SCHOOL OF BUSINESS - Woodbury Universitymy.woodbury.edu/SiteDirectory/WRSC/EER/Final Report...SCHOOL OF BUSINESS WOODBURY UNIVERSITY ACBSP REAFFIRMATION REPORT (Self Study Year: 2007-2008)

SCHOOL OF BUSINESS

WOODBURY UNIVERSITY

ACBSP REAFFIRMATION REPORT (Self Study Year: 2007-2008)

Submitted by: Dr. André B. van Niekerk, Dean

August 26, 2008

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Table of Contents Page Number

Institutional Overview .........................................................................................................3 Standard 1 Leadership ..................................................................................................14 Standard 2 Strategic Planning ......................................................................................21 Standard 3 Student and Stakeholder Focus ..................................................................32 Standard 4 Measurement and Analysis of Student Learning and Performance ...........45 Standard 5 Faculty and Staff Focus .............................................................................76 Standard 6 Educational and Business Process Management .....................................110

List of Appendices

A. Organizational Charts, University and School of Business B. Letter of Regional Accreditation (Western Association of Schools and Colleges) C. Curriculum Approval Process Flow Chart D. Curricular Changes: BBA E. Assurance of Learning/Assessment Plan F. Faculty Handbook G. List of Business Advisory Board Members H. School of Business Committees

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INSTITUTIONAL OVERVIEW 1. Contact Information

Name of institution: Woodbury University

Name of business school or program: School of Business

Name/title of president/chancellor: Dr. Ken Nielsen

Name/title of chief academic officer: Dr. David Rosen

Name/title of business unit head: Dr. Andre van Niekerk

Academic year covered by the self-study: 2007-2008 (June 2004 Criteria)

The institution’s self-study coordinator contact information:

Name: Satinder Dhiman Title: Associate Dean, School of Business

Campus Address: 7500 Glenoaks Blvd. Country: USA

City: Burbank State/Province: CA Zip/Postal Code: 91510

Phone: 818.252.5138 FAX: 818.767.0032

E-mail: [email protected]

The primary institutional contact information during the accreditation site visit:

Name: Dr. Andre van Niekerk Title: Dean, School of Business

Campus Address: 7500 Glenoaks Blvd. Country: USA

City: Burbank State/Province: CA Zip/Postal Code: 91510

Phone: 818.252.5138 FAX: 818.767.0032

E-mail: [email protected]

Date of submission of this self-study: August 25, 2008 Proposed date of accreditation site visit: Oct. 5-8, 2008

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2. Identification of Individuals Who Helped Prepare the Self-study

Name Title

Dr. Karen Kaigler-Walker Assistant Dean and Chair of Marketing

Dr. Robert Bjorklund Chair of Management

Dr. John Karayan Chair of Accounting/IT

Dr. Tahmoures Afshar Associate Professor of Finance

Dr. Joan Marques Participating Faculty

Mr. Nathan Garrett Institutional Researcher

Ms. Lori McCall Program Manager

Ms. Tamara Blok Assistant Registrar

3. Review of All Academic Activities

a. TABLE 1: Review of all Academic Activities Undergraduate Programs

Administered By the business

unit

Program to be accredited

Number of degrees

conferred during the self-

study year Accounting Yes Yes 9 Business and Management Yes Yes 31 Computer Information Systems/IT Yes Yes 5 Fashion Marketing Yes Yes 5 Marketing Yes Yes 3 Organizational Leadership* Yes No* 3 Graduate Programs

Masters of Business Administration Yes Yes 26 Masters of Organizational Leadership* Yes No* 26 * The Organizational Leadership (OL) program is administratively housed in the School of Business. However, as a discipline, it is taught as Social Science. The Organizational Leadership Program, is not described, represented, or marketed with included programs. The OL programs are presented separately in the university catalog and brochures—print and online. Publications promoting accredited business programs clearly state that ACBSP is the professional accrediting body for these programs. OL promotional literature does not state that, overtly or covertly. References to ACBSP are restricted only to promotion of business programs directly accredited by ACBSP.

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Describe here how you plan to advertise what programs are ACBSP accredited and what programs are not accredited; online, in catalogs, in brochures, etc. 4. Organizational Charts Place in an Appendix of the self-study a copy of:

1) the institution’s organizational chart 2) the business school or program’s organizational chart

Identify here the Appendix number: __A__ 5. Conditions of Accreditation a. Reaffirmation of Regional Accreditation Woodbury University is accredited by the Western Association of Schools and Colleges (WASC) and is currently in the midst of its WASC re-accreditation process. Please see Appendix B for Letter of Accreditation from WASC. b. Statement of Mission—Institution: Woodbury University is committed to providing the highest level of professional and Liberal arts education. The integrated nature of our educational environment cultivates successful students with a strong and enduring sense of personal and social responsibility. We prepare innovative learners who are adept at communicating and willing to cross the boundaries of knowledge in a rapidly changing and complex world. c. Statement of Mission—Business School: New and Revised during 2007-2008 Woodbury University’s School of Business cultivates the distinctive talents of each student to prepare future leaders of business who communicate effectively, act ethically, and think globally.

Each Program/Major within the School of Business has its own mission statement.

The School’s Mission is well-aligned with that of the University, and there is a symbiotic fit with the six principles listed below. d. Public Information. Catalog References:

1) Listing of the business degree programs - page number(s): pp. 55-78 (u/g). 2) The academic credentials of all faculty members - page number(s) p. 56, 60- 61, 70, 72-

73, 76-77. 3) The academic policies affecting students along with a clear description of the tuition and

fees charged the students - page number(s) pp. 15-18, 19-21.

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4) The statement of mission of the institution - page number(s) page 1. 5) The statement of mission of the business school or program - page number(s) 55.

This mission has been revised. 6. Business School or Program Organizational Profile a. Organizational Description:

Woodbury University’s School of Business seeks to cultivate the distinctive talents of each student to prepare future leaders of business who communicate effectively, act ethically and think globally. Woodbury University’s foundation is Business. Woodbury University has one of the oldest, continuously operating business programs west of the Mississippi River. In 1884, Los Angeles was a rapidly growing city with a population of approximately 11,000. New business enterprises were being established and community leaders looked forward to expansion and growth. Woodbury College, as it was then known, was established to service this growing business population. This historic link between Woodbury and the world of business has been maintained throughout the years as it became a university in 1974 and moved to its current campus located in Burbank in 1987.

Woodbury University is unique among private institutions with regard to its diversity. U.S. News and World Reports ranked it the fifth most diverse Masters II institution in the Western Region. The majority of Woodbury’s students come from families of limited economic means. Woodbury University currently serves nearly 1500 students. Ninety-four percent of students receive financial-aid. The ethnic/racial profile of Woodbury students closely mirrors that of the Los Angeles basin with 43 % White – non-Hispanic, 35 % Hispanic, 11 % Asian Pacific, and 6 % Black. Women make up 56.4 %, and men make up 43.6 % of the undergraduate student population. 50% currently come from low-income families. 70% are the first in their families to go to college. Woodbury has the official designation of a Minority Serving Institution and a Hispanic Serving Institution. The School of Business, being a part of the whole, reflects the same profile as that described above. The University is governed by an autonomous Board of Trustees whose membership is comprised of leaders in several industries, such as investment management, public relations, banking, civic government, automotives, real estate, accounting, entertainment, architecture, fine arts, publishing, and education. The School of Business is further informed and guided by a Board of Advisors, carefully selected from community business leaders, whose role it is to improve overall academic quality and further. The School maintains a high profile and positive image in the community it serves. The Chair of the Board of Advisors also serves as a member of the University Board of Trustees and, as such, is the official link between the University Board of Trustees and the School of Business’s Board of Advisors and the School of Business Dean.

The University’s ambition is to provide intellectual and human capital to the region’s sectors of business, to offer opportunities to those who have much to contribute but who have been traditionally marginalized, to provide students a world-class education, and to sustain a

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socially responsible community that examines and tries to preserve the important ecologies of our region’s nature, society, and culture. The School of Business reflects Woodbury University’s IDEALS as follows:

Integrity and Ethical Behavior Diversity Empowering students to determine and manage their own destinies Academic Rigor Liberal Arts-based, professional education that effectively prepares students for careers Student focus in all aspects of its operations The School views its graduates as citizens of a global community where every cultural, scientific, social, and economic reality will require a world-wide perspective, understanding, and approach. In this context, the University has come together to endorse a series of principles that must be infused into Woodbury’s academic programs and must be supported by the University’s operations. These principles, therefore, form a foundational infrastructure upon which the School of Business depends to successfully execute and sustain its quality initiatives. These principles are:

1. Academic Quality 2. The Integrated Student 3. Innovation and Creativity 4. Communication 5. Social Responsibility 6. Transdisciplinary

The School is located in a new Business Building that houses administrators and faculty and provides state-of-the art classrooms and meeting rooms for students and faculty, as well as a 250 seat auditorium that is shared with the University community. Features of the building include: wireless capability in all classrooms and throughout new building, state-of-the-art capabilities in two “smart classrooms,” and world-wide video-conferencing capabilities. The School of Business is under the leadership of the Dean who reports directly to the Senior Vice President. The business faculty is comprised of eight full-time and over fifty part-time faculties, who primarily are practitioners in their respective fields. All full-time faculty hold terminal degree including Ph.D., DBA, Ed.D., and J.D. Several of the adjunct faculty members also hold terminal degrees as well as bring a wealth of practical experience from the real world. Full-time faculty members are classified as Assistant Professor, Associate Professor, and Full Professor. In serving students and striving to fill a role in the economic history of Southern California, Woodbury’s faculty has been called upon to be innovative, dedicated, and socially responsible. Because the faculty of the School of Business historically has been comprised of ‘ practicing professionals as well as teaching scholars, they have brought to the

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University an informed awareness of the forces that continually alter the conditions of work, the practice of professions, and cultural, scientific, social, and economic realities. The School of Business is organized into five Departments, each led by a Chair. Each Chair reports directly to the Dean of the School of Business. The Undergraduate program of the School of Business offers the Bachelor of Science degree in five majors: Accounting, Business and Management (with six possible areas of concentration – e-Commerce, entrepreneurship, finance, human resource development, international business, and management) Fashion Marketing, Information Technology, and Marketing. In an effort to maximize resources and capitalize on our strengths, the undergraduate majors are being re-organized into 4 majors: Accounting, Fashion Marketing, Management, and Marketing. The new curricula will be implemented in fall 2009. The Graduate program is represented by the Master of Business Administration (MBA) degree and is designed to prepare individuals for leadership roles in domestic and international enterprise. The current organizational structure of the School of Business is as follows:

The School of Business recognizes diverse needs and time constraints on the part of its students and, therefore, offers its programs in three formats:

• Undergraduate Day Program – allows students to complete their degree requirements by

attending morning and afternoon classes, Monday through Friday. Courses also are offered in the late afternoon and evening Monday through Thursday.

• Weekend College Program– allows working adult students to enroll in a self-contained bachelor’s degree program with courses taught exclusively on seven alternating weekends.

• The Intensive Program – allows the student to enroll in courses taught in 7-week intensive sessions. Each class meets one evening each week, Monday through Thursday. This intensive format is geared more toward working adults, uses active learning methodologies, and follows a team approach to learning.

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The MBA classes meet for 2 seven-week evening and weekend sessions per semester

The traditional day-evening format offers 45 in-class contact hours of instruction. The 7-week programs require 28 in-class contact hours plus an additional 7 – 8 hours of significant individual student involvement in the learning process beyond the regular homework required for each course. The School of Business strives to maintain a consistent high level of quality across the three delivery formats and modes through faculty development workshops and information sessions. The School of Business is one of four academic divisions of Woodbury University. The other three schools are: the newly formed school Media, Culture and Design, the School of Architecture, and the Institute of Transdisciplinary Studies. The School of Business works synergistically with other units in the University to prepare students in their pursuit of academic excellence. The School of Business works with design programs to offer collaborative classes. Currently, marketing major students are working with the graphic design, architecture, and communication majors collaboratively on an ongoing Mercedes-Benz R-Class and B-class research project. Similarly, during fall 2007 our Fashion Marketing students worked in collaboration with Fashion Design students to develop a display of international clothing that was set up especially for the NASAD team visit. The School of Business works closely with the Writing Center on Writing in Disciplines (WID) program to ensure adequate writing skills of our graduates. The School of Business is in the process of identifying 2-3 courses to be designated as WID courses in which learning outcomes in this area will be assessed. Business faculty members serve on various University Committees, including the Faculty Senate, Curriculum Committee, Educational Planning Committee, and WASC re-accreditation committees along with other departments to garner a unified vision for the institution as a whole. The Library and its personnel support business students in research projects and involve business faculty in planning for business collection, selecting and updating electronic databases, and ensuring steady availability of business scholarly journals. The campus learning center, called OASIS, provides students help with tutoring and other academic needs.

b. Organizational Challenges

Founded in 1884, Woodbury University is a relatively small private university, having grown to over 1500 students since its inception. The School of Business currently has about 500 students. Due to a number of both public and private schools in the region offering business degrees, the market is intensely competitive. Woodbury University’s School of Business competes with the schools that are over 4 to 5 times in size and resources. With limited resources, we have been successful at capturing a relatively good share of the market by strategically offering a very practical curriculum in a flexible delivery format in an intimate, personalized learning environment. In particular, our MBA program has grown significantly over the past two years. For example, during the year 2007-2008, our MBA program has

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experienced 30% growth. The growth is believed to be the result of the heightened enrollment efforts, streamlined nature of our curriculum and our pragmatic approach.

b) What are the principal factors that determine your success relative to your

competitors and other organizations delivering similar services? Include any changes taking place that affect your competitive situation.

1) Competitive Environment Woodbury University’s School of Business offers practical business curricula in accessible delivery formats to suit the varying learning needs of its students. Our small class size—averaging between 15-20—offers an intimate learning environment and provides ample opportunities for personalized instruction through individual attention. As indicated previously, the majority of Woodbury’s students come from families of limited economic means, and they are the first in their families to go to college. Thus, the School of Business is geared to meet the educational needs of this population. Physical location also seems to play a key role, as many of our students live in the local area and commute to campus. Alumni studies also indicate that many graduates end up living in the local area. We do not portend or pretend to be a big School. Rather, we are finely tuned to, and focused on, our mission, which is to serve our student demographic population to the best of our abilities. Our students primarily come from Hispanic and Armenian backgrounds where family is an important component of their lives. In this, our School (and University) operates like a large family. Our academic as well as personal support services are intimate and robust. And, our students value our low faculty-to-student class size, which we try to keep at fewer than 20 students per class. In addition, we offer students state-of-the-art physical facilities. In May 2008 we opened the new, purpose-built School of Business building that provides an inviting atmosphere in which students study business. The building houses fully wired comfortable classrooms; a video conferencing center; and a 250 seat auditorium. Finally, our faculty reflect a rich mix of Doctorally Qualified individuals with the proper sprinkling of professional practitioners in specific academic areas our students can be confident that they are being taught by blend of high quality and knowledgeable professors.

