculty hope that the MBA in 5 option and the BADM online course offerings will increase overall course enrollments and retention rates.

B: Placement Numbers (do not need specific student names, aggregated data on students is appropriate)

Chart 1B: 1 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 Number of Graduates (total graduates, not cohort)

27 26 27 18

Employed Within Field

21 22 23 13

Employed Outside of Field

0 2 0 2

Graduate School

0 0 0 4

Not known 6 2 4 1 The above date was collected from the WWU Business Program LinkedIn account. The University Advancement specialist created the account in January, 2013 with four specific objectives:

• Track graduates’ employment. • Network with alums to drive internships, job opportunities, and future programs. • Gather feedback, recruit guest speakers, recruit advisory board members, etc. • Build brand awareness of the WWU Business Program.

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Initially, the Business faculty invited their contacts to join this account. During the summer of 2014, an invitation was sent to MBA, business and accounting alumni to join the WWU Business LinkedIn account. Consequently, 357 alumni and professionals have joined this group. To continuously increase enrollment, several business faculty require their students to develop a professional LinkedIn account and submit discussion items on the LinkedIn home page. As illustrated in the table below, the Business faculty considered graduates were working in their professional fields if the listed company and position aligned with one of the major’s five concentrations. Below is a list of the company and positions that graduates from over the last 4 years have listed on their Business Program LinkedIn accounts. Unless the graduates’ professional positions were unknown, then most are working in their relevant field of study. However, those positions considered outside of the filed included bartender, clerk, horse trainer and executive assistant.

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List of Graduates Company and Positions Company Position MFA Incorporated Plant Foods Accountant Missouri Wine and Grape Board Event/Sponsorship Coordinator Cerner Corporation Senior Analyst All Med Accounting First National Bank and Trust Company PC Support Technician 1851 Underground Tap & Grill Bartender Veterans United Home Loans Funding Documents Coordinator CenturyLink Technology Solutions Financial Analyst PDS Cortex Programmer Sweetwater Farms Trail Ride Guide GENTER LTDA Financial Controller Forefront Media Junior Publicist State Farm Claims Representative Veterens United Home Loans Loan Officer Fury Gray Photography Photography Assistant/ Business Development

Manager WWU Admissions Rep Veterans United Home Loans Disclosure Specialist Trubrain, Inc Revenue Manager Wayferry Marketing and Sales Executive Cosin Consulting Business Analyst University of Missouri Health Care Health Care Specialist William Woods University MBA Student Express Scripts Financial Analyst Starr Properties Accounting The Callaway Bank Bank Teller Edward Jones Financial Advisor MoDOT Employee Development Specialist Hillcrest Golf & Country Club First Assistant Golf Professional Cerner Corporation System Engineer IBM Quality Analyst State Farm Claims Processor RhumbaClub inc Operation Officer ZAK Products Financial Controller Petland Retail General Manager William Woods University MBA Student CK Power Territory Manager William Woods University MBA Student

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Millersburg Veterinary Hospital Veterinary Technician Closed Loop Recycling Assistant Salesforce/Marketing Administrator Justice Stores, LLC Brand Rep Textron LDP IT Infrastructure Stephanie Wilmsmeyer's State Farm Agency

Insurance Account Representative

Purdue University Athletics Graphic Design Associate MHC Kenworth Regional Accounting Specialist Lang Insurance Graphic Designer Independent Contractor Book Dealer Phoenix Home Care Administrative Office Support Cerner Corporation Delivery Consultant Prokell SEO LCC Internet Marketing Specialist Lake Media Marketing Consultant Bench Accounting Accounting Team Leader Callaway Bank Customer Care Specialist Bass Pro Shops Assistant Manager in Hunting Cerner Corporation SAN Storage System Engineer Automatic Rain Inc Vice President Capitol City Group Branch Manager Trainee William Woods University Golf Assistant Coach MLive Media Group Inside Sales - National Account Executive Arcturis Executive Assistant Ocwen Financial Corporation Contract Management Coordinator Starr Properties Accounting Edward Jones Financial Advisor Supplement Superstores Sports Nutrition Specialist Mid Missouri Accounting Services Accountant Crystal farms Assistant Horse Trainer Berkshire Hathaway Home Services Realtor Capture Financial Finance Manager Central Bank of Lake of the Ozarks Credit Analyst Chief Industries, Inc. Cost Accountant Victoria Country Club Golf Professional Nessi Cakes Owner/Manager Mortgage Returns Business Analyst Cerner Corporation System Engineer Midwest Computech Director of Human Resources Department of Motor Vehicles Clerk Unilever Hair Processing Tech II

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C. Courses (chart) 1. List the courses required for your major/minor. 2. Two-year or cohort course rotation schedule. (Include data on each class how many enrolled/how many available

seats, include multiple sections, include tutorials and independent studies). 3. On line rotation of courses if applicable- (these are program courses that are usually taught on line, or are taught as

a hybrid course). 4. Courses specific to concentrations with rotations. 5. Notation marking common studies courses offered.

Chart 1C: 1 Course Year 2010-2012 Year 2011-2012

(course enrollment) Year 2012-2013 (course enrollment)

Year 2013-2014 (course enrollment)

Year 2014-2015 (course enrollment)

ACC 240 Princ. Of Accounting I

FALL 60/62 SPRING NA



FALL 57/60 SPRING 20/20

FALL 79/105 2 OLC 2 FUL SPRING OLC 15/50

ACC241 Princ. Of Accounting II

FALL NA SPRING 41/40





BUS 206 Entrepreneurship






BUS231 Risk Mgmt & Insurance






BUS321 Principles of Marketing






BUS332 Business Communication






BUS335 Business Law






BUS351 Principles of Management OLC






BUS Internships FALL SPRING

FALL SPRING

FALL NA SPRING NA

FALL NA SPRING NA

FALL SPRING

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BUS 415 Corp Finance






BUS450 Bus (H) Policies/Procedures






ECN251 Macro FALL 47/60 SPRING 32/60





ECN 252 Micro FALL 28/50 SPRING 27/50





MAT 114 Elem Statistics






MAT120 Calc for Business





FALL 14/30 SPRING N/A

MBA in 5

BMT 517 Human Resources and Org Behavior

FALL n/a SPRING n/a

FALL n/a SPRING n/a


FALL NA SPRING 8/12


BMT 539 Business Law

FALL n/a SPRING

FALL n/a SPRING


FALL NA SPRING 8/12


BMT545 Managerial Ethics

FALL n/a SPRING

FALL n/a SPRING



FALL 13/25 SPRING

BMT580 Management Systems

FALL n/a SPRING n/a

FALL n/a SPRING n/a

FALL NA SPRING NA

FALL 9/20 SPRING NA

FALL 12/25 SPRING

Accounting

ACC 312 Interm Accounting I

FALL 7/30 SPRING NA




FALL 11/30 SPRING

ACC319 Income Tax FALL NA SPRING NA

FALL (18/24) SPRING NA

FALL NA SPRING NA


FALL NA SPRING

ACC322 Intermediate Accounting II



FALL NA SPRING 9/35


FALL NA SPRING 7/35

BUS324 Personal FALL 16/30 FALL 18/30 FALL 27/30 FALL 47/90 FALL 24/30

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Finance SPRING NA SPRING NA SPRING NA SPRING NA SPRING 29/30

Advertising and Marketing

BUS309 Salesmanship





FALL 10/30 SPRING

BUS324 Personal Finance






Bus 428 Public Relations






BUS431 Advertising FALL NA SPRING 16/30





BUS461 Marketing Research





FALL 8/30 SPRING N/A

Economics and Finance







ECN435 Investments FALL NA SPRING 9/30



FALL NA SPRING 9/30

FALL NA SPRING 8/30

ECN325 Money and Banking


FALL 4/26 SPRING NA


FALL 5/26 SPRING NA

FALL 5/26 SPRING

ECN421 Managerial Ethics

FALL NA SPRING NA

FALL NA SPRING NA

FALL NA SPRING NA

FALL NA SPRING NA


Management

BUS307 Retail Management





FALL 5/30 SPRING

BIS324 Personal Finance






BUS421 Human Relations



FALL NA SPRING NA

FALL 9/30 SPRING NA

FALL 10/30 SPRING

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The Business Faculty have reviewed the course enrollments and recognized that some courses could be dropped or the number of sections could be reduced. Subsequently, Business Communications and Entrepreneurships will have 1 less section each spring. The number of in-seat courses was reduced by 1 each semester to accommodate for the 1 online Economics course offered each semester. The Investments class was dropped from the Economics and Finance Concentration and replaced with Advanced Productivity Tools. The Money and Banking course may need to be reduced to 1 time every 2 years to increase enrollment.

ECN421 Managerial Economics

FALL NA SPRING NA

FALL NA SPRING NA

FALL NA SPRING NA

FALL NA SPRING NA


Management Information Systems







MIS125 Productivity Tools

FALL 30/36 SPRING

FALL (30/36) SPRING (36/36)

FALL (34/36) SPRING (41/40)

FALL (22/40) SPRING (39/45)


MIS250 Networks and Telecommunications

FALL 13/18 SPRING

FALL (8/18) SPRING N/A




MIS325 Website Development

FALL 26/36 SPRING

FALL (9/18) SPRING (13/18)

FALL (25/36) SPRING (18/18)

FALL (21/36) SPRING (18/18)


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Identify courses that support other major programs each year (on campus, cohort, or on line). Report from registrar office identifying courses that are required in other programs). Chart 1C: 2

Course offered Supported Programs

ACC240 Accounting/EQA/ MIS/BUS Minor, MBA prerequisite and online BSM

ACC 241 Accounting/ BUS206 EQ/EQGA /Graphic

Design/MIS/Sport/Business/exercise science/BUS minor

BUS231 Sports management/Business Minor/ online BSM

BUS321 (Pr. Marketing) Sports management/ Communications BUS 324 (Personal Finance) Accounting/MIS BUS 332 (Bus Comm) Communications/EQA,EQGS, MIS BUS335 (Business Law) Accounting BUS351 (Pr. Management) EQA/sports management BUS415 (Corp Finance) Accounting/ MBA prerequisite/BUS

Minor BUS 421 (Human Relations/Org Behavior)

EQA/Communications

BUS 428 (Public Relations) Communications BUS450 (Policy) Accounting ECN251 (Macro) Accounting/ MBA prerequisite/General

Education ECN252 (Micro) Accounting/ MBA prerequisite/General

Education MAT114 (Elem Stats) ACC/ BIO Education/BUS Admin/

Psychology MAT120 (Bus Calculus Math BUS 421 (Organziation Behavior and Leadership)

EQA/Communications

Every core course overlaps with at least one other major program. In 4 courses, this support affects the number of sections that are needed each semester. Previously, BUS 206 generally needed to offer 2 additional sections each semester to support other programs. Similarly BUS 332, ECN 252 and 251 needed to offer an additional section each semester.

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Section 2. Faculty and Resources

A. Physical Facilities The traditional Business Division courses are taught in the Burton Business Building. It is a 33 year old structure with three floors of classrooms that include computer-driven projectors with internet access. Students may use a Think Tank, two computer labs, one commuter lounge, an individual study lab, or an open study area for group projects or individual study. The Think Tank is a recent edition to the Business Division due to funds obtained from a grant. It is a room designated for brainstorming or to work on any group project. Groups of two or more students can use two large screen computers and one table top computer with state of the art capabilities to collaborate on their projects. The two computer labs and the individual study lab have two monitors at each computer plus easy printer accessibility. The commuter lounge has tables, couches and computers, as well as snack and soda machines. The open study area is located in the main foyer. Students have access to three zero client computers, as well as small tables and chairs for groups of four. Also, in the Burton Building, three large screen TVs are strategically located so students can be continuously updated on business division and global business news. This year, the business faculty have developed a signage capabilities allowing regular communication to students, alumni, prospective students and parents about the program. Traditional students can obtain hard copies of job and internship opportunities on bulletin boards located on the second floor of the Burton Building. This information can also be found on the Business Division website, as well as information about contact names of internships that previous students have completed.

B. Library Analysis

William Woods University - Dulany Library COLLECTION ANALYSIS

March 2015

In Support of the Following Academic Program: Business

I. MOBIUS Holdings (Subject Search): Economics – 24,400 catalog entries Accounting – 21,509 catalog entries Advertising – 11,407 catalog entries Entrepreneurship – 4,446 catalog entries Marketing – 20,778 catalog entries

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Commercial law – 7,978 catalog entries Banks and banking – 20,523 catalog entries Econometics – 1,300 catalog entries Risk management – 3,358 catalog entries Finance – 1,653 catalog entries Business management – 474 catalog entries III. Comparison with Peer Institutions (4 to 1 comparison) Libraries Used For Comparison: Stephens College, Columbia College, Westminster College, Central Methodist University

IV. Analysis Business as a discipline is taught at WWU at both the undergraduate and graduate levels and requires both up-to-date and basic library materials. This is a difficult discipline for the acquisition of print monographic materials, primarily because there is very little activity on the part of business faculty in selecting print resources and there is no one on the library staff with expertise in this area. Research materials in business are available primarily through databases, such as Business Source Premier, and Lexis Nexis Academic. In addition, there are business titles in the ebook collection recently acquired from Ebsco. All these resources are available through Woods OneSearch. One new resource that contains useful videos for business (e.g., 3,195 videos when searching the term “business”) that are not yet in Woods OneSearch is Films on Demand; the Library is in the process of adding bibliographic data for films from this resource.

77.60%

3.70%

18.70%

4to1PeerHoldingsComparison- Business

NotheldbyWWU

HeldbyAll

HeldbyonlyWWU

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The library receives infrequent requests for business materials from faculty or students. As a result, the acquisition of print materials is conducted by the library staff from reviews in library journals. The Library’s collection of visual materials in business is of medium strength and some of the titles are somewhat old. As in all other disciplines, WWU faculty and students have access to the resources available in MOBIUS member libraries, which includes the superb collections at the large research institutions in the state of Missouri, i.e., the four campuses of the University of Missouri, Washington University, Missouri State University and St. Louis University. Beginning in 2014, access to the resources of the academic, public and special libraries in Colorado and Wyoming became possible through Prospector, a resources sharing partner of MOBIUS. Prospector provides access to an additional 30 million books, journals, DVDs, CDs, videos and other materials, and includes the collections of the libraries at the campuses of the University of Colorado, Colorado State University, University of Denver, and the University of Wyoming. Resources selected from both MOBIUS and Prospector are delivered by courier, thereby reducing the delivery time.

C. Faculty 1. Present full-time faculty teaching specifically for this program. 2. Adjuncts for the program: taught within the last 3 years for the program 3. Designated faculty for a concentration if possible.

Chart 2C: 1

Name of Faculty

Highest Degree Earned (Concentration)

Degree Granting Institution

Years Full-time Teaching in Higher Ed

Contracted Course Load

Lee Bailey, CPA

JD Accounting Concentration

William Howard Taft University

10 year 12

Murphy Tetley

Master MIS Concentration

University of MO-Columbia

16 12

Brenda Popp, CFP

MBA & ABD Econ/Finance Concentration

Lincoln University

14 12

David Forster MBA Marketing Concentration

Lincoln University

33 12

Linda Davis PHD MIS Concentration


25 12

Linda Duke DMGT Management/Marketing Concentration

Webster University

14 12

Tim Brady JD University of MO –

2 3

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Kansas City

Carter Campbell, CPA

MBA Accounting/Finance Concentration

William Woods University

5 3

Jeff Stone MBA University of MO-Columbia

10 3-6

Ed Easterling PHD Management Concentration


28 12

Richard Harris

Master & ABD

William Woods University & Argosy University

17 3

Steve Huenneke

PHD Econ/Finance Concentration

Kansas State University

24 12

Barbara Meisenheimer

Master & ABD Econ/Finance Concentration


18 3-6

In our ACBSP self-study year (2013-14), the business program had 56% academically qualified faculty and 100% academically and professionally qualified faculty (calculated by total number of hours taught each semester). These percentages were adequate for the ACBSP accreditation standards. If one goal is to increase the academically qualified faculty, then the university can continue to hire FTF members who intend to obtain their doctorate or have their doctorate. If a BADM goal is to maintain the status quo, the above number of FTF and adjunct faculty are adequate. However, if the BADM’s goals are to grow the program, then it is not. Currently, most of the FTF teach 1-2 overloads. The ACBSP self-study team identified this as a concern. As mentioned previsously, the number of BADM FTF was reduced by 1 in January 2014. Consequently, the 8 course have been replaced by online adjuncts, reduction of sections, overloads, and discontinuing an upper level business course, BUS 435 Investments. Until fall 2014, the BADM shared a full-time administration assistant with the Management Information Systems and Accounting programs. Then, the position was cut to half-time as well as increasing the amount of shared time with the Political/Legal studies and Criminal Justice programs. The faculty have adjusted to the down-sizing, but must devote some of their time to administrative duties rather than teaching and advising responsibilities.

D. Internship Experiences The Director of Institutional Research and the Marketing Research instructor have

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facilitated campus surveys and focus groups to gain a better understanding of students’ suggestions. Subsequently, the BADM program requires each student to complete a 3 hour internship during their junior or senior year. The internship applies their knowledge to their chosen concentration. Each student must work 40 hours for each hour of credit. They can earn up to 12 hours of internship credits. Student must submit a weekly journal and employers must submit a quantitative evaluation with a comment section. Rarely does the internship coordinator receive a negative comment. Anecdotally, many BADM students will land their first job because of their internship relationship with their employer. Several focus groups participants indicated that they needed more assistance in finding an internships. In response, students can find internship opportunities by checking the Burton bulletin boards, regular division e-mails, and BADM internship website.

Section 3: Financial Analysis of Program

Program

Total Cost (Personnel, budget and

special expenses)

Total Income (Course Fees, tickets, sales)

Number of majors (2013) Cost per Major


$278,835.00 0 83 (information above looks like more majors)

$3,359.00

Additional explanation can be provided below if programs feel it is necessary.

1. Discussion of Additional expenses related to instruction. i.e. Internship, clinical, practicums… On average, the BADM has 20 three hour internships per year.

2. Description of Non-Instructional Expenses: Expenses that are included in the budget but not part of the instructional aspect of the program, not all programs will have this. For 2013-15, the BADM budget has incurred additional expenses to write an ACBSP self-study report. In additional, the BADM budget has had to pay expenses incurred for 3 advisory board meetings, printing expenses, and 4 semester stipends. For the future, the ACBSP requires continual reporting. The annual reports are less detailed than the initial report. However, this additional responsibility should be included as part of future special expenses.

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Section 4: Objectives and Assessment

Annual Assessment Report

ProgramProfileforBAD 2012-2013 2013-2014 Majors (total, majors 1,2,3) 99 106 Minors 78 73 Concentration: Accounting 11 14 Concentration: MIS 11 7 Concentration: Economics/Finance

19 13

Concentration: Marketing 34 29 Concentration: MGMT 33 33 Full Time Faculty 8 8 Part Time Faculty 0 2

• Data in parentheses was provided by program

Combine all major students. If your discipline has a secondary education certification

component, you will need to indicate that in the title of this report unless you are submitting a separate report for the education component. *If your discipline is a major with one or multiple concentrations, that information needs to be included as separate content. Report the number of declared students by concentration and each concentration will need a separate assessment section.

ProgramDelivery(HLC3A3)Traditionalon-campusXOnlineProgramXEveningCohortN/A

ProgramRetentionNumbers:

Year 2009-2014

Persistence % Freshman to Soph (2009-2010) 74.1%

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Retention:IPEDSdefinition.(Thepercentageofstudentsenteringfallfreshmanyearwhoareretainedthroughthefallofthesophomoreyear)Thisdoesnotincludetransfers.Persistence:thenumberofstudentswhocontinuetomakeprogresstowardsthedegreefromyeartoyearwithintheprogram.GraduationRate:fromtheincomingfallcohortofstudentshowmanygraduatedwithin4and6yearnationalaverage

Analysis:Program goals for student retention, persistence and degree completion are what the BAD faculty expected for the past year. The persistence numbers mean that we tend to lose students between sophomore and junior year. However, after BAD majors enroll in their major and concentration courses, they are more likely to complete their degree program. This may be due to BAD faculty advising and the faculty-student interaction. BAD faculty continue to encourage and customize each major’s program. In addition, the BAD instructors integrate group projects and real world application into their upper level syllabi resulting in close faculty student interactions. The faculty have identified some areas of improvement based on Assessment Day focus group comments. Some of the improvements were to develop a consistent grading system for group work and maintain groups with a maximum of 4 members per group. Most BAD native and transfers majors can graduate in their expected number of semesters because of the minimum number of prerequisites, minimal sequence necessary to complete courses, and frequency of core and concentration course offerings. The core courses are offered every semester and the concentration courses are offered every year. The faculty coordinate the times so that upper level courses are offered at the different times from other upper level courses. Recently, the Institutional Research Director published an analysis indicating that transfer student graduation rates in for the BAD major are higher than other majors, other than education majors, even when all other variables were accounted for in the regression analysis.

Persistence % Soph to Junior (2010-2011) 66.8%

Persistence%JuniortoSenior(2011-2012) 76.2%

Graduation Rate from 6 year cohort. (2009-2014) ____ / ____

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OutsideAccreditation:Is your program accredited by outside accreditor? If “yes”, name the accrediting agency and include the cycle for accreditation review. Is accreditation available for your program? Yes. Are you making strides to attain accreditation? Yes, we have completed the first part of the ACBSP accreditation.

ProgramObjectives:(frommostrecentAssessmentPlan)Objective1.Analyzeandinterpretreal-worldeconomicphenomenathroughtheuseofbasiceconomictheoriesandtools.Objective2.Manipulateandinterpretfinancialdataastheyrelatetotheanalysisoffinancialstatements(ratioanalysis),economicmodelsandmarketresearch.Objective3.Analyzeandinterprethumandynamicsinabusinesscontext.Objective4.Communicateclearlybothorallyandinwriting,withdemonstratedabilitiesinleadership,persuasivecommunications(salesskills),andteambuilding.Analyzeandinterpretreal-worldeconomicphenomenathroughtheuseofbasiceconomictheoriesandtools.Objective5.Systematicallyformulateandjustifypersonalpositionsinrelationtomanagementdecision-making.Objective6.Systematicallyassesscomplexissuesinrelationtobusinessethicsandlegalissues.Studentswillbeabletoformulateanddefendpersonaljudgmentspertainingtosuchissues.Objective7.Utilizecomputerrelatedapplicationsasabusinessdecision-makingtool.Objective8.Integrateallthevariousbusinessprinciples,conceptsandmethods.

Concentration: Accounting

Objective1.Applyquantitativeandqualitativeskillstoaccountingandbusinessproblemstransferringknowledgefromonesituationtoanother.

Objective2.Evaluateissuesrelatingtotheadvancedconceptsoffinancialandmanagerialaccounting.Objective3.Analyzefinancialstatementsandothercommunicationstodeterminethestrengthsand

weaknessesofabusinessentity.Concentration: Advertising and Marketing

Objective1.Analyze,designandapplythebudgetmodels/methodsasitpertainstobusinessprocesses,suchasmarketing,advertising,salesandpublicrelationsexpenses.

Objective2.Applymarketingandadvertisingconceptstoeffectivelyimplementpromotionalactivitiesinmakingwide-rangingbusinessdecisions.

Concentration: Economics & Finance

Objective1.Applyeconomicprinciplesandanalyticalconceptstosolveeconomicproblems,andformulateaperspectiveoncontemporaryfinancialregulationandmonetarypolicy.

Objective2.Developapersonalfinancialplanintegratingbudgeting,taxation,risk&insurance,investing,retirementplanning,andestateplanningconcepts.

Concentration: Management

Objective1.Analyzeandinterprethumandynamicsinabusinesscontextbyutilizingmanagementfunctionssuchasplanning,leading,controlling,andorganizingcomplexissuesfacingtoday’smanagers.

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Objective2.Applyandaccesspracticalfinancialinformationthatenablesmanagerstoanalyzevariousmoneymanagementissuesincludinginvestments,insurance,taxes,credit,andotherbenefitst

thatpertaintoemployeesandorganizations.

Concentration: Management Information Systems

Objective1.Useinformationsystems(IS)andtechnology(IT)tohelporganizationsandindividualsperformmoreefficientlyandeffectively.

Objective2.Applyandaccesspracticalfinancialinformationthatenablesmanagerstoanalyzevariousmoneymanagementissuesincludinginvestments,insurance,taxes,credit,andotherbenefitsthatpertaintoemployeesandorganizations.

ProgramObjectivesMatrix(frommostrecentAssessmentPlan) Obj. 1 Obj.2 Obj. 3 Obj. 4 Obj. 5 Obj. 6 Obj. 7 Obj. 8 ACC240 I-A ACC241 I-A BUS206 I-A IR-A IR-A IR-A IR-A IR-A IR-A BUS231 I-A I-A I-A I-A BUS321 IR IR IR IR IR IR IR BUS332 IR IRM I BUS335 R BUS351 I R IR R IR BUS415 M M M M M M BUS450 M-A M-A M-A M-A M-A M-A M-A M-A ECN251 I ECN252 I MAT114 I I MAT120 I I Concentration: Accounting

Objective 1 Objective 2 Objective 3 ACC312 R I I ACC319 R ACC322 M-A M-A R BUS324 M-A Concentration: Advertising & Marketing

Objective 1 Objective 2 BUS309 RA BUS324 RM BUS328 R RA BUS431 MA MA BUS461 MA

Concentration: Economics & Finance

Objective 1 Objective 2

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BUS324 R BUS435 M-A M-A ECN325 R ECN355 R Concentration: Management

Objective 1 Objective 2 BUS307 RMA RMA BUS324 RMA BUS421 RMA RMA ECN355 RMA RMA Concentration: Management of Information Systems

Objective 1 Objective 2 BUS324 R-A MIS125 I MIS250 I MIS325 RM-A All objectives must be assessed either yearly or as articulated on a cycle. Objectives are not necessarily assessed each time they are listed as a Program objective for the course. The faculty in the program determine when the objective will be assessed, in which course, with which artifact, and what if any outside assessment will occur. Fill in the chart with Program Specific Content- Much of this can come from past annual reports. When identifying the methods, consider fall and spring courses and assignments to identify appropriate assessments for the objectives. Best practices recommend multiple measures of assessment for each objective.

AssessmentofProgramObjectives

Objective 1 Analyze and interpret real-world economic phenomena through the use of basic economic theories and tools.

Methods What methods will be used to collect the data? • Peregrine Test on Economics for freshmen (pre-test) and seniors

(post-test) • Collegiate DECA tests (longitudinal analysis of sophomores and

juniors) • CompXM Test (national cross-sectional ranking) • Focus Group responses and survey to questions about their

learning experiences and environment. • Rubrics for Stockholder’s Report

Benchmark What behavior or action will show that students succeed at the objective? What are the identified benchmarks that determine student success?

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• Peregrine tests: Inbound and outbound scores will improve from freshmen to senior within a 3% range of the national averages.

• Collegiate DECA (Business Administration Exam) scores: Students will maintain at least a 60% average.

• CompXM: Class average will be greater than 50th percentile. • Aggregated student focus group responses will be more positive

than negative. Most histograms will have an average greater than 3.

• External and internal evaluators will assess the students’ work at better than 70% on the rubric.

Data Collected (course specific)

Explain the specific assignment/portfolio/case study used for assessment from course content. Identify the total number of students in the assessment. Refer to specific Rubric if possible and attach to the report. Referenced in Analysis Responses

Data Collected (Assessment Day,

external tests, Senior

Achievement)

Explain the activities used out of class for assessment of the objective. Identify the total number of students in the assessment and how the information is collected. Reference in Analysis Responses.

Results/Outcomes • Peregrine tests: Inbound average score was 41% and outbound score average score was 45%.

• Collegiate DECA (Business Administration Exam) scores: sophomores scored 68.2% and juniors scored 72.2%

• CompXM: Class average was 49.50%. • Aggregated student focus group responses were more positive

than negative. Most satisfaction histograms averaged greater than 3.

• 16 external and internal evaluators’ assessments averaged 7.68 on a scale of 1-10.

Proposed changes to the assessment

process

Reference Analysis Responses

Budget needs related to the

objective?

Are there any budget needs for the program to make the assessment more effective? Peregrine Tests for BUS 206 and BUS 450 at $40.00 per student and cost of 6 external evaluators ($125.00 per evaluator)

Objective 2 Manipulate and interpret financial data as they relate to the

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analysis of financial statements (ratio analysis), economic models and market research.

Methods What methods will be used to collect the data? • Peregrine Test for Accounting, Business Finance, Marketing,

Management, and Quantitative Research Techniques for freshmen (pre-test) and seniors (post-test)

• Collegiate DECA tests (longitudinal analysis of sophomores and juniors)

• CompXM (national cross-sectional ranking) • Collect focus group and survey responses about their learning

experiences and environment.








Explain the specific assignment/portfolio/case study… used for assessment from course content. Identify the total number of students in the assessment. Refer to specific Rubric if possible and attach to the report. Reference Analysis Responses



Achievement)

Explain the activities used out of class for assessment of the objective. Identify the total number of students in the assessment and how the information is collected. Reference Analysis Responses



• CompXM: Class average was 49.50%. • Aggregated student focus group responses will be more positive

than negative. Most histograms averaged greater than 3.

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process

Discuss the Assessment Process, how did the data collection go? Do faculty need to modify assignments used for assessment, any changes made to Assessment Day activities? This section is on the Assessment Process, not the results. Do faculty need to work on rubrics, modify objectives, and realign courses? Reference Analysis Responses


objective?

Are there any budget needs for the program to make the assessment more effective? See objective 1

Objective 3 Analyze and interpret human dynamics in a business context. Methods What methods will be used to collect the data?

• Peregrine Test for Marketing, Management and Communications for freshmen (pre-test) and seniors (post-test)

• Collegiate DECA tests (longitudinal analysis of sophomores and juniors)

• CompXM (national cross-sectional ranking) • Collect focus group and survey responses about their learning










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Achievement)


Results/Outcomes • Peregrine tests: Inbound average score was 35% and outbound score average score was 38% (Marketing).



than negative. Most histograms averaged greater than 3. • 16 external and internal evaluators’ assessments averaged 7.67

on a scale of 1-10. Proposed changes to the assessment

process



objective?

Are there any budget needs for the program to make the assessment more effective? See Objective 1

Objective 4 Communicate clearly both orally and in writing, with

demonstrated abilities in leadership, persuasive communications (sales skills), and teambuilding.

Methods What methods will be used to collect the data? • Peregrine Test for Business Leadership and Communication for

freshmen (pre-test) and seniors (post-test) • External evaluators at Capstone presentations (see comments

below) • Collegiate DECA tests (longitudinal analysis of sophomores and

juniors) • CompXM (national cross-sectional ranking) • Collect focus group and survey responses about their learning



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Achievement)


Results/Outcomes • Peregrine tests: Inbound average score was 48 % and outbound score average score was 51% (Leadership)





process

Discuss the Assessment Process, how did the data collection go? Do faculty need to modify assignments used for assessment, any changes made to Assessment Day activities? This section is on the Assessment Process, not the results. Do faculty need to work on rubrics, modify objectives, and realign courses?


objective?


Objective 5 Systematically formulate and justify personal positions in relation to management decision-making.

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Methods What methods will be used to collect the data? • Peregrine Test on Management for freshmen (pre-test) and

seniors (post-test) • Collegiate DECA tests (longitudinal analysis of sophomores and

juniors) • CompXM Test (national cross-sectional ranking) • Collect focus group and survey responses about their learning

experiences and environment. • Rubrics for Stockholder’s Report











Achievement)


Results/Outcomes • Peregrine tests: Inbound average score was 53% and outbound score average score was 48% (Management).




on a scale of 1-10.

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process



objective?


Objective 6

Systematically assess complex issues in relation to business ethics and legal issues. Students will be able to formulate and defend personal judgments pertaining to such issues.

Methods What methods will be used to collect the data? • Peregrine Test for Business Ethics, Legal Environment and

Management for freshmen (pre-test) and seniors (post-test) • Collegiate DECA tests (longitudinal analysis of sophomores and











Data Collected Explain the activities used out of class for assessment of the

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(Assessment Day, external tests,

Senior Achievement)

objective. Identify the total number of students in the assessment and how the information is collected. Reference Analysis Responses

Results/Outcomes • Peregrine tests: Inbound average score was 44% (Ethics) and 52% (Legal) and outbound score average score was 45% (Ethics) and 60% (Legal).





process



objective?


Objective 7 Utilize computer related applications as a business decision-making tool.

Methods What methods will be used to collect the data? • Peregrine Test for Management Information Systems for

freshmen (pre-test) and seniors (post-test) • Collect focus group and survey responses about their learning




• Aggregated student focus group responses will be more positive than negative. Most histograms will have an average greater

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than 3. • External and internal evaluators will assess the students’ work

at better than 70% on the rubric. Data Collected

(course specific) Explain the specific assignment/portfolio/case study… used for assessment from course content. Identify the total number of students in the assessment. Refer to specific Rubric if possible and attach to the report. Reference Analysis Responses



Achievement)



• Aggregated student focus group responses will be more positive than negative. Most histograms averaged greater than 3.



process



objective?


Objective 8 Integrate all the various business principles, concepts and

methods.

Methods What methods will be used to collect the data? • Peregrine Test for freshmen (pre-test) and seniors (post-test) • Collegiate DECA tests (longitudinal analysis of sophomores and


experiences and environment. • Successful application and completion of a business internship • Successful integration of Objective 1-7 in capstone class in BUS

450.

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Achievement)

Reference Analysis Responses






process

Discuss the Assessment Process, how did the data collection go? Do faculty need to modify assignments used for assessment, any changes made to Assessment Day activities? This section is on the Assessment Process, not the results. Do faculty need to work on rubrics, modify objectives, and realign courses?


objective?


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Accounting Concentration

Objective 1 Apply quantitative and qualitative skills to accounting and

business problems transferring knowledge from one situation to another.

Methods • Peregrine Test for freshmen (pre-test) and seniors (post-test) • Collegiate DECA tests (longitudinal analysis of sophomores and













Achievement)





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process



objective?


Objective 2 Evaluate issues relating to the advanced concepts of financial and managerial accounting.











Explain the specific assignment/portfolio/case study… used for assessment from course content. Identify the total number of students in the assessment. Refer to specific Rubric if possible and

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attach to the report. Reference Analysis Responses. Data Collected


Senior Achievement)







process



objective?


Objective 3 Analyze financial statements and other communications to

determine the strengths and weaknesses of a business entity.




What behavior or action will show that students succeed at the objective? What are the identified benchmarks that determine student success?


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• CompXM: Class average of greater than 50th percentile. • Aggregated student focus group responses will be more positive













Achievement)






on a scale of 1-10. Proposed changes Discuss the Assessment Process, how did the data collection go?

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to the assessment process

Do faculty need to modify assignments used for assessment, any changes made to Assessment Day activities? This section is on the Assessment Process, not the results. Do faculty need to work on rubrics, modify objectives, and realign courses? Reference Analysis Responses


objective?


Concentration: Advertising and Marketing

Objective 1 Analyze, design and apply the budget models/methods as it

pertains to business processes, such as marketing, advertising, sales and public relations expenses.













Explain the activities used out of class for assessment of the objective. Identify the total number of students in the assessment

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Achievement)

and how the information is collected. Reference Analysis Responses






process



objective?


Objective 2 Apply marketing and advertising concepts to effectively

implement promotional activities in making wide-ranging business decisions.








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Achievement)







process



objective?


Concentration: Economics and Finance

Objective 1

Students will apply economic principles and analytical concepts to solve economic problems, and formulate a perspective on contemporary financial regulation and monetary policy.


juniors) • CompXM (national cross-sectional ranking)

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• Collect focus group and survey responses about their learning experiences and environment.











Achievement)


Results/Outcomes • Peregrine tests: Inbound average score was 28% (Finance) and 41% (Economics) and outbound score average score was 38% (Finance) and 45% (Economics).





process


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objective?


Objective 2 Students will develop a personal financial plan integrating

budgeting, taxation, risk & insurance, investing, retirement planning, and estate planning concepts.




Benchmark • Peregrine tests: Students will significantly (p <.05) improve from their freshmen to senior year.

• Collegiate DECA scores: Students will maintain at least a 60% average.


than negative.





Achievement)


Results/Outcomes • Peregrine tests: Inbound average score was 28% (Finance) and 41% (Economics) and outbound score average score was 38% (Finance) and 45% (Economics).




on a scale of 1-10. Proposed changes Discuss the Assessment Process, how did the data collection go?

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to the assessment process

Do faculty need to modify assignments used for assessment, any changes made to Assessment Day activities? This section is on the Assessment Process, not the results. Do faculty need to work on rubrics, modify objectives, and realign courses? Reference Analysis Responses


objective?


Concentration: Management

Objective 1

Analyze and interpret human dynamics in a business context by utilizing management functions such as planning, leading, controlling, and organizing complex issues facing today’s managers.











Explain the specific assignment/portfolio/case study… used for assessment from course content. Identify the total number of

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students in the assessment. Refer to specific Rubric if possible and attach to the report. Reference Analysis Responses



Achievement)


Results/Outcomes • Peregrine tests: Inbound average score was 53% and outbound score average score was 48% .





process



objective?


Objective 2

Apply and access practical financial information that enables managers to analyze various money management issues including investments, insurance, taxes, credit, and other benefits that pertain to employees and organizations.





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Achievement)







process



objective?


Concentration: MIS

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Objective 1

Students will be able to learn how to use information systems (IS) and technology (IT) to help organizations and individuals perform more efficiently and effectively.














Achievement)






on a scale of 1-10.

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process



objective?


Objective 2

Apply and access practical financial information that enables managers to analyze various money management issues including investments, insurance, taxes, credit, and other benefits that pertain to employees and organizations.












Data Collected Explain the activities used out of class for assessment of the

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Senior Achievement)

objective. Identify the total number of students in the assessment and how the information is collected. Reference Analysis Responses






process



objective?


Attach Rubrics and or other explanatory documents pertaining to program assessment discussed in the chart to the report (portfolio guidelines, assignment sheet)

AnalysisofAssessment:Whatconcernsdoyouhaveaboutthedataprovided?Intheresultsoftheassessment,whatworkedandwhatdidnotwork?Doesthedatarepresentanidentifiabletrendinthelevelofactivity/achievement/accomplishment?Doesthedatarepresentanacceptablelevelofactivity/accomplishment/achievementgivenourmissionandvalues?(HLC4B1).TheBADfacultymetonWednesday,May14thandexpressedthreeconcernsaboutthePeregrinescoresprovidedundertheBADprogramandconcentrationobjectives.First, the BAD Division has expressed the concern about the data collecting process. This year, some students completed the outbound test when they should have completed the inbound test. After examining the list of students from the outbound test, only ten of the 23 outbound test students had a grade aligned to the test scores; two students of the 13 were freshmen with one freshman having a GPA of 1.76. Similarly, some juniors and seniors completed the inbound exam. To remedy some of the issues with the administration of the 2014 Peregrine Test, Brenda Popp exported the Peregrine individual scores into an Excel spreadsheet and deleted the inappropriate students from the outbound and inbound tests. Table 1

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illustrates the minimal difference between the adjusted lower class average score to the graded (5.42%), ungraded (4.24%), and adjusted aggregated (5.0%) outbound average scores. Table 1 Peregrine test results by category, type, and score

Peregrine Test Category Type Average Score (%)

BUS 206 (less than 60 hours) Inbound 42.78 BUS 450 Seniors (graded) Outbound 48.20 BUS 450 Seniors (ungraded) Outbound 47.02 BUS 450 adjusted aggregated Outbound 47.78 ACBSP Business Schools Outbound 50.38 Privately Owned Universities Outbound 51.75 Publicly Owned Universities Outbound 51.05 Traditional Campus Outbound 49.49 BAD faculty expressed the concern that the content of the Peregrine Tests stressed theory while the upper level coursework is application driven. In addition, several content areas chosen were not topics specifically covered in the BAD core or concentration courses. For example, the core courses or concentration courses do not specifically cover the subtopics of Human Resources, Operations Production, and Organization Behavior. However, Table 1 shows that our adjusted aggregated average scores are minimally different from the ACBSP Business Schools (2.6), Privately Owned Universities (3.97), Publicly Owned Universities (3.27), and Traditional Campus (1.71). The next concern was about the small sample size. The Business Division administered the Peregrine Test to a small sample (23 seniors) and (18 freshmen). To improve the reliability of the Peregrine test scores, the BD recommends the following:

1. BUS 450 students should complete the outbound test at the end of the semester during a regular class period rather than during the March Assessment Day. However, the inbound test should be administered during March Assessment Days to students with less than 30 completed hours.

2. In the fall, the BD faculty should discuss how to align the test subtopics with our program course offerings.

3. Before proposing permanent policy changes, the BD should administer the test to an average of 300 students.

The BD faculty think that the ACBSP approved CompX test is a valuable assessment tool that measures students overall business acumen. The scores continue to remain within the acceptable parameters (49.5%). As a supplement to the standardized test, external and internal evaluators assessed BUS 450 students on their stockholder’s reports and final presentations. Table 2 shows the average scores (scale of 1-10) on the eight program objectives were above the level of 70%. Table 2 External and internal evaluators’ mean for program objectives for spring,

2014

Descriptive Statistics

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N Mean

Economics 19 7.68

Financial 19 7.79

Human dynamics 18 7.67

Communicate 19 7.84

Systematically formulate 19 7.74

Complex issues 17 7.59

Computerated applications 19 7.68

Integrate business 19 7.79

Valid N (listwise) 16 Similarly, the Collegiate DECA (Business Administration) test is a valuable indicator of the value added between sophomore and junior students. The primary concern is that this test does not have national benchmarks. However, the BAD can continue to track scores for changes in average scores. Table 3 shows junior average scores increased by 3.98% from sophomore average scores. The 70% average total score continue to remain above the expectation of 60%. Table 3 Collegiate DECA rank and average scores

Rank students # Ave. Score

Fr 0 0

So 10 68.2%

Jr 22 72.18%

Sr 0 0

AnalysisoftheAssessmentProcess(Empirical&Non-Empirical)(HLC4B3)Describe your assessment process; clearly articulate how the program is using course work and or assessment day activities for program assessment. Note any changes that occurred to that process since the previous year. Discuss what activities were successful at assessment and which ones were not as helpful and why. Please include who met to discuss the changes (unless you are a program of one person) and when you met. – Include a discussion on the process for collection and analysis of program data. For approximately 8 years, the BAD instructors have used the CompX test, as part of the BUS 450 course content, to assess BAD students’ business acumen. Students complete the exam at the end of the semester and the instructor weights their scores at approximately 30% of their final grade. The average scores continue to meet the benchmark of 50% or better than the national average. In addition, the BAD faculty and

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2-3 outside evaluators complete a rubric to assess the students’ stockholders report and presentation for appropriate written and oral communication skills. This year, Brenda Popp used the rubric results and calculated an average score for the spring, 2014 semester (Table 2). In addition, she calculated an average score for the last three classes for a larger sample size (Table 4). (Stockholder Report rubric attached to the report.) The results indicator BAD students have achieve greater than 70% average scores for each of the program objectives. Table 4 External and internal evaluators’ mean for program objectives for 3 semesters

Number Economics Financial Human

dynamics Communicate Systematically

formulate Complex issues

Computer applications

Integrate business

Valid 65 60 60 57 60 55 54 55 56

Missing 0 5 5 8 5 10 11 10 9

Mean 33.00 7.42 7.47 7.49 7.72 7.71 7.48 7.42 7.41

Mode 1a 8 8 7a 8 9 8 8 8

In addition, evaluators answered a qualitative survey requesting their opinions on the strengths, weakness, and suggestions for overall improvements to the BUS 450 Capstone course. For spring 2014, the evaluators identified that the coursework stresses the importance of teamwork. It forces students to look at all parts of the simulation, not just their area of concentration. The course addresses some program objectives. However, it does not address all the program objectives. Some of the suggestions included that the game needs individual assignments that will put pressure on the weaker students to perform and improve fair grading. The course should require individual projects that relate to student’s concentrations. The evaluators should receive the stockholder’s reports at least 2 days in advance of presentations. One evaluator did not see any need to add courses to the program. During Assessment Days, the BAD faculty facilitated activities that included qualitative and quantitative assessment tools. During the first day of Assessment Days, 96 sophomores, juniors, and seniors participated in focus groups and 109 freshmen, sophomores, juniors, and seniors completed a learning environment satisfaction survey. The 2014 Marketing Research students aggregated the results from the focus groups and surveys. In addition, they compared and contrasted the results to the fall 2013 Business Alumni Advisory Board focus groups and survey responses. (See Attachment for the full report).The BAD instructors received a hard copy of the report and attended the Marketing Research presentations. On the second day of the Assessment Activities, 23 students completed the outbound Peregrine test, 17 students completed the inbound Peregrine tests, and 32 students completed the Collegiate DECA tests.

ProgramChangesBasedonAssessment:This section requires that you review the previous year’s annual assessment and determine whether the actions suggested were implemented and to what affect those actions had on student learning from data you collected. Changes can be: course rotation, assessment activities, and assignment changes… Also indicate changes you made to the program outside of data collection and why. How did those changes affect the student results?

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Last year, the BAD faculty used the results from the Assessment Day focus groups and surveys to identify a lack of student awareness of internships and minimum space for individual study. During the 2013 summer, a committee met to revise the internship packets and develop action plans to improve the accessibility to information, The action plans included online information about past internships, internship bulletin boards, regular e-mails with internship opportunities, freshmen informational sessions, and quarterly newsletters. To improve the lack of individual study space, BAD faculty allocated Burton 205A for a student individual study lab. The room includes double monitors, collaborative space, and a student printer. The results from this year’s focus groups and survey questions continue to identify that students would like more internship information (see attached report for more details). Since the individual study lab did not open until after the March Assessment activities, the focus groups were an unreliable assessment tool to measure if the 205A lab has met students’ needs for a sufficient space for individual study. The BAD faculty used the same assessment activities as the previous year annual assessment with the exception of the Peregrine Tests and the Alumni Advisory Board focus groups and surveys. The inclusion of the new assessment tools oriented from BAD faculty discussion of areas not covered by previous assessment activities. Consequently, the BAD faculty identified two areas lacking coverage. The first area dealt with the fact that the COMPX test not provide quantitative data about the value added to the BAD program or students’ achievement pertaining to individual objectives. Similarly, the second area dealt with the need to gain a better understanding if the program’s real world application approach is successful after graduation. Subsequently, the BAD faculty administered the Peregrine inbound and outbound tests that provided quantitative measures about the program’s value added and students’ achievement of individual objectives. In addition, the BAD faculty developed an Alumni Advisory Board with 23 alumni in attendance.

GeneralEducationAssessment:HowdotheGeneralEducationcriteriaalignwiththeProgramObjectives?Whatcourseswithinyourprogrambuilduponskillslearnedingeneraleducationcourses(pleaselisttheprogramcourseandthegeneraleducationcriteria).TheGeneralEducationareasare:Communication,Mathematics,Value,Meaning,HistoricalPerspective,CriticalThinking,Diversity,CreativeandAestheticSensibility,NaturalScienceandSocialScience.(HLC4B1

GeneralEducationAssessment:HowdotheGeneralEducationcriteriaalignwiththeProgramObjectives?Whatcourseswithinyourprogrambuilduponskillslearnedingeneraleducationcourses(pleaselisttheprogramcourseandthegeneraleducationcriteria).TheGeneralEducationareasare:Communication,Mathematics,Value,Meaning,HistoricalPerspective,CriticalThinking,Diversity,CreativeandAestheticSensibility,NaturalScienceandSocialScience.(HLC4B1)

• Communication- Students will transmit information effectively in written or spoken form.The communication GE requirement serves as the foundation for our entry level students. Written and verbal communication skills are necessary for the practice of BAD students. Students enhance written communication skills

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in each course through reflective writing and research papers. Students also deliver numerous presentations throughout the BAD curriculum.

• Mathematics, - Students will solve problems through an analysis of quantitative relationships. The GE requirement of math serves as a foundation for the BAD quantitative coursework. This includes BUS 206, 231, 415, 461, and 450.

• Meaning –Students will analyze texts (broadly defined) in order to identify central themes and interpret underlying meaning. The meaning GE is supported throughout our curriculum where students view documentaries examining business problems, analyze the issues, and interpret the meaning. The BAD curriculum uses numerous documentaries and case studies to expand our students understanding of complex issues in order to develop a central theme with reasonable interpretations.

• Historical Perspective – Students will think historically, meaning that they will understand both how the present is shaped by the past and how the past informs our understanding of the present. The History GE is supported throughout the BAD curriculum in that students learn of the history of business problems in the US and worldwide in all courses. The finance course focuses on the history of stock markets and SEC policies in the US. Each required economics course covers the history of the US economy. Similarly, Business Law focuses on the history of the US and global legal systems.

• Critical Thinking-Students will use the principles of logic to develop analytical and reasoning skills. Critical thinking and analytical reasoning is another necessary skill for a BAD practitioner or macro level business major. Critical thinking is expected in each course and is assessed through the BUS 450 policy analysis and upper level concentration project assignments.

• Diversity – Students will analyze the traditions and values of a variety of cultures.Diversity is a key foundation for BAD practitioner and is a mandatory component of our accreditation that is infused throughout our curriculum.

• Creative and Aesthetic Sensibility –Student will examine the products of human creativity in such endeavors as painting, sculpture, theatre and music. Creativity as a foundation for expression and is reinforced in the foundational BUS 206 Entrepreneurship coursework. Upper level BUS coursework require students to infuse creativity and sensibility in their assignments. Some specific courses that require these skills are Business Communications, Marketing, Management, Human Relations, Salesmanship, and Advertising,

• Natural Science-Students will understand the natural world through systematic observation, by analyzing data and by forming, testing and revising hypotheses. The GE requirement for natural science help BAD students to formulate hypotheses and test if their assumptions represent the population or anecdotal. These concepts are reinforced through both economics courses, statistics, corporate finance, marketing, and marketing research courses.

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• Social Science- Students will study the behavior of people and employ the principles of science to explain both group and individual behavior.Social Science is a foundation for BAD practice and understanding. Students in BAD must take a required 6 credit hours of Social Sciences to strengthen their understanding of group and individual behavior.

ProgramActivities:

Student Performance Day Activities (Assessment Day): Describe the department assessment day activities. Please articulate the nature of the assessments are conducted, explain the process for assessment that happens on these two days. Include the schedule of assessment day for your program. What does the data and outcomes tell you? What changes will you make as a result of the data? What areas are successful for the program? Table 5 supports the previously discussed detail description of the BAD program’s Assessment Day activities, nature of the assessment conducted, and process for assessments. Date Times Who Activity Location Tuesday, March 4 ACC, BADM, & MIS Seniors

8:00 9:00 10:00 11:00

Seniors Only (approx. 12) Seniors Only (approx. 12) Seniors Only (approx. 12) Seniors Only (approx. 12)

Focus Group Burton 216

Tuesday, March 4 ACC, BADM, & MIS Juniors

12:00 1:00

Juniors Only (approx. 14) Juniors Only (approx.. 14)


Tuesday, March 4 ACC, BADM, & MIS Sophomores

2:00 3:00

Sophomores Only (approx. 9) Sophomore Only (approx. 9)


Tuesday, March 4 ACC, BADM, & MIS Freshmen

9:00 1:00

Freshmen Only Freshmen Only

Business Informational Program

Burton 100

Wednesday, March 5 9:00 – 11:00 Lee Bailey

ACC &BADM Seniors and Freshman

Peregrine Test

Burton 206

Wednesday, March 5 1:00 – 3:00 Steve Huenneke

ACC & BADM Seniors and Freshmen

Peregrine Test

Burton 206

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Wednesday, March 5 9:00 – 11:00 Linda Duke

BADM Juniors & Sophomores

DECA Test Burton 216

Because of the Assessment Day focus groups and surveys results, the BD faculty recommends the following:

• Add or update technology in the Burton Building o Add big screens or monitors that align with the changing trends in

technology used in everyday business. o Promote the Individual Study room and fix technology kinks. o Increase Think Tank usage to lower class and other majors through fliers,

in-class assignments, and ThinkTank demonstrations.

• Add or update the technology in the major’s coursework.

o Use computer “games” to stimulate critical thinking and decrease boredom

o Provide more IPad or laptop interactive exercises as part of classroom experience

o Survey students on a semester-by-semester basis about the technology in the coursework (TQM approach)

o Add Graphic Design to the major or concentration coursework

• Provide more exposure to the professional world o Invite more speakers (alumni) to talk about their experiences and give

advice to gain a greater understanding as to whether class functions will best serve students post-graduation.

o Schedule opportunities to go to real businesses and help with ongoing projects to get a greater feel for work expectations in the real world.

• Increase an internship awareness o Require events that explain the internship and its requirements. o Continue to educate students on the Internship website and Internship

bulletin boards o Provide better access to Internship packets

• Improve Business Division communication to majors

o Address the reasons that students are not reading the BD newsletter. o Continue to utilize bulletin board for information regarding internships

and job opportunities. Explore adding other vital information to these boards.

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• Continue to use the TVs in Burton, but explore how to increase the amount of time students watch business news on the TV’s in Burton.

• Establish a consistent grading system for group work among the BD faculty.

• Next year’s marketing research class could focus on surveying business faculty and adjuncts professors to gain a better understanding of what and how they think improvements should be made to the business programs.

• Use the Alumni Advisory Board as a pilot study and expand the survey to a larger number of alumni to improve the validity of the results.

Because of the Peregrine Tests, the BAD faculty discussed increasing Human Resource and Organizational Behavior content in the Marketing and Management coursework. Several faculty members suggested changing Human Relations to Human Resources or offering a concentration or minor in those related areas. The faculty agreed that the BAM core or concentration does not include the subtopic Operations Production and the current BD faculty members lack the expertise in this content area. In response, the Marketing and Management faculty agreed to add assignments that will increase students’ knowledge of Human Resources and Organizational Behavior. A committee will meet during the summer to develop a concentration or minor in Human Relations and/or Organizational Behavior. The committee will present their proposal at the August BAD meeting for further consideration. The 2014-2015 Peregrine Tests will not include Operations Production as a Management subtopic.

Senior Achievement Day Presentations: Describe program Senior Achievement Day activities? What benefit does the program gain from the activities? What if any assessment of students happens on this day? What changes if any will occur due to what students and faculty learn on Senior Achievement Day’s? The Senior Achievement Day activities include an assessment of 3 to 4 teams from each semester BUS 450 students’ who present their stockholder’s report and presentations. Generally, the BAD faculty and 2-3 outside evaluators attend the presentations. This provides BAD faculty insights into how much students applied their areas of expertise when integrating the key components of the BAD program and concentration objectives. In addition, the BD faculty can use the outside evaluators’ assessment to measure how well students meet the real world application approach in their areas of expertise. This year, evaluators filled out a qualitative survey that assessed the overall capstone project. The comments included that the Capstone course stresses the importance of teamwork and real world application. It forces students to look at most of the core program courses (e.g., accounting, finance, marketing, management, statistics, mathematics, communications, and technology), and not just students’ area of concentration. The course

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addresses some program objectives. However, it does not address all the program objectives (e.g., ethics, economics, leadership, and legal). Some of the suggestions included that the game needs some individual assignments that will put pressure on the weaker students to perform and improve fair grading. The course should require individual projects that relate to student’s concentrations and objectives not included in the simulation game. The evaluators should receive the stockholder’s reports at least 2 days in advance of presentations. This year, the evaluators expressed disappointment with the quality of stockholder’s reports. In addition, the class average for the spring, 2014 COMPX was 49.50%. The highest score was 68.1% (681) and the lowest score was 25.5% (244). In spring, 2013, the highest score was 800 and the lowest was 400. Some evaluators said the simulation game inaccurately aligns with the program’s course content. The game is different from the Marketing social media marketing options in the Marketing class, the retained earning in the finance course, and just-in-time inventory options in the real world (Unilever manager) . In response, two faculty members will attend a 3-day conference in July in Chicago, Illinois to gain a better understanding on how to improve students’ success.

Service Learning Activities: How is service learning infused in the coursework within your department? Is service or community engagement in the program mission? Describe the Service Learning Activities that your students and department engaged in this past year. How did the activities improve student learning? How did the activities benefit the community? Dr. Linda Duke included a service-learning project in the Retail Management course. Last year, students worked with the local Shelter Workshop for physically and mentally handicap adults to improve their work area to increase productivity. This project allows students to learn how work with different adults in our society. This benefited the community by improving the productivity levels of handicapped adults.

Program Sponsored LEAD Events: Highlight lead events sponsored by program faculty that are connected to program or general education objectives for the past academic year. Include a total number of lead events program faculty sponsored. Linda Davis and Murphy Tetley sponsored several LEAD events educating students about technology updates. Steve Huenneke sponsored a LEAD titled: “Half Truths, Insane Ideas, Gas Masks and Scud Missiles”. Lee Bailey and David Forster sponsored two events about how to obtain internships that will enhance future career opportunities.

Student Accomplishments: Highlight special examples of student successes in the field (academic: mentor-mentee, conference presentations, competitive internship, journal acceptance; extra-curricular: horse show championship, art exhibit). This is for any accomplishments that a student achieved outside of course work or the normal expectations of student success. The BAD students’ accomplishments were as follows:

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o In February, 18 students attended the State DECA conference at the Lake of the Ozarks, Missouri. As a result, 2 students placed 2nd in Entrepreneurship, one student won 2nd place in professional sales, one student won 5th place in Hotel & Lodging, one student won 5th place in Retail Management, one student won 3rd place in Travel & Tourism, and one student won 5th place in Travel & Tourism.

o In March, two students attended the American Marketing Association Conference in St. Louis with Dr. Duke.

o In April, 2 students attended the DECA International Conference in Washington DC, and placed in the top 10.

o In January, Dr Jahnae Barnett selected Kyle Matthews as one of the strongest internships completed over the summer.

o In April, Linda Duke accompanied two students to the BOOM competition in Columbia on in the Windsor Auditorium-Stephens College. The BOOM completion is an annual event sponsored by REDI (Regional Economic Development Inc., Columbia, MO). The sponsors choose the best entrepreneurial “pitch” event with cash prizes.

Faculty Accomplishments: Highlight any faculty accomplishments that supersede the normal expectations of program faculty. (Examples: journal acceptance, presentation at a national conference, off campus art show exhibit or other community/professional honor) The Business Faculty accomplishments included:

• Linda Duke coauthored (with Dr. Julie “JP” Palmer Schuyler) a paper, which was accepted for presenting at OBTC conference at Vanderbilt University. The title is “Implementing Team Projects with Local Corporations in Management & Marketing Classrooms: Developing Student Voice to Communicate Results & Opportunities to Managers”.

• Lee Bailey attended the ACBSP Conference on October 9 in Lincoln, Nebraska. • Lee Duke presented at the Midwest Academy of Management on Oct 10 in Milwaukee,

WI • The Regional Business Review accepted Linda Duke’s research/article for June 2014

publication. The title is “Relationships Between Students’ Psychological Capital, Mentoring and Career Commitment”.

Alumni (Recent Graduates) Accomplishments (past year graduating class): Results of Alumni survey and how well the program prepared them for their profession, this data is collected ourselves from contact with students. We can ask the alumni office to share what information they have on your graduates and then provide your own input to the data. Discuss special honors or positions earned by recent graduates of the program. This can be done on survey software, facebook, or an alternative platform that allows the information to be collected. In December 2014, the BAD developed a Business Program LinkedIn account.

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Currently, the account includes 175 alumni. Table 6 illustrates a small sample taken from an Excel spreadsheet. This sample includes alumni from the five concentrations, year of graduation, current position, and employer listed on their LinkedIn profile. One staff person provides a weekly updates on an Excel spreadsheet including new member’s position, changes in position, certifications earned, geographic location, year of graduation, and working in field of major. Alumni Name Expert

area Grad Date

Certifications or Additional Degree

Position Employer

Megan Bornhauser

MGT 2011 MA-Human Resource Trainer

Assistant HR Saks Fifth Avenue

Jeff Smith ACC 2012 CPA Audit Staff II Lane Gorman Trubitt, PLLC

Oluwarotimi Darmola

MGT 2012 MBA IT/Business Project Manger

Blue Cross Blue Shield

Gabiel George MKT 2011 MBA Dir. of Internet Marketing

Media Bucket

Tanner Edwards MIS 2010 MBA Sales & Social Media

Farmers Insurance

Gregory Baker FIN 2011 Bachelor Senior Analyst Cerner Corporation

Kelli Holland MIS 2010 MBA Training & Communications

Manager

University of Missouri

Michael Brown MIS 2012 Internet & Computing

Core; Certified

Specialist in Microsoft

Word

Programmer PDS Cortex

Beth Outz MIS 2012 MBA Director of Communications

& Education

MO Beef Ind. Council

Christyan Busato ECN 2012 Bachelor Financial Analyst

Genter

Chad Barnes FIN 2009 MBA Credit Analyst FCS Financial

Stephan Brocks FIN 2009 Series 7 Financial Advisor

Baytide

Andrea MIS 2013 Bachelor Quality Analyst IBM

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Hutchinson Marissa McPherson

ACC 2012 Bachelor Branch Office Specialist

MHC Kenworth

Bridgette Doig MKT 2012 Bachelor Account Executive

Wayferry Software

Matt Bruno ACC 2010 MBA & Certified Fraud

Examiner

Pharmacy Investigator

Express Scripts

In addition, the BAD faculty established an Alumni Business Advisory Board, which will meet every October. The results from the October 2013 focus groups and survey are in the attached 2014 Marketing Research Report.

Section 5: External Review

Guide for External Reviewers of Major Programs

Name of Reviewer(s) S. Mark Comstock Program Reviewed Business Administration Date of Review & Campus Visit 03/24/2015 Introduction

Your role as an outside reviewer is to verify the information provided by the on-campus program review team. Your evaluation helps identify the program's strengths and recommend ways to address areas of concern.

The following guide is intended to facilitate your work as a reviewer. The questions provide a quality rating of 5 to 1 (high to poor or not evident). Please provide a justification for your rating immediately following the question. Use as much space as necessary for your response. At the conclusion of the questionnaire please provide a summary that addresses overall aspects of the program.

Submit your completed evaluation to the Academic Dean, copied to the division chair and program review team. 1. At what level is the program's curriculum framework aligned with the mission

and vision of William Woods University?

1 Not Evident

2

3 Somewhat

Aligned 4

5 Completely

Aligned

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Response: As stated in the mission statement and reflected in the curriculum, there is excellent alignment between the institution and the business unit. Both are heavily student-centered and professionally oriented. Discovery Day leaders stress the importance of curriculum linkage to student portfolios and being well prepared for job markets. 2. At what level has the program clearly articulated its educational goals and

objectives for majors/minors in its self-study document?

1 not-evident

2

3 somewhat

4

5 completely

Response: For this entire review, I will consider the Business Administration Annual Assessment Report part of the self-study. It is in the assessment report that goals and objectives are clearly and explicitly identified for the business unit as a whole as well as individual programs. 3. At what level has the program articulated its assessment plan for student

learning?

1 not-evident

2

3 somewhat

4

5 completely

Response: A comprehensive annual assessment plan is included with the self-study. 4. To what degree are the student learning objectives sufficient for the

discipline?

1 Inadequate

2

3 Adequte

4

5 Superior

Response: Student learning objectives are clearly identified and thoroughly integrated into the program. 5. At what level are the students performing in regards to benchmarks

established for each objective?

1 Below

2

3 Average

4

5 Exceeding

Response: Peregrine and other objective instruments are used extensively. Student outcomes are generally at or above objectives. 6. How do the students compare to the performance at comparable institutions?

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1 Well Below

2

3 Comparable

4

5 Well Above

Response: While student outcomes are not compared to local competitive institutions, student performance on nationally-normed tests is generally at or above national averages. 7. How quickly does the program make changes to address student needs, i.e.,

when students do not perform at expected levels?

1 Not Reactive

2

3 Somewhat Reactive

4

5 Highly Reactive

Response: Because of the days explicitly dedicated to assessment for both students and faculty, there is a strength in immediate discussion and reactions to assessment results. This may be changes in curriculum, approach, benchmark, or assessment instrument. 8. How reasonable is the program's projected growth in light of the current

student population in the major?

1 Unreasonable

2

3 Somewhat

4

5 Reasonable

Response: Enrollment has been declining in recent years. Projected enrollment numbers were not readily apparent in the self-study or the assessment plan. 9. Is the retention of students within the program comparable to other programs

in the discipline?

1 Below

2

3 Standard

4

5 Exceeding

Response: In a period of recent declining enrollment, the business unit has set a goal of 80% retention. This appears attainable, despite a 50% retention rate for transfer students in the most recent data available. Previous years’ retention data for this group suggest that the most recent data may be anomalous. In any case, retention numbers for the business unit typically exceed those for the university as a whole.

10. At what level have courses been offered regularly and in a manner that

students are able to take all courses in a two-year period?

1 Inadequate

2

3 Adequate

4

5 Excellent

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Response: This has been a particular challenge for the faculty due to the tragic loss of a professor who is thus far unreplaced. Nevertheless, by stretching its resources, the business unit continues to offer classes regularly and in a manner that all classes are offered at least once every two years. 11. To what degree is the nature and quality of program offerings adequate for

the number of majors in the program?

1 Inadequate

2

3 Adequate

4

5 Excellent

Response: The limited size of the faculty precludes offering a greater breadth of course selection. 12. To what degree are there adequate offerings of internships, practicums,

student teaching, or other workplace experiences to prepare the student for a

profession?

1 Inadequate

2

3 Adequate

4

5 Superior

Response: Internships and related work experience are strongly encouraged and embraced by many students. 13. To what degree does the program provide employment resources to the

student? [or How important to the discipline is it that the program provide

employment resources to the student?]

1 Not Evident

2

3 Somewhat

4

5 Substantial

Response: Assessment data show that students generally obtain jobs in fields related to their disciplines. With the help of a University Advancement Specialist, the business unit has created a LinkedIn account to both help place students in suitable professional positions, and track their progress after graduation.

14. To what degree does the faculty appear to have expertise in the subject areas

they teach?

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1 Inadequate

2

3 Adequate

4

5 Superior

Response: Faculty hired from professional practice and extensive use of working adjuncts assures that students are exposed to real-life experiences. 15. To what degree are the teaching loads equitably and reasonably determined?

1 Inadequate

2

3 Adequate

4

5 Superior

Response: Faculty loads exceed historical guidelines for accreditation; there is an opportunity to institute a plan to add faculty and bring faculty loads more in line with best practices and accreditation guidelines. 16. Please rate the faculty to student ratio?

1 Too High

2

3 Satisfactory

4

5 Too Low

Response: With only seven full-time but 77 adjunct faculty, the faculty-student ratio is appropriate for the business unit at a time when a very productive professor is no longer there. The site visit revealed that students missing class frequently get e-mails of concern from faculty; this is evidence of the ability and willingness to have a strong student-centered approach to teaching. Nevertheless, the addition of qualified faculty would facilitate greater scholarship and service. 17. To what degree are the library holdings appropriate for the size of the

program?

1 Inadequate

2

3 Adequate

4

5 Superior

Response: Library holdings are satisfactory because of available technology and access to MOBIUS holdings. 18. How does the faculty's use of current technology, practices, or trends to

facilitate instruction compare with other programs in the discipline?

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1 Insufficient

2

3 Average

4

5 Superior

Response: Faculty are adequately using extant and emerging technologies as they become useful. 19. At what level are the physical resources, such as facilities and equipment

appropriate for the program?

1 Inadequate

2

3 Adequate

4

5 Superior

Response: Physical resources are good and in some cases the result of innovative approaches, such as a student “Think Tank” provided with grant money. There is potential for taking advantage of idle physical capacity in the business unit. 20. Is the support staff adequate for the program?

1

Inadequate

2

3

Adequate

4

5

Superior

Response: The Business Division employs one half-time, 10-month, administrative assistant. This position is responsible for assisting the division with all types of clerical tasks including compiling data for faculty on courses, assignments, students and graduates. The administrative assistant is assisted by two or three work study students with ten or less hours per week to contribute. A program of this size could use greater administrative support. There is an amendment to the institutional HR Plan that is specific to the business unit. The amendment calls for hiring a full-time administrative assistant. Summary

Please provide your conclusions on the following and any other areas that were not addressed in the above questionnaire that you believe need to be reviewed.

§ What is the program's strength? § Does the program have components that distinguish it from other programs? § What areas need to be addressed and are the steps outlined in the program

review adequate to address any areas of concern? § Should the program be expanded, maintained at its current size, reduced, or

eliminated? The Business unit has a clear strength in its commitment to its students and orientation

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towards student outcomes. A second significant strength is the years of experience brought to the classroom by practitioners serving as adjuncts. Ironically, the use of practitioners has put the business unit in violation of traditional levels of doctoral coverage. There is an amendment to the institutional HR plan calling for the addition of faculty to help address this opportunity. There is an opportunity to increase the number of doctoral level faculty in all areas When asked what distinguished the William Woods University business unit from others they had attended, transfer students unfailingly cited the personal faculty attention they receive at William Woods. Because of changes in assessment tools before deciding to use Peregrine Services, only one data point is available for seniors during the self-study year. Subsequent administrations of the assessment should provide further opportunity for assessment of student learning. There is an opportunity for improvement to focus on Peregrine as an assessment tool and for the foreseeable future. This will result in more usable multiple data points for future assessments and improvements. Faculty loads exceed accreditation guidelines. There is an opportunity to institute a plan to add faculty and bring faculty loads more in line with best practices and accreditation guidelines. To the extent that additional target markets and demographic groups can be identified, the business unit, assuming it has sufficient resources in terms of faculty and staff, could benefit the region’s business education by expansion. Its approach to business education is unique in its student-centered and learning-centered philosophy.

Section 6: Conclusions and Recommendations

Dr. Comstock’s evaluation of the BADM has provided very valid observations about the strengths and opportunities to improve. He was part of the February ACBSP team visit and spent 3 days observing and verifying what was in the self-study report. Consequently, I think he views the BADM business program as part of the bigger business program rather than a stand-alone major. His concerns about the number of FTF, overloads, and staff reductions were consistent with the self-study team’s responses. The academic recommendation is that the business leadership should appoint a Strategic Planning Committee to develop long-term goals. This committee can make recommendations as to how the BADM program can reach the 80% retention ratio while growing the number of BADM majors and minors. At that point, another FTF may be considered to support the action plans. In the institutional response to the self-study team, Lee Bailey and Brenda Popp submitted an outline of how the SPC would be comprised of business faculty, adjuncts,

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alumni, and students to develop the goals. After approval of the goals, the committee would develop and implement the action plans. As part of their responsibilities, the committee would construct a detailed proposal and request for more money for the next budget cycle.