2) Strategic Challenges

It has been said that the new millennium will see a dramatic increase in the rate of change in the forces that shape universities. To keep pace with the new educational climate many universities are finding solutions to some of the key challenges in revisiting their missions, visions, and/or values. At Woodbury, driven by our own expectation of being fully aligned with our mission, we see that the major challenge will be to define Woodbury’s core competencies in light of the educational needs of students in the 21st Century.

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Woodbury University’s foundation is Business. In 1884, with a vision to increase the economic capacity of the region by providing education in key areas of business, educational pioneer Francis C. Woodbury founded a College in downtown Los Angeles. His vision was well-founded. Los Angeles, because of its diverse population, its broad economic reach, its entertainment-based uniqueness, and its contiguous westward reach to Asia, continues to provide an ever-changing business dynamic that cannot be duplicated anywhere else in the country. Responding to this environment, the School of Business, within the context of the broader University, continually reinvents itself without losing sight of the core ideas of its founder, as contained in its mission statement and the vision it continues to hold for itself.

Today, Woodbury University’s faculty and staff anticipate a future in which change, driven by technology, will occur with greater rapidity. They also foresee that the new citizen will be a part of a global community—as opposed to an international community composed of discrete and independent nations—where every cultural, scientific, social, and economic reality will require a worldwide perspective, understanding and approach. Our key strategic challenges are stated below. These challenges emanate from our Strategic Plan—see standard 2 below—and are addressed throughout the document in terms of their measurement, especially in standards 3, 4, 5, and 6.

1. Financial Resources – Similar to all institutions currently competing in the educational arena, we constantly are challenged to do more with less and to do it better. However, given our exceptionally frugal financial management of resources, we actually do well with what we have. The University and School are both solvent.

2. Human Resources – Given the size and growth rate of our current student body,

we continually remain challenged to maintain an adequate cadre of full-time faculty members. Our circumstance isn’t faculty turnover, for our faculty has been exceptionally stable since Woodbury moved from Los Angeles to Burbank in 1987. However, we have put together a robust, yet realistic, faculty hiring plan in an effort to augment the number of full-time faculty so as to meet the highest standards for having Doctorally Qualified faculty teaching our courses. Thus, the School will be going from seven full-time faculty to sixteen full-time faculty members over the next three years. We have excellent and adequate support staff. In this, our programs and resources are well managed.

3. Education and Learning – Our goal is to deliver practical business curricula in

accessible delivery formats to suit the varying learning needs of our students. As the needs and expectations of employers and our society change, we need to incorporate greater ethics components and global perspectives in our curriculum. Our Assessment of Learning Outcomes is being refined and re-deployed with an eye on the requirements of various regional and professional accrediting bodies.

4. Community Challenges – We are actually very blessed with a strong community

support, as evidenced by membership on our School’s Advisory Board and

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support from the business communities of Burbank, Glendale, and Pasadena. However, we need to do more by way of volunteerism and community outreach.

3) Performance Improvement System The School of Business has a continuous improvement process in place to insure consistency within programs and maintenance of high quality in all courses. The leadership of the School deems it necessary to collaborate and align with the University academic community to insure overall quality and consistency. In addition, it believes that the business community at large and the School’s Board of Advisors have valuable input as to real as well as perceived quality. We utilize assessment as a way of ensuring that we measure how well students are learning. This allows us quickly to adapt to the changing student population’s needs and adapt our curriculum in a rapid and accurate manner. The process is briefly summarized as follows: • The School of Business has an Advisory Board that regularly advises the school on

curriculum issues and participates in the student learning outcomes assessment process. • Faculty are involved, through a consistent and continuous process, in the evaluation and

refinement of curriculum. In addition, market forces, determinations by faculty and concerns of the administration trigger additional review of programs as needed to assure quality, relevance, and demand.

• Student input is sought through course and faculty evaluations. • Industry perspectives (where appropriate and applicable) are solicited and evaluated.

• Benchmarking against other Schools in the area as well as nationally, is sought. • Board of Advisor input is sought and evaluated, to insure that Programs are relevant to

the needs of students and prospective employers.

• The University Curriculum Committee is engaged in overseeing curricular adjustments made by the School.

• The Senior Vice President/Chief Academic Officer is consulted as needed and provides

continuous input. • Board of Trustees approves major changes and/or additions. The AACSB accreditation process is the next crucial step in the School’s continuous improvement quest. The University Board of Trustees and Administration support the School’s desire and commitment to maintain both ACBSP and AACSB accreditations, once AACSB accreditation has been granted. Because we are a teaching institution, we see the value in continuing to maintain ACBSP accreditation, given its emphasis on teaching

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excellence and student learning outcomes that are consistent with our mission and values. It is a testimony to our School’s commitment to teaching excellence that one of our faculty served as a chair of the ACBSP’s National Committee for the selection of teaching excellence award in 2003, and one of our faculty won the ACBSP’s 2004 International Teaching Excellence Award. Excellence in teaching is also vital to the School’s future. Faculty members who are prepared, well versed in their fields, and able to communicate with and inspire our students, are our most important assets. We facilitate learning and growth by emphasizing small classes with individual attention and a collegial atmosphere with frequent opportunities for student-faculty interaction. Our faculty members collaborate to provide students with challenging learning experiences that combine business theory and practice and enable them to become thoughtful and effective practitioners. Despite changes over the years, Woodbury University’s School of Business has remained a small and nurturing entity that dedicates itself to cultivating the distinctive talents of each student. The School believes in allowing students to find their path to self-actualization. To achieve that end the School supports mentoring by faculty, alumni, and advanced students, internships that help students explore their interests, and a curriculum that is flexible enough to allow for individualized paths.

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STANDARD 1: Leadership

a. Do your administrators and faculty set, communicate, and deploy business school or program values and performance expectations? Do administrators and faculty include focus on creating and balancing value for students and other stakeholders in their performance expectations? Yes, the School, University Administrators, and the University Board of Trustees consistently have serious conversations regarding the value equation for students. The Senior Vice President/Chief Academic Officer, the Dean of the School of Business, business department chairs, and faculty are committed to providing quality education and service to all of its stakeholders (students, faculty, administration, business advisory board, alumni, University community, employers, and the society at large). The overall direction and vision of the University is set collaboratively through a participative process. Several committees such as the Educational Planning Committee (EPC), Curriculum Committee, and the Faculty Senate work in tandem with the administration to determine educational ideals, standards, and service levels to serve its key stakeholders. Key things administrators and faculty do include: open forums and an inclusive committee structure that includes a broad variety of stakeholders, including students. The EPC represents the essence of this process. The committee consists of seven voting members, one full-time faculty member from each of the four teaching divisions, one faculty member from the library, and two adjunct faculty members at-large. The committee reviews new academic programs, the results of program review of existing programs, and educational policies. It makes recommendations on research into the quality and efficacy of instructional programs, and research findings for implications to the curriculum and coordinates with the Institutional Researcher on the collection and dissemination of data necessary for evaluation of curricula, and makes appropriate recommendations. The Committee reports to the Faculty Senate on such reviews, research and recommendations and assists in the development and review of the Master Academic Plan, including annual program reports.

Through annual faculty workshops and faculty in-service retreats, a shared vision is garnered that is built on creating value for students and all key stakeholders. The Business Advisory Board meets regularly to guide the School’s strategic direction. The Dean of the School of Business holds a monthly meeting with faculty and chairs to communicate program values and performance expectations and to share the strategic initiatives and direction of the school. Various department chairs also meet with their respective faculty regularly to communicate curriculum goals and performance expectations. Each August the University conducts a faculty workshop. Past themes of these workshops have been collaborative learning, excellence in education, and enriching educational experience. In addition to its annual faculty in-service retreats, the School of Business conducts an annual faculty development workshop in the month of July every year. Faculty members—full-time and adjunct—along with the business program chairs meet for a half-day long hands-on workshop to participate in a collaborative dialog and to share best practices. In 2007, the workshop focused on changing expectations of Millennials and active

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learning. This year, the workshop will focus on Student Learning Outcomes Assessment and Syllabi Development.

The development and the institution of a new BBA program provides an excellent example of how School administrators, faculty, and other stakeholders participate in setting and communicating program values and performance goals and expectations. Based on extensive discussion among faculty, chairs, and the Advisory Board within the context of School’s new mission, the School redesigned its business curriculum—BBA core—and streamlined/consolidated the curriculum including the elimination of the Information Technology major and a myriad concentrations in the Management major. Please see the attached BBA curriculum that is currently being in the process of being approved by the Curriculum Committee. This represents a two year development process that included extensive discussions within School of Business—during faculty in service retreats, business faculty meetings, and among various departments/divisions within the University such as the Education Planning Committee and the Curriculum Committee.

b. Do your administrators and faculty create an environment that fosters and requires legal and ethical behavior? Fostering ethical behavior forms an integral part of the mission of the University and the School of Business. Through required courses such as Business Law and Business Ethics, students are exposed to legal parameters and ethical dilemmas. The ethical and legal issues are further integrated throughout the business curriculum. A University-wide honor code is in place and ethical behavior is one of the key ideals and goals that the University and the School of Business are committed to achieve. The University has established an academic honesty policy which is strictly adhered to by all schools and programs. Ensuring ethical behavior is also one of the four key dimensions of School’s mission statement. Under the new business core requirements for the BBA degree, Business ethics course will be required of all undergraduate business majors. In the MBA program, the curriculum committee recently approved a core course called ethical leadership (modeled on Harvard Business School’s course called Moral Leader) that will be required of all MBA students starting fall 2008. The University encourages faculty to attend workshops and seminars in ethics and regularly offers training workshops to faculty and staff on the University’s Sexual Harassment policy.

c. Do your administrators and faculty review business school or program performance and capabilities to assess business school or program success and your business school or program’s ability to address changing business school or program needs? The School of Business uses a variety of methods such as contract renewal criteria, rank advancement criteria, peer evaluation, self-evaluation, and Dean and chairs’ review to assess faculty performance and utilizes staff surveys and student evaluation and satisfaction surveys to assess program success. The University strongly encourages and supports faculty scholarly and creative endeavors in continuous learning by way of faculty participation in workshops, seminars, and professional conferences.

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Yes. The School completed a detailed gap analysis during early spring 2008. The following is a brief overview of our strengths and opportunities for growth relative to five key dimensions:

1. Mission Appropriateness: In years past, the development of the School’s mission statement did not involve all stakeholders. Starting in August of 2006, a systematic process was put into place to ensure that the mission statement aligns with the broader University mission, as well as conforms to a process which draws upon the knowledge of the appropriate stakeholders – including the School’s Board of Advisors. In consultation with our stakeholders we have learned, and subsequently incorporated into the mission statement, the attributes valued and sought by future local and global employers. Namely, leadership skills, effective communication skills, ethical behavior, and having a global perspective.

2. Student Admission and Retention: Standards of admission are adhered to consistently, yet Admission Standards reflect the identity of the overall University rather than the stated mission of the School. Through the systematic gap analysis we discovered that our Admission Standards have evolved “generally” and have not been as “intentional” as are appropriate or as they should be. The new Mission Statement should provide guidance in the future in this regard. Similar to an independent Admissions Committee in the MBA program, an admissions committee needs to be established for the new BBA program. In the area of student retention, the School employs academic standards that are consistent across the University and which nurture students while holding them to a high level of performance. These standards are appropriate to the profile of the enrolled students. The University and the School invest significant resources to support teaching, learning and student retention. At Woodbury University student advising has become increasingly important as we’ve moved to a strategy to improve student success and maintain high retention rates. All faculty advisors at Woodbury, including participating adjuncts, go through training sessions, including updates when necessary, designed and facilitated by full-time advisors. This establishes a good rapport between advising faculty and full time advisors. These workshops result in early detection of problems in students’ performance, and therefore, lead to higher student retention. Some interrelated factors toward Woodbury University’s enhanced retention rates are: a manageable number of students per advisor; responsible advising guidance of incoming students; and regular communication between full-time and faculty advisors. All of these factors ensure greater student guidance, leading to enhanced motivation and resulting in improved retention.

3. Faculty Qualification, Sufficiency and Support: Currently, the School of Business has eight full time faculty, five participating adjuncts, and approximately forty

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regular part-time faculty. A significant measure of sufficiency is the low faculty/student ratio (1:16), something in which the School prides itself. Yet another measure of sufficiency is that when fully staffed, full-time faculty members will teach in each of the newly reformulated BBA majors. In addition, full-time faculty will teach many of the core MBA courses. Each of the three majors, as well as the MBA program, is headed by a Chair or Director. The gap analysis highlighted the need to hire five new faculty members and to move from a 4/4 teaching a 3/3 teaching load to ensure faculty sufficiency and development.

4. Staff Sufficiency/Student Support: The School, in keeping with its emphasis on teaching, prides itself on the level of academic and personal advising provided to its students, and there is adequate staff with the appropriate levels of training to support the students in alignment with, and in support of, the School’s mission. However, there is room for improvement in several areas of academic and personal student development such as students who need assistance must be identified earlier in the process and there needs to be clarity about the level of intervention, and support and a robust mentoring system needs to be put in place.

5. Management of Curricula: The School of Business follows the curriculum

development process developed by Woodbury University. It is a 13-step process, delineated in a document titled “Curriculum Approval Sequence,” which was recently developed and implemented by the University’s Curriculum Committee. All new curriculum proposals follow this faculty-led process. In the development of curriculum, input is also sought from students (course evaluations and exit surveys), administrators, chairs, the Senior Vice President/CAO, faculty from non-business disciplines, alumni (alumni surveys), and the business community (Advisory Board). While no major gaps were found here, the School of Business needs to work on the following:

• A systematic process to monitor and evaluate its curriculum. • A clearly stated mechanism to involve students, employers, and the business

community at large in the development and evaluation of the curriculum.

d. Does your business school or program have processes in place for evaluating the

performance of your administrators and faculty?