Academic Council Response:

Business Excellent Adequate Needs Improvement Comments

History, Mission and

Vision

o Overview is succinct (-300 words)

o Program’s purpose/mission is clear, including relationship to the university’s mission statement.

o Clearly describes the

approach to maintain or improve student retention and graduation rates.

o Provides detailed

description of possible employment positions for graduated students.

o Introduction describes the program with more detail than necessary (+300 words)

o Introduction includes the program mission but it is unclear about it purpose within the university.

o Summarizes the data

on student retention and graduation rates.

o Provides a short

summary of employment placements for graduated students.

o Introduction omits either program mission or the program purpose within the university.

o Program description is absent, weak or lacked reflection of program data.

o Description of student data lacks reflection.

o Lists a few locations

where graduated students are employed.

Including the percentages and leaving in the actual N for students was helpful Implementing the BSBA (accelerated program)

Course rotation-offerings

o Course rotation is followed in the way courses are offered.

o All cross-listed courses are identified.

o Course offerings appear appropriate for the needs of the program.

o Course rotation is followed with few exceptions of independent study/tutorial courses when needed.

o Course rotation is not followed. Many instances of tutorial and/or independent study.

The faculty have discussed the rotation/sections of courses to make sure offerings were appropriate.

Faculty and Resources

o Faculty qualifications and specific competencies are fully and accurately described

o Provides a sound rationale for current

o Faculty qualifications and competences are described.

o Notes the adequacy or inadequacy of current staffing with little discussion on the

o Faculty qualifications and competencies are poorly described or absent.

o Merely lists the faculty/staff

Should the 77 faculty be included in this report. Issues with separating out the BUS/MBA programs.

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staffing and/or future recommendations related to student learning.

o Summarizes all physical equipment needs and supplies noting any deficiencies and the impact on student learning.

o Provides summary analysis of library holdings, noting specifically how deficiencies, if any, affect student learning

o Provides rationale and recommendations to improve resources that would address such deficiencies and link student learning.

impact to student learning.

o Provides summary of current equipment, etc., but does not connect to student learning.

o Provides a summary of library holdings.

o Provides recommendations to improve resources but does not connect to student learning.

positions in the department with no explanation how current staffing impacts student learning.

o Lists only perceived equipment deficiencies (no list of actual resources)

o Omits library information.

o Does not recommend any changes to resources for the program.

Assessment of Program

o Annual Assessment includes learning outcomes and assessment measures, which are clearly explained.

o Problems involving curriculum clearly explained.

o Standards for

performance and gaps in student learning are clearly identified with action plans for improvement if needed.

o Report includes

collaboration from all program faculty, including adjunct, external constituents in the assessment of student learning.

o Program’s involvement in service,

o Annual Assessment includes learning outcome and/or assessment measures.

o Problems involving curriculum are addressed.

o Standards for

performance and gaps in student learning are recognized.

o Program report

includes feedback from all on campus faculty in assessing student learning.

o Program involvement in service, LEAD, and other university activities are listed.

o Annual Assessment does not address learning outcomes and/or assessment measures.

o Problems involving curriculum are omitted.

o Standards for

student performance and gaps in student learning are not identified.

o Program report does

not include feedback/input from all program faculty when assessing student learning.

o Program

involvement in service, LEAD, and other university activities are omitted.

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LEAD, and other university activities are clearly explained.

External Review

o Program response to all criteria marked as “excellent” on the External Review report is complete with specific strategies for improvement.

o Program responded to some of the criteria marked as “somewhat-not evident” on the External Review report with ideas on how to improve.

o Program did not respond to the areas of weakness marked on the report as “somewhat –not evident”.

Conclusion

o Strengths and challenges include references to student learning.

o Challenges exhibit more depth than resource shortages and include challenges for the program faculty.

o Program response to external review and Academic Council is complete and thorough.

o Action plan for the program is visionary, showing evidence that the program is aiming for a higher level of student learning.

o Strengths and challenges are identified, but don’t relate to student learning.

o Challenges are little more than resource driven.

o Action plan accommodates the program challenges but does not move it to a higher level.

o Program responds to external review and Academic Council with little discussion.

o Strengths and challenges are identified.

o Challenges are all resource driven.

o There is no action plan that addresses the challenges that face the program.

o Program acknowledges the recommendations of external review and Academic Council with no discussion on changes.

Academic Council Comments: random comment by the group is that we need to find places to incorporate graphs more in the reports. It might be cool ideas to use a location map to show where our graduates are geographically. The list would show the range of positions, but the graph could show the global nature of WWU graduates. In the report it is difficult to see the differentiation with the MBA in 5. We know there is an overlap in faculty but that ight need to be explained more in detail. The program should probably have its own review as it does differ from the bachelor degree in business.

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• Does the program have a definition or working document that explains the courses that are used in the MBA in 5 that count for both the undergraduate and graduate degree?

It also would be helpful to include faculty load, including the number of overloads they are teaching and in what areas. This information is needed in order to see where resources are being used, and where we need to use adjuncts more. It was noted in the external reviewers report that the part time staff position is not necessarily adequate for the program considering that the support staff works with Business, Accounting, MIS, and legal studies. It was also noted in the report that students spoke very highly of their faculty when they met with the external reviewer. This is always good to see.

• Does the program have an advisory board (Strategic Planning Committee) already and what does that outline look like?

Thank you for such a comprehensive report. Please provide a response to Academic Council with a brief discussion of the bulleted questions and then the items within the “conclusion” section of the rubric (highlighted in blue).

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Appendix A: Library Report II. William Woods University Holdings: Journals

2015 Print 5 Electronic Full-text 1,136 Electronic Index Only 2,869

Books, Journals (Print), Visual Materials, Electronic Books A. Summary

Subject Totals

18

00

-18

49

18

50

-18

99

19

00

-19

09

19

10

-19

19

19

20

-19

29

19

30

-19

39

19

40

-19

49

19

50

-19

59

19

60

-19

69

19

70

-19

79

19

80

-19

89

19

90

-19

99

20

00

-20

04

20

05

-20

09

20

10

-20

15

Oth

er

Business &

Economics Totals

5274 2 9 11 13 27 43 42 88 348 453 745 1604

723 800 159 207

Business, Business Administration

944 0 0 1 3 6 8 1 9 32 50 134 359 160 117 34 30

Commerce, General 258 0 1 0 2 2 1 1 3 18 17 59 100 28 9 5 12

Economic History & Conditions

784 0 0 2 1 6 6 9 15 74 79 124 267 123 37 19 22

Economic Theory 311 0 2 1 0 1 13 6 13 36 32 41 80 38 25 21 2

Economics - Industries, Land Use, Labor

864 0 1 0 0 0 3 2 10 26 41 90 308 175 158 27 23

Economics - Industry, General

88 0 0 0 0 0 0 1 0 4 9 21 29 15 3 1 5

Finance, General 458 2 1 2 1 2 3 3 2 25 36 59 131 58 71 26 36

Labor, General 424 0 0 0 1 5 5 5 9 35 61 80 128 44 29 15 7

Public Finance, General

48 0 0 0 0 2 0 0 1 3 8 12 7 9 4 0 2

Socialism. Communism. Utopias. Anarchism

117 0 0 2 0 0 1 7 7 37 35 7 18 3 0 0 0

Special Industries & 650 0 2 2 3 2 2 3 10 28 59 73 96 44 264 9 53

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Subject Totals

18

00

-18

49

18

50

-18

99

19

00

-19

09

19

10

-19

19

19

20

-19

29

19

30

-19

39

19

40

-19

49

19

50

-19

59

19

60

-19

69

19

70

-19

79

19

80

-19

89

19

90

-19

99

20

00

-20

04

20

05

-20

09

20

10

-20

15

Oth

er

Trades, General

Statistics 43 0 2 0 0 0 0 2 1 2 5 7 12 6 6 0 0

Transportation & Communication, General

270 0 0 1 2 1 1 2 4 28 19 33 65 20 77 2 15

Writing 15 0 0 0 0 0 0 0 4 0 2 5 4 0 0 0 0

Subject Totals Books Journals/Magazines Videos

Business & Economics Totals 5252 2605 2575 72

Business, Business Administration 938 576 340 22

Commerce, General 251 97 153 1

Economic History & Conditions 779 302 471 6

Economic Theory 311 185 121 5

Economics - Industries, Land Use, Labor 864 527 330 7

Economics - Industry, General 88 46 41 1

Finance, General 456 136 305 15

Labor, General 423 338 78 7

Public Finance, General 48 30 18 0

Socialism. Communism. Utopias. Anarchism 117 103 14 0

Special Industries & Trades, General 649 141 503 5

Statistics 43 24 18 1

Transportation & Communication, General 270 87 181 2

Writing 15 13 2 0

B. By Publication Date

Subject Totals

1900-

1909

1910-

1919

1920-

1929

1930-

1939

1940-

1949

1950-

1959

1960-

1969

1970-

1979

1980-

1989

1990-

1999

2000-

2004

2005-

2009

2010-

2015 Other

Business, Business

Administration

Totals

944 1 3 6 8 1 9 32 50 134 359 160 117 34 30

Accounting By Business or Activity 14 0 0 1 0 0 0 2 0 2 4 3 2 0 0

Accounting, General 67 1 0 1 1 0 2 4 7 12 16 10 10 0 3

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Subject Totals

1900-

1909

1910-

1919

1920-

1929

1930-

1939

1940-

1949

1950-

1959

1960-

1969

1970-

1979

1980-

1989

1990-

1999

2000-

2004

2005-

2009

2010-

2015 Other

Accounts & Books 7 0 0 0 0 0 0 0 0 1 2 2 2 0 0

Advertising 111 0 0 0 1 0 0 8 5 24 36 24 8 2 3

Auditing 2 0 0 0 0 1 0 0 0 0 0 1 0 0 0

Business Communication

35 0 0 0 0 0 0 1 4 3 14 5 5 3 0

Business Records Management 4 0 0 0 0 0 0 0 0 1 1 1 0 0 1

Business, Business Administration 100 0 2 2 4 0 4 9 15 24 25 9 1 0 5

Buying. Selling. Sales Personnel 23 0 0 0 0 0 2 0 4 1 13 1 1 1 0

Marketing, Wholesale & Retail Trade 257 0 0 0 2 0 0 5 7 21 95 46 51 18 12

Office Equipment and Supplies 2 0 0 0 0 0 0 0 0 1 0 0 0 0 1

Office Management 9 0 0 0 0 0 0 0 0 3 4 1 0 0 1

Personnel 115 0 1 1 0 0 1 1 3 12 56 20 16 2 2

Stores/Supermarkets/Auctions/Markets/Secondhand

20 0 0 1 0 0 0 0 2 5 7 3 0 0 2

Vocational Guidance. Careers. Success in Business

178 0 0 0 0 0 0 2 3 24 86 34 21 8 0

C. By Format


Business, Business Administration Totals 938 576 340 22

Accounting By Business or Activity 14 6 8 0

Accounting, General 67 19 47 1

Accounts & Books 7 6 1 0

Advertising 110 67 34 9

Auditing 2 1 1 0

Business Communication 35 25 10 0

Business Records Management 4 0 4 0

Business, Business Administration 96 21 75 0

Buying. Selling. Sales Personnel 22 13 8 1

Marketing, Wholesale & Retail Trade 257 166 86 5

Office Equipment and Supplies 2 0 2 0

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Office Management 9 1 8 0

Personnel 115 78 35 2

Stores/Supermarkets/Auctions/Markets/Secondhand 20 11 9 0

Vocational Guidance. Careers. Success in Business 178 162 12 4

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Appendix B: Annual Assessment Supporting Documents

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Table of Contents

Executive

Summary………………………………………………………………………………4

Introduction…………………………………………………………………………………

….…6

Research Method and

Procedures……………………………………………………………...…8

Overview………………………………………………………………...…………

……..8

Secondary

Data……………………………………………………………………….......8

Situational

Analysis……………………………………………………...……..…8

Literature

Review……………………………………………...…………………11

Primary

Data……………………………………………………………………………..22

Sampling……………………………………………………………………………

……23

Qualitative Data &

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Analysis…………………………………………………………………….24

Quantitative Data &

Analysis……………………………………………………………………28

Recommendations…………………………………………………………………………

……..32

Conclusion.…………………………………………………………………..……………

…......33

Limitations…………………………………………………………………………………

…….34

Appendixes…………………………………………………………………………………

……35

Executive Summary

The 2014 Marketing Research class conducted this research to assess the

effectiveness of real world applications in the Business Division. The objective was to

determine whether the professors are effectively using real world applications in their

day-to-day curriculum and if the professors are preparing students for post-graduation.

We wanted to determine what actions the BD faculty could take to better prepare

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students, as well as improve their current learning atmosphere and curriculum.

To gain a better understanding of the research objective, the 2014 Market

Research class revised the 2013 situational analysis and developed a literature review

from peer reviewed research. In addition, the class reviewed an aggregated list of focus

group statements from the October, 2013 Business Alumni Advisory Council meeting.

Subsequently, the class used this secondary data to modify and suggest new questions for

the 2014 traditional student focus groups and surveys to measure the Business Division’s

effectiveness. (See figure 1)

During the March, 2014 Assessment Days, the class facilitated 8 focus groups

and distributed surveys to traditional business students. Then, the class divided into three

teams to compile the data into charts and graphs to better review the results from both the

traditional and alumni groups. The SPSS data allowed the class to draw conclusions

about what the business division is doing well and what areas students and alumni feel

they need to improve. One important difference, in the 2014 analysis, is that only chi-

square analyses with the differences between groups (p < .05) were used in the report.

Next, the three teams took comments from the focus groups that had been sorted by

alumni, traditional students, upper and lower classmen, and positive and negative

comments to support the quantitative data.

After examining the results, the class found several key areas of concern. One

included that students and alumni suggested that the business programs need to provide

more real world applications by integrating up-to-date technology into its programs.

Another finding was that most groups felt like group work provides real world

simulation. However, the finding was inconclusive because other groups indicated they

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were neutral about preferring group work in courses compared to completing individual

assignments. The final finding was that students were satisfied with the internship and the

experience it offered them. However, they were not very aware of the internship

webpage, which was made as a result of 2013 study. Overall, the results indicated that

students and alumni were satisfied with their overall experience within the Business

Division. After reviewing the tests and comments, our class was able to form

recommendations to help the business division improve, as well as relay to the Business

Division the many things students were satisfied with.

Figure 1 Business Division’s Effectiveness Construct

Introduction

The 2014 Marketing Research class completed a situational analysis report to

research whether or not the WWU Business Division successfully provides real world

BusinessDivision’sEffectiveness

2013BusinessAdvisoryAlumni

2013BusinessDivisionTraditionalStudents

2014BusinessDivisionTraditionalStudents

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applications to their majors, both professionally and personally. The primary goal of the

research was to provide decision-makers the knowledge that will enable them to resolve

problems or pursue opportunities to better help the Business Division simulate real world

applications in all majors (Accounting, Business Administration, Management

Information Systems). Throughout the semester the class conducted a market analysis,

content analysis, in-depth interviews, formal rating procedures, market segmentation,

benefit and lifestyle studies, and a competitive analysis.

Marketing Research students conducted a market analysis and content analysis of

William Woods University’s mission statement, Business Division objectives, and each

majors’ objectives and find a common goal of providing real world applications. Hence,

this years’ class hypothesis is “Are the Business Division (ACC, BAD, and MIS)

professors effectively providing real world applications to their majors, both

professionally and personally, and have recent changes positively affected the learning

experience?”

The class developed a literature review, which pertained to this year’s research

question. Each Marketing Research student focused on a specific area of a peer reviewed

research article and presented the summarized content. The focus of the articles was

student satisfaction and the class was able to see how different universities conducted

studies on the topic. This enabled the class to take something different from each peer

review study and relate to this year’s study. Consequently the class suggested that the

hypothesis should address if the improvements or changes made after last year’s market

research study addressed the issues of concern in a way that satisfies the students. In

addition, the study should examine if professors are providing real-world applications

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efficiently through technology usage?

The report’s purpose is twofold: The first part of the report will provide the

Business Division faculty a better idea of how they are providing real world applications

to their students to benefit them both professionally and personally and whether the

recent changes have positively affected the learning experience. The second part of the

report will provide Business Division faculty recommendations on what areas need to be

improved and how they can be improved.

The 2013 Marketing Class Assessment Report consisted of the following

demographic variables: transfer students, class rank, major, gender, expected profession,

and upper or lower level students. These were very similar to the 2014 research variables.

The 2014 demographic variables that were the same as last year’s demographic variables

included transfer students, class rank, major, gender, expected profession, and upper or

lower level students. However, this year’s research included the differentiating between

traditional students and alumni. These relationships related to our study’s hypothesis

because we compared the qualitative (focus groups) and quantitative (Likert scale survey

questions) results to measure students’ satisfaction within the Business Division’s

effectiveness in simulating real world applications.

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Research Method and Procedures

The following section contains the secondary data and the primary data used to

research the research question and hypotheses. It includes the class procedures of how

qualitative and quantitative was collected to gain a better understanding of the construct:

Business Division Effectiveness.

Secondary Data

The class conducted a situational analysis and literature review to review the

secondary data. This supports the primary data when developing the new questions for

the 2014 focus groups and surveys.

Situational analysis. The purpose of the situational analysis is to research what the

Business Division’s professors say to the public and to the students either by supporting

the mission statement, website information, or program objectives.

The following information is a revised version of the 2013 Marketing Research

situational analysis.

The mission statements for William Woods and the Business Division support that

statement that the business faculty provides real world application to its students:

Specific parts of the William Woods Mission Statement “student-centered and

professions-oriented university . . . lifelong education of students in the world

community”

• Business Department mission statement phrase “the opportunity to integrate their

skills into real-world situations” and “the "tools" to understand today’s business

enterprise and the role of business in our global society . . . to apply knowledge

and to anticipate change”

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• Accounting mission statement “will be prepared for careers”

• MIS mission statement “provides a strong educational background…prepares

you to succeed in information systems career positions”

An additional reference that the 2014 class found for this year’s question was in the

university’s vision statement. This vision statement refers to the university being

“progressive” and having “innovative and unique programs.”

Following are each majors (ACC, BAD, and MIS) and part of their objectives that

correlates to the research question.

Accounting

• Apply skills to accounting and business problems

• Interact and cooperate productively within diverse teams


• Analyze and interpret real-world economic phenomena

• Communicate clearly and demonstrate abilities in leadership, persuasive

communications, and teambuilding

• Integrate all the various business principles

MIS

• Identify managerial/organizational needs

• Solve and implement organizational problems of limited complexity

• Develop a solution to a real-life problem

Our class believes that these different objectives line up with the research question for

2014. However, we modified the 2013 research question by using different subtopics.

Our team suggested that the 2014 Market Research question should expand on whether

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the Business Division is striving to be innovative and progressive by providing real-world

experiences through the technologies and programs they utilize in and out of the

classroom. Last year’s report identified several areas of concern about if the business the

faculty are providing real world applications to their majors, both professionally and

personally. One area of concern was that the 2013 Marketing Research students targeted

was the lack of knowledge about the required internships and minimal assistance in

helping students obtain an internship. In response, faculty developed website pages to

allow the students a source of information that included past internship opportunities and

contact information.

Another area of concern was that students lacked sufficient areas to study on an

individual basis. Since the individual study lab was not open by the time, the class

decided to re-test the need for an individual study lab. This retesting will help discover if

the changes were the best possible options and if the Business program needs to make

more changes in the future. Lastly, students indicated that the technology in the

classrooms needed better alignment with their majors. Some of the retesting should

include the following 2014 marketing research questions:

• Textbooks/Additional Required Materials

o Utilizing Owlnet better

o Connect and Aplia

o Paying for Learning House

• Marketing for Business Division in general

• Think Tank Usage

o Are people aware of Think Tank? (All grade levels)

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• Business and Social Media – Updating classes and information

• Paying for internships

The overall objectives of the 2014 Marketing Research class are to determine if:

1) The improvements or changes made after last year’s market research study addressed

the issues of concern in a way that satisfies the students?

2) The professors are providing real-world applications effectively through their

technology usage?

Literature Review

The following three sections includes several topics on student learning the class

researched before finalizing their focus group and survey questions.

Methods to Utilize Classroom Effectiveness. The overall central theme of the following

three articles is teacher to student relationships and how teachers can bring in different

concepts to the classroom to reach students in more ways than the traditional learn and

lecture from the book method. The articles cover the relationship made between student

and teacher and bring topics for why teachers should bring games and music into the

classroom.

The central theme of the Duncan-Morgan (2009) article is how every student–

teacher relationship has a turning point. The review tends to note that if the student is

closer to the teacher then the education will be a better experience and more beneficial. If

the relationship between the students is bad then the education is affected in a negative

way. The students want a personal relationship with their teacher. They want to be able to

talk to their teacher and have one-on-one conversations with their teachers. The study

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identified relational turning point events that college students perceive occurring with

their teachers. The students in the study stressed how important it is for teachers to act in

a way that the students are comfortable with them. The teachers need to be

understanding, helpful, receptive, personal, and friendly.

The primary focus of the IJSME (2012) study was to investigate the effectiveness

of games when used in tertiary or higher level mathematics classes in the United Arab

Emirates. The study incorporated a mixed-method approach that involved surveys,

interviews, observations of classes and narrative stories. A sample of 90 students from 3

tertiary-level institutions in Abu Dhabi participated in the study. In-depth qualitative data

provided information about the introduction and use of games in mathematics. “A

narrative, based on classroom observations of students playing Jeopardy-type

mathematics games, provided insights into games in action in the classrooms”. The data

were analyzed to examine students' interactions and responses during the games. To

accurately collect the data 2 questions were asked pre and post. The 2 questions were

based on enjoyment factors and effectiveness.

The central theme of the article Levy-Byrd (2011) involves music being used as

an aide to teaching in all levels of class rooms ranging from elementary clear to upper

level education. From Levy-Byrd (2011) “Song lyrics often include ideas related to social

justice such as accepting others, challenging discriminations, examining privilege, and

rejecting violence.” Song lyrics also connect to teaching because many songs will relate

to events that occur during the time period. Using music in the classroom was found to be

refreshing, entertaining, thought-provoking, and an effective way to learn for many

students. Music can help change students moods, playing popular songs before and even

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during songs has also shown to have a positive effect in the participation and involvement

of students. Other ways music affects teaching us through ideologies and social issues

with race, gender, and social class. Levy-Byrd (2011) found music such as heavy metal to

help relate to Marxism and more radical thinking and ideas. Music is part of student’s

everyday lives, and with changing times teachers need to relate to students to keep

improving performance and knowledge in the classroom. Music may be a key component

in future classrooms.

Are the Business Division (ACC, BAD, and MIS) professors effectively

providing real world application to their major, both professionally and personally (are

they providing enough current events reviews that can be applied into everyday class)

This is the research question from (2013) and our (2014) extension of that question that

very much pertains to the articles. In general the articles stress how important a personal

relationship is with your teacher, and how techniques such as game and music

implementation can increase effectiveness and enjoyment. Music and games not only

bring excitement to the classroom that will help build a stronger student-teacher

relationship, but they are also valuable teaching tools that can help teachers implement

new ideas and keep current on certain events that may be happening in the world today

and possibly learn from the past.

Some topics that can be used for the focus group or survey that come for this

article are the William Woods Professors seeking personal information about the student

to get a further grasp of how the student learns. Another topic could be are the teachers

making an effort see the students outside of the classroom. Generalizing the article in an

attempt to extract topics would point us towards the level of enjoyment gained on a daily

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basis from the strategy implemented by lectures. The game was the dependent variable in

the (2012) article therefore encouraging the implementation of games into the class room.

Reviewing the enjoyment level has the possibility of increasing the enjoyment and

satisfying the need for more current event/ real world situational analysis during class

time. Other topics that can be used in a focus group from the articles are is there effective

teaching strategies other than the traditional book method being used? Do any of the

teachers at WWU try to energize and motivate students to learn? Are the classes at WWU

enjoyable and create a fun and exciting classroom? Do you think music and games should

be allowed to be played in a classroom and used for learning purposes? What could

teachers do to bring excitement into the classroom? And how do you rate your teacher

student relationships you have with your teachers here at WWU.

Boredom in the Classroom. According to an article published in the Journal of the

Scholarship of Teaching and Learning, there is a correlation between boredom in the

classroom and poor grades, behavioral issues, and dropout rates (Kass, Vodanovich, &

Khosravi, 2011). The article discussed three psychological states (meaningfulness of

work, responsibility for outcomes of the work, and knowledge of the actual results) that

can be achieved by having an environment that follows the five core dimensions: skill

variety, task identity, task significance, autonomy, and feedback (Kass, et al., 2011).

These five core dimensions affect a student’s level of boredom; therefore, it is important

for educators to address these five dimensions in the classroom. This article pertains to

the 2014 market research question because the study discusses how schools can model

classes to resemble the work environment. It discusses how to avoid boredom in the

classroom by creating a real world experience which is exactly what our research

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question is asking.

If students are not satisfied with their educational program, they may end up being

bored in the classroom. In a study published in the Journal of Education for Business,

students evaluated their education based on four different components: professors,

content, computing, and grading (Krehbiel & McClure, 1997). Many of the researchers

suggested using the concept that a student is a customer of a service. The study looks at

students’ (customer) satisfaction to develop an idea of their needs/wants in an effort to

make changes and deliver results – just like you would evaluate customer satisfaction

(Krehbiel & McClure, 1997). The results of the study found the professor component of

education to be a very important part of students’ satisfaction – specifically the

knowledge the professor has. Another major finding of the study was that newer

technologies may play a role in the overall satisfaction of the education the student

receives (Krehbiel & McClure, 1997).

Our research question asks whether our business division is effectively providing

real world applications – in other words, are our students satisfied with the effectiveness

of their classroom and education. While the study uses different measures, it also

provides ideas for other topics that can be explored within our question. The components

of professors, content, computing, and grading were factors used to evaluate student

satisfaction. Ultimately, if students are satisfied with the education they are receiving,

they will not be bored in the classroom. The study found that newer technologies would

play a role in overall satisfaction, indicating that students value technology within their

education (Krehbiel & McClure, 1997).

A major factor found in the previously mentioned study was that technology can

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be a huge influence in the satisfaction the student has with a course or their education.

Technology plays a huge role in our everyday lives. As it constantly changes and

improves, people keep up with the newest technologies. Technology has been

incorporated into classrooms in different ways and for various reasons. Mobile tablets are

the new big thing and could possibly be the next technological advancement in

classrooms, more specifically in universities. A study was done by Purdue University

Indianapolis (IUPUI) that researched the use of iPads in the classroom. The study focused

on the overall impact of having iPads in the classroom for the use of teaching and

learning. It found that there were a lot of benefits to the use of iPads in the classroom, but

there were also some frustrations (Cecil, Miller, Rossing& Stamper, 2012). The iPads are

a great way to connect with others in the classroom, and others outside of the classroom.

Students can expand outside of the textbook to broaden their knowledge and research.

Students have different learning styles and the use of iPads creates engage these multiple

learning styles. It is an experience that is convenient, fun and interesting (Cecil et al.,

2012).

There were some disadvantages found in this study though. It is difficult for

multiple students to work on one iPad if there isn't enough for everyone. Also, time is

wasted if the internet is not connecting (Cecil et al., 2012). In addition to these things, the

study also found that students got distracted at times on social media sights or checking

their email, and some of the apps are limited. Overall, it seemed that iPads were enjoyed

by the students and it was a fun and different way to teach (Cecil et al., 2012).

This article pertains to the 2014 market research question in that it is about

technology and the role it plays in the classroom. Our class may ask if students are

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satisfied with the way professors are using technology in the classroom and outside of it.

Using an iPad in the classroom would be a technological advancement that would most

likely benefit William Woods. The article talked about how in large universities having

mobile tablets would not be so effective and efficient, but at a small school, it can have a

lot of benefits. Perhaps, our class could examine if the use of iPads in the business

division classes could be more effective? Also, could they have learning benefits that

business students are not getting now?

Another component that could affect boredom is the structure of the learning

environment. The purpose of this study was to describe undergraduate students'

experiences and perceptions of online courses based on interviews, observations, and

online focus groups (Armstrong, 2011). The results indicated that communication plays a

role in shaping students’ perceptions and approach to learning. The participants in this

study did not perceive the technology itself to be bad, but more in how it was used and

implemented (Armstrong, 2011). Also, the organization of the course is important to their

learning and success. The student’ approaches to learning appeared to be shaped by both

the structure of the learning environment and the nature of assessments used in the online

environment (Armstrong, 2011). Students’ perception of online learning is that it is less

academically challenging than their experiences in face to face education. Finally, the

study indicated students use nonacademic resources to locate information rather than the

university library (Armstrong, 2011).

After reviewing these four articles, we have found several factors that affect

boredom in the classroom. A major factor that prevents boredom in the classroom is the

use of technology, which can be seen as providing an innovative learning experience.

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Another way to avoid boredom in the classroom is the utilization of online courses as

opposed to a lecture-style course. Using these tools the articles discussed – technology

usage and online courses – professors can provide a more effective real-world experience

for their students. As we stated previously, the 2014 market research group hopes to

analyze if improvements were made from the 2013 study and explore whether or not

professors are providing real-world applications efficiently through technology usage.

We believe that if the business division implements use of the tools discussed above that

they can offer the progressive education the university is striving for. We hope to use the

following questions in our focus groups and surveys:

• Are students bored in the classroom? Are they engaged in the classroom?

• Are students gaining anything from the use of Capsim, Aplia, Connect,

etc. versus the use of Owlnet?

o Are students getting their money’s worth?

o Could the students gain the same knowledge without these

programs?

• While technology may be used in the classroom, is it used effectively for

the modern workplace?

• Should courses like Productivity Tools be required for ALL business

division students?

o Should they be required earlier in the student’s education?

• Should a final portfolio for seniors be included in the Capstone course?

• Do students benefit from taking courses online? Is the experience parallel

to taking the course in a classroom setting?

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• Are there courses that should be REQUIRED to be in the classroom as

opposed to online– example: Business Communication

Business School’s Effectiveness. The William Woods Business Division strives to

successfully achieve its objectives each year. The faculty put a lot of time and work into

providing a positive learning experience for the students. Understanding scholarly

research can help our class identify areas of the division that have room for improvement.

Four articles that can assist in identifying areas for improvement are: “Big Questions,” by

John Fernandes, “Are Business Schools Clueless or Evil?” by Gianpiero Petriglieri,

“Understanding Learning Preferences in the Business School Curriculum,” by Prateek

Goorha and Vijay Mohan, and “Using Total Quality Principles in Business Courses: The

Effect on Student Evaluations,” by Janet Barnard. From these articles, common general

topics are present for discussion involving the business learning experience that can be

applied to the WWU Business Division. One of the general topics is assessing whether

the business division is providing an effective learning experience for the students.

Petriglieri (n.d.) raises the question of whether business schools are educating our future

leaders with the right tools to become, not just money smart, but rather with tools to set

these students up for success at leaders who can provide society with what it needs for

economic growth. Petriglieri (n.d.) makes references to our business graduates as not

being the “traditional student,” but rather “nomadic professionals,” moving from

company to company in search of the “field of dreams.” Petriglieri (n.d.) suggests that the

focus of professors today is to align these young “go getters” with the values and

awareness of society

Does the WWU Business Division provide its students with “real world”

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applications that can be directed towards future professionals’ situations in the business

industry? John Fernandes (2011) asks how business schools can ensure quality graduates.

He proposes schools form bonds with other schools, improve technology and create

lifelong learners out of students. To make this happen, he suggests adding an Academic

Quality (AQ) faculty to business schools. The AQ faculty would help the three

department activities to reach division goals. By taking these steps, Fernandes (2011)

claims that business schools will create quality graduates and ensure lifelong learners.

Goorha and Mohan (2010) discuss how there are many different components to

teaching and learning in a classroom. These components must be taken into consideration

by the AQ faculty and the WWU Business Division faculty in order to successfully

determine methods of providing a positive and beneficial learning experience. The

students’ should take away from the programs skills that can be helpful in the business

industry rather than just memorizing outdated facts from textbooks. Goorha and Mohan

(2010) state, “the rapidly changing business environment also fosters innovation,”

meaning that our courses need to stay up to date of what businesses are doing these days

to remain success in teaching “real world” applications (2010). To analyze the learning

experience, Goorha and Mohan (2010) conducted a survey of questions that asked

students about their preferences in learning.

Janet Barnard discusses a new approach to collecting feedback. This approach is

known as Total Quality Management (TQM). The TQM approach can encourage

continuous student input to mend any existing issues or provide suggestions for

improvement rather than dealing with an issue all semester and only opening discussion

at designated times towards the end of the course. Using this approach at William Woods

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University can help us to receive feedback from the students about the recent changes

made to the WWU Business Division. Instead of waiting until the next focus groups

during assessment days, we can apply TQM and figure out what students’ opinions are

now. This would allow the business faculty to make changes sooner than later and

students would enjoy the benefits of the improvements rather than dealing with their

issues for an extended period of time.

Using the previous research, the class would like to ask the following questions:

• Is the internship website helpful? Is the website easily accessible?

• Does the Think Tank successfully provide an environment for studying

and group collaboration?

• Are there any changes that could be made to the Think Tank to make it

more suitable for studying?

• Is the technology in the Think Tank easy to use?

• Are there any issues in the business division that need to be assessed?

If so, what are they?

• What are suggestions for bettering these issues?

Using the TQM approach could increase the WWU Business Division rate of

improvement, if students provided suggestions and answers to these questions more often

than just in the designated time slots. Goorha and Mohan discussed the importance of

remaining up to date and Barnard discussed how the TQM approach can help the WWU

division provide updated information to the students (2010; 1999). Remaining up to date

will also allow the faculty to more easily follow Petriglieri’s discussion of whether or not

students are being prepared to become business leaders (n.d.). The TQM approach can be

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used for both student feedback and faculty feedback; therefore, preventing any concerns

of giving the students too much say in what the curriculum should be (Goorha & Mohan,

2010).

If the information provided to the students on the business industry, society, and

the economy is constantly updated, the students should come out of school more prepared

Fernandes’ suggestion of an AQ faculty can help ensure the information being taught is

beneficial and the method of how it is being taught is effective for the students (2011).

An AQ faculty does not necessarily mean hiring new faculty members, but rather the

current faculty could provide evaluations of other faculty’s courses (Fernandes, 2011)

An updated and effective curriculum, in a good learning environment, can help

develop the great business leaders needed in today’s society (Petriglieri, 2014). Using the

information from scholarly research, the class will better assess whether faculty is

successfully providing “real world” applications with their majors, and if any changes

made to the program from the previous year have positively affected the student’s

experience. Thus, the general topics from these articles can help the class determine if the

WWU Business Division implements what it says in its overall mission, program goals

and major objectives in and out of the classroom.

Primary Data

For the 2014 Marketing Research study, the class developed focus group question

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and survey questions to qualitatively and quantitatively assess the research questions.

Several edits and suggestions were made to the 2013 focus group and survey questions.

(See the Appendix A for final Focus Group Questions) The class conducted eight focus

groups to qualitatively analyze whether or not the Business Department effectively

simulates real world activity in and out of the classroom. Each student in the Business

Division was required to attend one focus group, as a part of the Business Division

Assessment Day activities in March, 2014. Depending on whether they were lower level

(sophomores and juniors) or upper level (senior), students were able to choose which

focus group they wanted to sign up for. Due to time constraints, freshmen were not

included in the focus groups.

All eight focus groups were held on Tuesday, with the first one starting at 8 AM

and last one finishing at 4 PM. Five of the eight focus groups were moderated by the

Dean of the Graduate Program, David Forster, while three of the eight focus groups were

moderated by the Business Division Chair, Brenda Popp. Each focus group consisted of

free conversation with the moderator leading and incorporating approximately eleven

questions, as time allowed. These questions asked students their opinions on real world

application, business division satisfaction, technology effectiveness, Burton study

atmosphere, group work preferences, and the internship program. (Please see Moderator

Instructions in Appendix A). Following each focus group, a member of the Marketing

Research class handed out the surveys and the participants had around fifteen minutes to

complete the survey. (Please see Questionnaire in Appendix B). The final survey

consisted of fourteen Likert scale questions about different aspects of the business

division and fourteen demographic questions about the participant please see

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Questionnaire in Appendix B.

Sampling

In the traditional student survey process, 109 Business Division students filled out

the survey, while 96 traditional students answered the focus group questions. Each focus

group was divided by class rank. The seniors were the first focus groups and the

sophomores were at the end of the day. Upper level students seemed to be more

comfortable with giving more in depth comments than the lower level. Upper level

students also tended to have more negative comments then the lower level students.

(Please refer to the full copy of traditional focus group statements in Appendix D).

During the October, 2013 Alumni Advisory Board meeting, 23 alumni

participated in four focus groups, these focus groups included alumni from ACC, BAD,

MBA, and BSM. The focus group questions and survey were very similar to the 2013 and

2014 traditional student focus group questions and surveys. Some questions were

customized to the particular group. (Please refer alumni focus group statements in

Appendix C for an aggregated list of the 4 focus group statements).

The Alumni and Traditional Students’ Qualitative Analysis The following two sections summarizes the responses to focus groups questions from the 2014 Traditional Student’s focus groups and the 2013 Alumni Advisory Board’s focus groups. 2014 Aggregated Traditional Students’ Qualitative Analysis

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• Many students chose to become a business major because they felt it was a good versatile field to get a good paying job in. (Question 1)

• Students in Upper and Lower classes have both had many students take a few classes within the business field and they felt like the business division had a major for them. (Question 1)

• Many students decided to double major and picked up business to get a background and experience with business for help in their other major. (Question 1)

• Most students are happy with the technology in the Burton building and think everything is up to date, especially the double screen computers and think tank large computer screens. (Question 2)

• A few reoccurring complaints with the technology in the Burton were Aplia and Connect seem like students were taking two classes at once, Aplia and Connect seem like students were taking two classes at once, many students want more technology like the Think Tank with better Wi-Fi, and newer technology like Quickbooks that can be used for many business classes. (Question 2)

• There are a few students who like the study atmosphere in the Burton building and utilize it, many upper level students think there should be a designated room with computers for studying only that classes cannot use, and many lower level students aren’t comfortable enough to study in the Burton building so they study in their rooms. (Question 3)

• Many students are aware of the Think Tank and its purpose and have utilized the Think Tank for numerous classes, group work, and projects. (Question 4)

• Most of the students in the focus groups were not aware of the Think Tank hours. (Question 4)

• A common comment about the Think Tank was that groups easily get distracted when sharing the room with another team. (Question 4).

• Many of the students felt that their classes are challenging and their lower level classes are preparing them for their upper level classes and how to deal with working in groups of other people. (Question 5)

• Most student feel that working in groups and sometimes having to pick up the slack for other team members along with having busy work to complete for that class as well is what seems to make their classes more challenging to deal with. (Question 5)

• Majority of the upper and lower level students are aware of the program and several students mentioned the emails they are sent about open positions. (Question 6)

• Several students indicated that their advisors have never said anything about needing and getting an internship, or if they did they did not put a lot of emphasis

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on the importance of getting one. A couple students felt they had to be more proactive then they should have to get information out of their advisors that they needed for the program. (Question 6)

• A common comment about real world applications in the classroom was that most students feel their classes and professors use real world applications. (Question 7)

• Most of the complaints about the use of real world applications were regarding accounting classes. They felt more real world applications could be used such as using QuickBooks or Excel more frequently. (Question 7)

• Most students are aware of the internship program but are unclear about what the requirements are and how to find internships. (Question 8)

• Most students have not received help from their advisors in regards to finding an internship. (Question 8)

• Many students indicated they were unaware of the internship website as a resource to help find an internship. (Question 9)

• Many upperclassmen believe the internship program is beneficial in making connections and developing skills that will be helpful in their jobs after graduation. (Question 9)

• Most students believe the faculty is very approachable. (Question 10) • A few of the upperclassmen commented on the evaluations and the process for

making complaints. (Question 10) • Multiple upperclassmen indicated they believe the 6PM-9PM night accounting

classes are hard to pay attention to the whole class period. (Question 11) • A few students believe there needs to be more emphasis on the MBA 5 program.

(Question 11) • Set a marketing strategy on campus that will advertise to other majors trying to

get them to double major to gain knowledge of the business field. (Question 1) • Add a room for individual students to study in the Burton building with updated

technology and the dual screen computers that was a common reason for many people not studying in the Burton building. (Question 3)

• Add or update the technology in the Burton building, an example many students would like to see QuickBooks being used, and people are liking the dual screen computers as well as the big screens and many of times there aren’t enough available so adding more would keep up with the changing trends in technology used in everyday business. (Question 2)

• Divide the Think Tank so if two groups are simultaneously working they are not distracting the other team(s). (Question 4)

• To have more cohesiveness been the lower level classes and the upper level classes. I feel that some class don’t necessarily go with each other or I don’t have another class like it that I feel I need to know this for. Ex. Micro and Macro they

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are a good requirement, but I feel they don’t really go along with the other BD classes being taught to us. (Question 5)

• All advisors should be required to discuss the internship requirement when meeting with students during the semester to advice for their next semester’s classes. This way it is in the students heads from the start and they will get the reminder that a lot of students are wanting. (Question 10)

• The Accounting department should start utilizing more real world applications like computers in class to provide a better educational experience. (Question 6)

• Faculty use their advising time with students each semester to talk to them about the internship program. Students feel comfortable with their professors in a one-on-one setting. This time could be beneficial to reach students about their internship needs. (Question 10)

● Create an event that explains the internship and all the requirements that is required by lowerclassmen to attend. Just handing out a packet is not very informative, but by telling the students earlier will well-prepare them and give them enough time to find an internship. (Question 8)

● Advisors should educated more on the use of the internship web page. They should be required to demonstrate how to use the web page one-on-one with their advisee if the student is unaware of the webpage. (Question 10)

● The use of modern accounting tools needs to be incorporated into the curriculum. The program as is, doesn’t provide an accurate education compared to what will be expected of students once they enter the job field and need to understand the technology used in everyday business accounting. (Question 2)

2013 Aggregated Alumni Focus Group Qualitative Analysis The following comments represent the positive remarks from the alumni.

• It was a degree that had many options • Glad to see graphic design elective class offered now for (Mkt/Adv) emphasis • Absolutely, they left Burton open until late at night & so was the library • Like the Think Tank. Schedule confusing to sign up with. • Group work was really nice. You learned to understand that there would be

disagreements. You move on. No one ever took it personal. • In my group we had a very diverse group, and I learned a lot from learning from

them & their strengths • Other schools didn’t get those outside the classroom “real world” experiences. • Professors explain real life stories that taught us how you would experience it in

the real world. • WWU really prepared them for confidence in presentations but also in interviews • Writing the papers & getting connected with the current events really did a lot of

help with my knowledge of the world.

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• Can talk to faculty anytime, was very comfortable and could ask for extra help. • WWU has its presence in many companies she’s gotten to know through work &

has seen so many people be placed because of the university. • Felt like WWU helped me develop a resume that was nice looking and understood

how to do it, felt like career services was helpful and could even come back for questions or anything.

• DECA was a good experience and learned a lot from that. • Internship helped me allocate time, being in a business setting brought it to your

attention that you need to learn how to delegate what should come first, what comes second, and so on.

The following comments represent the negative remarks from the alumni. • One group did interviews and one did SPSS program, everyone should have done

both (occurred the first year the BD had SPSS. This class shared one computer that had a student version loaded on it in 2007).

• Any certifications offered would really benefit resume. • I wish there were more examples of real world accounting information systems. • WWU program wasn’t technology based & I don’t feel like any of the instructors

made technology their priorities. • Couldn’t rely on labs here because there was a class or it was locked. • Wi-Fi doesn’t work a lot in Burton. Frustrating during presentations for videos

that would not work. • Capstone wasn’t instant feedback, felt like just pushing buttons. Didn’t truly

understand. • It prepared me well. Looking back, now that I have gone through CPA, they

could have done more prep for the CPA test. It would be easier to take it right out of college. The accounting program could require 5 years.

• I think it could be a good blend to have a class with social media & PR. Learn more about social media and how the advertisements work.

• Prepare students to be better at interviewing. We need more use of mock interviews.

• I would feel like the program could be improved if University helped me get outside internship opportunities.

The Alumni and Traditional Students’ Survey Quantitative Analysis

The following three sections will highlight the quantitative analysis from the 2013

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alumni survey results, the 2014 Business Division’ traditional students survey results, and a blend of the two data sets.

Alumni 2013 Data Analysis and Findings

This section will present an analysis of AAT’s SPSS results of the team’s pie charts, histograms, chi-square tests, and thematically related means illustrations. AAT’s main focus was the alumni students who range from one year out of school to five plus years out of school.

Pie Charts. The pie charts illustrated that more males (65%) than females (35%) responded to the survey. Out of the respondents (43%) alumni were 1-2 years out of school, (39%) were 3-4 years, and (17%) were 5+years out of school. The respondent’s majors were weighted as (39%) MBA & BS, (26%) were BADM, (17%) were ACC, and (17%) were BSM. The alumni respondent double majors were (30%), while (52%) were not double majors. The remaining (17%) were missing. Out of the respondents (35%) were transfer students. Out of the twenty-three respondents (91%) are in the work force, and (8%) are not contributing to society.

Histograms. The histogram from our internship satisfaction questions indicated that the respondent’s average level of satisfaction was 3.46/5 after thirteen responses. After the technology satisfaction questions were asked the average level of satisfaction was 3.57/5 after twenty-three responses. The degree of employability questions indicated that 4.52/5 was the level of satisfaction out of twenty-three response. The histogram from our real world questions indicated that 4.52/5 was the level of satisfaction out of twenty-three respondents.

Chi- Square Tests. Our team crossed all of our nominal questions (gender, major, etc.) vs. our scale questions (Internship Awareness, BDAtmosphere, etc.). We found the p value of the chi-square test to make a difference in the PreferGroup*YearsPast (P=.00) showing alumni 5+ years out of school liked group work more than alumni that were out from 1-2 years or 3-4 years. The PreferGroup*Transfer (p=.024) crosstab showed alumni who were transfer students preferred group work outside the classroom more than alumni who were traditional students. A crosstab of InternshipSkills*Transfer (p=.011) showed transfer students disagreed more that an internship didn’t help them professionally while alumni who were traditional students agree more. The crosstab for StudentComputerLab*Transfer (p=.027) showed more alumni who were traditional students believe it would have helped to have their own student computer lab in the Burton Building than transfer students who disagreed. The DegreeEmployability* MajorB (p=.013) crosstab showed BSM majors, MBA and BS majors, and BADM majors all agree their degree form WWU has increased their employability while ACC majors are mostly neutral. The crosstab for InternshipAwareness* DoubleMajor (p=.005) showed more double majors were aware of the required intern than single majors. The BDAtmosphere*DoubleMajor (p=.047) showed alumni who were double majors agreed more strongly to liking the business

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division atmosphere than single majors. The crosstab for RealWorldSimulations*Working (p=.007) showed alumni who were working in a related field to their major were more motivated by real world simulation to help them learn course material than alumni who were not working in a related field to their major. The crosstab for BDAatmosphereGroup*Working (p=.004) showed alumni who are working in a field related to their major were more satisfies with the business divisions atmosphere for group work where alumni who aren’t working in a field related to their major were as satisfied.

Thematically- Related Tests. Our teams thematically related found overall the alumni slightly agreed with all of the internship questions which included the awareness of a required internship, the satisfaction they got from having an internship, and the internship helping develop skills needed for their professional lives. With the group work questions the alumni agreed with all of the questions overall. They were slightly above average to somewhat agreeing on average with the questions asking if they preferred group work over individual work in the classroom and they preferred working in groups outside the classroom more than in the classroom. The alumni average was strongly agreeing with group work being an effective method to simulate real world applications. The professor performance questions showed the alumni were strongly agreeing with the relationships, accessibility, and enthusiasm professors had inside and outside the classroom. The business division study atmosphere questions showed the alumni were satisfied with the business division atmosphere, technology, and atmosphere for group work. The technology satisfaction average was slightly above neutral but still below somewhat agree. The business divisions overall atmosphere and atmosphere for group work was strongly agreed with showing the alumni were overall very pleased.

2014 Traditional Students’ Data Analysis and Findings

This section presents an analysis of JTMM’s SPSS results of the team’s pie charts, histograms, chi-square tests, and thematically related means illustrations. This group’s focus was on the traditional students.

Pie Charts. The pie charts illustrated that more females (57%) than males (43%) responded to the survey; and more upper level class (39%) than lower level class (61%). The pie charts also illustrate that more students had previously used (61%) the Think Tank than not (39%); more students had (60%) found the internship bulletin board useful than not (40%); and more students had not read (56%) the Business Division newsletter than those that had (44%).More students had received the Business Division newsletter (58%) than those that had not (42%).

Histograms. There was several histograms composed from the SPSS data and we have included an analysis of a few of the histograms. One histogram indicates that 76 of the respondents strongly agree that professors provide real world experience. A total of 89 out of 98 students agreed or strongly agreed to the question regarding the technology available outside of the classroom in Burton. More than half of the respondents (61

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students) said that they strongly agree or agree that the internship program provides a good experience. Fifty out of 109 students indicated they did not watch the TV in the Burton. Most students were neutral on whether group work was more effective during class time compared to group work outside of class. However, 62 out of 109 students felt group work was more effective outside of class time rather than during class time. Students indicated that 73 students out of 98 would use the designated student lab at least 1-4 times a week and 19 students indicated they would use it more than 4 times per week. Most students indicated they were neutral about if all team members were graded fairly upon their contribution to the assignment.

Chi-Square Tests. Even though most students had not read the newsletter, we found that more females than males read the Business Division newsletter (difference 0.041). We also found that there was a difference between the class ranks regarding how much they use the Think Tank. Our chi-square results indicated that more seniors use it than lower class ranked students. With regards to majors we found that in the question regarding the Business Division newsletter most students were not receiving it (65%) and those who were not were primarily MIS majors.

Thematically-Related Tests. Our first thematically related tests showed that overall students were satisfied with the technology in Burton including both inside and outside the classroom. With a mean of greater than four our second thematically related test showed that students are satisfied with their educational experience and indicated professors are providing real world applications and simulations in the classroom. Our third thematically related test showed, with a mean of greater than 4, students feel that group work is a good simulation of the real world. However, with a mean a slightly lower than 4, students felt that group work was more effective outside of the classroom rather than during the designated class time. Also, with a mean lower than 4, showed that students preferred group work during class time better than outside class time.

Blended Data Analysis and Findings

This section will present the analysis of the blended results from Traditional Students and Alumni in view of pie charts, histograms, chi-squared tests and thematically related means illustrations.

Pie Charts. The pie charts illustrated that more traditional students (82.58%) than alumni (17.42%) participated in the survey; more of the participants were female (53.13%) than male (45.86%); and the majority (67.42%) were not transfer students, but native students. The majority of the participants (57.19%) indicated they were not double majors, while 32.81% were double or triple majors. The majority of the participants (62.39%) were sure of their future professions before graduation. 70.45% of participants had “no other comments” to add in regards with the WWU Business Division.

Histograms. The histograms from the Real World Application questions illustrate that a majority of students and alumni agreed that professors (88 of 132) and group work (59 strongly agreed 59 somewhat agreed of 132 respondents) effectively use real world

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applications to teach students. When students and alumni were asked the question about Group Work Preference they were neutral about preferring to work with groups outside of class time rather than during class time. Most students and alumni somewhat agreed that group work was more effective than individual work in their majors. The histograms regarding Internship questions illustrated that students and alumni strongly agreed (49 of 77) that an internship had helped them develop professional skills necessary in the real world.

Students and alumni were asked questions about Technology within the Burton Business Division. The histograms illustrated that they were somewhat satisfied with the technology outside of the classroom (62 of 121). The histograms regarding Study Atmosphere questions illustrated students and alumni strongly agreed that they are satisfied by the individual study atmosphere (61 of 121) but more satisfied by the group work studying atmosphere (83 of 121). This survey was given after Burton introduced the ThinkTank. The ThinkTank was successful in creating a good group study atmosphere. While the Think Tank is great for groups; an individual group study atmosphere could be improved.Both histograms from Professor Accessibility and the Overall Satisfaction showed that students and alumni strongly agree that they are satisfied with professors and the Business Division (83 of 120).

Chi-Square Tests. Our team’s Chi-Square tests indicated that when students and alumni were asked about whether Group Work is More Effective in Major Classes, females were more neutral while males more somewhat agreed with the question.When students and alumni were asked about the effectiveness of Group Work Stimulating Real World Applications, the Chi-Squared tests illustrated that single majors more somewhat or strongly agreed while double or triple majors tended to only somewhat agree with the question. Single majors more somewhat or strongly agreed while double or triple majors tended to only somewhat agree with whether Individual Work is More Effective than group work in their major classes. The Chi-Squared test illustrated that single majors strongly agreed while double or triple majors were split between being neutral, somewhat agreeing, or strongly agreeing about their Internship Experience being beneficial in their development of professional skills.

When students and alumni were asked about group work being an effective method for Real World Applications, participants who were sure about their profession somewhat agreed whereas participants who were not sure about their profession more strongly agreed.When students and alumni were asked about their Internship Experience being effective in preparing them professionally for the real world, students more agreed with the question while alumni tended to be neutral. An internship may not have been a requirement for a number of the alumni. When participants were asked about their satisfaction with the Technology in the Burton Building when working outside of the classroom, students more somewhat agreed while alumni were more neutral. Neither groups strongly disagreed with the question. In regards to Professor Accessibility, students somewhat agreed while alumni more strongly agreed.

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Thematically-related Tests. Our team’s thematically related tests illustrated that students are primarily neutral on the preference of whether to work on group work during or outside of class and about the effectiveness of group work in their major classes.

Both students and alumni more than somewhat agree that professors effectively use Real World Applications in the classroom and Real World Simulations motivate them to learn the course material. Both groups primarily more than somewhat agreed that they are satisfied with the Technology in Burton for Work Outside of the Classroom. Also, both groups more than somewhat agree that they are satisfied with the Accessibility of the Professors. The students and alumni more than somewhat agree that they are satisfied with their Overall Experience with the WWU Business Division.

2014 Class Recommendations from Alumni and Traditional Students

The 2014 Marketing Research Class would like to suggest the following

recommendations:

• Add or update the technology in the major coursework. o Use updated technology in Accounting courses

§ (e.g. update version of QuickBooks) § Schedule upper level Accounting classes in the Computer lab 105

or 106 rather than a regular classroom. o For all majors, use computer “games” to stimulate critical thinking and

decrease boredom o Provide more IPad or laptop interactive exercises as part of classroom

experience o Survey students on a semester-by-semester basis about the technology in

the coursework (TQM approach)

• Add or update technology in the Burton Building o Add more dual screen computers o Add more big screens or monitors that align with the changing trends in

technology used in everyday business. o Promote the Individual Study room and fix technology kinks. o Increase Think Tank usage to lower class and other majors through fliers,

in-class assignments and ThinkTank demonstrations. o Survey students on a semester-by-semester basis about the technology in

the Burton Building (TQM approach).

• Provide more exposure to the outside world o Invite more speakers (alumni) to talk about their experiences and give

advice to gain a greater understanding as to whether class functions are going to best serve students post-graduation.

o Schedule opportunities to go to real businesses and help with ongoing projects to get a greater feel for work expectations in the real world.

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• Increase an internship awareness

o Require events that explain the internship and its requirements. o Continue to educate students on the Internship website and Internship

bulletin boards o Provide better access to Internship packets

• Improve Business Division communication to majors

o Address the reasons that students are not reading the BD newsletter. § Why are females reading? § Why are MIS students not reading it? § Is e-mail the best way to distribute it? § Should there be an incentive for reading it? § Should there be something “fun” in it for students? Solve a puzzle

and put your name in a drawing each quarter. o Continue to utilize bulletin board for information regarding internships

and job opportunities. Explore adding other vital information to these boards.

• Continue to use the TVs in Burton, but should not put more money towards updated models and major repairs. Explore how to increase the amount of time students watch business news on the TV’s in Burton.

• Establish a consistent grading system for group work among the BD faculty.

• Next year’s marketing research class could focus on surveying business faculty and adjuncts professors to gain a better understanding of what and how they think improvements could be made to the business programs.

• Use the Alumni Advisory Board as a pilot study and expand the survey to a larger number of alumni to improve the validity of the results.

Conclusion

The 2014 Marketing Research class has given many recommendations that will

help further educate Business Division students for the future. The results from this

year’s focus groups will give a more competitive advantage by the results that students

and alumni gave to the class members. We were at an advantage of using not only

traditional students, but the class was allowed to use last semester’s 2013 Alumni focus

group. By using both traditional and alumni students, we were able to get a better

understanding of how the Business Division faculty can improve the Business Division

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concerning its business atmosphere, learning environment, and preparation for the real

world. We believe that if the Business Division implements the recommendations, they

can continue to offer a progressive education to its students and alumni.

Limitations

The 2014 Marketing Research class identified the following limitations: • This is only a semester long class. So, there is a time constraint on the actual

research process. • The students are “students” in an academic learning process, who conducted the

research for both the alumni and traditional focus groups. • There were different moderators and that could have caused some problems with

consistency in the responses.

o For the traditional focus groups Professor Forster facilitated five of the focus groups and Professor Popp facilitated three focus groups. In the alumni focus groups, there were four different facilitators.

o Each moderator had different styles, so this could have changed our results.

o The moderators for the traditional students were Business Division professors so the students could of held back sensitive on giving their true comments for whatever reason. However, in the Alumni focus groups, the participants were not directly associated with moderator.

• The wording of a few survey questions was confusing for some of the respondents

and they were not able to answer the question easily. However, the class disregarded the “missing” questions without skewing the overall results.

• The 2014 traditional student focus group included a question about classes

becoming more challenging, but their respective survey did not align with this topic. Instead, the alumni were asked the question so the traditional student responses were aligned with the alumni survey question.

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• Focus group and survey questions were not always suitable for those in every

class rank. • This year, we scheduled eight focus groups in one day. This may have been too

tiring for the moderators and the class members to record responses. However, last year, the 2013 class scheduled the focus groups over two days and they were concerned that may have caused some inconsistencies in their results.

• When one traditional student focus group got larger than the other groups (17

participants rather than 8-12 participants), the moderator had trouble getting respondents to talk because there was not enough time for each respondent to give their opinions. Also, the larger group seemed to stifle the flow of the conversations.

• Given a 50-minute time constraint for each focus group, the moderator could have a harder time to let respondents share everything they wanted to. It also limited the amount of questions the Marketing Research class could ask each focus group.

• This year, freshmen were not included in the traditional focus groups because of a

one-day time constraint. However, the freshmen did complete the survey. • The alumni survey did not have a large enough sample size for valid results,

especially in the Accounting and BSM groups. Consequently, the number ranged from 17 to 23 responses.

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Appendix A

2014 Moderator’s Instructions Moderator’s Dialog:

On behalf of the William Woods University Business Division (BD)and 2014

Marketing Research class I would like to thank you and welcome you to one of the eight

Assessment Day BD focus groups. These groups include the BD three majors:

Accounting, Business Administration and Management Information Systems.

My name is STATE YOUR Name. I am a faculty member in the BD and will be

serving as the overall moderator for this focus group. This year’s Marketing Research

class developed the questions and will serve as observers and recorders for the hour (At

this time, briefly acknowledge them). The purpose of this focus group is to obtain

additional information concerning how well the BD is doing in providing opportunities

that you think will help you meet your professional and personal goals. Your response in

today’s focus groups and brief anonymous survey at the end of the focus group will be

used to help the BD faculty know what areas they can improve in the BD. Today, we will

be focusing specifically on your opinions about your interactions with the BD both inside

and outside of the classroom and how you think these interactions will positively or

negatively affect you in your professional career and personal success.

There are no correct or incorrect answers, so please feel free to talk openly about

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your opinions. While we are looking for specific examples to support your opinions, we

would ask that you not refer to faculty or staff members by name. Your personal

responses will in no way be linked to you when the Marketing Research students

aggregate the results to the BD faculty. If, at any time, you no longer wish to participate

in the focus group, that is your right. If you decide you no longer wish to participate,

please quietly collect your materials and leave the room. You will not be penalized in any

way if you choose to leave the session.

Does anyone have any questions before we begin?

Before we get started, I would appreciate it if you would all say your first name,

class, and major.

Thank you. Let’s being by asking the first question concerning:

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2013 Business Advisory Council Focus Group Questions

1. Why did you select William Woods University?

2. Why did you choose the MBA program at WWU?

3. Do you believe the technologies you learned at WWU was comparable to the technologies you were expected

to know once you gained employment?

4. Did the Business Division provide you with space that was conducive to studying?

5. In what ways did you feel group work affected your learning experience?

6. Did the professors in your major effectively use real world applications in the classroom?

7. Can you give some examples of what you learned at WWU that you believe gave you a competitive advantage in your profession?

8. How comfortable were you with approaching faculty with questions or concerns (either about something you

didn’t know in class or something personal)?

9. How comfortable were you with approaching faculty with requests for references etc after the course had ended?

10. Do you believe your professional life was positively affected by earning a degree from WWU?

11. Do you have any other comments or suggestions about your academic experience that you would like to

discuss?

2014 Traditional Students’ Focus Group Questions

1. Why did you choose to be a Business, Accounting, or MIS major?

2. What do you think of the current technology used in the Burton classrooms or in the Burton

Building?

a. How can the Business Division improve your educational experience using technology? What do you think about using Connect and other course homework managers as part of the curriculum?

3. How do you feel about the study atmosphere within the Business Division (in the Burton Building

or in the classrooms)? a. What changes could improve the study atmosphere in the Business Division?

4. Are you aware of the “Think Tank” in Burton building?

a. Do you use the Think Tank? If you don’t, why not? i. Does the technology provided work properly when you are using it?

ii. What changes could improve the group study atmosphere in the Think Tank? iii. Are you aware of the Think Tank open/closing hours?

5. Do you feel that your lower level classes are preparing you (sophomores) or has prepared you

(junior/seniors) for you upper level classes? a. Have you found your upper level Business Division classes to add value to your lower

level Business Division classes?

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b. Have they been what you expected? c. In what ways, do you feel group work affects your learning experience?

6. Do the professors in your major(s) effectively use real world applications in the classroom?

7. Can you give some examples of the skills that you have learned that you think will give you a

competitive advantage in your professional world?

8. Are you aware of the “required” internship within your major? a. How much emphasis do you think is put on understanding the internship process by your

advisors? (please do not use names) b. At what point, if any, has your advisor talked to you about your internship opportunities?

9. What help, if any, have you received from your advisors when in the process of looking for an

internship? a. Are there ways that you feel the internship process could be improved to better benefit

the students? b. Have you utilized the internship web page? c. How do you think the internship program will be beneficial to you on a professional

level after graduation?

10. How comfortable/uncomfortable are you with approaching Business Division Faculty with questions or concerns (either about something you don’t know in class or something personal)?

a. If you are not comfortable, how do you feel faculty could be more approachable?

11. Just to sum things up, do you have any suggestions or comments to help improve your academic

learning experience?

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Appendix B

2013 Business Advisory Council Survey Please circle the response that best fits your answer to the following statements concerning the Business Division. Each question had the following descriptors:

Strongly Disagree Disagree Neutral Somewhat Agree Strongly Agree

1. The professors in my major effectively used real world applications in the classroom (in comparison to class assignments such as definitions, formulas, theory).

2. Real World simulations motivated me to learn the course material (in comparison to class assignments that did not use real-world scenarios).

3. Group work was an effective method to simulating real-world applications in the classroom.

4. Group work was more effective than individual work in my major classes.

5. I preferred working with groups outside of class rather than during the designated class time.

6. I was very satisfied with the technology available at the WWU site for work outside of the classroom.

7. The atmosphere at the WWU site was comfortable for individual studying.

8. The atmosphere at the WWU site was comfortable for group studying.

9. The professors in my major were enthusiastic towards the subjects they taught.

10. The professors in my major were accessible for extra help outside of class time for questions concerning the course work.

11. I had a positive relationship with the professors in my majors.

12. Technology updates in the classroom enriched my academic experience.

13. It would have been helpful to have a designated student computer lab at the WWU site.

14. The courses became more challenging as I progressed through the program toward the capstone course.

15. Do you feel that your degree from WWU increased your employability?

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16. Overall, I was satisfied with my experience in the Business Division. Please answer the following demographic questions. Your most honest response is needed for an accurate analysis of the data collected.

1. When you were a student at WWU, did you have a tablet, notebook, netbook computer with wifi?

Yes No

2. What is your gender?

Male Female

3. How many years have passed since graduation?

1-2 3-4 5-6 7-8 9+

4. Did you attend other colleges or universities before attending WWU?

Yes No

5. Which of the following best describes your studies at WWU?

MBA and BS MBA only BS in Accounting BS in Business BSM

6. If you double majored, please indicate your second major here.

Accounting Business MIS Other ____________

7. Please indicate if you are currently working in a profession related to your major from WWU.

Yes No

8. Please add any additional comments or suggestions that you think would benefit the Business Division in order to enrich or improve the academic experience at WWU

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Survey Questions after 2014 Traditional Students’ Focus Group

Please circle the response that best fits your answer to the following statements concerning the Business Division (Accounting, Business Administration and Management Information Systems majors):

1. The professors in my major(s) effectively use real world applications in the classroom (in comparison to class assignments such as definitions, formulas, and theory). Strongly Disagree Disagree Neutral Somewhat Agree Strongly

Agree

2. Real-world simulations motivate me to learn the course material (in comparison to class assignments that did not use real-world scenarios).

3. Group work is an effective method to simulating real-world applications in the classroom.

4. Group work is more effective during class time than outside of class time.

5. Group work is more effective than individual work in my major classes.

6. I prefer working with groups outside of class rather than during the designated class time.

7. When working in groups, I feel all team members were graded fairly upon their contribution to the assignment.

8. Please complete the following question if you have completed an internship in your major program: I feel my internship experience will help me to develop the skills necessary at a professional level.

9. I am very satisfied with the technology available in the Burton Building for work outside of the classroom.

10. I am very satisfied with the technology available in the Burton Building for work inside of the classroom

11. The atmosphere in the Business Division is comfortable for individual studying.

12. The atmosphere in the Business Division is comfortable for group studying.

13. If there was a designated student computer lab in the Burton Building, I would utilize it ______ times a week. None 1-2 3-4 5-6 7-8 9 or more

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14. I utilize my professor’s accessibility for extra help outside of class time for questions concerning the course work.

15. Overall, I am satisfied with my educational experience in the Business Division?

Please answer the following demographic questions. The Marketing Research class needs your most honest response for an accurate analysis of the data collected in both the focus groups and the questionnaire.

1. Have you used the “Think Tank” classroom for group work?

Yes No

2. How many times a week do you normally utilize the Think Tank?

None 1-2 3-4 5-6 7-8 9 or more

3. How much do you watch the TV’s in Burton (lobby and third floor) per week?

None 1-10 minutes 11-20 minutes 21-30 minutes +30 minutes

4. Have you received the Business Division newsletter?

Yes No

5. Have you read the Business Division newsletter?

Yes No

6. Have you found the job/internship bulletin boards useful?

Yes No

7. Does the Business Division Faculty promote the DECA program?

Yes No

8. Does the Business Division Faculty promote the SWAT program?

Yes No

9. What is your gender? (If you feel uncomfortable with this question, disregard and move onto question 10)

Female Male

10. Which of the following best describes what year you are in school by number of hours completed?

Freshmen (0-30) Sophomore (31-60) Junior (61-90) Senior (90+)

11. Have you attended other colleges or universities before attending William Woods University?

Yes No

12. Which of the following best describes your major(s)? Circle more than 1 if applicable.

MIS Accounting Business Undecided

13. If your double or triple major was not a choice in the previous questions, please write in your second or third major?

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14. Please indicate your expected profession after graduating. If you are unsure, please write unsure.

Please add any additional comments or suggestions that you think would benefit the Business Division faculty to enrich or improve your academic experience.

Appendix C

2013 Business Advisory Council

Focus Group Questions and Responses 1. Why did you select William Woods University?

• Golf • My dad worked here so I got free tuition • Came for golf scholarship, concern with athletics. Toured other schools but felt like small campus

atmosphere was better suited; dining facility was well above any other school visited. • Wanted to go to NY for school but senior year only looked at universities in Fulton (westmo &

ww), Comfort zone because family had gone here and liked their experiences, wanted to go Greek, experience here would be better for her than Westminster, only hour from home

• The main reason because I got my undergrad here and felt comfortable. I have a full time job at the nuclear plant and they offer at 75% tuition reimbursement, I wanted to take advantage of that. Also I saw that masters are becoming just as good as a bachelors and I want to be able to compete with others just as well and set myself up well for the future.

• For me I got my first supervision job in 2003 and another promotion in 2009 and was reaching a level where I needed a master. I liked the one night a week thing that was nice with my job where I am very busy and may need to stay. I liked the reputation of WWU and my employer who went and other people who also went through it, I liked the presentation part it’s a good thing to go into a job with. I liked the capstone project that was a good way to learn something and challenge something. My employer had reimbursement which was a perk as well as the location.

• Well originally deciding between WWU and Columbia College. Looked at testing bases and number of days per week days of week. Its presentation based and one day a week. Doesn’t enjoy taking test whereas presentation skills get you going and is much more appealing and taken the presentation skills into the work force.

• Attended the Columbia location • I based my decision to come here because I was playing golf, got golf scholarship. Came on tour,

met all business professors. Saw firsthand, guided me, and showed me how they opened up their classrooms. Really enjoyed small classes and one on one attention with teachers.

• Came on cross country and track scholarship. Wanted private school because I wasn’t a number like I would be at Mizzou or another big state school.

• Location, close to home, small school • Small size, small classroom idea • Sports • Equestrian program • I chose to play baseball here. • Sports scholarship, small classes helped me get a good relationship with teachers/advisors, they do

a better job to help point you in the right direction. • Golf. Then I moved on from there. I decided to stay because I like it. • Baseball. I live 20 miles away. Just made sense, and I joined Fiji. • Soccer. Then I came back to coach. • Close to home, and my cousin went here.

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• Followed a friend on a whim, and I ended really liking it here. • Close location, doesn’t like online, Got rid of associates program doesn’t like it. Schedule,

flexibility, good organization, price, spouse benefits good idea. Fits with large family, manageable. Lock in tuition, being with other adults, classes already scheduled from start to finish.

2. Why did you choose the MBA program at WWU? • I had a lot of friends that went ahead of me in school doing masters, wouldn’t go back if I ever quit

so it was important • Right after economy collapsed, no job, convenient GA on golf team, too good of a deal to pass up,

especially when job opportunities were few. Thought I was going to do in Columbia location but it was disheartening Cohort failed. I had moved up there doing it in Columbia but instead did it in Fulton.