Yes. The School of Business uses a variety of methods for evaluating the performance of administrators and faculty, such as contract renewal criteria, rank advancement criteria, peer evaluation, self-evaluation, dean and chairs’ review to assess faculty performance, staff surveys and student evaluation and satisfaction surveys to assess program success. The University strongly encourages and supports faculty scholarly and creative endeavors in continuous learning by way of faculty participation in workshops, seminars, and professional conferences. Faculty performance is subject to annual review. Each faculty must submit a detailed self evaluation on three dimensions: Teaching, Professional Development, and Service to the

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University as a part of his/her contract renewal and rank advancement process. We do not have a tenure system at Woodbury. Each faculty member is on a one year, three year, or five year contract, depending on the rank and years of service. The Board of Trustees reviews the performance of senior administrators of the school, and Dean of the School of Business annually reviews the performance of business chairs, Associate and Assistant Dean. The Dean reports to the Senior Vice President, CAO.

e. Does your business school or program address the impacts on society of your program

offerings, services, and operations? Yes. Our School addresses the impact on society of our operations and services through a variety of ways such as community partnerships, volunteerism, and sustainability initiatives as stated in Table 1.1 below. Some of our initiatives in this regard are: Presidents Sustainable Campus Task Force, Go Green Initiatives, Mercedes-Benz B class project, Burbank High Service Learning Project, Burbank DWP local NMA chapter recognition, Burbank Chamber of Commerce, and Burbank High School Institute of Finance. This issue also is being addressed as part of the School of Business strategic initiatives for academic year 2008/2009. For example, in spring 2007 the MBA association donated $1000 to help purchase beds for an orphanage in Guntur, India, where the 100+ children had been sleeping on the floor. Many of our undergraduate students are members of student groups, such as the Armenian Student Organization, which do several annual service-related projects.

f. Does your business school or program ensure ethical business practices in all student

and stakeholder transactions and interactions? By joining the Woodbury community, each student assumes the obligation of abiding by the standards prescribed in the Student Code of Conduct. The Code of Conduct is designed to provide basic guidelines to advance the University's mission of cultivating successful students with a strong and enduring sense of personal and social responsibility. The University, through the Dean of Student's Office, imposes sanctions for behaviors that violate the Student Code of Conduct. Additionally, all faculty, staff and students are expected to abide by the University's Non-Discrimination Policy and Sexual Harassment Policy.

g. Does your business school or program have measures for monitoring ethical

behavior throughout the business school or program? The Dean of Students maintains records regarding violations of the Student Code of Conduct. Behavioral issues are addressed through the Dean of Students. Violations of the Academic Honesty Policy may be addressed either by an individual faculty member or referred to the Dean of Students. When a case is addressed by an individual faculty member, a memo is sent to the Dean of Students for tracking purposes. Within the School, chairs and Dean carefully monitor complaints regarding the behavior of faculty and staff members. Minor occurrences of questionable behavior are handled within the departments by the chairs and generally are resolved to the mutual satisfaction of all parties in a single meeting. More major infractions are handled by the Dean. There has been

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no incident of egregious breach of behavior in the School of Business. However, such behavior would be handled by the Office of Human Resources.

h. Does your business school or program have processes in place for monitoring

regulatory and legal compliance? The Registrar's Office is charged with assuring University compliance with FERPA. The Registrar also does the IPEDS Enrollment, Degree Completion, and Graduation Rate reporting. The Financial Aid Office completes periodic fiscal operations reports. The Office of Student Development monitors Woodbury's compliance with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act. The Office of Student Development also submits annual crime statistics in compliance with the Clery Act. Human Resources monitors EOE compliance and compliance with the University's Sexual Harassment Policy and Non-Discrimination Policy.

Figure 1.1: Impact on Society

Processes

Societal Requirements

Key Compliance Process

Measures

Programs

Community partnerships, volunteerism, and sustainability initiatives

Actively participating in the projects selected for engagement. Based on needs assessment, committees and/or task forces are instituted.

Briefing sessions, reports, and feedback from involved entities.

Services

President’s Sustainable Campus Task Force, Go Green Initiatives, Mercedes-Benz B class project. Burbank High Service Learning Project. Burbank DWP local NMA chapter recognition. Burbank Chamber of Commerce. Burbank High School Institute of Finance.

Actively involving Woodbury University Business School students and faculty in community responsibility projects, in order to enhance their awareness on sustainability and social responsibility issues.

Projects, reports, and segments (questions and assignments) of the final exams.

Operations

School of Business strategic initiatives for academic year 2008/2009, as well as above mentioned projects.

Actively engaging administrators and faculty in the process of supplying

Output reports, feedback on presentations, and dialogue sessions at faculty workshops.

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Figure 1.2 Ethical Behavior

Key Process for Measuring/Monitoring Ethical

Behavior Measures or Indicators Frequency

of Measure

Within Business School

Through the process of carefully examining and guiding faculty course- and student-interactive related activities, as well as in the hiring process of new faculty. Furthermore, on the University-wide honor code, as well as ethical guidelines provided and adhered to in all courses of the School of Business.

Through performance of our faculty, and their application of ethical codes of conduct in courses. Through students’ performance in our specific ethics courses at the undergraduate and graduate level. Through course exams, ethics-related projects, and course syllabi.

Every semester. In regards to the courses in accelerated formats: multiple times per semester.

With Key Partners

Emphasis on the institution’s ethical performance, as captured in its mission statement.

Ensuring the adherence to, and continuous performance in ethical regards from all our stakeholders.

On a continuous basis.

Governance Structure

Ethical conduct is included in the University’s employment requirements and its mission profiling. It is also embedded as a steady component in Business School faculty workshops.

Through dialogues, evaluation, and inputs from stakeholders.

Semi-annually, and on a semester or semi-semester basis through student evaluations.

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STANDARD 2: Strategic Planning a. Do you use a formal process to set the strategic direction for your business school or

program? In past years, the strategic plan for the School of Business has been a part of the University-wide strategic plan. In pursuance of AACSB accreditation, the School of Business has recently developed a formal strategic plan that sets the overall direction and goals for the school. In developing its Strategic Direction and Goals, the School of Business considered its mission, vision, and guiding principles, as well as its University-wide context. We believe that a preferred future will require systematic planning and flawless implementation of our mission and vision. The Business School’s new mission and vision are as follows:

Mission

Woodbury University’s School of Business cultivates the distinctive talents of each student to prepare future leaders of business, who communicate effectively, act ethically and think globally.

Vision

Woodbury University’s School of Business will become a recognized force in the Los Angeles market and a School of choice for personalized business education in the San Fernando and San Gabriel Valleys. Business education at Woodbury will be driven by commitment to students’ career aspirations, sound instruction, a rigorous yet nurturing environment, and the highest standards of personal and business conduct for successful and fulfilling careers as world citizens.

The strategic planning process adopted by the School is designed to address the following areas:

• Develop successful students. • Assure quality faculty. • Assure quality programs. • Assure necessary resources. • Expand external support. • Focus on stakeholders’ interaction and support. • Improve efficiencies and effectiveness in the school of business. • Enhance recognition and reputation.

b. Do faculty and staff members participate or have a voice in this process? Faculty and staff participated and contributed in the development of the current strategic plan. The process started in the fall of 2006 and went through four iterations over the next year and a half. At each stage, the faculty, chairs, and staff regularly participated and

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contributed in the refinement of the strategic plan. At every stage of its development, input was systematically sought from the Business Advisory Board, chairs and directors from other schools, and the Senior VP/CAO before the strategic plan was finally accepted by AACSB in the fall of 2007. As mentioned previously, during fall 2007, the School of Business undertook an extensive gap analysis that was completed in early spring 2008. This collaborative process, spearhead by the Dean of the School of Business, involved input from the business faculty, chairs, associate and assistant deans, staff, students, and the Business Advisory Board. The gap analysis was conducted in three iterations, each iteration capturing additional elements vital to the success of the business program. The gap analysis covered areas such as: mission appropriateness, continuous improvement objective, financial strategies, student admission and retention, staff sufficiency/student support, faculty sufficiency and qualifications and educational responsibility, student educational responsibility, management of undergraduate and graduate curricula, learning goals and assessment. Based on the Strategic Plan and the Gap Analysis, the School has developed a detailed Accreditation Plan. These documents are on file for the visiting teams’ review.

c. Have you established your business school or program’s key strategic objectives and the timetable for the current planning period? Yes. As a part of our strategic planning process that spanned from 2006 through 2007, we have established our school’s key strategic objectives and corresponding timetable. See Table 2.0 that presents School’s overall strategic direction, goals, and objectives along with performance measures and corresponding time frame, both short-term as well as long-term. In developing its Strategic Direction and Goals, the School of Business considered its mission, vision, guiding principles, and university-wide context. We believe that a “preferred future” will require systematic planning and flawless implementation of our Mission and Vision.

d. Do you have action plans for this period?

As stated in the Strategic Plan, presented in Table 2.0, our key action plans for this period included hiring new full time faculty (Strategic Direction 1), refocusing our existing programs by developing a common core for the new BBA degree (Strategic Direction 2), developing and implementing assessment programs (Strategic Direction 2), developing and maintaining excellent physical and technological resources (Strategic Direction 3), and strengthening student learning goals (Strategic Direction 6). See Table 2.0 for more details. We have hired a new Chair of Accounting and an additional new accounting faculty will be on board, starting fall 2008. We have developed a common business core for our new BBA degree that is in the process of being approved by the Curriculum Committee. We have refined our learning goals consistent with our new mission and have put an Assurance of Learning plan in place to monitor our progress. During summer 2008, we have moved into our new state-of-the-art business building. See Appendix D for the new BBA curriculum and Appendix E for an Assurance of Learning Plan.

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e. Do you have long-term action plans? Our ongoing and long-term action plans are included in Table 2.0. They include but are not limited to implementing new BBA degree program with four majors in Accounting, Fashion Marketing, Management and Marketing, hiring 3 more full-time doctorally qualified faculty in the areas of management and marketing, enhancing intellectual contributions of our faculty, fully implementing outcomes assessment program, and enhancing recognition and reputation of the School.

f. Do you develop your key human resource plans as part of your business school or program’s short-and long-term strategic objectives and action plans?

Human resources plans are developed as an important part of our School’s short and long- term strategic objectives, as stated in Strategic Direction 1 our Strategic Plan, presented in Table 2. We recognize that recruitment, development, and retention of quality faculty are critical to the successful carrying out our mission. See Standard 5 for more details.

g. Have you established performance measures for tracking progress relative to our action plans? Performance measures for monitoring progress relative to our action plans have been established. Some of these measures include various stakeholders’ surveys and other measures such as systematic review of new BBA curriculum and successful development and implementation of School of Business’ Assessment plan. See Table 2.0 for more details.

h. Have you communicated your objectives, action plans, and measurements to all faculty, staff, and stakeholders as appropriate? We have communicated our objectives, action plans, and measurements to all faculty, staff, and stakeholders during regularly scheduled faculty meetings, Faculty In-Service, Advisory Board meetings, and faculty development workshops. In addition, through open Dean’s Forum and Dean’s News Letter, we keep all our stakeholders informed of School’s activities and progress. An open door policy exists at all levels in the School of Business. See Table 2.0 for more information.

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Table 2.0: Strategic Direction, Goals, Action Plans, Performance Measures

Strategic Direction I – Advance and Assure Quality of the Faculty

Goal 1 – Identify, Recruit, Develop, and Retain Dedicated Faculty Objective 1: Hire Faculty to Meet the School’s Mission and Vision and AACSB AND ACBSP Accreditation Standards

Strategies Resources Needed Responsibility Completion Date Status Performance Measures 1. Advertise in the Chronicle of Higher Education and other publications for academically qualified faculty. Hire the best suited to the School

Competitive Salary and fringe benefits

Dean and search committees Ongoing As per five-year plan approved by administration and Board of Trustees

Hired new Chair of Accounting and in process of hiring second Accounting position by Fall 2008

Objective 2: Provide Support for Faculty to Achieve Success in Teaching and Scholarship 1. Implement a n orientation and mentoring process for new faculty

Time Commitment from Dean, Faculty and Administration

Dean, university administration and faculty

Each cycle completed by end of Fall semesters

Ongoing. Mentorship started with new hire: Chair of Accounting in Fall of 2007

Successful integration of new faculty into the Woodbury family

2. Recognize faculty contributions to the School in areas of teaching, scholarship, and service

Budget for annual increases, merit increases, promotions, and special recognitions

Dean, administration, faculty committees, students, Board of Advisors

Budgeted on an annual basis Promotions through regular faculty process. Need to institute a formal recognition program sponsored by the School of Business

Improved teaching and recognition of faculty will lead to better recognition for the School

3. Provide support for Research, conferences, and other professional development towards meeting AACSB AND ACBSP Standards

Ranging from $500 to $1,500 per conference

Dean Ongoing Five faculty have presented papers during 2006/2007 academic year

Higher level of intellectual contribution and therefore recognition to individual faculty and the School

4. Provide annual review and assessment of faculty performance with feedback to maintain currency and increase intellectual contributions

Time commitment of Dean, Administration, and Faculty committees

Dean, administration, and faculty committees

Ongoing/Annually Annual performance reviews to be implemented and faculty development plans to be completed during 2007/2008 academic year

Individual faculty conferences with Dean and congruent with the university’s evaluation system

5. Establish and support a high quality teaching/learning environment

New School of Business building with state-of-the-art technologies and video-conferencing capabilities

Dean, administration, faculty, campus technology support department, and Physical Plant department

Summer 2008 Construction is beyond the steel structure stage. Wiring and plumbing is being installed

Completed building will provide a high quality learning and teaching environment. It will include a 250 seat auditorium for Dean’s lecture series and other events for the university-at-large

6. Dean’s Lecture Series Time Commitment from Dean Dean and Board of Advisors Ongoing First in series completed. Plan for two per year, eventually expanding it to three per year

Supports teaching excellence, brings exposure to School, creates opportunities for alumni/business leaders to share their expertise

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Goal 2 – Strengthen Faculty Teaching and Scholarship Objective 1: Provide Opportunities for Faculty to Become Outstanding Teachers and Scholars

Strategies Resources Needed Responsibility Completion Date Status Performance Measures 1. Provide support for Faculty In-Service for Assessment Plan Development in Accordance with AACSB AND ACBSP Standards

$4,000 Dean and Administration December 2007 Chairs and selected Faculty enrolled in AACSB AND ACBSP Assessment Conference in Los Angeles – December 2007

Successful Development and Implementation of School of Business Assessment Model

2. Establish School of Business Outstanding Teaching (1) and Scholarship (2) Awards

$1,000 per award, per year Source from Dean’s Fund

Dean Ongoing Start with current Academic Year 2007/2008

Incentive and recognition for Faculty

3. Establish Intensive In-Service Program to foster general faculty scholarship

$3,000 per year Dean Ongoing Start discussions Fall 2007 Increase of faculty research and quality of research

Strategic Direction II – Advance and Assure Quality of Programs

Goal 3 – Develop/Refine Relevant Degree Programs and Courses

Objective 1: Review existing Bachelor of Science Degree, Implement Appropriate Changes to Respond to Market Needs and Meet AACSB AND ACBSP Standards

Strategies Resources Needed Responsibility Completion Date Status Performance Measures 1. B.Sc. review proposed to faculty

Time commitment of Dean and Faculty

Dean, faculty, curriculum committee, administration

Completed August 2006 Prepare the way for new re-designed undergraduate degree program

2. New wBBA degree program proposed to School of Business faculty


Dean and Associate Dean End of Springs semester 2008 Ongoing. Revised new program to go through university approval committees by end of Spring semester 2008

Eliminated diffuse and outdated old undergraduate program. Substitute wBBA to better meet student needs and comply with AACSB AND ACBSP International Accreditation Standards

3. Continuously monitor and study the market needs for continued curricular relevance

Time commitment of Dean and V.P. of Enrollment Services. Selected outsourced market studies

Dean and V.P. Ongoing Ongoing Enhanced enrollments in wBBA program

4. Ensure adequate funding (internal budget and external fund raising) to meet all AACSB AND ACBSP Standards

Dean and V.P. of University Advancement

Dean and V.P. Ongoing Ongoing Well established degree program and successful AACSB AND ACBSP accreditation

Objective 2: Develop and Align wBBA Core (Management) with Concentrations in Accounting and Marketing/Fashion Marketing 1.. Develop a strong management core for the wBBA degree and align with concentrations

Time Commitment of Dean, Associate Dean, and Faculty

Dean and Associate Dean December 2007 Ongoing. Will go through university committee approval processes starting in Fall 2007 semester

New offerings appeal more to students and allow the School to meet AACSB AND ACBSP Accreditation Standards

Objective 3: Review of the MBA Program and Implement Refinements to Respond to Market Needs and Meet AACSB AND ACBSP Accreditation Standards

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Strategies Resources Needed Responsibility Completion Date Status Performance Measures 1. MBA revisions proposed to faculty


Dean and Associate Dean Completed Revisions/refinement completed August 2007

Refinements to the MBA responds better to market and student needs

4. Ensure adequate funding (internal budget and external fund raising) to meet all AACSB AND ACBSP Standards

Dean and V.P. of University Advancement

Dean and V.P. Ongoing Ongoing Well established degree program and successful AACSB AND ACBSP accreditation

Objective 4: Ensure Alignment between the Curricula Areas and the School of Business Mission and Vision 1. Ensure that the central tenets of our Mission and Vision are embedded into the curriculum


Dean and Faculty Fall 2008 Stakeholder participated in development of Mission and Vision. School mission to be reflected in degree content and embedded in learning goals

Evaluation of missions and learning goals for each degree program

Objective 5: Involve Students in the Quality Initiative of the School Strategies Resources Needed Responsibility Completion Date Status Performance Measures

1. Establish a Student Academic Advisory Council

Time commitment of Dean and Students

Dean Ongoing Implemented April of 2007 Improved Student satisfaction and overall Quality Improvements

Goal 4 – Develop Enriching and Innovative Cross-Campus Collaborative Opportunities Objective 1: Leverage Personal Consulting Relationships to Expose Students to World Brands

Strategies Resources Needed Responsibility Completion Date Status Performance Measures 1. Bring Mercedes-Benz R and B Class research vehicles to the School of Business and create cross-campus research opportunities with faculty and students from other department and divisions

Time commitment of Dean and faculty

Dean R-Class – December 2007 B-Class – May, 2008

Ongoing Meet expectations of MBZ Project Excellence Cross-campus faculty and student engagement Future Projects

2. Brand awareness and developing the concept of “Green Luxury” for one of the most respected automotive Brands in the world

Time Commitment of Dean and Faculty

Dean Ongoing Ongoing Client (MBZ) satisfaction Student knowledge Faculty collaboration

Goal 5 – Expand and Enhance Global Learning Opportunities for Students and Faculty Objective 1: Broaden The Scope of the China Study Abroad Program

Strategies Resources Needed Responsibility Completion Date Status Performance Measures 1. Institutionalize the existing China Study Program to raise quality and expand student study experiences

Procure funds from ECF International to underwrite student and faculty travel expenses

Dean and Chair of Marketing Completed March 2007 with $20,000 gift from ECF to be utilized in alternate years

Ongoing/Perpetual Enhanced student satisfaction and happy donor

2. Develop alternate year strategy for International Study Program in Europe

$20,000 to underwrite student Study Program in Paris at American Business School

Dean and Chair of Marketing April 2008 Ongoing Work with Board of Advisors to solicit gifts for this program

3. Provide support for International Teaching and Research Skills enhancement

Commitment of Dean and Sr. V.P. for Academic Affairs

Dean and Sr. V.P. for Academic Affairs

Ongoing Ongoing Two faculty (one Business, one MCD) research in China September 2007

4. Provide meaningful connections for faculty and students to be exposed to Global Brands

Collaboration with Mercedes-Benz on select Branding Studies

Dean Ongoing Mercedes R-Class delivered August 2007

Cross-campus collaboration Students/Faculty enthusiasm Enhanced satisfaction Recognition for the School

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Goal 6 – Develop and Implement Assessment Programs to Monitor School Progress Objective 1: Ongoing Measurement of Quality and Continuous Performance through Formalized Assessment

Strategies Resources Needed Responsibility Completion Date Status Performance Measures 1. Implement strategies for refinement and acceptance of the School’s Strategic Plan by Stakeholders

Time commitment of Dean, Administration, Faculty, Board of Advisors, and other Stakeholders

Dean November 2007 Ongoing It is a “work in progress” and will receive annual updates

Full alignment with Mission and Vision and implementation of a comprehensive Assessment Plan

2. Development of a comprehensive Assessment Plan to measure student satisfaction with the overall learning process and vital support services in the School

Budget for Assessment Tools Time commitment of Dean and Faculty

Dean and Faculty January 2008 and then Annually

Assessment Committee established August 2007

Valuable Assessment data to inform necessary changes and quality improvements

3. Measure quality within each program, its relevance, and student learning through Programmatic Quality and Learning Outcomes – Assurance of Learning Assessment


Dean and Associate Dean Summer 2008 Ongoing Assessment will show that students have acquired the knowledge, skills, and competencies as outlined in the learning goals for the wBBA and MBA programs (See Objective 1 above)

4. Review alignment of the School with the university’s Faculty Evaluation Process and insure that there is agreement and congruence between the two

Time commitment of Dean, Associate Dean, Chairs, and Faculty

Dean, Sr. Academic V.P., and appropriate university/faculty committees

Ongoing Ongoing Frequency of performance reviews to be examined

Systematic review that will continue fairness and transparency

5. Develop Faculty Qualifications and Intellectual Contributions Criteria. Find appropriate technology to track faculty Quality and Sufficiency such as LiveText.

Time commitment of Dean and Faculty to develop and implement a system

Dean, Chairs, and Assessment Committee

Ongoing Performed initial review April 2007. Follow-up review by December 2007. Develop individual Faculty Plans to assure level of compliance in Ics

Well defined and understood IC measures. Full faculty participation in meeting AACSB AND ACBSP Standards

6. Determine Alumni satisfaction and academic adequacy through Alumni Surveys

Time commitment of Dean Associate Dean, Faculty and Alumni Groups

Dean and Alumni Affairs Ongoing Alumni Surveys done in June 2007. Annual repeat

Interpretation of results and successful implementation of worthy recommendations

7. Develop Employer Assessments Instrument


Dean and Faculty Ongoing Implement Spring 2008 Annually


Strategic Direction III – Advance and Assure Necessary Resources for World-Class Programs

Goal 7 – Develop and Maintain Excellent Physical and Technological Resources

Objective 1: Raise Funds Towards Construction of New School of Business Building Strategies Resources Needed Responsibility Completion Date Status Performance Measures

1. Collaborate with Advancement Office to Raise Funds

$7 million + Dean and V.P. of Advancement

May/June 2008 Funds are in place through Bond Issue and Fund Raising Efforts

Completed and Occupied Building Happy Students and Satisfied Faculty

Objective 2: Equip the Building with State-of-the Art Technology Strategies Resources Needed Responsibility Completion Date Status Performance Measures

1. Work with RISE $1 million to name Lobby and Advancement and Dean $1 million gift from Alumnus Completed/Ongoing Completed and occupied

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Technologies to equip the Lobby with State-of-the-Art Ticker-Tape and Flat Screen Televisions

Technology Foyer to name Foyer and equip lobby with Rise Technologies

building. Happy Alumnus

2. Collaborate with University IT Department to ensure State-of-the-Art Technology in all classrooms

Budgeted Building Project Manager May/June 2008 At plumbing/electrical phase Completed and occupied building

3. Global Video-conferencing capabilities from Dean’s Suite Conference Room

$100,000 Advancement and Dean May/June 2008 Ongoing Installed Equipment

Goal 8 – Identify, Develop, and Retain Dedicated Students NOTE: Goals 8 and 13 are the same, and while relevant here under Strategic Direction III, it is specifically listed under Strategic Direction IV

Strategic Direction IV – Expand External Support

Goal 9 – Expand External Support

Objective 1: Engage Stakeholder Awareness and Buy-In Strategies Resources Needed Responsibility Completion Date Status Performance Measures

1. Establish a Board of Advisors for the School

Time and Commitment Dean August 2006 Ongoing 1. Two meetings per acad/year 2. Ten active members by August 2007 3. Fifteen active members by August 2008

2. Fund raising – Cement relationships with alumni, friends and business community

Time and Commitment Dean and Advancement Office Ongoing Ongoing 1. Two $1 million gifts by Fall of 2008 2. Two endowed chairs by Fall of 2009

3. Establish four Academic Faculty Chairs

$1.25 million each Dean , President, and Advancement

Ongoing Discussions in Spring of 2007 Successful Fund Raising and Chairs appointed

Strategic Direction V – Increase and Effectively Focus Stakeholders Interaction and Support

Goal 10– Involve Students in the Functioning of the School

Objective 1: Provide a Forum for Students to engage about The Future of Their School Strategies Resources Needed Responsibility Completion Date Status Performance Measures

1. Establish open “Dean’s Forum” to discuss future School of Bus Plans and Ideas

Time commitment of Dean Dean January 2008 Ongoing Level of student engagement and grooming them to become successful alumni

2. Groom a handful of selected students to become partners in fundraising activities

Time commitment of Dean and Advancement

Dean and Advancement December 2007 Ongoing Success with potential givers Student participation

Strategic Direction VI – Develop Successful Students

Goal 11 – Strengthen Student Learning Skills and Competencies

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Objective 1: Develop and Implement Learning Goals for wBBA and MBA programs Strategies Resources Needed Responsibility Completion Date Status Performance Measures

1. Develop and implement learning goals for wBBA and MBA programs


Dean and Faculty Develop and complete learning goals by December 2007

Ongoing Annual data collection Implement curricular changes

2. Implement the WID (writing in the Disciplines) initiative as pilot towards eventual inclusion in all programs

Time commitment of Dean, Faculty and Academic Writing Staff

Dean, Faculty and Director of WID

Fall 2008 Ongoing High level of writing skills of graduating students

Goal 12 – Develop and Implement Assessment Programs to Monitor School Progress Objective 1: Ongoing Measurement of Quality and Continuous Performance through Formalized Assessment

Strategies Resources Needed Responsibility Completion Date Status Performance Measures 1. Implement strategies for refinement and acceptance of the School’s Strategic Plan by Stakeholders

Time commitment of Dean, Administration, Faculty, Board of Advisors, and other Stakeholders

Dean November 2007 Ongoing It is a “work in progress” and will receive annual updates

Full alignment with Mission and Vision and implementation of a comprehensive Assessment Plan

2. Development of a comprehensive Assessment Plan to measure student satisfaction with the overall learning process and vital support services in the School

Budget for Assessment Tools Time commitment of Dean and Faculty

Dean and Faculty January 2008 and then Annually

Assessment Committee established August 2007

Valuable Assessment data to inform necessary changes and quality improvements

3. Measure quality within each program, its relevance, and student learning through Programmatic Quality and Learning Outcomes – Assurance of Learning Assessment


Dean and Associate Dean Summer 2008 Ongoing Assessment will show that students have acquired the knowledge, skills, and competencies as outlined in the learning goals for the wBBA and MBA programs (See Objective 1 above)

4. Review alignment of the School with the university’s Faculty Evaluation Process and insure that there is agreement and congruence between the two

Time commitment of Dean, Associate Dean, Chairs, and Faculty

Dean, Sr. Academic V.P., and appropriate university/faculty committees

Ongoing Ongoing Frequency of performance reviews to be examined

Systematic review that will continue fairness and transparency

5. Develop Faculty Qualifications and Intellectual Contributions Criteria. Find appropriate technology to track faculty Quality and Sufficiency such as LiveText.