• Wanted to do graphic design, fell into it because advisor kind of put her in the business direction. Stuck where she started. Chose MBA here because so much work was already done in groups and had already created business plans in undergraduate, felt like she should continue since that is how the MBA program was set up as well (compared to CC and it was individualized work not group work) and comfort zone. Didn’t have a job out of college. Did summer internship out of college and decided in fall for the Master’s and wanted to get it done while Dad could pay for it and while there were no kids/husband.

• Mainly because offered GA position in development, didn’t have an idea about Master’s until it was offered, no brainer to stick around and complete it

• It was one night a week I was able to have a job and go to school. It was a group projects as well with not many tests. I have always heard great things and said great things. I hear these positive comments about the school and program was people at the plant coworkers, and a lot of close friends went through it.

• Some was advertising and I talked to four of five people at my work. I looked at the website and went to orientation in Jefferson City. William woods were the only place I applied and where I went.

• Bachelor’s degree is a dime in a dozen in Columbia. • Did bachelors here, one night a week, and presentation based. • IBM project manager

3. Why did you choose to be a Business major?

• We were in DECA, we traveled, gave presentations, and had so many more opportunities we got with that, and the department as a whole

• Made the decision because of my family’s background. Most of them were into business, and that’s what interested me. But I was really interested in finance and economics, so that was my concentration, and it’s paid off so far.

• Not interested in anything else, family is involved in business, future is good for business, • Very beneficial, covers wide range of areas, got involved with DECA, more opportunity with the

department because of that • It’s a degree that has many options • Following footsteps of family members • Didn’t know what I wanted to do, I took a bunch of classes and ended up with a business admin

degree, it has paid off. • I always wanted to start my own business. I had a family member that tried it, but failed. I wanted

to be a personal advisor but realized I was bad at math, but wanted to stick with the sales part of it all.

4. Why did you choose to be an Accounting major? • I started out as a business and finance major, and then I grew to like accounting. • I really didn’t know what I wanted to do. I got into accounting because of Dr. Bailey. • My family is full of accountants, and the instructor at the time really encouraged me to pursue it.

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• I originally was an MIS major, and accounting was my minor. I grew to like it better and decided for it to be my major.

5. Why did you choose the BSM program? • Not many choices of emphasis and undergraduate, Wanted in Human resources didn’t offer all of

it. Like going to classes and not online. Miss out on interaction online. Want a logistics supply chain area has to go to park U to take those classes instead of here.

6. Do you believe the technologies you learned at WWU was comparable to the technologies you were expected to know once you gained employment? • Classes that took to understand basic concepts throughout the years, to get an idea. If you were to

be marketing director needed to know how to present ourselves. Concepts would be helpful to get an idea of why fast food restaurants colors are red. I’m on the placement side so creative is done just need to figure out where to go with it. The one thing I could have benefited more was Excel. Being in research crunch numbers all the time wish I would have had more education.

• I second that. I would have used Excel a lot more. SPSS individual work would have been better than dividing up the work. Fewer groups so more hands on. Any kind of certification would be a plus, rather than listing experience on a resume.

• Think it has changed since then but being marketing/advertising emphasis didn’t realize how important the graphics side was for advertising, glad to see graphic design elective class offered now for that emphasis. Wishes he had known more about graphic design for that emphasis. Everything is done more on computers now, if graphic design isn’t required for that emphasis it should be, maybe even mandatory. If you don’t know what the graphic designer is expecting/doing it hinders your credibility and what you are able to do yourself

• Felt like market research class project to work on JC visitors bureau, used SPSS system, one group did interviews and one did SPSS program, thought everyone should have had to do both sides of this project. Doesn’t not use SPSS now

• Prerequisite for Capstone class, needed to utilize SPSS/marketing research class sometimes for Capstone.

• Sometimes groups split up and didn’t have to use a program, at least make it where everyone started the program and knew the basics of using it

• Individual work may help see if people wanted to go more in depths with the program, group projects let people lag behind in understanding the technology or ride one person who really understands the programs

• Any certifications offered would really benefit resume • I would say overall yes. There are some newer things out there we can use to enhance group work

to make it easier. And those weren’t brought out. But other than that the technologies they used in class room was good as well as their website. Our group used things like Google drive, and prezi, some of those things we used to facilitate group work. We used Google drive to collaborate. Capstone we purchased a website and set it all up, that type of experience was really good to use and get use to the real world.

• As for expectation for technologies in the job. I didn’t use the wwu program to advance with technology. It wasn’t technology based and I don’t feel like any of the instructors made technology their number priorities. I also don’t feel like they need to have it or enhance it.

• One of the instructors posted notes and used it to use grades. For owlnet. I think it came down to the instructors and their experience. Some of the technology may have been beneficial to grow their knowledge.

• It can be a missed opportunity but isn’t needed, there are a lot that can be improved on • One of my classes it would be nice to have some exposure to the IT. • Employers had no expectations except the basics to have any knowledge. I was well prepared by

WWU for the real world • Yeah and no didn’t use much technology. • Only used power point wasn’t required or recommended to use other things. • Half way through they started offering sky drive never provided any guidance, among free choice

to learn how to use anything.

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• Nor was it really brought forth to be offered to us. • Didn’t use Owlnet, would only log in every 3 to 6 months to check grade if that. • Worked for company before so there weren’t any expectations to come in with anything

spectacular. • Nodded head to agree when someone else says that you use other programs when you get to the

real world versus the programs you are taught in class, • For me, when I was in school technology wasn’t as great as what it is now. Like I see a smart

board, and we didn’t have that. When I was in school we were only required to take 1 IT class. And today I do a lot more technology that back then and that is just how technology evolves. But, I

• Not really sure, didn’t use them it at first but once started new job needed higher technology classes that he didn’t take after freshman and sophomore year, should have taken technology classes while in school, good preparation but maybe need more technology classes

• I had to teach myself how to use some of the programs that my company uses • For the most part the technology was fine • I think it might compared where you work, my first job I sold IT equipment, I was much behind,

but now it is a totally different field. It all depends on what environment you are in. My first two years of the real world, it was not comparable. In the two second years, classes like productivity tools have helped. Being able to use excel, access, using simple keys on email, showing someone else that might not know; it has helped out in many different ways.

• The courses here get your feet wet and get you tech savvy, but when you go out into the real world you have to learn their systems, that’s just the facts. The classes get you ready but they do not teach you everything.

• Offer a refresher course to get back familiar with technology because not used in work force. Need to know more on gaining resources. Older students are not as good or used to tech like younger students are used to it. MLA & APA are confusing, but don’t have to use as often. Library could have more resources. Intro course to help students know all online usages: Owlnet, Learning House, etc.

• I would say probably somewhat, but not so much as I wish it would’ve been. The only experience we had in was in QuickBooks. I didn’t feel like I learned anything. You followed a book, and that’s it. It was a lot of learning on your own.

• QuickBooks was too basic. I did a lot of Google searches to learn things instead. • I just wish there were more examples of real world accounting information systems. • I use Oracle, which is better than QuickBooks, but I do not think it could be used here at this

University for cost reasons. • They should sample more accounting software. Having knowledge of them is half the battle.

7. Did the Business Division provide you with space that was conducive to studying? • I don’t remember any problems so must have been okay. • Didn’t study here • Didn’t spend a lot of time studying here until MBA because here for four hours, didn’t hardly

at all undergraduate • Maybe used room or library on campus • Couldn’t rely on labs here because there was a class or it was locked • I used the library here as well as in the Jeff city and it worked out pretty well. • Whenever we needed to meet we always met in Jeff city. There was always a room available

with a projector that was very helpful! • We met about every other day a week so we would put it up on the board at the Columbia

campus and type it all out and work together. • Absolutely, they left burton open until late at night. The library was also open late. You could

basically go anywhere late at night and open up your books or meet with your groups and study. It was good.

• A lot of time professors would say that you could meet with your groups in a classroom. You always had access to the classrooms when they weren’t being used, that was nice.

• Yes, teachers allowed them to use empty classroom

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• Yes, Burton was open late at night and if there wasn’t a class you can use the classroom and the library was always open.

• I think the space was good • This is probably one of the better buildings on campus to study in. I always enjoyed studying

here • I love the technology availability, but it was often times hard to find a classroom that was

empty to work in. • Like the think tank. Schedule confusing to sign up with, Burton closed too early, got kicked

out, and could use more of the computer classrooms. Columbia has newer better setup in technology. Want more of a conference room. Wi-Fi doesn’t work a lot in Burton. Frustrating during presentation for videos that would not work.

8. In what ways did you feel group work affected your learning experience? • I found it really beneficial because people caught on to stuff that I didn’t. It has been

beneficial to my job now when it comes to delegating. I think it’s pretty effective. When comparing myself to bigger schools, I could be more practical versus them knowing more terms. Able to develop more of a practical way instead of stuck in textbook mode. Looks good on paper but here’s how it actually works.

• It’s really nice. You learn to understand that there are going to be heated conversations. We understood there would be disagreements. You move on. No one ever took anything personal.

• Only negative would be going back to some of the programs. Would like to have more training.

• Groups can make or break you. Some people slack and it’s not always fair. But that’s pretty realistic.

• You learn delegation and to speak up • Built communication with peers • Have to pull weight or else someone will say something (came with the communication

developed with peers, might call you out on not pulling your load – similar to real world) • Wasn’t personal to be called out if you weren’t doing your share, it was more professional and

helped for future group projects in real job • People were coming and going from group which simulated real world when someone is

leaving job or entering a job halfway through a project • Sometimes had to switch roles in MBA program because class got small when others left and

it taught you to switch gears and jump right in • Helped students see if they wanted to start a business they could hire help for anything they

were weak in • If you weren’t business undergrad, you still got a well-rounded experience • More negative experiences with group work undergrad • Enjoyed working in groups undergrad because you feel like you have less work • Friendships can get ruined over group work • I can see pros and cons of it. I agree we had a wide rage and a huge age gap. We had different

people with different jobs and responsibilities. I thought it was great to get to know people and get their point of view I was the youngest of the group. The cons are sometimes you don’t get individual satisfaction as in individual group. WWU could use a better balance of group work and individual like writing papers solo but I love the group work

• I think group work was most valuable of the work. In the work force you have to work in a group and even put groups together. Getting to know different people and working close with people as well as putting a group together was perfect learning. What was challenging was we had 24 in our group and what happened was you had four very strong groups and then you had a few groups with slackers. Stronger people tend to form their own groups and start to add that up at the beginning of the groups, and the late arrivers would slack off on their own. I don’t know if the instructor could play a little more of a role to put together a more diverse group and maybe help to get stronger teams with some slackers.

• We liked picking our own group but were with them through the entire program.

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• It could distract away from the actual learning that could take place. • In my group we had a very diverse group, and I learned a lot from learning from them and

their strengths. • For the master’s program it helps because you various personalities they help you by having

these different personalities. • As a bachelor everyone in our group had a computer they worked with every day, but one guy

and he could bring a different perspective for everyone because he did not. • The group version brought out more knowledge than what you would get out of a book and or

test • Opposite affect the instructor put them together and they had to stay together the whole way

through it was awful. Our group started with 6 then one group lost people then had to be moved to another.

• Being able to go 2-3 classes in before picking groups may have been helpful • It could have hurt my learning because it’s detractions and the learning that can take place. • Nods head in agreement when someone says they liked working with different types of people

and some that don’t always carry their own weight. It prepares you for your work in the real world on an everyday basis.

• When you’re in a group you will clash heads, learn how to cope and put differences aside helps prepare yourself

• Yes, it helped a lot especially when working together with other colleagues • I thought it was great, I still do group work with people 30 years older than me. Some of the

older people might not know some of the technologies that I know. It is good to be able to share ideas like that. It was the best part for me here.

• This is probably one of the better buildings on campus to study in. I always enjoyed studying here

• I love the technology availability, but it was often times hard to find a classroom that was empty to work in.

• Communication and team work has helped for job with lots of workers. Feels more confident after now at work. More professional. Comfortable. Would like more discipline and direction of selection of group to follow, in the work place it’s both in a group of clicks and extra people thrown in groups at work. Group picking need more guidance. Too much work for final business profile project for one person.

• We did a few group projects, but there aren’t very many in accounting. • I don’t think there needs to be more group work in accounting. A lot of this is solo work. • At most, the accounting was a lot of group learning, but for homework and work was

individual. 9. Did the professors in your major effectively use real world applications in the classroom?

• So many stories that I would remember. I’m in marketing and sales and remembering stories about how to close on a sale. One thing I really felt was valuable was don’t give people too many options. Be direct that stuff is pretty valuable in a lot of areas.

• All the professors were really honest about what you could expect. Paint this big picture and very useful.

• Advertising class-oasis water. We had this two page ad in a magazine we had to create. The panel said you don’t have bottle water on the ad. Suggestions. One thing that always stuck with them.

• Absolutely. Marketing/Advertising were presented opportunities such as trip to NY and DECA that were valuable.

• Other schools didn’t get those outside the classroom “real world” experiences • Can compete against other schools • Compares to real world because you can see what your education is worth • Come back with a good feeling when you’re above other groups that are competing • Always had good questions for marketing trip and people recognized that • Humbling experience to know that the education received was top-notch

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• Accounting was hardest class for her and professor understood not everyone was in the accounting concentration but helped them understand why the course was needed and how you may end up using it even in your specific or different concentration

• Real world application came from being ready to apply other concentrations to her field of study, transferred over to MBA program

• Teachers impacted enough and made it enjoyable enough that when the cumulative tests were taking it in the Capstone it made it easier to apply later in life – actually learned something from real world situations

• For the most part yes, they brought relevant experiences. Some instructors brought out specific work experiences as well as world events that were relevant.

• I would say yeah. I agree with them, I love and hated the economics class the same. We had to write about a current event once a week. I felt like I was really engaged. We had a couple instructors that didn’t have as much real world experiences that others did. But they all did a great job.

• I agree certain facilitators were stronger in bringing in one aspect over the other. But others could help because they were from multiple companies and they have a broader horizon of knowledge and by how interested they were with news and bringing that into the class.

• Yeah, one professor worked at Hallmark. She was able to share. We wouldn’t just read the book; she would share her experiences and say this is how I do it. So, it helped a lot. It was very personable.

• I took an investment class of some sort and we actually got onto yahoo and set up an account and traded stocks, and tracked stocks. Using that every day tool we got familiar with that and applied it to the real world.

• Nods when someone said hands on work are more beneficial than sitting there and staring at a book.

• Being in DECA was definitely beneficial because it throws you out there and makes you gain real world experience and do things like creating a marketing plan.

• Agrees that corporate finance, personal finance, and investment classes were very helpful. • Salesmanship. I was sitting there thinking, “Oh I’m never going to be in sales.” But, turns out

I am. • Every teacher brought their own contribution, one he didn’t care for regarding resumes-

everyone is unique and it got frustrating at some points because it had to be a certain way but overall good first-world experience, corporate and personal finance and investments was what he learned the most from

• Still uses cover letter and resume that she learned how to do here, really benefited her, depends on what type of industry you go into, DECA was extremely beneficial, learned a lot from DECA that she uses today

• Yes, they did • I think every teacher brought some real world in some way. Team groups, stocks, writing a

resume, etc… one point or another each class had something that was “real world”. • DECA was hugely beneficial. • I had a teacher where the resume had to be a certain way, when I went to an interview, they

didn’t even ask for my resume…it was a very overrated piece of paper. • Maybe the auditing book because it went over specific cases, but that’s it. • Accounting is about stuff you NEED to know. The whole thing is real world application. • I feel like auditing could be emphasized more. • Some did and some didn’t. Wants to see more than older chapters and slides could be tied

more too real world. Wisdom brought in from others and work taught in class from previous experiences and new prospective was very liked when brought to the table. Use more people who work in the industry in as examples.

10. Can you give some examples of what you learned at WWU that you believe gave you a competitive advantage in your profession?

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• Ability to convey the message that I want to convey without offending or upsetting the other party.

• Accountability since you got to know professors one on one you didn’t want to let them down. Personal relationships with professors. I’ve noticed people being late and how bad it looked on them. Easy transition from here. Here you’re visible versus at a big school it’s ok to skip class or be late.

• Office hours were very beneficial. I never felt stupid I could come in and catch up and not afraid to go ask for help.

• Communication aspect of everything • Constantly giving presentations and talking to people about things • Sell yourself constantly at WWU • Create confidence in what you have accomplished and in yourself • Real world isn’t totally technology driven so confidence in public speaking is necessary • WWU really prepared them for confidence in presentations but also in interviews • Thinks confidence progressed • The more you present the more comfortable you get and MBA definitely prepared him in that

sense • Many people clam up and get nervous but people develop by consistently presenting and

building that confidence • Professors helped build that confidence- “guiding” • Also good that there were different audiences you had to speak to • Had to practice different presentations and speeches • For example: salesmanship and practicing a sale with a teammate • MBA program had you present to teachers & instructors had real world business environments

as well • Felt like the different audiences were helpful • Knew if you didn’t go to class, you would see the professor in Tucker • Didn’t want to skip out because you were fearful of getting caught • Small classroom numbers were good • People don’t realize that until they are actually in a small class • The degrees here are so valuable because people realize once they’re out that they can relate

their successful education to having a professor that was open and able to speak to on a daily basis.

• Professors were guiding and easy to talk to • I think the multitude of presentations we had to do. I have never done that many It really

helped and gave me confidence and advantage. Writing the papers and getting connected with the current events really did a lot of help with my knowledge of the world.

• I agree presentation going through and working through it with the group. The instructor for capstone had very pointed criticisms to help push us through the project. The finance was a lot of analysis I could be doing with my work that I learned and really helped my real world job.

• I would say the business law class was kind of like a law class. I had no desire to do anything with law. I didn’t feel like it wasn’t taught for general audience instead of on a student base. It was the instructors first time but it wasn’t very interactive, it was like being talked at instead of learning material. Went over my head. Economics was a course I wasn’t familiar with but I was able to learn the language and become connected with the academic.

• The presentations over all made me a much more outgoing over all via phone or in person now.

• Never going to be in accounting or finance, but can now look at them and understand what I’m looking at before the programs otherwise it would have been Spanish to me essentially beforehand.

• One of the benefits over all you get a high level of the course so you get introduced to a lot of things and never get too deep in a topic. And there is nothing we specifically get too deep in.

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• Marketing presentations. One professor would let us take control of the computer and present to the whole class. That was beneficial because I do that all the time now. I present to clients, and have conversations with them.

• Marketing presentations • The resume portion helped a lot, presentation projects • Being tech savvy. I’m in manufacturing now, we use a lot of databases, even though I had to

learn new applications, and I still had my feet wet from the classes. I could pick it all up easily.

• Excel. Big time. You will be amazed how many college students don’t know how to use Excel.

• The other classes we took that did involve group work. It helped me work more as a team member.

• Writing has got a lot better such as all aspects and has increased better communication, Business writing helped out and made a big difference, presentation has grown through reputation and helped out, Good constructive feedback was very beneficial.

11. How comfortable were you with approaching faculty with questions or concerns (either about something you didn’t know in class or something personal)?

• MBA more likely to console with peer or someone in the class. Undergrad no problem. Natural maturity having trust with people in the program you are doing, using your resources.

• I had no issues at all • More in undergrad • In graduate school the professors were short term – some were good and some were not. You

could tell the difference • Undergrad especially, the professors were easy to approach • Gained independence for graduate school so may not have been as likely to approach

professors, may be more likely to approach a classmate or someone who had the course prior • I felt comfortable. I mean most of the instructors were very personable very comfortable

approaching them about the job or class things • Completely 100% comfortable. Whenever I asked questions, I was the class rep for the group,

there was one class that was slacking, and I was able to always ask the instructor for help and reaching out to them for absolutely anything.

• Never had an issue • N/A- felt comfortable or had anything I needed to bring up I could because they had been in

my shoes before. • Very easy; I emailed my professors weekly or daily about assignments or projects and they

responded promptly. That was very helpful that they responded and sometimes even set up appointments to help out with anything.

• At one point, I got so close with a professor that she gave me her cell phone number and said call me at home any time you need it. It was by no means creepy, or anything. It was very helpful at times.

• Nods head in agreement when someone says he appreciates how his advisor made leaps and bounds to help him make sure he was reaching his goals.

• Advisor went out of his way to keep him on track and to meet his goals to graduate in four years, very grateful for that

• Open door policy-very comfortable with on a personal and professional level with all faculty in the business department, had one professor she was struggling with and she was able to sit down at their desk and talk it out and get one-on-one help

• Their door was always open and answers any questions that you needed • I think every teacher was easy to approach. They didn’t always have to be your best friend.

Even the teachers that had to teach a lot of classes compared to a teacher that only taught one class, you could still get a hold of them all.

• It was easy to talk to them all the time. • The best part of William Woods University was that we could talk to the faculty anytime.

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• Most of them comfortable, had a couple of different ones who wouldn’t even ask a question, certain professors focused in on certain students, personality thing, wanted more formality out of some more professionalism.

12. How comfortable were you with approaching faculty with requests for references etc. after the course had ended?

• Yeah no problems in the undergrad. • Maybe one or two from the MBA because 8 weeks isn’t long enough to form a relationship.

Wouldn’t really think to ask one. • I was comfortable. • I had more than I need now for references • It was nice to not have to ask because professors felt comfortable with coming forward and

telling students they would love to reference for them • Would have no issues having a faculty member now provide a reference • Even MBA teachers added that personal feeling • Invited professors for MBA back for the panel that had definitely showed interest in that

student and group’s success • Knew professors in MBA better after you had had them a couple courses maybe • Everyone went to WWU that were in this MBA group and felt like they could still go back to

professors for help during the MBA program and difficult courses – uses accounting as example

• I didn’t have to do that but I would have had no problem if I did. • I never had to; I would not have a problem ever having to do that. • Agree never had too but there are certain instructors that I would of asked • Nods in agreement when one says that they are connected with all business department

faculties on LinkedIn - follows with I have graduation pictures with them, kind of a big happy family.

• I mean, we are back here I guess. • Very easy, just because they were his professor didn’t mean they weren’t friends anymore • Used few as references and they said they would be more than happy to be a reference for

them • Yes they were comfortable • I think when you get “the hug” you’re at the approachable stage. Even the teachers outside the

division did a good job letting you know they could be used as a good reference even before graduation.

• Same level of comfort. It was easy. • I have used references from William Woods University more than once. • Lee Bailey and Dr. Davis were excellent references. • Feels comfortable on some, some references given out, see them out and about very courteous,

A lot has reassured to be there to help, want maybe a chosen professor to have communication after graduating possibly a mentor for the program and after. Positive experience with them.

13. Do you believe your professional life was positively affected by earning a degree from WWU? • The reason I have a job is directly related to WWU. I asked for an internship and then I

competed in DECA and was able to get a reference for the internship. After my internship, undergrad, MBA I had an opening for my job.

• I haven’t seen any direct correlation because of WWU. I’m working with the State. • It is how I got my job – got job through someone that went to WWU, was a Chi O, etc. • Made connections and it helped for people hiring to know she went to WWU • WWU has its presence in many companies she’s gotten to know through work and has seen so

many people be placed because of the university • Teacher’s help you network • Relationships through peers met at WWU also helped by telling him when positions were

open

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• Peer networked • Believes it may still help him in the future because many people have WWU degrees • Never sees WWU being a hindrance professionally • I would call it almost a family, almost 2 years we grew very close and learned almost more

from each other than the instructors. • It did, I think 1. Having the MBA helps me at the level I am at. 2. My position didn’t change

but I doubled in staffing and my responsibilities grew having the education as well as the positive reputation of WWU under my belt. I also have started to teach and the program instructor started talking to me about starting to teach and really helped me facilitate that, especially here at William woods and the positive experience here was a win win.

• At this point I can’t say that there is a position that is required for having masters so by having it I feel I can be competitive for a longtime goal.

• Yes and No. After I graduated I got my MBA. Some of my major classes helped with my MBA classes. But, I didn’t get my first job until 3 years after graduation. So by the time I had to get my job I had to re-teach myself, but stuff I learned it class did come slowly come back to me.

• I worked at an elementary school and did things that I definitely didn’t want to do and I was very overqualified. Because of the economy, it took me about two years to get an actual marketing job. But yes, everything was fairly beneficial.

• First job was starter job, uses lots of things from school in his current job • The upper higher classes helped a lot with me after graduation • They helped out, even with just confidence and knowing technologies. If you walked into a

room on the same level as other people it was nice. • I didn’t need to go to school to get the job I have now; it is just how it worked out. • Tough question. Yes and no. You kind of have to be thrown out there in the mix and figure it

out for yourself. • It prepared me well. Looking back, now that I have gone through CPA, they could have done

more prep for the CPA test. It would be easier to take it right out of college. The accounting program could require 5 years

• I’m taking classes right now for the CPA. I think it could’ve been done here at the university. • Definitely. I do such a broad range of things, so I definitely have an idea of what I am doing.

You don’t learn things specifically, but I at least was familiar with what I was doing. • It can only do so much. It’s always changing, so most texts become outdated • Yes, promotion received because of it, confidence to use on resume, promo and raise, going to

the next level with it. 14. Do you have any other comments or suggestions about your academic experience that you would like to

discuss? • Feel like to this day even if he had a question or idea or needed help finding a job he would

feel comfortable coming back and asking for a reference or for help • Not always professional, could be personal contact even now • Part of that small classroom and small environment WWU offers • Definitely could be a whole new class on social media and its affects • Their public relations course was the first one and the course for PR wasn’t structured really

yet • Maybe need a crisis management side of the social media class as well to address the negative

side of social media, how to keep company out of the news for bad conduct on social media sites

• Everybody has an opinion on social media so if things aren’t addressed on social media, people may take things out of context so it’s important for a company to know how to manage that and how the social aspect can go viral

• You aren’t waiting for the Sunday paper anymore, information spreads minute by minute • Management concentration may need a PR course so they know how to run the place and

manage the public side of the business, especially the social media bit

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• Maybe teach effective use of social media – ex: posting periodically but not too frequently, how to engage your “followers,” when to use different media sites as opposed to the other, etc.

• Especially important this day and age • MBA program just had to stay what social media sites you would use but you wouldn’t have

to specify, might be important to address at least in business plan • Might not have time to cover that part of it but social media could definitely play a vital role in

a business plan • If MBA program is developing with everything else these days, social media should be a

bigger part of it • Most social media is free but you can also pay for the advertising, may need to teach how to

effectively invest in advertising on these social media sites • Ex: how to pay for an advertisement on FB and access its worth • Social media is everywhere and is part of everything • If I’m looking at a business plan, if social media isn’t addressed then it might be missing

something. If it isn’t going to be part of their company, they should explain why they aren’t utilizing the social media sites

• Internet advertising may be more in your face and more specialized, may be more effective. Ads follow you based on pages you like or pages you visit so that may be an important aspect of a social media course.

• Another thing may be a company developing an application – may be useful for future • Adjust with things as time changes; in just a few years’ time social media had a boom in its

presence • Felt like WWU helped me develop a resume that was nice looking and understood how to do

it, felt like career services was helpful and could even come back for questions or anything • I don’t remember directly if WWU helped me with interviews • Confidence came from experiences here and more comfortable with those experiences so in

interviews I was able to talk about my experiences more generally • Don’t see benefits in mock interviews • Presentation skills the leads up to interview are important to know as well • Feel like classrooms should be painted because the white walls in Burton feel almost

institutionalized – might be nice to have a more comforting color • Feel like Capstone class that was the computer program was the only thing they got the least

out of her senior year – felt like it was just a game and you just manipulated things. Teacher couldn’t teach much because you were supposed to figure it out on your own. Felt like the Capstone was useless.

• Capstone wasn’t instant feedback, felt like just pushing buttons. Didn’t truly understand. • Booklet didn’t really teach much either. • It wasn’t like anything else we had done. • Way too analytical, had to think too much to try to figure it out. • Not everybody understood the technology side of things. • It’s four years later and that program is still being utilized, might be time to update it. • I don’t think anyone needs that type of Capstone course [referring to Capsimm]. • More structured Capstone to individual emphases • More focus driven real world for each emphasis • The fact that groups work together to run a business should be really evident before this

Capstone course. Should understand the different components of a business prior to a Capstone course.

• I like that I’ve been able to comfortable approach past facilitators of previous programs and kept in touch with professors. I get a lot of feedback and it’s a good feeling.

• I would like to have seen more in Public Relations. I think it’s going to be more important now in social media. Twitter, Facebook, LinkedIn, etc. If you can communicate effectively with PR skills it’s a very valuable asset.

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• I think it could be a good blend to have a class with social media and PR. • We handle social media clients. There was a security issue. Doesn’t take long to get on FB to

post. Learning how to deal with that quick. Everything goes viral so much quicker. PR skills are so practical in everything you do.

• The whole aspect of PR course would have been very practical. • Recommendation for business program is new media. • Knowing it exists and knowing where to find it. • Too old for Facebook when we were in college. • Resumes were very effective for me. • Having a panel for interviewing is better than one person. • I don’t know if mock interview would ever benefit me because pressure isn’t there. • Faculty did a good job identify nervous, twitches, etc. • Can’t say I got much out of Capsim (capstone). I never felt confident on that. I was

deadweight until presentation time. I didn’t have a clue what was going on. Hard to be practical with computer chips.

• I had a girl that went in and changed everything because she thought she knew what she was doing. Holy cow that was frustrating. Never understood sensors.

• I don’t have to do any accounting but I do look at budget and finances and it would have been beneficial to look at multiple ways of presenting that information. Look at different budgets. Helpful in Corporate Finance.

• I did like some of the real world things like in econ like following the news, Things that were more current times beyond the text book like examples or exercise I found to be really valuable. Whether it was discussion or for points it was very good learning activity.

• In the beginning of the program they could have said what class was following the next one, walking us through the structure. Maybe move up the Or behavior class learning how to put together a class and the structure of a group before we would have to make our own group this would have really improved how we worked together.

• Capstone program is a very effective way of apply all the knowledge you have previously learned and adding it into your life.

• On an area to improve was there was a lot of discussion on the capstone project and the instructors didn’t know a lot about it until you got to the last 6 months of the degree.

• None of the initial first year classes material was able to be brought forward and made the last 6 months’ time consuming.

• And I think they have improved it. The marketing class is now the 3 or 4th class and the bulk of your capstone are flushed out through the rest of it.

• College fairs. You are basically doing on the spot interviews with employers. That helped a lot for junior and senior college students. - As for class Mock interviews were just done with another student. Doing a mock interview would be better doing it with someone you don’t know. It would be way more helpful to practice interviews in the real world.

• Or just help with better ways answering those open ended questions. So, maybe a lead point on help with answering some of those like “What are your negatives, and make it positive.”

• They brought in a bunch of snakes one year, so maybe they should do a lead point on interviews or something like that instead.

• It would be cool if professors had a network of us, so if students have questions they could ask us. Like marketing professor would pick four or five people and reach out to them, ones practicing in that field professionally, and have students go to them for help. Like a Mentor program. I would love that.

• Really enjoyed being in DECA, not sure if there are other clubs WWU is affiliated with outside of the university, DECA was one of his favorite parts of his Junior and Senior year, first interview was in front of panel and it was very stressful, wanted to have experienced that before, wishes there was more opportunities to prepare him for it

• Wishes maybe a 10 year program so she could stay in school, would have thought about the MBA in 5 if it had been offered

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• I feel like scenarios during interviews could be helpful for some people. I feel like the professors would have a lot input on the subject. Maybe a lead point would be good.

• I didn’t read at all in college, but now I really enjoy reading business books. Maybe some teachers were very good about their literature, I was in the marketing field, but had no idea what I could read outside the class. Maybe having a reading list would be good. It wouldn’t be mandatory though, it is a lot more enjoyable when not stressed.

• Whatever the 5 year thing is, it seems pretty awesome. • Suggestions: Prepare students to be better at interviewing. We need more use of mock

interviews. • Business Communications should not be taken online. Human interaction is everything. • Advanced Accounting should NEVER be taken online. It was tough. The whole class was

always in Bailey’s office all of the time. • Online courses did not really do much for me. I learned very little. • Internships: Have them specified to different positions, like bookkeepers, clerks, private or

public. • I have held my current position for a year and a half. I really enjoy working with people and

helping them with their accounting. It feels awesome. • I do “forensic” accounting, because fraud is rampant... I work a lot with the FBI and DEA. I

love it, and it should be shown as a career possibility. I really enjoy auditing as well! • Going through the auditing process teaches you everything. I think it is incredibly awesome.

Seeing how companies react to fraud is really interesting. • Internal auditing needs to be pushed more here. I’m not sure it could be taught so much, but

looking into it more could be done. • I know so many people from other universities that CAN’T read financial statements. I learned

how to do that here, and do it the right way. • More prep for the interviewing process could be done. • Frustrating was student loan process late and lots of departments and people to go through the

need more communication reputations hurt for both student and school no structure at all, needs lots of work.

• Like lock in rate and payments. • Pay as you go without interest. • In a class too long before you knew what you need for end project. • Want to see capstone examples early so no confusion. Use reference examples from library.

Instructor didn’t really know what was needed for capstone. Marketing class needs structured differently spend less time on survey, more on marketing. Invite new cohorts to come and watch final projects to get a better idea for next time.

• More unaware professors than aware ones of cohort’s final projects. • I.T. is more of a survey and didn’t help students, touch more on what will deal with, old book,

confusing, odd discussions that didn’t apply, throw logistics in it to help. • Wants associate program back in class not online. • Went here over MU and got a discount from them too, Likes this program better. • Get DVA program

15. How aware were you of the internship program within the Business Division? • I wasn’t aware of it. • I did my internship here at the university with the marketing department. That was fun and of

course you got credit for that. I got 9 credits in one summer and that was great! • Wish would’ve known about it • Did not know there was an internship program • Wasn’t require at the time • I think it was a mandatory thing for my class (2011 and up), but I think it was a great

experience. I worked with the marketing department here on campus, it was a great time. I would feel like the program could be improved if University helped get outside internship

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opportunities. I was getting down to the wire and a faculty helped get me a position that I didn’t even know what a position on campus. It could help if the university would help network more. It is hard when a student is taking 18 credit hours and plays a sport, they don’t have time to interview.

• I was aware. • I did not know it was required, and it could have been advertised more.

16. If you completed an internship, did you feel the internship program was beneficial to you on a professional level after graduation?

• For me I worked at a bank between my junior and senior years. After graduation I moved to St. Louis and got a different job but then a year later, that bank contacted me and asked me to come back. I did for two and a half years. So it benefited me because they knew me, how I worked, and it helped me go back to the company and have more job experience.

• Everything I did at my internship, I use today. I did marketing, graphic design, and everything pertaining to that. And today, when I speak with my clients, I say “this is what you need to do”, because this is what I’ve learned. So, it was very beneficial.

• It was very beneficial to me, you how businesses work at a professional level • I only did internship because it was required, it didn’t really help that much. • Mine helped me how to allocate time, when you’re in a class you know what is going to

happen over the next 6 months. Being in a business setting brought it to your attention that you need to learn how to delegate what should come first, what comes second, and so on.

• Having the internship really helped my confidence and helped me feel like “hey, I can do this” • For me, interning did not help me. My job required experience. • I think more internship opportunities could be pushed upon the students. Like requiring

multiple internships just to see how it all works. 17. How would you improve the internship program at WWU?