Time commitment of Dean and Faculty to develop and implement a system

Dean, Chairs, and Assessment Committee

Ongoing Performed initial review April 2007. Follow-up review by December 2007. Develop individual Faculty Plans to assure level of compliance in Ics

Well defined and understood IC measures. Full faculty participation in meeting AACSB AND ACBSP Standards

6. Determine Alumni satisfaction and academic adequacy through Alumni Surveys

Time commitment of Dean Associate Dean, Faculty and Alumni Groups

Dean and Alumni Affairs Ongoing Alumni Surveys done in June 2007. Annual repeat


7. Develop Employer Assessments Instrument


Dean and Faculty Ongoing Implement Spring 2008 Annually


Goal 13 – Identify, Develop, and Retain Dedicated Students Objective 1: Increase Enrollment in All Programs

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Strategies Resources Needed Responsibility Completion Date Status Performance Measures 1. Work closely with V.P. of Enrollment Management and University Marketing to optimize enrollment in all programs

Time commitment of Dean and VP

V.P for Enrollment Management and University Marketing

Ongoing Ongoing A stronger alignment between the type of students, their needs and desires, and our program offerings

2. Collaborate with Admissions for on and off-campus recruitment activities

Time commitment of Dean, V.P., and Recruitment Staff

Admissions/Recruitment Ongoing Participation in Information Sessions, High School Articulation, and Counselor sessions at Community Colleges

Better coordination for a smoother flow of processes and for increased admission due to students making the School one of their first choices

3. Utilize the services of a Professional Marketing & Advertising company to plan a School of Business Marketing Strategy and Specifically point out the Woodbury Advantages

Time commitment of Dean, VP, and selected firm

V.P. for Enrollment Management and University Marketing

Ongoing Selected InFocus Advertising in 2006 to develop and execute a comprehensive Marketing and Advertising Campaign

Increased enrollment in all School of Business Programs

4. Update and maintain the School of Business Web presence

Time commitment of Dean and V.P

Dean and V.P. Ongoing Web Committee established in 2006 to study viable options for a more robust School of Business presence on the Web

Clearer message about the School, rolling over into more interest in and admissions to programs

Objective 2: Student Growth Opportunities to Achieve Personal and Career Objectives Strategies Resources Needed Responsibility Completion Date Status Performance Measures

1. Provide Internship and Career opportunities to students

Time commitment of Dean, faculty, Alumni and Friends

Dean and Faculty Ongoing Coordination with Faculty and Career Services

Positive Assessment Statements by Students

2. Pilot Individualized Advising Program in MBA Program

Time commitment of Faculty MBA Chair Ongoing Implemented Spring semester of 2007

Positive Assessment Statements by Students

3. Appoint Coordinator of Entrepreneurial Outreach

Budget for half-time position spread over 9 months

Dean Ongoing Appointed Mr. Bud Walker to the position in August 2007

Improved coordination of CEO Club and Business Plan Competition. New Opportunities for Students to enrich their Educational Experience

Strategic Direction VII – Improving Efficiencies and Effectiveness in the School of Business

Goal 14 – Improving Efficiencies and Effectiveness in the School of Business Objective 1: Focus on the School’s Mission

Strategies Resources Needed Responsibility Completion Date Status Performance Measures

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1. Implement a viable Strategic Plan to focus all activities and resources on accomplishing the School’s Mission

Time commitment of Dean, Administration, and Faculty

Dean Submit by October 15, 2007 Plan in process of refinement. Will receive continuous updating

.Successful implementation and measure to which level all elements of the plan are adopted. Annual review

Objective 2: Develop Policies and Processes for the Successful Management and Functioning of the School Strategies Resources Needed Responsibility Completion Date Status Performance Measures

1. Develop Operating Guidelines


Dean and Faculty Started process in September of 2006

Ongoing Alignment with and incorporated into university’s Operating Guidelines

2. Review Committee Structure and refine as needed


Dean, Chairs, and Faculty August 2007 Functioning committees are in place and will be adjusted as needed

Minutes of committees recorded and available for review

Strategic Direction VIII – Enhance Recognition and Reputation

Goal 15 – Achieve AACSB AND ACBSP accreditation

Objective 1: Raise overall quality within the School of Business Strategies Resources Needed Responsibility Completion Date Status Performance Measures

1. Work with Senior VP to ensure alignment with overall university quality initiatives

Time commitment of Dean and Administration. Provide budget to meet all AACSB AND ACBSP Standards

Dean, Associate Dean, and all stakeholders

Targeted for 2012/2013

Ongoing

All needs are approved and funded

2. Re-organize the School to align with AACSB AND ACBSP Standards and to gain administrative efficiencies

Time commitment of Dean Dean

Summer 2007 Completed August 2007 Approval from Administration and Board of Trustees

3. Re-structure undergraduate program to align with AACSB AND ACBSP 4. Collaborate with AACSB AND ACBSP mentors to achieve objectives towards successful accreditation

Time commitment of Dean and Faculty Time and travel budget as needed

Dean and Faculty Dean

Fall Semester of 2008 May 2009

Ongoing Ongoing

Completion of all approvals from university committees Successful acceptance of the School’s Accreditation Plan

5. Produce Accreditation Plan for submission to Mentor and AACSB AND ACBSP International for approval

Time commitment of Dean Dean April 15, 2008 Ongoing Successful acceptance of the accreditation plan by AACSB AND ACBSP International

6. Provide regular updates on AACSB AND ACBSP International to administration, faculty, and other stakeholders

Time commitment of Dean Dean Ongoing Ongoing Written and oral reports from Dean

7. Plan for rest of AACSB AND ACBSP journey after acceptance of accreditation plan: Remedy gaps as per plan and ready School for eventual visit of accreditation team


Dean Ongoing Ongoing Successful visit and accreditation approved

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STANDARD 3: Student and Stakeholder Focus a. Have you determined or targeted the student segments your educational programs will

address?

Woodbury University’s School of Business targets two main business student segments. The first segment is the undergraduate market, and the second is the graduate market. The undergraduate market is served in three different formats: • The traditional program, also known as the day school; • The evening program, structured into two seven-weeks sections per semester or term; • The weekend program, structured into four half-day courses on alternating Saturdays and

Sundays. For optimal accommodation and time efficiency, students from the three programs are allowed to enroll in each division. The graduate market serves adults of all ages who are interested in obtaining a degree in business administration (MBA). As the market of working adults who want to further their education is growing, Woodbury University’s School of Business offers graduate courses in two formats: • The evening program, structured into two seven-week sections per semester or term; • The weekend program, structured into two seven-week sections per semester or term,

sub-divided into four half-day courses, two on Saturdays and two on Sundays. Congruent with the undergraduate market, members of this market are also allowed to enroll in classes in both modes to ensure efficiency and optimal accommodation.

b. Have you identified methods to listen and learn to determine student and stakeholder requirements and their importance to these groups’ decisions related to enrollment? There are several strategies used to determine student and stakeholder needs: • Prospective students: For prospective business students, Woodbury University

collaborates with Burbank High School in organizing an “Intro to Business” course. This course is executed in the spring semester each year and attended by Burbank High School students who are part of the School’s high performing seniors. The course is entirely sponsored by Woodbury University and focused on raising interest in the high school community for continued business education. The course delivers 3 transferable units of credit. Throughout the course there is ongoing communication with students about their perspectives. Near the end of the course, the students engage in course evaluation, in which they express their opinions via comments and suggestions.

Woodbury University admissions counselors attend community college fairs in the Los Angeles vicinity to inform prospective students about the University and to obtain information about the needs of these individuals.

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• Ongoing students:

Advising: Woodbury University takes the advising role with students very seriously,

since this personal interaction with students enhances the quality of their experience throughout the program and elevates retention and degree completion levels. Each Woodbury student has an academic advisor who receives annual training and regular updates on issues such as responsible course scheduling, on-campus student facilities and available communication channels for problem cases.

Student Organizations: There are actively operating student organizations for both the undergraduate and graduate business programs. Of particular importance to the business students are the ASG (Associated Student Government) and the CEO club for the undergraduate population and the MBA Association for graduate business students. In addition, there are various academic-, social-, cultural-, and sorority- based organizations operating on campus. These organizations represent student interests and are supported by the school’s administration.

Course and Instructor Evaluations: At the end of each course, students are invited to fill out course/ instructor evaluations. Students receive alerting emails from the University’s survey administrator to encourage their participation. The 2007 Spring Business response rate for the course/instructor evaluations was 65% for undergraduates and 63% for graduates.

Exit Evaluations: As of summer 2007, an exit survey is administered in the capstone courses at the undergraduate and graduate levels (MG 483 and MG 562). This survey is designed to discover areas for improvement in the School’s curriculum, student treatment and faculty effectiveness as well as students’ overall satisfaction.

Alumni: As of summer 2007, Woodbury University started the execution of a survey for School of Business alumni. This survey is designed to discover areas for improvement in the School’s curriculum, student treatment and faculty effectiveness as well as measuring alumni satisfaction and post-Woodbury performance.

School of Business administrators review the information obtained from the various student and stakeholder groups, and the information used to support faculty development and make curricular and course content adjustments.

c. Do you periodically review listening and learning methods to keep them current with educational service needs and directions? The School of Business utilizes various means to review listening and learning methods current with educational service needs and directions. On a regular basis, the Dean and the leadership team of the School of Business, consisting of the Associate Dean, Assistant Dean and the department chairs, meet to review survey and evaluation responses. These findings are, in turn, shared by the department chairs with the faculty for continuous improvement purposes. Once a year, there is a University-wide faculty meeting facilitated by the Faculty Association where faculty from across the campus come together for the purpose of in-service training and sharing of pedagogical ideas. Similarly, prior to the beginning of the fall semester each year the faculty of the School of Business meet together for similar purposes.

8/26/2008 5:22 PM 34

In addition, the Associate Dean of the School of Business organizes an annual faculty development workshop in which valuable updates on student and stakeholder needs are provided and where faculty share best practices.

Department chairs maintain a steady communication line with faculty advisors to ensure instant response to the needs of current students. Woodbury University’s School of Business annually facilitates an etiquette dinner, networking programs, senior preparation seminars, professional panels, and lectures by personal image speakers, in which students are offered a model of success, self-awareness and vision as well as the opportunity to leverage their college experience into rewarding professional activities. Through these events, the School of Business also gathers valuable input on educational service needs and directions in an effort to enhance the application of listening and learning methods.

d. Do you have a process to use the information you obtain from students and

stakeholders for purposes of planning educational programs, offerings, and services; marketing; process improvements; and the development of other services? An assigned project team of the Business School is currently in process of reviewing the survey data and evaluations gathered during prior semesters, and in implementing improvements that are agreed upon. These changes vary from improvements of professor performance based on feedback obtained from student evaluations, to curricular adjustments based on students’ feedback and the changed needs of the business environment. As needed by students, particularly when close to graduation, course scheduling often is adjusted in all of the business school majors to ensure that students complete their programs in a timely manner. As an example when students who are on the verge of graduating and need a course that is not scheduled for that particular semester, the department chair will either accommodate a directed study between an instructor specialized in this area and the student, or coordinate a class with a group of students known to be in need of this course and having fulfilled the prerequisites.

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Table 3.1: Student and Stakeholder Groups 2007-2008

Student/Stakeholder Group Key Requirement Education Program Features

Future students

Information about majors, program options, career opportunities

Burbank High School collaboration, Admissions counselors’ college fair attendance, Counselors’ Day

Current students

Curriculum guidance and value adding

Academic advising, course evaluations, and student surveys academic mentoring

Current students

Career preparation

Career services, annual etiquette dinner, networking programs, senior preparation seminars, professional panels, and lectures by personal image speakers; departmental student events/speakers

Current students

Quality instruction

Course offerings by qualified professors, student surveys, faculty evaluations, faculty workshops

Current students

Quality performance

Office of Academic Success and Instructional Services, faculty and non-traditional advising

Alumni Connection with the University

Woodbury University Alumni Association

Alumni Career Advancement Career Services Employers Qualified candidates Career Services, Annual

networking programs, and Career events throughout the school year.

e. Do you have a process to build relationships to attract and retain students and

stakeholders, to enhance student performance, and to meet and exceed their expectations for learning?

Woodbury University has a broad variety of processes in place to meet all these goals. The School of Business utilizes these processes to ensure a high satisfaction rate among student as well as other stakeholders. Some examples are:

Student organizations, such as the Associated Student Government (ASG), CEO club,

and the MBA Association, ensure that a solid representation of students regularly organize social events to build relationships with members of the faculty and among the students. Faculty and administrators participate in these events, which enhances understanding and senses of affiliation at a deeper level than when student/faculty interaction is limited merely to the classroom.

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Serious implementation of the advisement process by full time advisors, full-time faculty

advisors and participating adjunct advisors greatly contributes to the enhancement of student performance. Advisors are instructed on strategies regarding course combinations that have proven to work best. Advisors also regularly communicate with administrators of the School of Business regarding student requests and needs. These are considered and, where attainable and corresponding to the school’s mission, fulfilled.

Faculty and advisors are aware of the services offered by the Office of Academic Success

and Instructional Services (OASIS), where students can receive a broad variety of student support through peer advisors, such as tutoring, mentoring, and training in the use of facilities.

Full-time advisors, who are affiliated with the OASIS and available on campus during

class hours, remain in regular contact with faculty regarding the early alert system. Through this system, students who perform to an insufficient level, are brought to the attention of OASIS, are subsequently invited for an interview and provided the support mechanisms they need to enhance their performance. The early alert system has led to greater retention among students who were struggling with work- and/or family- related issues, and has helped them in meeting and exceeding their expectations for learning.

The possibility of being inducted into honor societies to which the Woodbury University

business students can be inducted, Delta Mu Delta and Alpha Sigma Lambda, provides an important stimulus for students to enhance their performance.

The career events organized by the University’s Career Services Office and the School of

Business’ Networking Programs further enhance relationship building between students and external stakeholders.

Based on GPA, essays, and a faculty recommendation, undergraduate business students

are encouraged to participate in national and international events and programs that provide broad views on their career opportunities and the demands and needs of the business world. For example, in 2006 students from the School of Business competed to be selected into a China study/tour program. In May 2007, the eighteen students selected traveled to Beijing, Shanghai, Hangzhou, and Hong Kong. The program included a week’s study at Zhejiang University in Hangzhou. Throughout the program, students were exposed to the cultural diversity and dynamics of Chinese business that determine the level of success in Chinese business performance.

Student surveys that are conducted on a semester basis help to determine students’

satisfaction rates and gather their suggestions. Such data collection leads to collaborative administrative review and assists in evaluating the business program and implementing the modifications.

The alumni services office engages in active contact with alumni, thereby ensuring

regular information sharing with this group; greater insight in post-graduation

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performance; and receiving valuable input for further aligning the program to the dynamic needs of the corporate world.

In an effort to attract transfer students, department chairs maintain current agreements

with 20 community colleges throughout Southern California to assure a smooth transition. Chairs routinely engage in email correspondence with interested transfer students and meet personally with those who desire to visit the campus during the admission process.

Department chairs often are contacted by high school students and their parents who have

specific questions regarding the majors. Chairs also will meet personally with such students/parents

The Department of Marketing publishes a semester newsletter, “Fashion Forward,” that

targets the needs and interests of former, current, and potential majors in fashion marketing (85 percent of majors within the department).

f. Do you have a process to seek information, pursue common purposes, and receive complaints from students and stakeholders?

The School of Business applies various strategies to enhance interaction with students and stakeholders. Information is obtained from students is through course and faculty evaluations at the end of each semester. The surveys that were implemented in summer 2007 for graduating seniors in the undergraduate and graduate programs provide another information source. However, an essential means of obtaining information from current students is also through the high accessibility of the Dean, the program Chairs and the faculty members, as well as the interaction between students and their advisors. Complaints about faculty and/or the academic programs/courses generally are made to the department chair (or Dean in the event that the complaint is against a chair). If at all possible, the complaint is handled in a fair manner by the chair/Dean to the satisfaction of all parties. If satisfactory resolution is not possible, the complaint is taken to the next level (i.e. Dean/Vice President of Academic Affairs). Through our alumni survey, we obtain valuable input from those who have experienced the programs of this School. The leadership team of the School reviews these suggestions as soon as they have been acquired. The ongoing relationship of the School of Business with business entities that participate in career-related events also delivers considerable information regarding common purposes and areas for improvement. Representatives of these businesses provide insight into the needs of contemporary local organizations, which, in turn, can be included in appropriate courses.

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g. Do you have a system to determine student and key stakeholder satisfaction and dissatisfaction?

Woodbury University’s School of Business understands that student and key stakeholder satisfaction are imperative to the institution’s existence and growth. Several approaches are utilized to determine areas of satisfaction and dissatisfaction within these crucial groups. Surveys are a reliable way to detect student and alumni experiences with the various programs. Communication takes place between students and their advisors. In addition the opportunity exists for students to directly contact the School administrators when they feel the need to do so. Both have delivered high rates of satisfaction in various areas (see Table 3.2, 3.3, 3.4, and 3.5 below).

The School of Business maintains a policy of high accessibility of everyone for everyone. This transparency results in students providing a high degree of feedback regarding their perceptions of the program content, the faculty, their advisors, and other facets deemed important.

Campus-wide events such as Founder’s Day, end of the year and holiday events, and functions held by the student associations provide important forums to interact at a less formal level and a venue for students to express satisfaction or dissatisfaction more spontaneously.

h. Do you regularly review your student and key stakeholder satisfaction and relationship

efforts to ensure that they meet current needs and direction?

Yes, the Dean of the School of Business and the department chairs meet on a regular basis to dialogue about needs and directions of the School, based on findings from current student surveys. Each department chair receives the student evaluations for the courses he or she administers. Based on these findings, the chair communicates with faculty about possible strategies to improve and enhance student satisfaction. The exit surveys and alumni surveys also are reviewed by the School’s administrators as soon as the results are processed. Through these review sessions, which occur at the beginning of each semester, needs are met and directions adjusted where necessary. In the annual faculty development workshop organized in August, School of Business faculty members are updated on important measures toward stakeholder satisfaction and relationship efforts. This is also the time when concerns and updates from faculty are particularly encouraged. However, exchange of concerns happens at a more direct level through the semester-based communication between each chair and his or her faculty. In the following pages, we present business students’ and stakeholders’ satisfaction results based on three surveys: Alumni Survey (2007), Exit Surveys (2007-2008), and Course Evaluations (2007-2008).

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Table 3.2: Student and Stakeholder Satisfaction Quantitative Responses Summer 07

Instruments Average Scale Alumni Survey Summary – response rate: 25% 1: yes 5: no Woodbury’s academic programs are responsive to the increasing diversity in society 1.73 Woodbury’s extra-curricular programs are responsive to the increasing diversity in society 2.14 The information I was given about Woodbury’s academic programs and services was accurate 1.9 I believe my academic program can be completed in a reasonable amount of time 1.54 Students are treated fairly through Woodbury’s policies and procedures 1.65 My academic program is staffed by a sufficient number of qualified faculty 1.93 The expectations and requirements of my academic program are clear to me 1.74

% Answering

Yes Are you currently employed? 93% Do you have supervisory responsibilities? 74% Are you self-employed? 10% Is this what you expected from your degree? 82% 1: yes 5: noYour work is related to your major 1.75 You were well prepared for this position 2.34 You feel your performance to be comparable with co-workers from other colleges 1.62 You are satisfied with your experience at Woodbury 1.45

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0 0.5 1 1.5 2 2.5

Woodbury’s academic programs are responsive to the increasing diversity in society

Woodbury’s extra-curricular programs are responsive to the increasing diversity in society

The information I was given about Woodbury’s academic programs and services was accurate

I believe my academic program can be completed in a reasonable amount of time

Students are treated fairly through Woodbury’s policies and procedures

My academic program is staffed by a sufficient number of qualified faculty

The expectations and requirements of my academic program are clear to me

Student and Stakeholder Satisfaction

Figure 3.1: Student and Stakeholder Satisfaction Survey Results

0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1

Are you currently employed?

Do you have supervisory responsibilities?

Are you self-employed?

Is this what you expected from your degree?

Employment related

Figure 3.2 Alumni Survey: Employment-Related Information

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Figure 3.3: Alumni Responses: Work-Preparedness

Table 3.3: School of Business Exit Survey 2007-2008: Summary Results:

Employment Status Graduate UndergraduateNot Employed 0.17 0.25 Self-Employed 0.19 0.1 Staying in current employment 0.49 0.44 Seeking new employment 0.41 0.49 Recently found new job 0.08 0.08

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Not Employed

S e lf-Employed

S ta ying in cu...

S eeking new...

R ecently fo

u..

0%

10%

20%

30%

40%

50%

E mployment S tatus

G raduate

Undergraduate

Figure 3.4: School of Business Exit Survey: Employment Status Table 3.4: School of Business Exit Survey: Perception about Learning Goals Met Learning Goals

Graduate

Undergraduate

You acquired a general understanding of the principles of modern business and organizational practices 4.4 4.4

You became skilled in the use of analytical tools and techniques for decision-making in the business world 4.3 4.4

You acquired the communication and group interaction skills necessary for a business career 4.5 4.5 You were prepared for a career in business: 4.25 4.3 Answers on a scale from 1=strongly disagree to 5=strongly agree

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Figure 3.5: School of Business Exit Survey: Perception about Learning Goals Met As the above tables and graphs pertaining to exit survey show, our business students seems to be highly satisfied regarding the skills they acquired in preparing them for careers in business in informing them about principles of modern business and organizational practices. The following table summarizes the course evaluation results for the self-study year. As is evident from Table 3.5 and Figure 3.6 below, our students seem to highly satisfied regarding the instruction in the classroom. Table 3.5: School of Business Course Evaluation Results (2007-2008) Business Program Codes Graduate UndergraduateSurveys Received Count 358 1230 Sections Count 45 168 Response Rate % of Students with

Responses 56% 65% The pace of the course was Too Slow (1) to Too

Fast (5) 3.27 3.06 The class was Too Easy (1) to Too

Hard (5) 3.27 3.11 Overall Impact of Class on Learning & Development

Very Poor (1) to Very Good (5) 4.00 4.00

The Professor(s) displayed a personal interest in students and their learning

Never (1) to Always (5)

4.44 4.32 The Professor(s) inspired me to do my best work.

Never (1) to Always (5) 4.18 4.16

The Professor(s) explained the material clearly.

Never (1) to Always (5) 4.08 4.19

The Professor(s) encouraged critical and/or creative thinking.

Never (1) to Always (5) 4.08 4.15

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The Professor(s) involved students in activities such as research, case studies, or "real life" applications of the course concepts


4.09 4.16 The Professor(s) stuck to the topic and seldom digressed for any length of time.


3.89 3.90 The Professor(s) seemed well prepared and organized for the class

Never (1) to Always (5) 4.28 4.35

The Professor(s) was knowledgeable about the subject matter


4.58 4.59 The Professor(s) presented multiple or contrasting points of view.

Never (1) to Always (5) 3.87 3.95

The Professor(s) used multiple teaching methods to enhance learning.


3.58 3.72 The Professor(s) was readily available for students outside of class.


3.98 3.66 The Professor(s) was open to suggestions or criticism from students


3.90 3.92 The Professor(s) raised challenging questions / problems for discussion.

Never (1) to Always (5) 4.06 4.04

Figure 3.6: School of Business Course Evaluation Results (2007-2008)

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STANDARD 4: Measurement And Analysis Of Student Learning & Performance 4.1 Selection and Use of Information and Data a. Do you have an outcomes assessment program? Yes. Please see Appendix E 4.1a for an overview of our outcomes assessment program. At the heart of our assessment program lies an Assessment Model that is build on the philosophy of continuous quality improvement (see below). This model has been developed collaboratively through input from all stakeholders. In order to refocus its efforts and to uplift the profile of the business program, the School of Business has embarked upon a set of quality initiatives over last two years. Collaboratively, we have refined our mission and learning outcomes and have developed a new BBA curriculum. Our current focus is to further develop various rubrics for assessment, institute course embedded assessment, and to prepare curricula maps for each program in an effort to closely align program learning goals with the curricula. We have devoted several departmental meetings and two School-wide faculty development workshops to this theme, including a half-day faculty development workshop that was held on July 12, 2008 Our outcomes assessment program starts with our University, School, and department missions. These are listed in the University’s 2007-2008 Course Catalog, available at www.woodbury.edu; Department missions also are articulated in each course syllabus. These missions are operationalized through key learning goals. We use various direct and indirect measures to assess student learning. Because the mission and key learning goals of the School are integrative, assurance of learning has been measured by the most integrative, unbiased, relevant, and direct measures judged by external agencies. For much of our history, the key measure was our graduates’ employment in their chosen professions. Assurance that course content reflects the needs of our stakeholders, and that classes are conducted with professional rigor, also routinely has been provided in the many courses which are taught by working professionals who specialize in the subject being taught.

We also have employed a variety of other direct measures judged by external experts. High among these have been the evaluation of student projects by practitioners. Two excellent examples are the Capstone Project Evaluation and the CAPSIM, and COMP-X Project, which are discussed below and our requirement that all students perform at suitable levels in an off- campus internship in their chosen field, as judged by the on-site supervisor at the businesses.

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Table 4.1: Student Learning Outcomes

Undergraduate

MBA

1. Advanced skills in key business disciplines 6. Ability to integrate skills within overall

organizational context 1. Capacity for critical thinking and creative problem solving skills

2. Global awareness 3. Entrepreneurial capability 4. Personal integrity 5. Excellent communication skills 4. Advanced competence in communications 6. Appreciation of cultural diversity 3. Ability to contribute effectively as a

member of a multicultural team 7. Team orientation and interpersonal skills 8. Effective leadership skills 2. Prepare students for advanced leadership

roles 9. Ability to cope with uncertainty and change 5. Ability to understand the balance between

the functions of manager and change agent 10. Practical, real-world experiences 8. Experience of real-world competitive

business conditions 11. Social responsibility 7. Ability to formulate ethical, socially

responsible strategies

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Need As s es s ment

Mis s ion

As s es s mentMethods

S tart Again

Lite ra tu re R e v ie w

Environme n t a l S can

LearningOutcomes

Outcomes /As s es s ment

Matrices

Making Changes

GAPAnalys is

G A P A n a l y s is

StakeholderS urveys

ASSESSMENT MODEL School of Business

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b. How are student learning outcomes appropriate to the rigor and breadth of the degree established? The appropriateness of student learning outcomes to the rigor and breadth of the degree is established by faculty in tandem with the respective chairs through a process that involves input from all stakeholders. The key learning outcomes, both for the School of Business and each majors, are listed in the University’s 2007-2008 Course Catalog, and those for each major are articulated in every course syllabus. In pursuance of its WASC reaccreditation, ACBSP reaffirmation, and AACSB initial accreditation, the School of Business has embarked upon a thorough review of the appropriateness of its curricula and its learning outcomes in terms of its mission, based on input from all stakeholders. Through a series of dialogues amongst its faculty and key stakeholders during 2006-2008, and input from our AACSB mentor, it was determined that the School of Business needed a “common core” curriculum and its learning outcomes needed to be more focused and mission-critical. The new wBBA—Woodbury’s Bachelor of Business Administration degree— curricula have been developed in an effort to refocus and redesign the business curricula and to align them with the standards set forth by ACBSP and AACSB. The following represent the new and revised learning outcomes for undergraduate business degree, followed by learning outcomes for the MBA program. Key Learning Outcomes—Undergraduate Business Degree

The Mission of Woodbury University’s School of Business is to cultivate the distinctive talents of each student to prepare future leaders of business who communicate effectively, act ethically, and think globally. To operationalize this mission, the following key learning outcomes have been identified:

1. Graduates will manifest professional entry-level communication skills. 2. Graduates will incorporate ethical perspective in their professional decision making. 3. Global awareness will be evidenced in our graduates’ professional decision making. 4. Graduates will understand the importance of developing good leadership skills and

practice basic leadership skills. In addition to these general outcomes, each department evaluates, revises, and sets discipline-specific learning outcomes for the business core courses and major-specific courses provided by that discipline. These Departments are Accounting, Business & Management, Marketing, and the MBA Program. Marketing provides two separate majors: Marketing and Fashion Marketing.

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For example, presented below are the key learning outcomes which operationalize the Mission of Woodbury University’s School of Business, along with their related fundamental learning objectives. Key Learning Goals/Outcomes—BBA Program

1. Key Learning Goal (effective communication): to manifest professional entry-level communication skills Learning Objectives: • To identify and analyze audiences, purposes, key ideas, sequencing of content, format,

voice, style, technology, and key terms. • To apply good principles of communication within the business environment. • To cogently and concisely present managerial advice from an environmentally rich,

ambiguous set of facts that embodies a real life-like situation faced by business people. 2. Key Learning Goal (ethical behavior): to incorporate ethical perspective in their professional decision making Learning Objectives: • To identify ethical theories and challenges. • To apply ethical principles when facing challenges in making decisions. • To be able to advise organizations on the suitability of ethical approaches to operational

challenges that are raised in real life-like situations and faced by business people.

3. Key Learning Goal (global perspective): to exhibit a global awareness in our graduates’ professional decision making. Learning Objectives:

• To identify multicultural challenges in social and business environments. • To apply knowledge of the global nature of business when making decisions. • To effectively analyze the pros and cons of alternative approaches to operational

challenges that are raised in real life-like situations and faced by business people.

4. Key Learning Goal (leadership): to understand the importance of developing good leadership skills and practice basic leadership skills.

Learning Objectives: • To identify good leadership practices. • To develop good leadership skills. • To effectively analyze various leadership styles and their appropriate applications in

business settings.