• Makes sense that it would be beneficial to limit on campus internships because it would look better on a resume to have an internship

• Wasn’t even aware you had to do an internship, realized senior year that they needed it, would appreciate it would have known about it sooner, was not required for his degree

• Improve communication, get Fulton corporations to help out • I went through a different college to get my internship; I think WWU should partner with

some corporations and help students find an internship. • I worked for Dr. Barnett as an assistant; she tried to make it as an internship but never

happened • Giving students awareness of the internship opportunities. Career services started coming

building up my junior year, it seems to be helping. • Limit the number of “in house” internships. If I was employer and saw an internship through

the school I wouldn’t think it would be very legit. It would look better if they had an internship somewhere else.

• I would try partnering with more companies. For accountants, there is not much here. It was kind of hard to make connections. It was almost impossible for me to find an internship.

• I interned at DOC, and really learned a lot, but it was hard to find it. • I would partner more with companies. I worked with a small accounting firm in Mexico

during tax season. • I got my job at MFA because of my internship. I went back to the place I interned and they

offered me a job.

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Appendix D

2014 Traditional Students’ Focus Group Questions and Responses

1. Reasons for Business, Accounting, or MIS major

Upper level

Highlight Positive comments in green • I knew I wanted to do graphic design and felt a business/marketing major would help me in the

future with further career opportunities. (JS) • I started out as a graphic design major and eventually just got bored with what I was doing. I

switched over to a business major and eventually selected an MIS degree because I really liked website design. (MB)

• I took accounting classes in high school and enjoyed them so I selected an accounting major for that reason. (MB)

• I love horses but think that most people fail in that industry because they don't know how to run a business. So it made sense to me to get a Business Major. (TH)

• I didn't know what to do for a major, I just knew in high school I couldn't do science so to stay away from that. (TH)

• I wanted to be an Accounting Major since high school, and the MIS Major overlapped well with it. (TH)

• I was unsure what to major in, but I took a couple finance classes and ended up liking that. (TH) • MIS complemented my BUS Major, so I did both. (TH) • I chose MIS because I really like technology and Business is good field to be able to find good jobs

in. (MF) • I chose Accounting because of high school Accounting class I took, and MIS because I have fun

working with computers. (MF) • I have always wanted to work with horses but don’t know about the long term. Business will help

with that (ER). • I like interacting with people and consumer behavior (ER). • I went to a LEAD event about the business division and was inspired (ER). • I stopped going to school, and took at job at state farm. They all had a business admin degree. I

thought MIS would set me apart (ER). • I switched to business because it’s versatile. I like sports and the statistical part (ER). • I’m a MIS Major. I have an interest in the technology side of business. (ML) • I’m a MIS and Business Major. I like business and MIS seems to go along well with it. (ML) • I’m a Business and Finance Major. I didn’t know what I wanted to do so business made sense, but

then I found I really enjoyed finance. (ML) • I felt that in business you could get a lot of different jobs in the outside world. (ML) • I chose accounting because I had done taxes years ago and could make more money this way. (ML) • I like working with computer and designing website so I decided to be a MIS major. (EN) • I started as Bio, switched to ACC and BADM, because Biology was not the greatest program. I

switched to business to see if I wanted to do it. With all my classes, I decided to double major. (EN)

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• I love numbers and reading is not my thing. I want to go corporate accounting and there’s multiple things you can do with it. (EN)

• I like the tax side of it. Like to figure out how a business works. (EN) • Took a database class technology and it suit me (AD) • I am an Equine major, Business is just a backup if Equine doesn’t work out. (AD) • I took a finance class and wanted to major in business. (AD) • I was originally a business minor but I bumped it up to a double major. I am now majoring in

graphic design and business.(Directed by advisor) (AC) • I took an accounting class in high school and really enjoyed it. (AC) • I didn’t know what to study when going to school, so I figured business would get me somewhere.

(AC) • Business is where the money is. (AC) • Bus Admin student- I Came in as an EQS major, then had an accounting class and really enjoyed it

so I decided added the accounting major. AD • Bus MIS student- I came into WWU as a biology and athletic training major but then switched,

there was no reason given. AD • I am a business administration student who started as a biology major then wanted to be a manager

at a corporation, or own my own business someday. (TH) • BUS, ACC MAJOR- I liked business and thought it would be a good pairing with accounting. AD • SPORT, MIS majors: Business seemed to be a good fit with sports AD • MIS BUS major: I didn’t know what I wanted to do so just thought I would try business as it was

introduced by friend. AD • BUS, SPORTS major: The careers opportunities are more broad and thought it would be easier to

pick up with sports AD • I am a MIS Major, I was always involved in small businesses and if I could learn then it would

help. (TH) • I am a double major in Business and Math, I took some business classes and it stuck. (TH) • I am a Business Major; the compatibility business is involved in everything. (TH) • I am a Business Major, I decided to come to another country and it is a good broad major. (TH)

Lower level

Highlight Positive comments in green • In high school I loved math and my mom does accounting and then helped my mom with some

work and liked it so started to study it. (JS) • Mother and father both work in the business field so I decided to follow in my family's footsteps.

(JS) • I liked the structure and numbers of accounting. (JS) • I want to go into coaching so adding a business degree helps me when going into a career like an

athletic director. (JS) • Linda Davis helped encourage me to add a major on top of my sports management degree. (JS) • My family is in business so it flowed through to me. (JS) • It is a broad major when it comes to career choices. (JS) • I really like art, which is my first major. I came in with a lot of credits and didn’t want to graduate

early so I picked up a double major of business. (MB) • I chose accounting because after I took my first semester of accounting classes, I really liked it and

decided to change my major to accounting. (MB) • I followed my dad because he has a lot of connections in business and I thought I could use those

connections as well. (MB)

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• I chose a business major because the career opportunities were broader and I knew I would have a lot more options in the future. (MB)

• A lot of my courses overlapped anyway with sports management so I just decided it would be to double major in business and sports management. (MB)

• I started out with just the horses, but then my father pushed the business major, so I did it. But I soon realized I liked the business classes and it is something to fall back on if I can’t find a horse related job. (TH)

• I have always liked math. I took accounting in high school, so carried on with that. (TH) • I want to go into aviation and real estate, because my family wants to do house flipping, so after

college and aviation school I thought being a Business major would help them on the business aspect of the house flipping.(MF)

• I went to a lot of different Business classes and I liked them and I feel it is a universal major when it comes to finding jobs. (MF)

• It seems flexible to find different jobs, and I listened to both my parents and it just seemed to fit with me. (MF)

• I don’t want to work for someone. I want my own business (ER). • I want my own business (ER). • I wanted to be a sports agent so business management is important. (ML) • MIS subjects interest me. (ML) • I want to get into the horse industry and business is a key ingredient to being successful. (ML) • I heard it was a good program that opens a lot of doors. (EN) • I like math and finance. Originally came for horses but wasn’t pleased with program. (EN) • Business is a backup if equine doesn’t work. (AD) • I like horses and business is useful to have so I decided to do both. (AD) • I always like accounting. (AD) • My first interest was art but then I took a web design in high school so I decided to go MIS. I want

to own my own business. (AC) • ACC major: I was good with numbers so chose accounting AD • BUS major: I wasn’t sure where wanted to go so I got a general degree. AD • BUS major: Wants to do wedding planning so needed to learn business applications. AD • I am a double major in MIS and Business; I took web design in high school and became interested

in MIS. (TH) • I am a double major in Business and EQA, and I am interested in business because I want to own

and manage my own company. (TH)

Highlight Negative comments in red • I don’t know why I chose my business major. (MB) • I wanted to be an architect but fell on a business major because of a time constraint. (MB) • My uncle persuaded me to pursue an education in business. (MB) • Ugh it’s kind of interesting was gonna do engineering but because of baseball it would be too

strenuous so I choose business instead (MF)

2. Technology Effectiveness

Upper level

Highlight Positive comments in green • I think the technology in Burton is good. I like working with both Mac and PC computers. (MB) • I think that generally on campus we have good technology – especially for SWAT to use (which

includes the usability testing). (MB)

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• I haven’t really had any troubles with technology. (MB) • I only had to use Connect for online courses and really liked the experiences I had with the

program. (MB) • I thought it was really helpful to go back and look at homework on Connect before tests as another

way to review the information. (MB) • I like the Think Tank. (TH) • I like having the dual screens in the lab down the hall. (MF) • VMware is really nice and allows me to do more.(MF) • In some classes it seems very effective. (ML) • I use the lobby computers when I can’t work in the computer lab while I wait for my next class.

(ML) • I’m not a fan of Macs so I like that there are PCs. (EN) • I think the technology is fine. (EN) • I use the computers in the lobby between classes. (EN) • I prefer Connect and online work. I personally learn better in class when I had those questions to

answer online. View paper homework as busy work. It gets graded as participation sometimes rather than being truly graded making people not try as hard. The computer grades you so you try harder and learn better. (EN)

• Agrees when another student says its nice to use it as a study reference. (EN) • Been happy so far with technology. (AD) • Everything is up to date. (AD) • I think as far as Windows and Microsoft it is up to date, but I believe Macs would be better suited

for the Burton classrooms. (AC) • I like the think tank as its good for collaboration and group work, I’m also excited about new study

room and interested to see how it’s utilized. AD • However I do like using quick books so it’s great to have access to them. AD • I like connect because it makes you read the chapter well in advice, therefore helping to gain a

better understanding of the subject before class. AD • The technology has come a long way as every aspect has improved with VDI and the think tank. I

enjoy the TV’s that give the Burton building a business atmosphere and setting. The current technology helps the business students’ access a business aspect. (TH)

• I think it is helpful and provides reinforcement after the classroom, everyone learns in different ways and you can repeat on your own time to get extra help from what you learn in class. (TH)

• I like the duel monitors in 206. AD • I like the think tank with group work and big screens. (TH) • I still like the old blackboards that you can change. (TH) • I still like that we don’t solely rely on technology. (TH) • I like access to Microsoft office and double screens. (TH) • With the online classes Connect works well and sets up for online, it’s not too bad for in class.

(TH)

Highlight Negative comments in red • Mac's are designer bias (JS) • It can be hard to get work done because SPSS only allows so many people on at one time. (JS) • It is helpful but can be a lot of work on top other homework and can be time consuming but it is

beneficial. (JS) • I think that technology in the accounting department is outdated. For example, I think we could use

Quickbooks instead of paper more frequently. (MB) • Again, I think the use Quickbooks would be beneficial for today’s world. (MB)

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• I’m not a fan all the time because it takes so long to do most of the homework assignments. (MB) • Wifi always goes in and out. (TH) • A lot of times I would guess because it had a thing where you could check your answer, and then

would guess again, and again, until it wouldn’t let me anymore. I didn't think it was very effective. (TH)

• The Burton Building could always use more technology, but I am not sure what all is out there that I could suggest right now. (TH)

• I had an internship that was all on a computer, and nothing but quickbooks done here. So it would be nice to apply other computer programs that are used in the outside Accounting world. Also, more use of more of excel would be beneficial. (TH)

• I think the technology needs to be utilized more in the classrooms. (TH) • We need to get rid of the chalkboards. They are too old school (ER). • In high school we had smart boards, I don’t see any of them here (ER). • (Raised hand to say had uses connect in class) There were a couple times where we used the basics

in the software but then the homework had us apply it to a much harder problem. I couldn’t figure it out (ER).

• I agree, I am using software for micro right now its like a whole new section to learn for homework. It is hard to use it with homework (ER).

• I don’t use the lobby computers (ER). • Sometimes I have notices that if you type something in and its not exact then you get the answer

wrong. The computer can’t tell. It’s a little picky (ER). • I haven’t used any of the software. I am surprised (ER). • We need more rooms like the Think Tank to study in. (ML) • I feel accounting needs more technology involved in the learning stage, it’s all paper at the

moment and when I worked in the field we always used computers. (ML) • I like Connect but some of it doesn’t relate to what is learnt in the classroom. (ML) • I think the technology should be available to more people. (ML) • There are always classes in the computer labs. (ML) • Not a lot of work areas, and some places you don’t have access to. (ML) • I get distracted when printers go off in classes. (ML) • Classrooms don’t have enough ports to charge laptops. (ML) • Connect and course management systems don’t require you to show work, which means you can

shorthand and you don’t put the effort in. (ML) • Sometimes hard to make my Mac compatible with the school technology (EN) • I think they need to update the software. (EN) • Use QuickBooks. I knows it’s expensive but it would be helpful. (EN) • More printers. Like some in the lounge. (EN) • Nods to idea of more printers. (EN) • There are not a lot of places to plug in laptop. (EN) • I don’t like connect. I would rather do paperwork to learn. (EN) • I don’t recall ever using Connect. (EN) • Printers in the lobby would be a good thing to have. (AD) • There is more technology that can be used like smart boards maybe nice. (AD) • MIS program coding experience is necessary for jobs, we learn more through SWAT ,but not • Accessible to all students, accessing to all students would be nice. (AD) • The technology is not as good as Mac lab in art building, but it is not bad. (AC) • I think some prefer the technology in the art building, and some prefer the technology in Burton. It

depends on what you are comfortable with. (AC)

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• I think the business division should try and bring programs up to date such as quick books for the accounting students. Updated equipment would be really nice. I Preferred Connect because it helped her get work done outside of the classroom. (AC)

• I do not remember ever using Connect. (AC) • I think there needs to be white boards instead of chalk boards. (AC) • I think that we still need white boards. (AC) • The extra expense is not welcomed. (AC) • Have more Mac stuff so I use to using that as a preference. AD • I would like to see more in-depth courses regarding coding, php, and cs6, a lot of these applications

are only accessible via swat. AD • I think we need to learn more about coding. AD • I don’t like Aplia because it feels like an online class, almost like 2 classes at once with. AD

Lower level

Highlight Positive comments in green

• With Connect there is a connection between the online portion and the class part. (JS) • I took Macro online and didn’t even have to use the Aplia program. (MB) • If I need to use a computer in Burton I will always choose the double monitor computers. (MB) • I took corporate finance and used Connect for homework and quizzes. I thought it was decent, I

liked that it was easy to use and I wasn't struggling to know what I needed to do for the class. (TH)

• More dual monitors in the computer labs. (ML) • I think it is up to date. The Think Tank is a good addition. I see a lot of groups in there working

(ER). • I have only had one class over here but it was fun. (AC) • There are a lot of available resources like think tank in the Burton building. (AC) • I really do not like using the online homework book. Really do not like using APLIA. (AC) • I really like the duel monitors to do homework on. AD • It’s all okay and I especially like the online homework assignments. AD • I like both connect and Aplia but preference of Aplia from a user standpoint. AD • I have only had one class over here but it was fun. (TH) • There are a lot of available resources like think tank in the Burton building. (TH)

Highlight Negative comments in red • I don't use the computers in lobby. I go upstairs to double monitors instead. (JS) • I used aplea. What I was learning on aplea didn't pertain to the class. I could do well in class but

bad on aplea. I don't see the relationship between aplea and the class. (JS) • I think it would be nice to have a student computer lab that is a little more accessible than the labs

that are often used for classes. (MB) • I find that the Wi-fi cuts in and out pretty often so it’s hard to stay connected throughout an entire

assignment. (MB)

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• I haven’t needed to use the computers in the lobby. (MB) • I have had to use Aplia in my macro class. It cost me $140 for access to the program and seems

pretty useless to me so far. (MB) • The quizzes we take on there are only 5% of the grade in the class so it is hard for me to feel like it

is worth my time. (MB) • I feel like Aplia wasn’t worth the money and it isn’t helpful to me at all. (MB) • I personally don’t like Connect very much. (MB) • I feel like you end up doing an online class on top of all of your in class assignments so it feels like

you’re doing more than just a regular class. (MB) • I have used Aplia. It is expensive. I struggled to use the program itself, and struggled with the

questions. I did not think it was helpful, just more frustration then anything. It also was barely worth any of my grade. If it was worth more of my grade I would be more okay with it. (TH)

• It works(MF) • The Wi-Fi, it cuts in and out all the time, if you sit in the corner of this room you can’t see the

projector and the internet cuts out so then can’t pull the assignment up online and you are screwed!(MF)

• I think it would be good for smart boards to have for macroeconomics and such classes like that. (MF)

• I really haven’t used a lot of technology here(MF) • Hated the use of Aplia for Macroeconomics. It was not needed. (MF) • I agree I’m in Macroeconomics now and don’t like Aplia, I like to use the physical books and hate

that everything is online with this class. (MF) • The Wi-Fi isn’t… great. But I have used the computers in the lobby. They work fine (ER). • The WIFI is terrible and hard to connect to on the bottom floor. (ML) • Servers sometimes all quit at once. (ML) • Never use technology in the classroom. (AD) • Aplia helped with what you needed for quizzes but while in class you learn something • Totally different from the teacher than what is on the online application. (AD) • I agree that the smart boards are good and chalkboards are outdated. (EN) • The Connect is expensive too do your work. AD • I haven’t had any classes with Connect or any homework managers. (TH)

3. Study Atmosphere

Upper level

Highlight Positive comments in green • I think the study atmosphere in the building is fine. (MB) • I think it is really nice to meet with groups at night for group work. (MB) • I think using the Think Tank and computer lab are good means of studying in the Burton building.

(MB) • I prefer studying in Burton to studying in the library. (MB) • I don’t really have any suggestions or ideas for change because I think the study atmosphere is fine.

(MB) • I agree that nothing could be different to get me to study in the Burton building. (MB) • I am a commuter and don’t have any problems. I usually can find a computer if I need one. (TH) • Comfortable most of the time with down time between classes. (ML) • I use the lobby computers between classes (ER). • I like the think tank for the group classes (ER).

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• I study here. (EN) • As a commuter, I feel there is a good study atmosphere. (EN) • I do not study here a lot, but the rooms look like they would be good for studying. (AC) • I think it is too loud to study in Burton. (AC) • I really enjoy the atmosphere. (TH) • I use the think tank for group study but go to the library to study. (TH) • I like it for group meetings. (TH)

Highlight Negative comments in red • I like studying in my room but would be nice to have a place to type a paper instead of feeling like

you are interrupting a class. (JS) • It would be nice to have a place to print easily near the computers that are available. (JS) • I have never studied in Burton before. (MB) • Another think tank room would be nice. The current one is fine, but when you have group projects

and multiple groups are in there it’s hard to work. It’s especially hard when the other group in there is from your class and working on the same project. You don’t want other groups knowing your ideas when a lot of our projects around here are a competition. So, it would be nice to have multiple rooms. (TH)

• [In reference to comment about the computers in the lounge area] Those computers are in a very public and busy area, and when I am doing homework I need to concentrate, and with all the distractions and noise, it’s not a good place to do my homework. (TH)

• The Think Tank is great for groups. But it would be nice to have a private study group for individuals, a quiet room. (TH)

• As far as studying, I don’t use Burton (ER). • Student agreed with another student about improvements by adding an individual study room (ER). • I am in this building often, but I still go to the library. I just can’t study here. I don’t know what it

is. I like the double monitor but there are always people in there. Most of the time people use the lobby computers as a last resort (ER).

• Get 205 Dual monitors. It’s faster and easier. You can get more done (ER). • It can get very loud in the common areas, which makes it tough to study in. (ML) • There are not enough individual workspaces for individual work. (ML) • We don’t need as many computers, but rather a quite workspace. (ML) • If you need a computer however it’s bad. (ML) • The commuter lounge is very uncomfortable. (ML) • The vending machine hasn’t worked for a long time. (ML) • It is not always quiet. (EN) • I don’t really study here because I live off campus. When I lived on campus I only came here for

group projects. I personally prefer to study in my own room. (EN) • Agree that individual computers are needed that are not somewhere you would be interrupting a

class (EN) • Don’t use the burton building and I find it better to study at the sorority. (AD) • Commuter lounge is not very comfortable and technology doesn’t really work. (EN) • Commuter lounge is a janitor hang out. (EN) • I do not study in the Burton building, but if I did I would put a separate room for just computers

that does not have classes in them. (AC) • There isn’t a place to study in Burton unless you come in after hours and get a classroom without a

class in it. (AC) • I think there needs to be a designated room for just studying. (AC) • Not the best because the think tank is for groups and doesn’t feel as comfortable when you’re not in

class to just walk in and start working. AD

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• It can be hard to find a spot in the labs and around burton to sit therefore goes to library to work. AD

• My past community college had closed rooms with table and white board that was quiet with good study environments if anyone wanted to close themselves off and be alone. We could use this type of environment in the burton building. (TH)

• I don’t ever come to burton as I prefer the library. AD • I have used the think tank couple of time and liked it, however I do prefer to study at home. AD • Nothing really I would just be more comfortable at home. AD

Lower level

Highlight Positive comments in green • I study here and prefer to study here rather than the library. I like the double monitors and the

atmosphere. (JS) • Good. It is usually pretty private. I study in room 206; it is usually open and available. I would

rather study here than the library. It is quieter here than other places. (JS) • I use the think tank too. (JS) • The lab is fine. (206). I wouldn't use an individual study lab. (JS) • I don’t mind studying in Burton occasionally. (MB) • I think it’s the best on campus (MF) • You have other business majors walking around in Burton, so if you need help they can help you.

(MF) • In my room other than when I’m in study hall (MF) • Generally pretty quiet in the business school. (ML) • I like the couches, TV’s and computers. (ML) • I like the Think Tank, it’s modern and very useful. (ML) • Always usually quiet. (EN) • Nods head in agreement that Burton is good for group work. (EN) • It’s nice to have computers and couches in the lobby. (AD) • I really like doing group work because you can separate yourself from other people here in Burton.

(AC)

Highlight Negative comments in red • I study in my room. (JS) • I use the library to study so I don’t study in Burton. (MB) • I usually stay in my room to study. (MB) • I don’t want to walk anywhere to study so that’s why I stay in my room. (MB) • I don’t think anything could get me out of my room and into Burton to study. (MB) • There isn’t anything that stops me from studying in Burton; I just like to study in my room. (MB) • I don’t study. (MB) • I prefer to study in my room other than when I’m in study hall (MF) • BD needs to make their own quiet room like in the library, other than that I got nothing (MF) • I prefer my room because if I’m outside and around others I look around rather than what’s in front

of me (MF) • I prefer to be at my house, I just feel more comfortable. (MF) • I prefer to go to the library. Its what I’m used to (ER). • I don’t study here. I will go to the dome or Library. It is just what I have done (ER). • Maybe if you had like a built in room with nice couches (ER).

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• Don’t normally study here though because I like to study in my room. (EN) • There aren’t really any changes, its just a personal preference to be in my own room with all of my

stuff. (EN) • Study in my room, if had group projects I would study here, study mostly at night in my room.

(AD) • The Think Tank is a good place to study, but would I would prefer having a bookshelf of

accounting books and such so you don’t have to go to the library. I don’t like studying here but I like doing group work in Burton. (AC)

• Although it’s in the basement I like the commuter lounge, would be nice to have one in the business division. AD

• The computers in the lobby would not work when I tried them. I think a room like the think tank for individuals and not groups would help the study atmosphere. (TH)

4. Think Tank Awareness and Improvements

Upper level

Highlight Positive comments in green • I used it in three classes and it is really helpful and good for group projects. (JS) • Yes (JS) • Agrees with others (JS) • I am aware of the Think Tank in the Burton Building. (MB) • I have used the Think Tank a lot for group projects. (MB) • I have also used the Think Tank to present SWAT usability tests. (MB) • I have liked using the Think Tank to do group work. (MB) • I have used the Think Tank a lot for Capsim. (MB) • After our computer finally started loading, it was fine. (MB) • Whenever I used the big screen computers, everything worked fine. (MB) • Yes, I am aware of the Think Tank. (TH) • Yes, I use it a lot. I like it a lot. There are big monitors, so everyone can see when working with

other people. (TH) • I don’t have any problems with the technology. (TH) • Yes, I am aware of the Think Tank. (TH) • Yes, I am aware of the Think Tank. (TH) • Yes, I am aware of the Think Tank. (TH) • The big screens make it really easy to do things with my group. (TH) • The Think Tank is a nice central location to meet up with your group. (TH) • I think a dividing wall for more privacy would be great for the Think Tank. (TH) • Raised hand and has used the think tank (MF) • Raised hand and has used the think tank(MF) • All raise their hand that they have used the Think Tank (ER). • I do not have tech issues with the Think Tank (ER). • I used it while taking my capstone class and found I to be very useful. (ML) • Yes all the technology worked when I used it. (ML) • A lot of times you see another group in there go somewhere else. (ML) • Yes I am aware of the Think Tank. (AD) • I have not had any problems with the technology. (AD) • I used it for classroom projects. (EN) • I used it in Business Policies and Procedures. Worked well for group projects.

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• I haven’t had problems. (EN) • Yes I am aware. • I used it for a group project, and really liked it. (AC) • It worked well when I used it. (AC) • Make the hours the same as the library. (AC) • I used it for group work a lot and nobody ever came it so it was a great place to work. (AD)

Highlight Negative comments in red • When in there you are sometimes competing with the other group working in there so it would be

nice to not feel so close to the other group. Maybe have monitors on opposite walls. (JS) • No, not aware of hours. (JS) • When we were working in there, one of the computers (touch screen computer) took 30 minutes to

start up and kept reloading so it was hard to use. (MB) • I think it would be better if only one group was in there at a time because you could get more work

done. I think it would decrease talking and help groups to not waste so much time. (MB) • I think if the screens were on different walls so the groups aren’t side by side it would help too.

(MB) • I am not aware of the Think Tank hours. (MB) • It needs more work places. (TH) • No I am not aware of the hours. (TH) • No I am not aware of the hours. (TH) • The Policy and Procedure class here its all about strategy in your group. So when another group

from our class was in the Think Tank working on their project too, both groups had to whisper and we couldn't put a lot up on the big screen. A dividing wall would have been really nice in that kind of situation. (TH)

• No, I do not know the hours. (TH) • No, I do not know the hours. (TH) • No, I do not know the hours. (TH) • I am unaware of the think tank open/close hours. (MF) • I am unaware of the think tank open/close hours. (MF) • Students did not know the hours (ER). • I think the Think Tank should be split it up. Other groups make it distracting. Put up some

partitions. It is distracting to have so many spaces and so many people (ER). • I do not know the Think Tank Hours (ER). • Another computer screen might be nice, but more importantly dividing up the areas to be more

private would be great. (ML) • It’s available for group work but sometimes you don’t want other groups hearing your ideas, so a

petition wall would be good. (ML) • I use it until Burton closes, not sure of the exact operating hours. (ML) • Never been assigned to group project. (ML) • In my capstone class you don’t want other groups seeing your work, so more privacy would

improve the atmosphere. (ML) • No I’m not aware of the closing hours. (ML) • No I’m not aware of the closing times. (AD) • By making the hours later so the athletes can use it and for students who like to work at night. (AD) • No I do not use the Thinktank. (AD) • If there was another thinktank, by separating the thinktank into sections so more groups will use it.

(AD) • No one actually uses the sign-up sheet. (EN)

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• It’s kind of small. But you can’t really take walls down. (EN) • I think the monitors should be on two different sides (EN) • I’m not aware of hours. (EN) • I have never used it. (EN) • I also have never used it. (EN) • I know of it, I just don’t know exactly where it is located. (AC) • I have never used it. (AC) • No I am not. (AC) • Yes, for group work. It is a comfortable place to work and talk amongst the group. (AC) • No I am not.(AC) • Printing from the think tank is an issue as you have to send it to another classroom, but not massive

issue. (AD) • Not aware, wondered why it doesn’t have the same hours as the library. (AD) • I would like to see it open later, don’t see why not, especially since security is on patrol all night.

(AD) • I do not know, but I would appreciate it if the think tank were open later. (TH)

Lower level

Highlight Positive comments in green • yes, yes, yes (JS) • I use it anytime I want to meet up with a group. (JS) • yes, yes, yes (JS) • Yes, I am aware of the Think Tank. (MB) • Yes, I am aware of the Think Tank. (MB) • Yes, I have used the Think Tank before. (MB) • Yes. (TH) • Yes. I used it for Business Communications or maybe it was marketing class? I’m not sure. (TH) • Yes I have used the Think Tank. (TH) • Yes, I have used the think tank. (MF) • I have used it to study or practice for salesmanship. (MF) • Yes, I have used the think tank. (MF) • I used it for 2 classes last year marketing and business communications (MF) • I like using the Think Tank, because it’s got useful technology and is good for group work. (ML) • I have never had any problems with the technology in the Think Tank (ER). • Has used the Think Tank. For group projects, I have used it for retail management (ER). • I am aware. (EN) • Yes I’m aware of the Think Tank. (AD) • We had a class and we did all of the meetings in the think tank so we could use the web cam. (AD) • Yes, I did a presentation with a group using the webcam to talk with a person in China. (TH) • Yes I use the Think Tank to do group work. (AC)

• Yes it does. (AC)

• All said yes. (AD)

• I really like the big monitor, would like to be able to use it individually though. (AD)

Highlight Negative comments in red • I am not aware of the hours. (JS)

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• If more than one group is working in there it can be loud. It is better when only one group is in there. (JS)

• If you don't have to sign up to use it. You could just go on your own when you want. I feel like I shouldn't use it if I don't sign up. They should put a sign up when a class is going to need it. (JS)

• No, I don’t use the Think Tank because I haven’t had any group projects that required me to use it really. (MB)

• I am not aware of the Think Tank hours. (MB) • I think it would help if you didn’t have to sign up to use it. (MB) • There have been a couple times where I have used it and my group didn’t sign up for it and just

went in. (MB) • If you have to sign up, I feel like people may avoid using it thinking that because they didn’t sign

up they couldn’t access the room. (MB) • I think if a professor needs the Think Tank for a class, they should still reserve the room but

individual groups should be able to use it whenever they want. (MB) • I was told I shouldn’t be using the Think Tank without signing up. (MB) • No I have not used the Think Tank. (TH) • No, I am not aware of the hours. (TH) • No. I am not aware of the hours. (TH) • I am unaware of the think tank open/close hours. (MF) • I am unaware of the think tank open/close hours. (MF) • I don’t know the Think Tank Hours (ER). • I didn’t know there was a schedule for using the Think Tank (ER). • I’m unaware of the operating hours. (ML) • I haven’t used it. (EN) • I have never used it. (EN) • Shook head in regards to knowing about hours. (EN) • I am not aware of the hours. (AD) • I think not to have to sign up sheet would help, as you’re not always prepared to sign up in

advance. (AD) • I would suggest closing at 11. (AD) • It was locked when I tried to use it, so I couldn’t get in. (TH) • The Think Tank is boring, maybe if it was a different color it would not be such a classroom feel

and people would want to go there more. If you put some fake plants more people would feel comfortable. The green chairs are cool, but there needs to be more colors.

• No I am not. (AC) • Make the hours the same as the library. (TH) • I have not had any projects or group work to really use the think tank. (TH)

5. Lower level versus upper level coursework

Upper level

Highlight Positive comments in green • I think in ways it builds on each other but some of the classes aren't related, like corporate isn't

really related to marketing; but accounting builds on itself except when you get to intermediate then that is totally different. (JS)

• I think so. Haven't had any problems. (JS) • I feel like my lower classes did prepare me for my upper level courses. (MB) • I think that the finance stuff builds on each other. (Awkward response) (MB) • I didn’t think that any particular class (either lower level or upper level) were too easy or too hard.

(MB) • I think the courses were what was expected for both levels. (MB)

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• Feels like its fine. (TH) • Yes, feels like they were sufficient. (TH) • Yes, they have been what I expected. (TH) • Yes, they have been what I expected. (TH) • Group work helps a lot in business classes. We do a lot of it and we are in a business environment

around here. (TH) • I think BUS does a good job. For example, I was prepared for classes like Sales because of other

classes like Marketing. I learned how to be professional on my resume from my lower level classes. Also have learned to be professions through DECA and group projects. All of my lower level classes use those tools and concepts that you need as you go into higher level classes. (TH)

• Entrepreneurship was a class I feel like I have used from start to finish. It hit all the business principles, and in my higher level classes I had some kind of knowledge to use from it. (TH)

• I think it depends on you professor how challenging your class is going to be. I think a challenging class is defined by how much time and effort they expect from you. (TH)

• I enjoy upper level classes more, so don't find them as challenging. Group projects pertain to after college so I want to try harder and get something out of them. (TH)

• Yes, for the most part they have been what I expected. With the exception of Policy and Procedures. It was not like anything I expected. I heard about the end presentation from other who have taken the class, but I had no idea it would be what it was. (TH)

• I like and enjoy group work, I especially like working with different majors for a project. (TH) • Yeah I think so all upper classes and MIS at least database and access class I saw how it worked so

yeah (MF) • I like the emphasis on group work. In the real world you must learn to work as a team, and if a

member is slacking learn how to constructively guide them towards the common goal. (ML) • You’re always going to have to deal with people who don’t pull their weight, and for the immediate

future you’re going to have to cover them until they’re replaced. (ML) • Makes you stronger for the real world, you’ve got to get projects done no matter what your feelings

are towards the other members. (ML) • It’s strongly emphasized in the business division, which is great because it sets us up for real world

application. (ML) • I had no problem with any of them, and it was what I thought it would be. (ML) • Group work helps a lot in business, and in the outside world. (ML) • It was a big leap from principles of accounting to intermediate accounting, but overall I feel the

business division keeps the classes relevant and prepared for future classes. (ML) • Finance and economics were very challenging classes, but I enjoyed them a lot and feel I’m now

more comfortable discerning real world examples. (ML) • Upper level classes are more challenging but I enjoyed them more because they’re something that

relates to what I’m interested in. (ML) • I was thinking about business communications. I think that everything I learned there has been very

applicable (ER). • The professors challenge you to learn new things. That is challenging. They use a lot of little things

to explain big things (ER). • I don’t know. I have only taken a few classes here. Yeah, most of them are what I expected(ER). • Being in a group is good. You are constantly brainstorming. In marketing it’s great. In the real

world it’s a team. I like to share ideas and work to make them better as a team. Having more people to collaborate and expand (ER).

• Group work can be annoying at times. I am going to be thankful for the group work. They have taught me a lot (ER).

• I think that group work prepares you for the real world. It shows you how to get feedback you can’t do everything on your own (ER).

• MIS only has 1 to 2 teachers and the teachers build on each class you take. You know how the class is formatted with the help of only having two teachers. Productivity tools has helped me with database for MIS and capstone. (AD)

• Accounting Classes have helped me a lot. (AD) • The upper level classes have added value to my lower classes. (AD)

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• Depends on the class since this is a small campus by working with friends in groups unlike when randomize you think “this person does this”. (AD)

• They give you an idea of the next step. (EN) • I expected them to be easier than upper level and they were. (EN) • Nods that they are what was expected. (EN) • I think it depends on the situation and how good of a group you have. ACC does more in class

together and doesn’t really do out of class group projects. My BADM classes do more group work. Sometimes you get people who don’t do a lot of work but I personally haven’t had problems. In group work if you cannot figure something out, one of your group members may be able to. (EN)

• Nods and agrees that even if you get to pick your own group, you will likely still have people who don’t put in as much effort or are someone you wouldn’t want to be grouped with. (EN)

• Body language shows that they both agree their classes have been what they expected. (EN) • Yes I do. (AC) • Yes they have. (AC) • I took most of my classes at a community college, but the classes that I have taken here have

greatly helped me. The lower level classes get you familiar with the advanced classes. (AC) • The lower level classes do just fine. (AC) • Yes I have. (AC) • Group work is good because companies are leaning more toward group work, and the classes are

all using group work. (AC) • Four should be the max total for a group. (AC) • They build on each other, so it’s a good foundation, but I don’t learn specifics regarding higher

level. However the general build up is good. (AD) • The tutorials do help. (AD) • Finding time outside is the hardest part, I do benefit from it but it does depend who is in the group.

(AD) • Just deal with it. (AD) • We don’t do much group work in accounting, but you really don’t need to do much group work in

accounting. (AD)

Highlight Negative comments in red • I don’t think that principles of accounting prepared me for intermediate accounting at all. (MB) • Sometimes when working on project over a long course of time there is not a lot to show for grades

during that time. So busy work is assigned. I want to focus on my final product of the group project. I am taking senior classes and trying to get things out of them, and when I have to do busy work that makes my classes challenging because I have small things to do on top of the big assignment. (TH)

• Accounting capstone was not what I expected. I didn't feel like it was anywhere near as challenging as the Business capstone. (TH)

• I prefer to work by myself but obviously group work is something that I have to do. But I think group work in lower level classes is not as important as in upper level classes. In lower level classes you are learning principles, and if you always work in groups in those classes then those people that are not putting in the work and are always depending on others, are not going to learn it. Then when those people get to upper classes they are still depending on others in the group because they did not learn the material in the lower level classes, or I guess in some cases they know the material and they just don't care. (TH)

• I don’t know I took most my lower level classes at a Junior College. (MF) • I don’t know I think the upper level accounting classes are pretty tough (MF) • I would like to learn more in the accounting classes rather than from teaching myself. (MF) • The main goal is to incorporate how you would be doing things in the real world, but at the same

time it is just a jump up from before but not breaking the barrier of what I would do in real life (ER).

• I think it depends on what type of person you are. It’s easier to skate by in group work (ER).

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• I feel like the capstone class doesn’t take all the business classes into consideration. When we had the professors come in about the concentrations. But it didn’t involve capstone. It seemed pointless (ER).

• I think the accountability is good in group work. You succeed or fail. But it is going to reflect on you how a group works. I think people get shorted. I put in a lot of effort but I got a damming grade. The teacher was forgiving. I would have done badly because of one person’s ignorance. I think that if you are doing group projects I think everyone should be working (ER).

• I feel learning to program is harder than it should be because there’s not enough emphasis places on learning basic code. (ML)

• Most of them have been what I expected, but some I feel that I’m teaching myself rather then getting taught in the classroom. (ML)

• I feel that sometimes you need somebody to stand over you when trying to get a handle on the basics. (ML)

• Government Accounting was thrown into the Capstone class, but we don’t learn about it in the classroom. (ML)

• Upper level accounting was tough, and I didn’t feel I learnt as much as I did in the lower level accounting classes. (ML)

• I took all my accounting courses in 3 semesters and didn’t feel they helped very much (ML). • In my capstone I class felt like we just plugged in numbers to see what happened, then changed the

numbers next week. (ML) • I felt that I had to always pick up the slack for somebody who wasn’t as concerned with getting a

high grade. (ML) • Productivity tools doesn’t help with accounting work. (AD) • MIS I wish there was more times to do work in class, since athletes have go to practice there is not

enough time in class to work, I can’t find time outside of class to do. In a group four the max is a good number someone is always missing (AD)

• There were some areas that were confusing when different teachers tell you something different than the other teacher is saying. (AD)

• One lower level class. Principles of ACC does not prepare you. I blame the book. (EN) • You have those people in the group that don’t work as hard because they know someone else in the

group will work harder to get the group a good grade. (EN) • I do not enjoy group projects. There are too many communication issues, but they do teach you

how to do real world things. For example when a person slacks off in a group you still have to do the work to get the good grade. (AC)

• I like doing group work because you can get more accomplished. (AC) • In intermediate database they have to use excel and I feel they don’t prepare us enough regarding

that. (AD) • Productivity tools doesn’t help enough especially with excel. (AD) • Don’t like the structure of productivity tools, we just remember the buttons not why you are

pushing them, don’t get the chance to absorb. If it told you how to make a certain type of chart and why you would do that, it would make a lot more sense than just pushing buttons. (AD)

• Knowing what it’s for would help a lot, a concentrated area would help. (AD) • The smaller group work does help much more than having larger group. Larger groups you split it

up and don’t necessary know what some of the work means. (AD) • It was agreed that the perfect size group would be a maximum of 4. (AD) • I think we could use a hands-on approach with productivity tools; it would be nice to split different

parts of productivity tools that could apply to different majors; 8 weeks of productivity tools then 8 weeks of focusing on concentrated area. (TH)

• I think 3 to 4 max is the perfect size group; someone will be left out if there are any more. (TH)

Lower level

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Highlight Positive comments in green • Challenging for me is when I have to think of steps I have to take to get to an answer. Putting

thought and process into a problem and the classes I take fit this. Intermediate accounting we do real world problems so we have more experience and it can be challenging. (JS)

• I guess so. I don't know. I am still learning new things in advanced accounting. As long as you keep learning new things that can always be challenging I guess. (JS)

• I guess so. (JS) • Yeah. Entrepreneurship puts me in the shoes of real life by using the business plan that was done in

class. (JS) • I like it a lot. You probably work with groups in the business world so it is a good experience. (JS) • For the most part. I am new to the business major. I felt prepared for the junior level classes and

they are what I expected. (JS) • You can have classes that you may not be the best at like economics but for classes like accounting

I feel like they go together as they move up. (JS) • Four or five is a good group size (JS) • I think classes are bound to get harder but I have found that I really have to study in order to

succeed in my upper level courses. (MB) • I think my transfer from accounting 1 to accounting 2 was what was expected and was a smooth

transition. (MB) • Some classes are, yeah. But with Macroeconomics I didn't understand most of it until took

Microeconomics. (TH) • Yes. I was pushed into the business classes by my dad, so classes like Public Relations I find

challenging because I am not good at English, but it is interesting material to be learning. (TH) • Yeah, took Accounting in high school which made principles here really easy, and had a bases after

Principles of Accounting to go on to higher accounting classes. (TH) • Some teachers are all about giving tests, while others like giving big projects. I like the differences

between professors. (TH) • I don’t like doing group papers, but it is good to learn how to work through the struggles it

provides. It’s just a struggle to get the final paper done when everyone has different ideas and ways of writing. But, overall understand why we do group work and its importance. (TH)

• Coming from a different school I was in a freshman classes with over 300 kids and I feel like they are easier to learn in than in a bigger school (MF)

• Yeah it was what I expected (MF) • Yeah I mean business law was a little different, I really didn’t understand the law terms so I

couldn’t see how it tied into business (MF) • I think real world applications are really helpful to my learning. (MF) • I know in marketing she always showed examples (MF) • I think it is challenging when you’re in a class where you feel like you’re never going to use it

again. The upper classes are harder. If you don’t understand something fully you have to go look for it (ER).

• The major class here are harder than the ones I took in Junior College (ER). • My classes have been what I expected. There were a couple places were more difficult than I

thought (ER). • I think it’s good. You are going to be using that later in the business world. And if you don’t agree

you have to find a way to work through it. You are learning it now rather than later (ER). • Some of them do, I’m in the basic website building and I think that will help in future classes. (ML) • I think they’ve been what I expected because of the accurate class description. (ML) • Prepares for department work where you have deadlines and have to work in groups. (ML) • Not waiting until the last minute to complete the work because others are relying on you. (ML) • My classes are what I have expected. (EN) • I have had a couple little projects and have liked them. (EN)

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• I haven’t had any group work but I think it would be helpful. I feel more motivated in group work because other people are relying on her. I am motivated to do my best. (EN)

• The classes feel like they’re helping me. (AD) • It helps you to learn and to work together to finish it, I don’t like group work but does help for the

real work it depends who you’re working with if it falls on you are or someone doesn’t do anything, depends on the partner tries to step up when people are slacking. (AD)

• Positive, if you can’t work well with people you can’t expect to succeed in the real world. ADI don’t like that my grade could be lowered by lack of effort from other people. AD

• I never really had any problems; I transferred in last year and found the classes to be what I expected. (TH)

• I didn’t like group work until last semester. Now people are mostly held responsible for the work they contribute, if someone is not doing the work the group can come forth and let teacher know. (TH)

• I would expect them to prepare me even though I am in the lower level classes. (AC) • I would expect them to add value, but once again, I am in the lower classes. (AC) • Yes they have. (AC) • I feel that collaborating with people is a good way to get ideas across the table. Group work is like

a real life setting, because group work is how people deal in the real world. (AC) • Advertising involves a lot of majors so you are working with people that do other things than you.

(AC) • The business division does prepare you well. I believe that it’s well-structured over all. (AD) • No surprises thus far. (AD) • Time management was important in being a successful group (AD) • I have only had accounting, but it was what I expected. (TH) • The classes were what I expected. (TH) • I think it is good for collaboration being able to talk to others and get ideas. (TH) • In my experience with SWAT work with partners is helpful. (TH)

Highlight Negative comments in red • For me, specific classes didn’t build on each other. (MB) • For example, I felt like speech helped prepare me for entrepreneurship and college algebra helped

me with business calculus. (MB) • I felt like principles of accounting one didn’t necessarily help with principles of accounting two.

(MB) • For me, the language is really challenging and acts as a barrier sometimes. (MB) • I have to repeatedly watch videos or read things several times to really understand the material I’m

being taught. (MB) • I feel like sometimes the classes are way harder than I expected and that in others I dreaded taking

were actually really easy for me. (MB) • I think this feeling is because of the professors teaching the particular classes. (MB) • I think going from principles of accounting to intermediate accounting is a total shock. (MB) • Intermediate accounting is extremely hard compared to principles of accounting. (MB) • Everyone was grouped up, and I got stuck with misfits. But no one would help me so I did the

whole thing. It’s bad to be stuck in those kinds of groups. (TH) • I transferred in so I am not sure. (MF) • Challenging for me is like Microeconomics and I look at something and I don’t understand it and I

have to ask for help or ask the class for help by jumping on their back (MF) • A few just feel like a class, which is a ‘blow off’ kind of class. (ML) • It’s frustrating when somebody doesn’t pull their weight. (ML) • When doing group papers it becomes confusing because of everyone’s input. (ML)

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• Sometimes I feel it would be quicker to work by myself. (ML) • It depends on who’s in my group. (ML) • If I could pick my group it would be good. (ML) • I haven’t tied Business Ethics into Business yet. (EN) • I am not learning anything from business law. (AD) • Prefer to pick own groups based on athletes or you know you are going to get along. (AD) • I’m okay with the challenge, however the jump from productivity to accounting MIS probably

should do more on excel. (AD) • The Preference on size would be maximum 4. (AD) • The accounting class is a shock to integrate into intermediate. Productivity tools is general, but if

asked it can be hard to do the tasks. (TH) • 4 or 5 should be the maximum group members. (TH) • I think it all depends on who is in my group as to how good or bad the work goes. AD • Outside of classes it can be hard to meet with people to complete group work. (TH) • Other group members may slack, and your grade in the class might depend on them. (TH)

6. Real World Application and Awareness

Upper level

Highlight Positive comments in green • Pretty much all classes have been group work. It's like the real world and you may be with people

who don't do much but that's how it is in the real world so you have to get used to it. It is really good and I like it. (JS)

• I would hate to have groups assigned because I wouldn't want to get stuck with people who don't do anything but that can still happen even when you pick your own group. (JS)

• I have worked with different businesses in different classes to do projects and this provides real world applications. (JS)

• I get a better understanding of what I are going to have to do eventually. Group work helped prepare me for the internships I have gotten. It gives me experience working with other people and makes it more professional. (JS)

• I do a lot of group work within my MIS major classes. (MB) • I think group work is successful and beneficial depending on the group members – obviously if you

pick your group you know what you’re getting yourself into as far as them being committed to the group. (MB)

• I think it is good real world experience when you get assigned to people like you would in a job just so you have to work with people you may not have selected on your own. (MB)

• I feel like group work teaches you how to deal with different types of people, which can be used in the future. (MB)

• I think that the professors in my major use real world applications. In my capstone class, we had several clients we worked with and the same thing in web development. We also had to present to a board that was not on campus so it was “real world people” which made it a more beneficial experience. (MB)

• It helped for us to realize that some clients can be really good and some can never be reached so it forced us to develop better communication. (MB)

• Our capstone clients were much easier to work with than others I have had to deal with. (MB) • These experiences helped me because it made me realize that you must be able to take constructive

criticism in the real world. (MB) • In several of my classes we have had to follow stocks and that is definitely a real world experience.

(MB)

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• In one of my classes for my MIS major, we were required to become certified by taking and passing a test. The test was about different programs on your computer, like Excel, as well as developing web pages. It was basically a test about your knowledge in general of computers. (MB)

• I think that passing this test is definitely a good thing to add to my resume. (MB) • I feel like attending a small school might help because I’ve been able to receive a more one-on-one

experience. (MB) • I am a Finance Concentration so I know and understand financial things that are happening out in

world right now because we talk about them the classroom. (TH) • In Marketing Research class, we were getting data and using it in real world ways. Also, in

Advertising class we were coming up with ads and POP, etc, and then applying it just as if we were in the real world. (TH)

• Yeah I think it does a really good job, we went on a field trip Thursday to learn about governmental accounting (MF)

• I think in some of our classes in MIS we work with clients so we have to build them websites that will help us when we get out of here (MF)

• Definitely in Policy and Procedure. You have all the classes combined to make this company (ER). • I think so. When I took these Business and MIS they were different. What I have had has been real

world application. Besides the group setting, everything else has been good (ER). • Yeah I think every business class I have had we had to do a presentation or something that seemed

like real world application (ER). • The MIS program is great, we work with real clients to build them a website. This gives you the

opinions of outside professionals. (ML) • All MIS classes includes real world applications. Professors always check grammar and helps with

speaking. (AD) • Yes, Accounting uses real world problems from online, then the teacher grades them. (AD) • Yes. Story about Jell-O in Entrepreneurship. Started at five cents. Weren’t making money due to

poor marketing so they sold it and now the company that owns it makes millions. (EN) • Teachers do a good job at teaching materials and then relating it to things happening in the real

world. (EN) • I like that our professors have done other things than just teaching. They have personally

experienced what they are teaching and can use those real lifer experiences to better explain something to us. (EN)

• I have learned stuff in school that I do in work. (EN) • I feel like the Business Com class was huge. It teaches you how to talk and dress (ER). • Being able to work in a group. (ML) • I learned a lot more about web design and the different coding. Before I would not have used

different programs besides the main one I was looking at. (EN) • I have learned time management skills. (EN) • Presenting. Classes I am taking are helping me with things I have never considered. (EN) • Presenting is very useful, all business class practice this and is very comfortable speaking now,

capstone helps with presenting and getting ready for the real world. (AD) • Yes the professors are giving real world examples (MU Football players). (AC) • I think the professors are trying to give real world applications. (AC) • Yes the professors give good real world applications, such as real life examples of what has

happened to an individual in the business world. (AC) • A lot of the courses relate to the real world. The internship really helps with real world application.

(AC) • Nobody does accounting manually but you can’t really teach it effectively by connecting to real

world, the focus is learning and not real world application. It’s not necessarily a bad thing though. AD

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• In PR class I was part of a group that did a project for kingdom projects, which was a real hands-on experience working with a client. Working with them in real life was enjoyable and interesting. (TH)

Highlight Negative comments in red • No matter what, I usually end up with one or two people that don’t do their share of the work in my

groups, even if we select the groups ourselves. (MB) • Group work sometimes makes me want to pull out my hair. (MB) • It was hard because only one person from our class could study at a time. (MB) • I don’t really feel like I would have any experiences or anything that would give me a competitive

advantage compared to anyone else. (MB) • I think I received an average education. (MB) • Sometimes with Accounting we learn something so specific that I most likely won’t use it, which is

frustrating because we will spend a lot of time on it. (TH) • You use computers in the real world, and accounting doesn’t use any of the programs that are

required to be learnt by employees. (ML) • I would like to see more computer use in school though. (EN)

Lower level

Highlight Positive comments in green • Being an accounting major, the professor does real world problem sets at the end of the

class/semester to help prepare for the real world and they gradually get harder as the classes get harder. (JS)

• Accounting information systems is good because you get to get hands on. (JS) • The technology helps a lot. I became aware of technology like LinkedIn which I wasn't aware of

before. (JS) • yes. (JS) • My group projects are always a huge part of my class grade. (MB) • I feel like group work is a good real world experience. (MB) • For me, my business ethics class used different company situations and forced you to make

decisions that you might be making in the real world. (MB) • By taking speech and salesmanship and other business courses, I have gotten used to being in front

of people and speaking. (MB) • Speaking publicly is no longer a fear for me, which will help me in the professional world. (MB) • My business courses have taught me how to write formal papers and speeches, which will help me

in the professional world. (MB) • I definitely view group work as positive. (MB) • If you can’t work well with other people you probably won’t be able to succeed in the “real world.”

(MB) • I think it helps you to get experience of working with others. (MB) • I think the perfect group size is 4 or 5. (MB) • I feel like my professors do a really good job of teaching real world situations. (MB) • My salesmanship presentation was a way for me to gain real sales experience. (MB) • Yeah, my Business Communications class we have to make things like linked-in accts and e-

portfolio accts (MF) • There are a lot of skills that helps like salesmanship for presentations if you want to go in to sales

there are so many(MF)

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• I think like linked-in I didn’t know much about it and the group projects we have in entrepreneurship and marketing all really help (MF)

• I think the accounting and management classes are really helpful and you can watch your back with all the insurance knowledge you gain (MF)

• I think they are all really helpful (MF) • (Nods yes) The only thing I could think of, in Business Com it’s something to use in the future

(ER). • All the classes use real world application. We did a whole big packet for KPI in PR and in Retail

Management we used KPI again to fix all their little problems. Advertising we worked with a group and had judges come in. It actually is what you will be doing later in a job (ER).

• Most of my professors give good examples of real world application and this helps me see how it’s applicable to my future. (ML)

• Professors do well relating material to real world. (EN) • Definitely in all classes show real world applications. (AD) • Risk management and insurance, business communication offer real world applications, principles

of marketing matrix really helps with hands on real world applications. (AD) • (Nods yes) The only thing I could think of, in Business Com it’s something to use in the future

(ER). • All the classes use real world application. We did a whole big packet for KPI in PR and in Retail

Management we used KPI again to fix all their little problems. Advertising we worked with a group and had judges come in. It actually is what you will be doing later in a job (ER).

• Most of my professors give good examples of real world application and this helps me see how it’s applicable to my future. (ML)

• Professors do well relating material to real world. (EN) • Definitely in all classes show real world applications. (AD) • Risk management and insurance, business communication offer real world applications, principles

of marketing matrix really helps with hands on real world applications. (AD) • Yeah, that basis was defiantly utilized all round. (AD) • All my MIS I believe I could use when I get a job. (AD) • Yes, I like learning quick books as they will be applicable in the real world. (AD) • Yes in entrepreneurship there was a different example every day. (AD) • I Like that real world examples are used as it helps to learn. (AD) • My professors use a lot of examples from jobs they have had and other real world applications.

(TH) • Accounting has shown a lot of mistakes that people have made in the real world. (TH)

Highlight Negative comments in red • When I get people in my groups that do not do their share, it is extremely frustrating. (MB) • Yeah I guess, I agree with another but don’t know what else to add (MF) • Some things are good but sometimes they become irrelevant. (EN) • Some classes are better than others. Some classes give examples that are not relevant to what is

happening in the classroom. The examples do not end up where they should end up. (AD) • I dropped accounting because they don’t use enough real world application. (AD) • Most classes do try to incorporate real world application but I do agree that (AD) • Accounting doesn’t use any real world application. (AD)

7. Internship program Awareness

Upper level

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Highlight Positive comments in green • Yes, I am aware of the required internship. (JS) • Yes, I am aware of the required internship. (MB) • I have received several e-mails with different opportunities presented from various professors I

have. (MB) • I didn’t do any internships that were offered but at least I was aware of the internships in the area

that were available at the time. (MB) • Yes. (TH)Yes. (TH)Yes. (TH)Yes. (TH) • I mean, you guys helped me get my internship (MF) • I have utilized the internship web page. (MF) • I started looking as a freshman but this was because my advisor emphasized the necessity of having

one. (ML) • Yeah I get emails about the internships and the ones to send your resume to this person to see if it is

acceptable (ER). • I don’t mean to offend anybody, don’t let anybody hold your hand. I will do my internship this

summer and fall. My advisor has given me places to look. She can give my reference but that’s all I want. The internship program should be your own responsibility. It is difficult (ER).

• I have completed two internships (ER). • MIS is great, they email you stuff out every day to help you find one (AD) • Nods yes to awareness of internship. (EN) • Division is doing a lot better now with the internship. I knew about it by looking at the required

classes but I never really heard about it a couple years ago. Last year and this year has been a lot better. It helps having the internship information in the hallway. (EN)

• I started talking about it when I transferred here because I wanted to be done in 3 semesters. It could be because of my age but I wanted it all planned. (EN)

• I have done an internship. (EN) • I have learned skills from the business side of graphic design, such as the cost of things. (AC) • I am now more knowledgeable about business in graphic design. I am also more up to date of

technology now. (Quick books as an example) (AC)

Highlight Negative comments in red • When I was a freshman it wasn't at all emphasized. I learned at end of sophomore year more about

it and feel advisors have gotten better at spreading the word earlier. It would have been nice to know earlier so I would have been able to find one for college credit easier. (JS)

• I didn't get any help finding any of my internships. I found them on my own and got a lot of help from Amy Dittmer. (JS)

• My advisor has never said anything to me about internships. (MB) • My advisor and other professors always talks about internships and their importance and then once

you get one I feel like it is kind of forgotten about. (MB) • I found out about it because I saw it on my major checklist and then went to go talk to a professor

to get more details about it. (TH) • Only if freshman know what they want to do (MF) • I think it is very important that the advisors here are very helpful. WWU is more focused on your

resume. And employers love to see the projects. They want to see how you applied what you learned. Some places don’t want a resume. The projects speak volumes. The advisors are great and you can go back and show what you’ve done with those projects (ER).

• I didn’t add the business till later. And I didn’t really know. I felt like I was confused. My advisor is EQS. I was confused till I sat down with my advisor here (ER).

• Hardly any emphasis was put on internships by my advisor. (ML) • Resources, which have changed are very minimal and that limits your possibilities. (ML)

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• Adviser sent me off to find an internship by myself, and I ended up with an internship at which I didn’t learn anything. (ML)

• Should be the student’s responsibility however sometimes people need help finding an internship within an area. (ML)

• It shouldn’t be about getting three credits to graduate, rather the experience you will get from it. (ML)

• You need to make connections and just submitting an application won’t get you the opportunities. You need to know someone. As a student, you need help finding those connections or reference and then the student finds the jobs. I’m not saying that advisors should hold your hand, just provide you with options or connections. (EN)

• Had an equine advisor didn’t find out till last year; It was mention once or twice but it was overlooked and now by junior year you have to go find one. (AD)

Lower level

Highlight Positive comments in green • If I asked she might help me more but I haven't asked because I am not ready for one yet, maybe

next year. (JS) • Yes (JS) • My advisor keeps on me about needing an internship. (JS) • Yes, I am aware the internship is required. (MB) • Yes, I am aware of the internship that is required. (MB) • My advisor has really talked to me about getting an internship. (MB) • My advisor is good about reminding me to keep looking for one and also to remember that this is

how I can get my foot in the door to a company. (MB) • My advisor has talked to me quite a bit about internships. (MB) • Yes. (TH) • Yes I am aware of our internship program(MF) • Probably getting an internship in northern California (MF) • Yes, I am aware of our required internship (MF) • I know about the internship program (ER). • I am planning to be a horse training and by having a marketing and advertising degree I can sell the

horses better than my competition. (AC) • I will have a degree which will put me at an advantage over other people. WWU has a good

business degree which will look good on a resume when looking for a job. (AC) • Classes in MIS will teach building websites and working with graphic design which will give you

skills to build websites, but SWAT has made the most difference for me. (TH) • Learning accounting and understanding the processes will help you be ready and knowledgeable of

skills that are used in the real world. (TH)

Highlight Negative comments in red • My advisors hasn't told me I even need an internship I just knew on my own by looking at the

requirements for my major. (JS) • Wish I had more help looking for them. I have been doing it on my own. (JS) • I don’t think very much emphasis is really put on the internship or the importance. (MB) • I had to be really proactive with my advisor in order to generate the conversation about internship

opportunities. (MB)

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• I asked for help and then my advisor talked about internship requirements with me. My advisor is outside of the business division though. (MB)

• I have been looking for an internship during the school year (not just summer) but I’m not sure where to reach out for help on finding one to fit those needs. (MB)

• I would like to see more information about internships available on campus. For example, I had a friend that did an internship within the marketing department. (MB)

• I have never really talked to my advisor about an internship. (MB) • I know about the required internship but my advisor hasn’t really pushed it or anything. (MB) • My advisor has mentioned the internship to me occasionally. (MB) • Just switched advisors, so I don’t really know much detail about it. (TH) • I don’t feel my professors put much emphasis on the internship program. (MF) • My professor has not talked to me about an internship (MF) • I didn’t know there was one. (MF) • I do not utilize the internship page, because I didn’t know there was one. (MF) • I didn’t know there was one (MF) • My advisor hasn’t said anything. (EN) • Advisors haven’t talked about internships. (EN) • What are the requirements for the internship? (AD)

8. Focus Group Reflections

Positive comments in green • It is a good example of hands on real world experience (MF) • I liked hearing what everyone had to say and if I agreed with anything they said or if I disagreed

with them. (MF) • It was a fun experience after having sat through the one last year and this year being behind the

scenes you get to see the before and after. (MF)

Highlight Negative comments in red • I would not have put all the focus groups in one day. (MF) • The change between the groups was busy and cluttered and made it hard to allow us time to get set

up and ready if we were busy still having to check people in who weren’t checked –in early. (MF) • Not to have the moderator go in order. It was hard to finish typing what your last person had said

when your next person immediately started talking next. (MF) • The check-in process when you had people who missed or changed their focus group times because

they wanted too I felt threw off the recorders and the number of people each would have. (MF) • Maybe switched and put the upper classmen last because you get more out of them to help keep the

liveliness of the afternoon focus groups up. The afternoon FG got really boring and hard to pay attention in. (MF)

9. Internship Program Benefits

Upper Level

• Yes I am aware. (AC) • The emphasis has gotten a lot better over the year. (AC) • Yes I am aware. (AC) • The earlier the advisor lets the student know about the internship the better. Career services really

helps finding an internship opportunity. (AC) • It is a resume builder and helped me realize what kind of company I want to work for and helped

me become more efficient. (JS)

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• I think that having an internship will be very helpful for my future. (MB) • My internship was definitely helpful because it taught me what I don’t want to do in the future.

(MB) • I think the software is on point and I feel that I will actually use that when I leave here. (TH) • Group work helps. I have learned skills while working in groups with people that I don't get along

with. (TH) • Earlier it was brought up about in the Policy and Procedure class that people want more guidance.

But in the real world they are going to want you to just jump in, sink or swim, and those classes that do that to you are going to be helpful later because you had to take initiative and get the job done. I just got a job and my boss wants me to go show up and run place on my own while they are out of town. The experience I had with Policy and Procedure class put me in a situation that has stuck with me, and is now going to help me in situation I am currently in. (TH)

• I got a job offer from my internship, but I didn't end up taking it. (TH) • I have utilized the internship web page. (MF) • Working with actual clients is a skill that will give me a competitive edge. I got these experiences

from the MIS program and also my internship over the summer. (ML) • I learned from QuickBooks. Learned a lot about it from the internship. I think learning to do

accounting on paper is a good thing because knowing to do it out on paper when something goes wrong can help you better understand the information. (EN)

• I liked the internship I did. Helped me get a feel of what the real world will be like. (EN) • Accounting major you already test where you want to go. (AD)

Negative comments • As a younger student you are in the dark about the internship program. (AC) • My graphic design advisor does not talk about the internship program. (AC) • Not much at all. (AC) • I was not told by my advisor that I had to have an internship to graduate. The advisors need to tell

the student earlier in the students’ academic life that they need an internship to graduate. (AC) • If it was told earlier, you could have multiple internships. But it’s generally not emphasized. (AD) • I did an internship and didn’t know about the schools required internship, so I did not get credit for

the internship at the time. (TH) • I don’t think freshmen will look. But at least let them know so they always know where to go. (ER) • There are companies that look for developmental internship programs. If I had known about those,

I would have done that (ER). • I didn’t know that the internship web page existed (ER). • No I have not utilize the internship web page. (AD) • I was forced to do it during the school year. Internship costs the same as a regular class during the

summer. I don’t believe the internship should cost as much as a regular class. During the semester, the credits are put in with my semester credits. If I could get an internship during the summer without paying the summer tuition rates, it would be better. (EN)

• I have never seen the webpage. (EN) • Last time I looked online regarding the internship, it was outdated. (EN) • I plan to be staying around here so it would be helpful if there were more opportunities available

that may become permanent jobs. (EN) • I have not used or can find the webpage. (AD)

Lower Level

• All aware. However no one has completed one yet. (AD) • I get told by his advisor to get an internship. (AD)

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• I also gets told from advisor when we meet. (AD) • Yes I am aware of the required internship. (AC) • All aware. (AD) • Yes I am aware of the required internship. (TH) • I definitely think it will. Prior to the internship I don't have hands on experience and that is what an

employer is looking for instead of just classroom experience. (JS) • Other schools require it so it helps keep up with those schools. (JS) • Employers are looking for experience more than anything and that is what the internship offers.

(JS) • I definitely think the business division should require the internship program. (MB) • The internship program forces you to get your foot into the real world. (MB) • The internship program is good to make job connections later in life. (MB) • I think an internship can really help you land a permanent job in the future. (MB) • Most jobs these days require you to have an internship to even be considered. (MB) • The internship company I worked for was not good with social media, there were older people who

didn’t know how to really utilize it. I learn skills here at school that helped me help the company further their business in that area. (TH)

• Knowing all the different ways people can do certain tasks, good to learn all of that here because you never know what kind of business you will work for and what kind of way they do things. So it’s good to know different ways to do things. (TH)

• My advisor hasn’t helped with the internship yet. But I know if I asked they would help me (ER). • Hopefully the internship will be in the field you want to go into. It will teach better than class

deadlines (ER). • The internships will hopefully give you experience in the field you want (ER). • List of possible companies when we sit down to be advised. (ML) • I want to know if I’m on track to being a valuable intern. (ML) • A real life example of what it will do for our career. (ML) • It will help with careers. (ML) • Internships help us see if what we’re learning is applicable to the real world. (ML)

Negative Comments

• I don’t know of many opportunities to do the internship during the school year and I would like more info on that. (AD)

• I have not completed an internship. (TH) • My advisor in the math department has not said a word about it. My business professor has stepped

in and mentioned it. (TH) • My advisor did not say anything about the internship. (AC) • An advisor outside of the business advisor told me about the internship program. (AC) • My advisor has not mentioned the internship opportunities. (AC) • My adviser hasn’t talked to me about it at all. (AD) • I have not really received much help from advisors yet, but I have an advisor outside of the

business division. (TH) • Didn’t know there was an internship webpage (ER). • I didn’t know about the web page either (ER). • I didn’t know about it. (ML) • Have you utilized the internship web page? (EN) • Map out a timeline to help figure out when to do the internship the exact requirements to have.

(AD)

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10. Internship Improvements

Upper Level

• Resume building and references is very key to a professional level after graduation. (AC) • I like how it is required for the major so you can progress when you graduate. (AC) • The career services has really helped find internship opportunities.(AC) • If the student is made aware of the internship program. (AC) • I like how the system is now. (AC) • Shows you have experience when looking for a job. (ML) • It opens you up to start making valuable connections. (ML) • A list of places where the Business division has had success sending people in the past. (ML) • It should open a door to get a job after graduation. (ML) • I got recommended twice, for billing and receiving and my name has been given out to clients,

which led to interest in me. (ML) • I have done one for both majors. I told them my dream job was with the Cardinals. And they

connected me with the HR at Cardinals. I worked at the athletic games here. And now I could be a GA for the sports department (ER).

• My advisor told me about my internship and helped me. (EN) • I got an email about internships. (EN) • I think internships are helpful. The internship that I have now will become a permanent job. (EN) • I have learned to deal with frustrated clients. Helped me learn to be more efficient and multi task. I

wish my internship could become my permanent job but the business is too small. (EN) • My advisor has been beneficial in providing places for her to make calls. Not many of the options

are internships that may become permanent. (EN)

Negative Comments • I wish I was pushed harder to start thinking about internships my freshman year. (ML) • I received zero help. (AC) • My advisor is in the Biology department so they give me any help, but my professors in the

business department have helped me a little. (AC) • I have not seen the page. (AC) • It is hard to get into. (AC) • It depends on who you have, one I advisor didn’t help and one sends me links for internship on a

regular basis. (AD) • Not really aware of it. (AD) • Not seen it. (AD) • If faculty knows contacts it helps me feel more confident in knows its good position. (AD) • I want to have assessment for advisors as well as for teachers, that way advisors will know how

well students think they are doing. (TH) • It would be beneficial to get a better idea of where previous students have interned and have that

added to what is already on there. (JS) • I feel like there should be something on the web site that gives you opportunities. I used

Westminster’s page to locate different internships. (MB) • I didn’t see the web page on William Woods’s site anywhere. (MB) • I can’t find the internship web page anywhere. (MB) • I would like to see opportunities that are available on the web page. (MB) • I have found that big companies start hiring so early, so advisors and professors need to get into

people’s heads that they need to be applying early. (TH)

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• Question: Why does it cost to do the internship when the campus does not do anything to help with the internship and it is required to graduate? Some internship are not paid, so you are paying for something the University is not helping you out with at all. (AC)

• There needs to be a set internship packet for different concentrations, I had to harass teachers for the packet and then it wasn’t really clear on what I was supposed to do. (AD)

• I don’t understand why we are paying for all the credits for an internship when the school isn’t doing anything. (AD)

• I also have a big problem with expenses of internships, especially in the summer when you might not get paid. (AD)

• It’s discouraging to want to do an internship if the cost is so high. (AAT) • The internship is just credit hours the school is having you pay for and they aren’t giving you

anything, especially during the summer. There is no expense to the school for internships, except a few teachers’ responsibilities but it is not the same as a class. (TH)

Lower Level

• I think they are good for job connections later in life. (AD) • I have received emails from Business Division. (TH) • I think it should be required, because it really helps get experience. (TH) • The internship program will give you networking skills and a competitive advantage on receiving a

job at the place you interned over someone that did not intern with that company. (AC) • I think it will help you realize what you want to do or what you may not want to do with your

career. (AD) • I am aware of the business web page. (MB) • I was not aware of the internship webpage (three people) (MB) • I get emails notifying me when different internships are added to board. (MB) • I get emails notifying me of new internships pretty frequently. (MB) • My advisor hasn’t helped with the internship yet. But I know if I asked they would help me (ER). • Hopefully the internship will be in the field you want to go into. It will teach better than class

deadlines (ER). • The internships will hopefully give you experience in the field you want (ER). • List of possible companies when we sit down to be advised. (ML) • I want to know if I’m on track to being a valuable intern. (ML) • A real life example of what it will do for our career. (ML) • It will help with careers. (ML) • Internships help us see if what we’re learning is applicable to the real world. (ML)

Negative Comments

• None at all. (AC) • The teachers should mention the internship program to the students and give details. (AC) • I did not know there was one. (AC) • I have never received any help thus far. (AD) • A list of company’s either via email or on the bulletin board would help. (AD) • If they are more local it doesn’t help me since I live in another state. (AD) • Nobody. (AD) • I didn’t know it existed. (AD) • I did not know there was an internship web page. (TH)

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• It would be nice to get email updates about internships that are available, I don’t currently receive any of the emails. (AD)

• No one knows about it. (AD) • No I have not utilized the internship webpage (TH) • Yes. From what I could tell it seemed like the information was outdated and there needed to be

more information. I have taken a couple papers from the hallway but they are very open ended. (JS) • I have picked up printed information about internships. I have looked for internship from the

website listed on the paper. It can be hard to find and apply. There is not usually a direct link or website listed on the flyer for specific internships. (JS)

• I didn’t know we had an internship web page. (MB) • I work all summer and don’t really want to use the summer to get an internship. (MB) • I don’t know how to get internships on campus. (MB) • I wish I knew how to get an internship during the fall/spring semesters as opposed to during the

summer. (MB) • It is hard to access the internships posted on the internship board. (MB) • You have to go to the exact web address the print out was printed from to locate the internship.