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Key Learning Goals/Outcomes: MBA Program The Woodbury University’s Master of Business Administration degree is designed to prepare future leaders of organizations who communicate effectively, act ethically, and think globally in a strategic manner. To operationalize this mission, the following MBA degree program learning goals have been identified:

1. Ability to demonstrate leadership competencies 2. Ability to act in an ethical manner 3. Ability to communicate effectively 4. Ability to act effectively in a global business environment 5. Ability to integrate strategies within overall organizational context 6. Domain-specific Knowledge and Skills

Stated below are learning objectives corresponding to each learning goal, with Bloom’s Taxonomy related to different levels of learning shown in parentheses.

1. Learning Goal: Ability to demonstrate leadership competencies Learning Objectives – MBA Program

• To develop and enhance existing leadership strengths in oneself and others and to acquire relevant, new leadership skills (Application, Synthesis, Evaluation)

• To determine and select the most effective leadership approach after examining the context, the people, and the organization (Synthesis, Evaluation)

• To assess the ability to lead a team towards the successful completion of goals (Evaluation)

2. Learning Goal: Ability to act in an ethical manner Learning Objectives – MBA Program

• To analyze specific examples of moral challenges faced by business leaders and to show the ethical implications of decisions (Application and Analysis)

• To develop personal core values and to apply them in carrying out the mission of various types of business organizations (Application, Analysis, Synthesis)

• To identify potential moral dilemmas, apply moral reasoning, select the best course of action, and assess the ethical implications of alternative (s) selected (Analysis, Synthesis, Evaluation)

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3. Learning Goal: Ability to communicate effectively Learning Objectives – MBA Program

• To demonstrate the application of effective communication skills in speaking, writing, and using electronic media. (Application, Analysis)

• Ability to express one’s position succinctly, logically, and persuasively (Synthesis) • To apply communication strategies to improve team effectiveness (Application,

Analysis) • To apply communication skills across diverse contexts and environments

(Application, Analysis, Synthesis) 4. Learning Goal: Ability to act effectively in a global business environment Learning Objectives – MBA Program

• To demonstrate the ability to apply management strategies to global business decisions (Application, Analysis, Synthesis)

• To assess the effectiveness of global leadership strategies in terms of international best practices. (Evaluation)

5. Learning Goal: Ability to integrate strategies within overall organizational context Learning Objectives – MBA Program

• To identify salient features of complex situations and organizations and be able to recommend an effective change strategy (Synthesis)

• Ability to adapt strategic thinking creatively to address unpredictable situations and contexts (Analysis, Synthesis)

• To demonstrate the ability to integrate and synthesize various functional areas and to assess their effectiveness in terms of achieving overall organizational goals/success (Synthesis, Evaluation)

The suitability of our student learning outcomes has been the subject of scrutiny by unbiased, relevant, and direct measurers in the form of judgment by external agencies. For much of our history, the key measures were our graduates’ employers. Assurance that learning outcomes reflect the needs of our stakeholders also has been routinely measured in real time by the working professionals who teach many of our courses, particularly those who specialize in the subject being taught. In addition, that our key learning outcomes are appropriate to the rigor and breadth of the degree established is suggested by the following comparison of the current learning outcomes for the undergraduate versus the MBA program. These show that the expectations for graduate students are much more rigorous than those for undergraduates.

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As noted above, the faculty of the School develop its mission and resulting learning outcomes. This is done with due regard to the University’s mission and principles. This also is done by the three other “Schools” which make up the University. The faculty in each department then evaluate, revise, and set the more discipline-specific mission and related key learning outcomes for courses in that discipline. (Departmental faculty also strive to synchronize these goals with the University’s strategic plan, mission, and learning outcomes.) This, too, is done by every department, and for every major, throughout the University. These missions and learning outcomes are listed under each major in the University’s annual undergraduate catalog and its corresponding graduate bulletin. The faculty of the School of Business has consistently acted upon its collective wisdom that the best measures, other than the day-to-day evaluation tools used in the classroom, as to how well students achieve the learning outcomes in business courses should focus on students’ ability to enter and thrive in business employment (primarily measured through job placement and surveys of current students, alumni, and other stakeholders) and their performance on integrative education experiences (primarily measured through surveys of internship employers and students, course-embedded assessments of required student projects, and various direct measures in capstone courses.) c. Does the program design involve the demonstration of such skills as analysis

comprehension, communication, and effective research? Yes. Please see Appendix 4.1c for a more detailed explanation of how our programs are designed to require students to demonstrate such skills as analysis, comprehension, communication, and effective research. In sum, as indicated by the comparison of the current learning outcomes for the undergraduate versus the MBA program shown in Table 4.1 above, our programs are designed to evaluate School of Business students’ ability to analyze a business situation, comprehend the important factors, research the issues, and communicate the results. Every faculty member is encouraged to assign written case projects and oral presentations in each class. These are typically used for the School of Business’ course-based assessments, which largely measure integrative skills. Further, in the required capstone course, all students are required to demonstrate such skills as analysis, comprehension, communication and effective research. In addition, these are expected to be a key part of each internship project. d. What internal learning outcomes assessment information and data do you gather and analyze? We understand the importance of learning outcomes to the success of School of Business’ students. For this purpose, we collect, analyze, and use internal data to measure the performance of our students in demonstrating the expected student learning outcomes.

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In particular, the School of Business primarily has assured learning by employing both direct and indirect assessment measures in the required MBA/undergraduate capstone courses as well as in the required undergraduate internship requirement. In addition, the School of Business, as well as the entire University, is in the process of adding course-embedded direct measures throughout the curriculum to enhance our ability to improve learning outcomes. In sum, several different tools are employed to directly measure and enhance student learning outcomes. For this purpose, we collect, analyze, and use internal data measuring performance of the School of Business’ students in various aspects of business integration, teamwork, communication skills, analytical skills, ethical decision making, and global knowledge, as well as in various fields of business knowledge. The table below summarizes the data gathered and analyzed: Table 4.2: Internal Assessment Tools Used for Outcomes Assessment

Assessment Tool

Assessment Objective

School Objective # Spreadsheet Exam CIS 170-Technological Skills 5 Course-embedded Rubrics

Subject-matter specific knowledge/skills 1,2,3,4,5,6,7,8,9,10

Pre/Post Tests Subject-matter knowledge 1,2,3,4,5,6,7,8,9,10

Capstone course Assessment

Industry Experts’ evaluation of business integration, teamwork, communication, analytical skills, leadership, ethical, global skills

1,2,3,4,5,6,7,8,9,10

Graduating Students’ Exit Surveys

Self-Evaluation of Skills learned during the program

GPA data are collected from the University database to measure students’ progress by semester. Students with high GPAs are recognized not only internally by the University community but also externally. We host a chapter of the national business honor society, Delta Mu Delta. e. What external learning outcomes assessment information and data do you gather and analyze? As mentioned in the previous section, we collect, analyze, and use external data to measure the performance of our students in various aspects of business integration, teamwork, communication skills, analytical skills, ethical decision making, and global knowledge, as well as in various fields of business knowledge.

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The table below summarizes the data gathered and analyzed: Table 4.3: External Assessment Tools Used for Outcomes Assessment Assessment Tool

Assessment Objective

School Objective #

Internship Employer Surveys

External Evaluation of Students’ performance 1,2,3,4,5,6,7,8,9,10

Job Placement External Validation of knowledge/skills learned 2,3,4,5,6,7,8,9,10

Alumni Surveys Students’ evaluation of Skills learned 1,2,3,4,5,6,7,8,9,10

CAPSIM and COMP-XM

Students’ performance in various business fields on a nationally-normed Capstone Simulation (Benchmark)

1,2,3,4,5,6,7,8,9,10

CEO Student Club: Barron’s Business Plan* Competition

External Evaluation of students’ integrative, analytical, communication skills

1,3,5,7,10

In its third year, the Baron Business Plan competition,* funded by Woodbury alumnus Tom Baron, offers students an opportunity to showcase their in-class learning such as planning, marketing, business presentation, accounting and writing into a competition that offers a total of $5,000 in prize money. This year’s competition started with an estimated thirty students in November of 2007. A weekly series of meetings was held by CEO and faculty to assist the students in all the areas necessary to make them competitive. Specific production deadlines were in place to monitor the students’ progress. The final total participation was 12 presentations, including individuals and teams. Following the competition, which was judged by individuals from the business community, a banquet was held and the top three business plans were awarded cash prizes. The student performance for this event was measured through the judges’ evaluations of the business plans, presented both in written form and a fifteen minute presentation. Overall the quality of the business plans and the judges’ evaluations were highly effective in assessing the level of materials presented. The students scored an average of 80%, based on an intricate analysis performed by university statisticians. The Stock Plan Contest was a student-originated idea to attract new members to the CEO club. It was held in the fall and spring semesters of 2007-20008. Students were “given” thirty thousand dollars to invest in stocks for a thirty day period. They prepared a list, and this was held by the committee for the competition period. At the end of the contest period each student prepared a review of their portfolio and submitted it to the committee. The student who had the

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best performing portfolio and the student with the worst performing portfolio were each given cash prizes. The funds for this competition were solicited from University Vice President of Advancement, Rick Nordin. Plans are to expand this competition and solicit outside support. CEO is becoming stronger each year. We have officers and directors in place for 2008-2009, and they currently are preparing a plan for the year. They will hold their first meeting shortly after school starts. Plans include the business plan completion, the stock competition, and community involvement as well as a speaker series both for the School of Business and the campus community. Table 4.4: Summary of Internal and External Data Analysis Information Stakeholders Internal Data/Information External Data/Information

Students Exams., GPAs, Satisfaction Surveys

SATs, Internship Employers’ Surveys, MBA Fellows Data, Barron’s Business Plan Competition Results

Graduating Seniors

Seniors Exit Exams, Number of Magna and Summa Graduates

Barron’s Business Plan Competition Results

Faculty and Staff

Student Learning Outcomes Assessment and Number of Students graduating

Graduates’ Exit Surveys

Alumni Alumni Surveys rating their satisfaction

Alumni contribution to Business School

Employers Feedback from internship supervisors

Advisory Board Recommendations

f. Do you make needed information and data accessible to faculty, staff and students? Faculty, staff, and students have access to non-confidential data, as well as suitable confidential information on a need-to-know basis. Part of this comes from the day-to-day operations and many of the committees on which faculty, staff, and students serve. This particularly is the case for the committees that regularly address the issues concerning quality improvement for the School of Business. Issues are sometimes discussed in forums that include all the stakeholders. For instance, the mission, vision and goals for the School were developed with inputs from all stakeholders. Survey data are frequently discussed with various stakeholders to get their input for future improvements. Further, the University has an institutional researcher on staff who mines data, manages a data-base report program available to faculty and administrators, and prepares reports both on an ongoing and an as needed basis. Program missions and learned objectives are printed in the Course Catalog, which can be found on the main University website as well as on IQ Web (see below).

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Via a specialized, Web accessible program, IQ Web that provides on-line student information system, faculty have read-only access to students’ full academic records, including placement tests and course grades. IQ Web also serves as an advising, planning, scheduling, and course management tool (along the lines of Blackboard, but more integrated with other University databases) for both students and faculty. In addition, staff members have access to student records on a need to know basis. A number of online reports also are available, such as department headcounts, retention rates, and student cohort progress. With the recent launch of my.woodbury.edu, an intranet portal, assessment information and results are being assembled and posted on the School of Business. High among the reasons for the implement of the website is to allow sharing data among various groups of faculty and staff while preserving privacy on a need to know basis. For example, users can designate custom permission levels for course admission and identify working groups for various projects. Data on http://my.woodbury.edu are stored in the main Institutional Research database, allowing for online access of reports and a highly reliable platform for independent storage and retrieval of data. In addition, the School of Business chairs, and administrators are provided with all course evaluations for their area. In this, they are further provided with summary sheets that allow for comparisons of faculty across departments. g. Do you have a process to keep your information and data availability mechanisms current with educational service needs? Yes, Woodbury’s Institutional Researcher coordinates with each school’s administrators and faculty to ensure that they have up-to-date, appropriate data and reports. In addition, the Institutional Researcher serves on various assessment-related committees in the School of Business as well as throughout the University. Faculty and staff membership on a number of different committees (e.g., involvement in the different re-accreditation committees for the school and university) allows for sufficient coordination to keep information flowing as needed. As stated previously, Woodbury University Portal, http://my.woodbury.edu, houses various documents and important information regarding faculty, students, staff, and institutional planning. This portal is maintained by our institutional researcher who also updates the information periodically to ensure the currency of the information. h. Do you assess learning outcomes throughout the student’s career, not just as an end process? Traditionally, most of the School of Business’ formal direct assessment has taken place at the end of a student’s time at Woodbury because of our strategic focus on assuring that students leave us with the constellation of skills and knowledge to allow them to enter the next phase of their lives. One of the prime reasons for this is that the University strives to add value to lives in our community rather than merely to assure knowledge and skills by selecting students who already possess them.