(MB) • It may be helpful to e-mail internships located on board as well instead of just printing them and

posting them on the board – or you can add a link on the internship web page. (MB) • No, I have not utilized the internship web page. (TH) • Didn’t know there was an internship webpage (ER). • I didn’t know about the web page either (ER). • I didn’t know about it. (ML) • Have you utilized the internship web page? (EN) • Map out a timeline to help figure out when to do the internship the exact requirements to have.

(AD)

11. Approachable Business Division Faculty

Upper Level

• I am very comfortable. (AC) • Very comfortable. The faculty do a good job of making sure you know they are available. (AC) • Fine, not even an issue. (AD) • The entire faculty seems pretty approachable. (TH) • Yes they are approachable. I love how doors are always open and love how great they are to work

with. They really help work with me and my current internship situation. They actually care and are willing to help. (JS)

• I feel like the business division staff is very approachable. (MB) • I am comfortable. (TH) • Yes, faculty is approachable. (TH) • Yes, faculty is approachable. (TH) • Yes, faculty is approachable. (TH) • Yes, I am comfortable and have never once hesitated to email or go to one of my professors. (TH) • Yes I am comfortable. (TH) • This semester I only have one business class because I have finished majority of my business

classes, but I really like how the business professors still know who I am and still ask how I am doing even though I am not around Burton as much as she used to be. (TH)

• Yeah I like how a lot of teachers are here after their office hours.(MF) • If I were having a life crisis I could go to a professor. I could ask for extra time as well (ER).

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• I think that comes along with how small this school is. When I went to a big school, I talked to a professor maybe 5 times. Here I have a better relationship (ER).

• Teachers are very approachable. They are always willing to work without sports schedules (ER). • I think you guys are very approachable. The complaints could be mediated to discuss what the

issues are with particular teachers or problems. I have no complaints, but if you needed to have a talk that would be the best way (ER).

• I’m very comfortable approaching the business faculty. (ML) • I find the business faculty to be very approachable. (ML) • I am very comfortable approaching the business faculty. (AD) • Nod yes to being able to approach the faculty. (EN)

Negative Comments

• Need somewhere to complain if you have had a problem with a teacher. I think a lot of students are afraid to complain. Maybe somewhere you can write it down and drop it off. (EN)

• Do the evaluations really get read? (EN) • Evaluation during the year rather than the end of the year. (EN) • The end of the year surveys no one wants to write their complaints down because no one wants to

stir something up that can come back to them. (AD)

Lower Level

• In class work I feel very comfortable about faculty, outside of class work I am not so comfortable with faculty and am ok with that. (TH)

• Yes the faculty is approachable. I had to change my major and I asked a faculty member for help and she helped right away. (AAT)

• I think we all feel very comfortable. (AD) • I am comfortable with faculty members and think they are approachable. (TH) • I have never had any bad experience asking a professor about anything. (JS) • I can't complain at all with any relationship I have with the professors. The perfect relationship.

(JS) • I think you can get more personal because of the smaller courses. (MB) • You have the same professors for multiple classes so you get to know each other pretty well

throughout the different courses. (MB) • I can’t complain at all about my relationships with any of my professors. (JMMT) • I feel like you can go to the professors about anything. (MB) • I think the relationships we have with our professors are the most perfect relationship you could

have between a student and a professor. (MB) • I have been comfortable. For example, I was passing by a teacher whose class I was struggling in,

and knew I should have asked for help sooner but when saw them in hall I brought it up and my professor had options right then that they suggested to help me. (TH)

• Yes, I feel my professors are approachable. (MF) • Yes, I can approach my professors. (MF) • No, I don’t feel my professors are unapproachable. (MF) • I am very comfortable. Everyone is helpful and friendly (ER). • The open door policy is really good. (ML) • All my emails have been replied to promptly. (ML) • When I changed my advisor she was really easy to talk to. (EN) • I think the faculty is approachable. (EN)

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• No problems, teachers are very nice and are welcome in their office. (AD)

Negative Comments • It really depends on the teacher. (AD)

12. Other comments or suggestions

Upper Level

• I think it would be excellent to have a program, which enabled you to test out of classes you don’t need. (ML)

Negative Comments • The night classes are rough, but because of my other major I would not be able to be an accounting

major because of my other major conflicts. (AAT) • I am in a really long accounting class at night, which is absolutely awful. It is basically a three-hour

long PowerPoint presentation. (MB) • MBA in 5 needs to be more informative. Professors are saying different things about the same

questions students have. It doesn't seem like they know what they are talking about or what’s going on with the program. (TH)

• I did Taxes for 14 years and had to take a class, which taught tax. (ML) • Wasn’t told about the MBA in 5, which I would have been very interested in. (ML) • 6-9pm accounting classes are awful. Cannot concentrate as well because of how long they are.

Especially due to lecturing. (EN) • I think MBA 5 needs to be suggested more. (EN)

Lower Level

• I actually like online, not as much pressure. (AD) • I think that in class is more productive. (AD)

Negative Comments

• Certain classes that you can only take online I would like to see the option to see them online and in class. Having that option every other semester would be great. (AD)

• In online classes I just do things to get it done, and retain more information in the classroom. (TH) • I haven’t had a problem, but prefer to learn MIS in class for hands-on experience rather than online.

(TH) • Getting rid of the orange carpets would be a good start. Update the building as a whole. (AC) • Get rid of the orange carpet. (AD) • Help dual majors not to have to do 2 internships if one company can satisfy both internships. (AD) • I learn half the information with online classes because you can just look stuff up. In class you can

learn better and be more focused than with an online course. Online work seems like busy work. (JS)

• Just probably to update the building if possible, just make it a little brighter. (MF) • Both laughed at the idea of getting rid of the orange carpets. (EN) • Don’t really like the orange carpet. (AD)

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Appendix E

Analysis of Alumni Quantitative Data Twenty-Three surveys were given to William Woods University alumni in the fall of 2013. The purpose of this survey was to see if teachings in the class room are being effectively used in the real world. In the survey, respondents were asked basic questions including gender, years past graduation, transfer student, major, double major, and currently working in a profession related to their major. Looking at the survey there were 8 nominal question and 19 questions that used a Likert scale of strongly disagree(1), disagree(2), neutral(3), somewhat agree(4), and strongly agree(5). The surveys were also tailored to different groups that could be customized to fit that groups’ business program or programs. This will later lead to missing data represented by (99999) that resulted when compiling data of the survey. For example, the group consisting of non-traditional alumni were not given the questions regarding completing an internship. We then used SPSS to analyze the data through the creation of histograms, pie charts, chi-square tests, and thematically related means tests to show the significance of our data results. 1. Descriptive statistics After running the analysis, the numbers of respondents were low in a few categories so we chose to regroup Major which was 1= MBA and BS, 2= MBA Only, 3= BS in ACC, 4= BS in Bus, 5= BSM to MajorB 1= MBA and BS, 2= ACC, 3= BADM, 4= BSM. We also decided to change the years past variable that was 1= 1-2 years, 2= 3-4 years, 3= 5-6 years, and 4= 7-8 years, 5= 9+ years to the new years past of 1= 1-2 years, 2= 3-4 years, 3= 5+ years. 2. Histograms

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The question asking if real world simulations motivated alumni to learn course material was skewed left which shows they are for the most part interested and learned from their former teachers what they have applied into the real world. As shown in the alumni results for the question involving group work as being an effective method to simulating real world applications, they are also skewed to the right meaning they agreed with group work being an effective tool for relating the real world to the class room.

The question concerning teachers using real world applications in the classroom is shows that overall most of the alumni thought the teachers have done a good job of representing real world experiences within the classrooms. The responses to the question concerning group work being more effective than individual work were a lot more spread out with some answers that tended to strongly disagree and strongly disagree.

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The question about preferring to work with groups outside of class rather than inside class time, shows that most prefer to work outside of class time with groups. The question of while in school they were aware of the internship program was normal, and about half of the alumni were aware of the internship program and the other half were not aware. This shows where the program was in the past and is something that could be addressed to improve.

When asked if the alumni were satisfied with their internship within their major most were satisfied, but there is still a significant amount that were not satisfied with their internship experience. When asked if the internship in their major helped develop skills needed for their professional life, most people benefitted from their internship even though there were still a few who disagreed.

The question involving technology satisfaction with the Burton building indicated that most of the surveyed indicated they agreed. This shows there were mostly positives about the technology, but there were still many neutral and unsatisfied alumni with the technology they had available. The question about the business division’s atmosphere for individual studying showed a strong skew indicating most people were comfortable with the business division study atmosphere.

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The question concerning whether the alumni were comfortable with the business division atmosphere for group studying was about the same as the individual as it was strongly skewed showing mostly everyone was satisfied. When asked if the alumni thought their teachers shown enthusiasm towards the subjects they taught, the results were strongly skewed to the left showing 23 respondents thought the professors showed enthusiasm.

The alumni were asked how accessible their professors were outside of the classroom for questions concerning course work and the results were strongly skewed to the left showing the majority agreed their professors were accessible. When asked if they had a positive relationship with the professors in their major, the results showed the alumni agreed having positive relationships with the professors in their major.

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The alumni were asked if the technology updated in the classroom enriched their academic experience and the results skewed slightly to the right meaning most alumni agree, although there were many neutral and a few who disagreed with the technology updates enriching their academic experience. When asked if it would have been helpful to have a designated student computer lab in the Burton building the results were skewed with a majority to the right thinking it would have been helpful to have and utilize. There were only a couple people to disagree.

When asked if the classes became more challenging from lower level class work to upper level class work showed the majority thought classes got harder as they advanced into their upper level classes. Alumni were also asked if they felt their degree increased their employability, and the results indicated that most felt it had.

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To sum up the survey, alumni were asked if they were satisfied with their experience in the business division. The results were all skewed to the left showing everyone agreed that they were satisfied with their experience within the business division at WWU. 3. Pie Charts

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In the alumni survey, 65% out of the 23 alumni were male with 35% being female. The alumni were asked in the survey if they had a computer, tablet, or netbook with Wi-Fi, the results shown 81% had some sort of device with Wi-Fi, 18 % did not.

The alumni were asked how many years had passed since their graduation, the results show 43% were 1-2 years out of school, 39% 3-4 years out of school, 4% were 5-6 years out of school, and 13% of the surveyors did not answer. Alumni were asked if they had attended other colleges or universities before attending WWU. 34% of the alumni were transfer students with 66% of the people surveyed being traditional students.

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The alumni were asked what their major was within the business division. The results show 39% were MBA and BS, 26% were BADM, 17% were BS in Accounting, and 17% were BSM. The alumni were asked to indicate if they were a double major. The results show 52% were not a double major, 30% were double majors, and 17 % were missing because there were variations in the surveys that were given to different groups and the question was left off of one of these versions.

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The results from 23 alumni show 91% or 21 alumni were working in a profession related to their major and 8% or 2 alumni were not. 4. Chi-Square Test Gender Crosstab Results

• None reflect a difference of p less than .05. This shows there was not a difference between genders in any of the questions.

Years Past Graduation Crosstab Prefer Group * Years Past

• There is a difference (p=.000) between the years the alumni had been out of school and whether they preferred group work outside of the class room. Upon further examination most alumni 1-2 years out of school somewhat agreed and disagreed that they prefer group work outside of the classroom rather than during class time. Alumni 3-4 years out of school were mostly neutral, while alumni 5+ years out of school preferred in class group work.

Transfer Crosstab Prefer Group * Transfer

• There is a difference (p=.024) between traditional alumni who were more neutral and disagreed about preferring group work outside the classroom, and alumni that were transfer students who preferred group work outside of the classroom more.

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Internship Skills * Transfer

• There was a difference (P=.011) between transfer students and traditional students on how they felt their internship in their major helped them develop the necessary skills needed for their professional life. There were a low number of transfer students who answered this question which is why there seems to be a difference. The transfer students disagreed that their major helped them professionally, while most traditional students agree to the internship helping.

Student Computer Lab * Transfer

• The difference between the traditional students and transfer student (p=.027) about if it would have been helpful to have a designated student computer lab in the Burton building show more transfer students disagree, while all of the traditional students agreed that it would have helped.

Major Crosstab Degree Employability * Major B

• There is a difference (p=.013) found between different majors on how they feel their degree from WWU has increased employability. MBA and BS majors mostly strongly agreed, Accounting majors tended to be more neutral, BADM degrees were split between somewhat agreeing and strongly agreeing, and BSM majors all strongly agreed.

Double Major Crosstab Internship Awareness * Double Major

• The difference between double major and single majors (p=.005) for students regarding internship awareness was double major students tended to strongly agree that they were aware of the internship requirement, while single majors were more neutral to somewhat agree on their awareness of the required internship.

BD Atmosphere * Double Major

• There was a difference (p=.047) found between double major and non-double majors for how they felt with the business division atmosphere. People who were double majors all strongly agreed while non-double majors agreed with the business division atmosphere. There was not real big difference between the two, only in the amount they agreed.

Working Crosstab Real World Simulations * Working

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• There was a difference (p=.007) found between the people that are working in a field related to their major and people who are not on real world simulations motivating them to learn course material. People who are working in a related field agree more than the students that are not working in a related field. The numbers for people who were not working in a related field were also quite a bit less so this could have been a factor in the difference.

BD Atmosphere Group * Working

• There was a difference (p=.004) between people who are working in a related field and people who are not working in a related field to their major on whether they were comfortable with the business division atmosphere for groups. The majority of people working in a related field to their major strongly agreed while some of the people who aren’t working in a related field disagreed. The numbers of people not working in a related field were also low so this could have been a factor in the difference.

5. Thematically Related Internship Questions

The internship thematically related graph shows the mean is just above 3 for all of the

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internship questions. This show the alumni are all about equal on being neutral to slightly agreeing with the internship program questions. Group Work Questions

Grouping together the question about group work show that all of their averages are above neutral at 3, but the question involving group work as an effective method to

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simulate real world applications was above 4 showing most people agreed or strongly agreed with that question. In the other two questions alumni sided toward agreeing with group work. Professor Performance Questions

All of the questions that were concerning professors’ performance were mostly strongly agreed with and agreed with as the chart shows the mean for all three questions is above

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4. Business Division Study Atmosphere

The questions involving the business division atmosphere were all grouped together. The

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results as show were all three questions were above neutral at 3 with the question about technology satisfaction in the Burton building being slightly above three and the business division atmosphere for individual and group work both being agreed with and strongly agreed with having a mean above 4.

Analysis of Traditional Student Quantitative Data During the 2014 Assessment Day, 109 Traditional Undergraduate Business Division students responded to the 2014 Assessment Day survey. The survey included 14 demographic questions and 15 Likert scale questions. The demographic questions included students’ gender, class rank, transfer student status, major, more than 1 major and expected profession after graduate. While the Likert scale survey questions had the students rate how much they agreed with a statement referencing different topics within the business division (1=strongly disagreed and 5 = strongly agreed). 1. Descriptive Statistics For our descriptive statistics, we corrected our gender question. We had a few students not answer their gender so we recoded the Gender responses as missing. We also corrected our question on the amount of time you spend watching the Burton TV’s. All histograms were fixed to be on a 1 to 5 scale. The pie charts where also fixed to eliminate the “Missing”. All word formatting errors were fixed and grammar was checked again. We also made a change to the “ClassRank” and changed it to “ClassRankB”. We recoded seniors asUpperClass and recoded juniors, sophomores, and freshmen as LowerClass. We placed senior in their own category in order to compare what their total experiences to the remaining students

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2. Histograms:

The question asking how much you watch the TV’s in Burton was significantly skewed to the right. 93 out of 109 students do not normally watch the TV’s in Burton, and if they happen to it is for less than 10 minutes. However, of the students that are watching the TV’s in Burton, they are doing so between one and twenty minutes a week. While most students felt that the business division effectively provided real world applications.

The question asking if group

work shows that 98 out of 109 students are either neural or tend to agree that group work is more effective during class time than outside of class.

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While, group work vs.

individual work is slightly skewed to the left. 78 out of 109 students either felt neutral or somewhat agree that group work is more effective than individual work in their classes. The question referring to the technology availability outside of class in Burton is skewed to the left and indicates 89 out of 98 students are satisfied with the technology available for use in Burton outside of the classroom. While the histogram referring to the individual study atmosphere in Burton is also skewed strongly to the left and shows 71 out of 96 students felt the independent study atmosphere is comfortable in Burton.

The question referring to the group study atmosphere in Burton is steeply skewed to the left. This shows that majority of the students are satisfied with the group study atmosphere offered in Burton. Whereas the histogram referring to how often students

would use a

designated student lab is slightly skewed right and shows that 73 out of 98 students said they will use independent study lab up to 4 times a week.

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The histogram related to Internship Experience is normally distributed which indicates that students felt both that their internship would develop their skills for their professional level and some felt that it wouldn’t make a difference. While the question about Team Member Grading is normally distributed. Most students were neutral about whether they felt team members were graded fairly but more students disagreed than agreed.

The question about working in groups outside of class vs. in class is skewed to the left which shows that 46 out of 64 students strongly agreed that group work is more effective during class time rather than outside of class. Whereas, technology available in Burton classrooms is skewed to the left with 84 out of 98 students are satisfied with the technology in their classrooms.

The histogram related Real World Simulations is skewed to the left and indicates that most students believed the business division provides real world simulations. While the histogram is skewed slightly to the left and shows that 98 out of 109 students agree; professors create real world simulations through group work.

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The question related to the number of times students use the Think Tank is skewed to the right. It shows that 57 out of 108 students that are utilizing the Think Tank are doing so between 1 and 4 times a week. But 51 students indicated they have not used the Think Tank. While, 78 out of 98 students strongly agree that they utilize their professor’s accessibility and this is shown by the histogram being skewed to the left. This histogram over the overall Educational Experience Satisfaction is skewed strongly to the left and shows that 92 out of 97 students were overall satisfied with their education experience in the Business Division. 3. Pie Charts

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The RankB pie chart shows the Ranks between classes within the Business Division. The Lower class includes: freshman, sophomore, and junior students, who make up 61.47%. The Upper Class only includes the seniors, who make up 38.53% of the business division. The Gender pie chart shows that 57.14% of the students were female.

The Transfer Pie Chart shows that 32.11% of Business Division students transferred in from other schools while 68.89 are native students. The Major pie chart shows that most of the students were business majors. While double majors made the next largest group. The RecBusDivNWLTR Pie Chart shows that 41.67% of Business Division students do not receive the Business Division Newsletter. The high percentage of students who do not receive the newsletter may explain the high amount of students who are not reading it. If they don’t receive it, they can’t read it. More students have not read the Business Division newsletter than those that have read the newsletter.

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The Job/InternBBUse pie chart shows that 6 60% of students utilized the bulletin board while the other 40% did not use the bulletin board. The ThinkTankUsed pie chart indicates that most students had previously used the

Think Tank for group work.

The Promote SWAT Pie Chart shows that a little over half, 57.41% to be exact, of the Business Division students feel that the Business Division promotes the Student Website Advancement Team (SWAT) is promoted. The Promote DECA pie Chart shows that 70.37% of Business Division students feel that the Business Division promotes the DECA program.

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The KnowProfession Pie Chart shows that 62.39% of the Business Division students are sure about what kind of profession they are expecting to be in after graduating. 4. Chi-Square Charts ReadDivNWSLTR *Gender

• There is a difference (p=.041) between the female and male students to the demographic question (Q5) with having read the Business Division Newsletter. The females seemed to have read the BD Newsletter more than the males did.

RealWorldSimulations *Gender

• There is a difference (p=.040) between the females and male students to (Q2) being that they somewhat strongly agree that real-world simulations motivate them to learn the course materials. In a closer look, females were more neutral while males seemed to strongly agree.

GroupWorkVIndWork *Gender

• There is a difference (p=.048) between the male and female students (Q5) being that they somewhat agree group work is more effective that individual work in their major. In a deeper examination, females tend to be more neutral or disagree while males tend to somewhat or strongly agree.

TechAvailabilityInClassBurton*Gender

• There is a difference (p=.024) between the male and female students to (Q10) by being satisfied with the technology inside the Burton classrooms. In a closer look, females somewhat agree whereas the males strongly agree to this question.

TeamMemberGrading*RankB

• There is a difference (p=.036) between the different classes and their responses to the (Q7) on how they feel that all team members were graded fairly. The Upper Classman tended to be neutral or somewhat agree while the lower classmen somewhat agreed or strongly agreed.

ThinkTankNumber*RankB

• There is a difference (p=.000) between the different class ranks and their response to Demographic (Q2) being how many times a week they utilize the “Think Tank”. In a closer look, the seniors tend to use the Think Tank more often than the other class ranks.

InternshipExperience*RankB

• There is a difference (p=.033) between the different class ranks and their response to (Q8) being that their internship experience will help them to develop the skills necessary at a professional level. In a closer look, seniors somewhat agreed while the lower classmen were either neutral or strongly agreed.

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GroupInVOutClass*RankB

• There is a difference (p=.040) between the different class ranks and their responses to (Q4) being that group work is more effective during class time than out of class time. In a closer look, majority of the lower classmen strongly agreed whereas the seniors somewhat or strongly agreed.

DesignatedStudentLabUtilization*RankB

• There is a difference (p=.001) between the different class ranks and their responses to (Q13) being if there was an individual study lab the amount of hours they would use it. In a closer examination both class ranks said they would use it 1-2 or 3-4 times a week.

IndStudyAtmosphereBurton*RankB

• There is a difference (p=.034) between the different class ranks and their responses to (Q11) being the atmosphere in the Business Division is comfortable for individual studying. In a closer examination, lower classmen seemed to strongly agree than the seniors.

ThinkTankNumber*Major

• There is a difference (p=.009) between the different BD majors and their responses to Demographic (Q2) being how many times a week they utilize the “Think Tank”. In a closer look, the Business and MIS majors seemed to use it the most while the Accounting major uses it the least.

RecBusDivNWLTR * Major

• There is a difference (p=.024) between the BD majors and their response to the Demographic question (Q4) have they received the BD Newsletter. In a closer look, about 65% of the BD majors have received the newsletter while the MIS students being a big percent of those students who have not received the newsletter.

PromoteSWAT * Major

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• There is a difference (p=.003) between the BD majors and their response to the Demographic (Q8) being does the BD faculty promote SWAT. Upon closer examination 100% of the MIS majors feel that SWAT is being promoted while only about 50% of Business Administration and Accounting students have.

GroupsInVOutClass*Major

• There is a difference (p=.019) between the BD majors and their response to the (Q4) being that group work is more effective during class time than outside of class. With a closer look the MIS and Business majors strongly agree while Accounting somewhat agrees.

Tech AvailabiltiyInClassBurton * Major

• There is a difference (p=.003) between the different BD majors and their responses to (Q10) being very satisfied with the technology available in Burton for work done in class. In a closer look the MIS majors strongly agree where the Accounting and Business majors somewhat agree.

ThinkTankUsed * MoreMajor

• There is a difference (p=.020) between students who have more than one major and those students who do not and their responses to the demographic (Q1) being have used the “Think Tank” classroom for group work. In a closer look you see that those who are not a double or triple major have used the Think Tank more than those who are a double or triple major.

Job/InternBBUse * MoreMajor

• There is a difference (p=.038) between students who have more than one major and those students who do not and their responses to the demographic (Q6) being they have found the job/internship board useful. A higher percent of double and triple majors found the internship board more useful than the single majors did.

GroupWorkVIndWork * MoreMajor

• There is a difference (p=.002) between students who have more than one major and those students who do not and their responses to the (Q5) being that they somewhat agree group work is more effective than individual work in their major. The single majors seemed to somewhat agreed while the double and triple majors were neutral about the work.

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GroupsInVOutClass * MoreMajor

• There is a difference (p=.015) between students who have more than one major and those students who do not and their responses to the (Q4) being that group work is more effective during class time than outside of class. The single, double, and triple majors strongly agreed that group work was more effective during class time than outside of class time.

Job/InternBBUse * KnowProfession

• There is a difference (p=.031) between students with a known profession and their responses to demographic (Q6) being they have found the job/internship board useful. Regardless if students knew their desired career path they found the board to be helpful.

GroupWorkSimulations * KnowProfession

• There is a difference (p=.0028) between students with a known profession and their responses to demographic (Q3) that group work is an effective method to simulating real-world applications in the classroom. Those students that are sure of their profession somewhat agree where those who are unsure strongly agree with this question.

5. Thematically Related Means This is a thematically related graph displaying the technology available in Burton. The mean is around four. This shows that students are generally satisfied with the technology

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in Burton inside and outside the classroom. This is a thematically related graph displaying that professors are effectively using real world applications in the classroom, therefore students feel motivated to learn the course material. The overall mean is above 4. This Group Work thematically related graph shows that the overall mean is above 3. This illustrates that students primarily agree that group work is an effective method to simulating real-world applications in the classroom. However, students somewhat agree

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that group work is more effective during class time then outside of class time and that group work is more effective than individual work in their major classes. I think you should include questions 6 and 7 in this chart, too.

Analysis of Alumni and Traditional Student Quantitative Data During the 2014 Assessment Days, focus groups were organized to obtain feedback from the student population regarding the Business Division. The respondents included sophomore, junior, and senior traditional students who were MIS, BADM, or ACC majors. These participants were asked questions dealing with multiple topics related to the Business Division. In October 2013, another focus group was organized consisting of randomly selected alumni. These alumni were asked similar questions as the traditional students. The respondents’ feedback was recorded by Marketing Research students in both groups and analysed to create the data provided below. The responses displayed below were recorded using the Likert scale. For questions regarding real world, group work, internships, technology, study atmosphere, professor accessibility, and overall satisfaction, the typical 1-5 scale is used: 1 - Strongly Disagree, 2 - Disagree, 3 - Neutral, 4 - Somewhat Agree, and 5 - Strongly Agree. Any missing data is represented by 99999. This data can be attributed to customizing each group’s survey questions to fit that groups’ business program or programs. For example, groups, who had not attended WWU traditional program, were not asked internship questions. The data was then analysed and interpretations can be found by each graph or chart below. The results below are the aggregated results of traditional students and alumni of the Business Division. 1. Descriptive Statistics Our team’s major change was to record the traditional majors as Traditional and the different Business programs as Alumni. 2. Histogram

The RealWorldSimulations histogram is skewed to the left. This means that more students and alumni strongly agreed that professors are strongly using real world applications in class.

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The GroupWorkandRealWorldAPP histogram is skewed to the left. It shows that most students and alumni somewhat agree or strongly agree that group work is simulating real world applications.

The GroupWorkinMajorClasses histogram is normally distributed. This shows that students and alumni somewhat agree that group work is more effective than individual work. The GroupWorkPreference histogram is normally distributed. This shows that students and alumni agree that they prefer working in groups outside of class rather than in class.

The InternshipExperience histogram is skewed to the left. It shows that students and alumni strongly agree that their internship experience will help them develop skills on a professional level. The TechnologyOutsideWork histogram is skewed left. This shows that students and alumni somewhat agree that they are satisfied with the technology in the Burton Building outside of the classroom.

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IndividualStudyAtmospere means that the students and alumni strongly agree that the atmosphere in the Burton Building is comfortable for individual study. The GroupStudyAtmosphere means that students and alumni strongly agree that the atmosphere in the Burton Building is comfortable for group work.

The ProfessorAccessibility shows that students and alumni strongly agreed that they utilize the professors’ accessibility for extra help outside of the class time for questions concerning the course work. The RealWorldSimulations shows that students and alumni strongly agreed that real world simulations motivated students to learn the class materials in comparisons to classes that did not use real world simulations.

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The OverallSatisfaction histogram shows that students and alumni strongly agree that they are satisfied overall with their education in the Business Division. 3. Pie Charts

In the left pie chart, 62.39% of the participants were sure of their future profession after graduating, while 37.61% were not sure. In the right pie chart, 82.58% of the participants were “Traditional” students, while 17.42% were “Alumni.”

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In the left pie chart, 67.19% of the participants answered that they were “not double or triple majors,” while 32.81% were “double or triple majors.” In the right pie chart, 70.45% of the participants had “no other comments” to add.

In the left pie chart, 53.13% of the participants were female while 45.88% were male. In the right pie chart, 67.42% of the participants answered “no” to attending another school before attending William Woods University. 4. Chi Square Test Gender Crosstab Results All of the cross tabs did not indicate any difference in gender responses to survey questions except the following:

● There is a difference (p = .013) between male and female responses to (Q5) that group work is more effective in major classes. Upon further examination, females were more neutral while males more somewhat agreed with the question.

More Than One Major Crosstab Results All of the cross tabs did not indicate any difference in students with more majors responses to survey questions except the following:

● There is a difference (p = .008) between single majors and double or triple majors within responses to (Q3) about the effectiveness of group work stimulating real world applications. Upon further examination, single majors more somewhat

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or strongly agreed while double or triple majors tended to only somewhat agree with the question. ● There is a difference (p = .001) between single majors and double or triple

majors within responses to (Q5) that group work is more effective than individual work in their major classes. Upon further examination, single majors more somewhat agreed while double or triple majors were neutral in regards with the question. ● There is a difference (p = .003) between single majors and double or triple

majors within responses to (Q8) that their internship experience will benefit them professionally. Upon further examination, single majors strongly agreed while double or triple majors were split between being neutral, somewhat agreeing, or strongly agreeing with the question.

Know Profession Crosstab Results All of the cross tabs did not indicate any difference in students who know their profession responses to survey questions except the following:

● There is a difference (p = .028) between students and alumni who were sure about their profession and students and alumni who were unsure about their profession within responses to (Q3) about group work being an effective method for real world applications. Upon further examination, students and alumni who were sure tended to somewhat agree while students and alumni who were not sure strongly agreed.

Traditional or Alumni Crosstab Results All of the cross tabs did not indicate any difference between traditional students and alumni within responses to survey questions except the following:

● There is a difference (p = .001) between traditional students and alumni within responses to (Q8) that their internship experience helped them prepare for the real world. Upon further examination, alumni were more neutral but the internship may not have been a requirement. Students tended to agree with the question. ● There is a difference (p = .001) between traditional students and alumni

within responses to (Q9) that they are satisfied with the technology in the Burton building while working outside of the classroom. Upon further examination, alumni were more neutral while students more somewhat agreed with the question. Neither students nor alumni strongly disagreed. ● There is a difference (p = .034) between traditional students and alumni

within responses to (Q14) that they utilize the professors’ accessibility outside of class. Upon further examination, alumni more strongly agreed and none disagreed. Students more somewhat agreed and four students disagreed. Also, 16.3% of students were neutral in regards to the question.

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5. Thematically Related Means

This groupwork thematically related graph shows the overall mean is 3 or above. This illustrates that students are primarily neutral on the preference of whether to work on group work during or outside of class. Also, students are mainly neutral in their opinion of whether group work is effective in their major classes. Students are slightly above neutral about fair grading for group work and the effectiveness of group work outside of class. In terms of group work being effective in simulating real world applications in the

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classroom, students somewhat agree.

This real world thematically related graph shows that the overall mean is above 4.5. This illustrates that both groups primarily more than somewhat agree that professors effectively use real world applications in the classroom. Also, both groups more than somewhat agree that real world simulations motivate them to learn the course material.

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This satisfaction thematically related graph shows that the overall mean is above 4. This illustrates that both groups primarily more than somewhat agree that they are satisfied with the technology in Burton for work outside of the classroom. Also, both groups more than somewhat agree that they are satisfied with the accessibility of the professors. The students and alumni more than somewhat agree that they are satisfied with their overall experience with the WWU Business Division.

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Updated July 10, 2014

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Appendix C: Program Checklist B.S. BUSINESS ADMINISTRATION – 63 credits 2014-2015

Catalog ID#:

Name: Advisor:_

***Students are required to have 122 distinct credits for graduation*** Concentration: (All Business Administration majors must also complete the required 15 hours for their concentration; bringing them up to the total 63 hours required for the major.)

REQUIRED COURSES 45 credits

Course

Credit Semester Completed

Grade Earned

Substitutions

ACC240 Principles of Accounting I 3 ACC241 Principles of Accounting II 3 BUS206 Entrepreneurship 3 BUS231 Risk Mgt and Insurance 3 BUS321 Principles of Marketing 3 BUS332 Business Communications 3 BUS335 Business Law 3 BUS351 Principles of Management 3 BUS4__ Internship (I – XII) 3 BUS415 Corporate Finance 3 BUS450 Business Policy & Procedure 3 ECN251 Macroeconomics 3 ECN252 Microeconomics 3 MAT114 Elementary Statistics 3 * MAT120 Calculus for Business 3

*Students must complete the MAT120 pre-requisite (MAT118 College Algebra) before they can register for MAT120.

Required Electives 3 credits

Course


Grade Earned

Substitutions

MIS100 Intro to Web 2.0 3 MIS125 Productivity Tools 3 MIS200 Introductory Projects 3 MIS225 Database Management Syst 3 MIS250 TeleCommun & Networking 3 MIS300 Independent Study 3 MIS325 Website Development 3 MIS350 Project Management 3 MIS400 Advanced Projects 3 MIS4__ Internship (I – XII)

**Courses cannot be used to fulfill both the core requirements and concentration requirements; students must have 63 distinct hours to fulfill major requirements.

Student: Date:


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Advisor: Date:

Division Chair: Date: Substitutions to the coursework above requires the signature of the division chair.

~ Please see 2nd page for 5 yr MBA

------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- The following four MBA courses may be taken and counted towards a student’s 122 required hours and then transferred into the MBA program upon graduation. Students, who want to complete the 5-year MBA option, should work with their advisors to plan to complete the first 4 courses listed below during their final fall & spring undergraduate semesters. (Two courses in fall/spring and two courses in spring/fall)

5-Year MBA Senior Year Courses 12 credits

Course


Grade Earned

Substitutions

BMT517 Humn Resourcs & Org Behavr 3 BMT539 Business Law 3 BMT545 Managerial Ethics 3 BMT580 Management Systems 3

The following 6 courses will be completed the fifth year of your MBA. Students can complete the courses either on campus or online.

5-Year MBA Graduate Year Courses 18 credits

Course


Grade Earned

Substitutions

BMT524 Economics For Managers 3 BMT538 Accounting For Managers 3 BMT552 Mrktng Rsrch Decisions/Analys 3 BMT566 Financial Decisions 3 BMT569 Entrprnrshp/Mrktng Plan &Dev 3 BMT590 Applied Case Project 3


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