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Nevertheless, as illustrated by the course-embedded assessments noted above, assessment techniques and data also are employed and monitored earlier in students’ time at Woodbury. These include certain domain-specific core classes. However, because the School of Business, like the University as a whole, draws a high proportion of students transferring in at the junior year, this complicates efforts at longitudinal tracking and focuses course-embedded assessments on the upper division core courses. The School takes seriously the learning outcomes of its students after they graduate. To that end the alumni and past graduates are regularly invited back to campus to speak before student groups and classes. Former graduates also are encouraged to attend academic and other activities of interest offered by the School. We regularly contact School of Business’ alumni through newsletters and survey mechanisms to determine how their education is impacting their careers. From these surveys, we have learned that some alumni have changed careers and that some learning outcomes have improved as they mature in life. i. How does evaluated student performance compare with intended learning outcomes? Overall, a credible job is done of manifesting intended learning outcomes as attested to by the various forms and methods to assess the School of Business’ students. These include: technology used in curriculum, course-embedded assessment of student projects, capstone pre/post tests of subject matter knowledge across fields of business knowledge, Comp XM Competency of subject matter knowledge in the MBA capstone course, external experts’ evaluation of capstone course project assessment, internship employer surveys, employer surveys, and job placement, alumni surveys. Please see Appendix 4.1i for evaluations of how student performance compares with intended learning outcomes. j. Do you have measures/indicators for tracking your business school or program’s overall performance? Yes, our program’s overall performance is based on how well we are doing against similar programs in the country. Data are collected for all assessment tools listed in the previous sections and analyzed to see how we are performing as a business school. To compare the performance of the School of Business’ students to their peers in other schools and programs, we primarily use the assessment tools focused on the required capstone courses: Comp XM competency of subject matter knowledge in MBA capstone course and the CAPSIM simulation. Here is an example of the analysis of the measures. Fall 2007 Session One Results: Our MBA students’ teams ranked 30th of 402 capstone teams on the dimension of profit for round 6 and ranked 12th, 17th, 49th and 116th of 402 capstone teams on the dimension of stock price for round 6. In profit for round 5, our MBA teams ranked 49th of 1103 Capstone teams and 17th for stock price for round 5. Please refer to a separate folder titled MG 562 Fall 2007 and Spring 2008 Course CAPSIM Report for details on industry results, success measures, and classic top ten for round 6, 5, and 4. Please see section 4.3 below for detailed results regarding

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our students’ performance on Capsim during 2004-2008 and overall Comp-XM nationally ranked percentile scores. In addition, comparative information gathered from alumni and internship supervisors provide data on skills demonstrated by the School’s students and graduates, as does job placement information. 4.2. Selection and Use of Comparative Information and Data a. How do you determine what information and data is important to compare? To determine the relevant information or data to use for comparative purposes, we focused on attributes that could have a significant impact on students’ learning outcomes and in their professional lives. The business school collects data for all assessment tools listed in the previous sections. Some of the assessment tools are used to compare the performance of business majors with non-business majors within the University. This analysis provides useful information on how well business students are prepared in their foundational courses. Tools such as the spreadsheet exam, required of all entering business students, are used to analyzed incoming students’ technological skills As discussed previously, to compare the performance of business majors with their peers in other schools and obtain external evaluation of the program, the School primarily uses the following assessment tools: Comp XM Competency of subject matter knowledge in MBA capstone course and the CAPSTONE simulation. Other comparative data used include pre/post test scores in the capstone courses. In addition, surveys conducted with alumni, employers, and internship supervisors provide data on skills learned by the School’s graduates b. What criteria do you use in seeking comparative information and data from within the Academic community? For data within the academic community, the main criteria are: student satisfaction, admission selectivity, and variables that indicate higher learning effectiveness. These include student-to-faculty ratio, class size, professional experience of instructors, academic background of instructors, and the number of full time faculty with high levels of academic (e.g., PhDs) or other professional qualifications (e.g., retired PricewaterhouseCoopers senior audit partner teaching auditing). Freshman admission selectivity includes factors such as the acceptance rate, average high school GPAs, and average SAT scores. Other considerations include the diversity of the student body and the availability of financial assistance for the students with need. c. What criteria do you use in seeking comparative information and data from outside the academic community? The main criteria are evaluating the performance of the school of business’ graduates in the work place through surveys. This includes students with internship opportunities and those who are fully employed after graduation. Employers can best provide an unbiased feedback regarding the

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level of professional preparedness of the school of business’ students as they compare to students from other schools. d. Have you used comparative information and data to set targets and/or to encourage performance improvements? Yes. Comparative information is fed back to faculty, administrators, and staff and then discussed in various forums for effective ways to enhance performance. For example, when it was discovered that marketing and fashion marketing students were not exhibiting a high level of competency in writing, the Department of Marketing faculty undertook the task of working more closely with the University Writing Center. As a result, the ratings in this area rose. e. How do you evaluate and improve the deployment of comparative information and data? Results from comparative data analysis serve to identify the School’s areas of weaknesses which will be used in setting School goals and objectives for continuous improvement. Pre-tests are administered at the beginning of the semester (preferably during the first week of classes) in capstone courses to evaluate the students’ retention of core business concepts taught throughout the curriculum. A post-test of identical material is then given at the end of the semester to measure the knowledge gained from taking the course. These results indicate the level of effectiveness of the instruction. Poor post-test scores might result in part from the instructor, students, or both. If the level of instruction is good, but students are not doing well in the class, the School will have to revisit the catalog and make amendments accordingly. Such modifications could include changing the prerequisites and/or adding new course requirements as deemed necessary. If the problem stems from the instructor, steps will be taken to improve the level of instruction. This includes evaluating the delivery tools employed, structure of instruction, subject complexity and/or other factors that might hinder a smooth communication between the instructor and the students. Regardless of the outcome, scores are used for continuous improvement purposes to ensure students are given the very best. f. How do you evaluate and improve the effectiveness of comparative information and data? The School of Business evaluates and improves the effectiveness of comparative information and data by evaluating the results of such data and outlining means of using the finding to achieve the goals of the School. Results of the pre/post-tests are evaluated continuously. In areas where students consistently perform poorly, the methods of delivery and subject complexity would be modified accordingly, with additional tools for analysis taken into consideration. Such modifications could include using cases, projects, current data for analysis, and presentations. Other considerations could be to increase the time dedicated to covering the concepts, if possible, and to establish everyday

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control for student learning performance based on attendance, class work performance, homework, pop-quizzes, organization of study sessions, individual help, group assignments, and peer tutoring. 4.3. Selection and Use of Information Results. In this section, we present the results of our assessment efforts in three areas:

1. Capsim and Comp-XM Results 2. Pre-test Post-test Results 3. Results from Internship Evaluation

Report on National Data Comparisons of Woodbury University School of Business MBA Students in Capsim Simulation and Their Comp-MX Performance

Introduction to the Capsim Simulation at Woodbury University School of Business

The Capstone Business Simulation is an internet accessed simulation of the Electronic Sensor Industry. It is used in over one thousand schools and universities, and national team comparisons are made for each round that is conducted. There are two basic sets of outcomes for assessment. Capsim Outcomes Assessment The first outcomes for assessment occur each round (1 year), after the student decisions are complete, and when the round has processed and the results are published. Each team is a company, and the primary results are ROS, Turnover, ROA, Leverage, ROE, Emergency Loans required, Sales, EBIT, Profits, Cumulative Profits, SG&A / Sales, and Contribution Margin. There are numerous additional results concerning each market, product line, product R & D, Market Share, Marketing, Sales, Production, Finance, Human Resources, Total Quality Management, etc.1 In this part of the simulation, the national outcome comparisons are based on seven measures; [1] Profits for the round, [2] Cumulative Profits, [3] Stock Price, [4] ROE, [5] ROS, [6] ROA, and [7] Turnover. Teams are ranked and a list of the top ten in each category is published.2 The four outcomes that are reviewed here are Profits, Cumulative Profits, Stock Price and Return on Sales. The second outcome available for assessment occurs after the entire team simulation experience is complete. Then each individual student participates separately in a comparable simulation entitled Comp-XM. This requires them to make four years of individual decision in a defined different but parallel industry, and answer ten Board Inquiries at the end of each year. The purpose is to determine the success of each individual not only in the simulation but in their

1 See files of CAPSTONE COURIERS for years 2004-2008 2 See files of Classic Top Ten Industry Results for years 2004-2008

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overall business knowledge. These results are determined two ways, first by Balanced Score Card, and second by national Percentile Rankings,3 which includes both outcomes. The Students Simulation Experience The students are first introduced to the Electronic Sensor industry in the syllabus, the classroom, and by the Capsim literature. (A Website tutorial which includes an individual Rehearsal Simulation that they complete before the first class begins.) As part of the course, they are formed into teams and essentially set strategy, make goals, and choose success measures by which the computer evaluates their results. They then make a series of about 150 actual decisions4 per annual period [round]. There are five well defined market segments for which they begin with one product each. The segments represent differing buying groups with distinct preferences. It is up to the team to decide the basis for their desired competitive advantages, and their tactics to meet them.

Woodbury University School of Business Student Outcomes

The history of Woodbury University’s School of Business capstone course adoption of this simulation dates back to the summer of 2004 and continues to the current date. The Comp-XM exam was a new feature that the Management Simulations Inc. added in 2007. At present, we have Comp-XM data from seven separate course sections, four in 2007 and three in 2008. Capsim outcomes data can be assessed from two basic sources; the team results of the actual conduct of the Capsim simulation and the individual student results of the Comp-XM exam. Team simulation results may be viewed two separate ways. First, there are the actual round-by-round results that appear in the Capsim Courier. Second, there are the national rankings called the Top Ten Report that compares the Woodbury University MBA team outcomes all of the MBA teams of other schools who are involved at that time. The range of teams at any given time is between 250 teams and 4,000 teams who have completed the exact number of round as of a given date. The table below indicates the number of Woodbury University students per year who have participated in the Capsim from 2004 through the summer session of 2008. The total is 232.

Number of Students Served

Year 2004 2005 2006 2007 2008 Number of Students 50 52 56 41 33

3 See files of Comp-XM results for years 2004-2008 4 See attached 3-page summary of Round 6 decisions for the four teams.

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The following table summarizes the availability of outcome data for those 2004 - 2008 simulation results for this review. In some cases, the round-by-round results are available, and in others the national rankings are available. In most years, both sets of results are included.

Woodbury University Student Capsim Simulation Results Availability

Year & # of Sections 2004-3 2005-3 2006-4 2007-4 2008-3

Rounds 2 2 4 4 3 National Rankings 2 0 4 4 3

Both 2 0 4 4 3

Assessment of Selected Sections of MG 562 Management Policies and Strategy 2007 Fall Capsim team scores were relatively low in this section as it was our first adoption. In the national rankings, compared to a total of 1,446 MBA teams having completed 7 rounds, our best team, Digby ranked number 292 in cumulative profit, number 341 in ending stock price, 649 in ROE, 397 in ROS, 557 in ROA, and 250 in Asset turnover5. Usually, there are some rounds in the top ten, and we have had a number ranked first in the nation in one or more measures. Similarly, after 8 rounds the Balanced Score Card results6 were disappointing, indicating a lack of stakeholder focus by the teams.

Comp-XM results were also quite disappointing. This test shows the individual ability of students to make decisions and to answer about fifty business and business strategy question relative to their decisions. The class had, with the exception of seven members, percentile scores below the 50th percentile [against a national data base of about 10,000 students], and 6 ended with 11th percentile or lower, down to the 1st percentile. One student in this section was above the 90th percentile.

2008 Spring While the Capsim team scores outcomes of this section were a considerable improvement over the previous section, ultimately they could have been better. In the classic national top-ten rankings of 1,271 MBA teams completing 7 rounds7, the best team in this section placed 41st in round seven profit, 50th in cumulative profit, 26th in ending stock price, 98th in ROE, 147th in ROS, 21st in ROA, and 101st in Asset Turnover. This team had an ending stock price of $284.58, which was just $60 short of making the top ten. Overall, this section did better, but there were still large parts of the outcomes that need immediate improvement.

5 See results yellow folder “Industry Results > Success Measures > Classic Top Ten > Round 7” 6 See results yellow folder “Balanced Scorecard” 7 See yellow results folder “Industry Results > Success Measures > Classic Top Ten > Round 7 for MG 562 W/E Saturdays

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The results of this section’s scores against the national Comp-XM results were bi-modal, with one third of the class being at or above the 75th percentile [class size – N=12] and half the class at or below the 12th percentile. So, the bottom was only slightly higher, and the high end represented a larger portion of the section, but it was still unsatisfactory. That is true in both the Balanced Scorecard results and the Board Query questions8 results. 2008 Summer 1 and 2 Section 1 of the summer had 15 students, and contained both the best and one of the lowest scoring students of the last several semesters. By the end of Round 6 of the simulation, all five teams were generally in the top one third of 2,443 teams that competed nationally. This is a fairly good outcome, but reflects a drop from Round 3 where one team ranked fortieth out of 2,537 teams. With respect to the Comp-XM results, 12 out of 15 were above the 50th percentile, and of those 12, 6 were above the 70th percentile. The highest student was at the 89th percentile. We are very pleased with this outcome. Section 2 of the summer has only 5 students, and the results to date are mixed, but my expectation is that the two teams may even out. One team is currently 73 out of 3,186 teams, and the other is much further down the line. However, we believe that this team will make a dramatic recovery. 2. The Use of Pre and Post Tests in Financial Management We use these pre and post tests to investigate whether an introductory finance course could help students to improve their accounting knowledge and help them to complete the course with better understanding of both finance and accounting. Since 2000, every semester/term in a Financial Management course, students are asked to take 20 multiple choice questions that were designed to examine the fundamentals of accounting principles frequently used in finance. Students take this exam both at the beginning (the first week of class) and at the end of each term before the final exam. The results of the pre-test have been very useful because they have suggested several pedagogical opportunities, both to students and to the instructor teaching this course. This test has enabled the instructor to discover and remedy areas of weakness through review sessions early during a semester—accounting review sessions that concentrate on student needs and areas of deficiency. This, in turn, helps students to feel comfortable and to better understand the material covered and financial decisions made thereafter in class. The latter is very important. It directly enhances student’s analytical skills and deploys critical thinking. The use of pre and post tests also provide a method to assess and quantify student learning outcomes and improvement. The following are results of this experiment in different sessions of Financial Management course. 8 See yellow results folder “Comp-XM MSI Dashboard

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The average score in the pre-test varies greatly because the Spring semester score is typically higher than the Fall semester. Students in the Fall semester usually take their accounting course at a more distant time period than students who enroll in the Spring semester. Therefore, we chose the Fall semester to illustrate the benefit of taking a finance course in recalling and improving students’ accounting knowledge. Typically, a majority of students miss questions number 9, 14, 16 and 20 with the highest frequency. According to the test (please see attached), these questions reflect the student’s understanding and knowledge regarding the Balance Sheet and the Income Statement. Similarly, students have shown a great weakness in recognizing components of current assets, current liabilities and interpretation equity accounts. In addition to the lack of information and understanding of the Balance Sheet, most students demonstrate lack of knowledge on the Income Statement as well. Consequently, we concentrate on an extensive accounting review emphasizing the Balance Sheet, the Income Statement, the Statement of Retained Earnings, and Cash Flow Statement. The scores on the post-test are only used to illustrate the degree of improvement. Following summarizes the pre and post-tests during the Fall 2006-2008: 2006 Pre-Test (Given on the first week) Total number of correct answers 136 Number of students 12 Average score 11.33 Post-Test (Given on the 14th week) Number of correct answers 185 Average 15.41 Improvement 36% The frequency of wrong answers in Pre-Test.

Question Number

Number of Wrong Answers

20 11 2, 16 10

9 9 14 8

6, 12, 17 6 3, 19 5

4, 11, 13, 18 3 8 2

1, 10 0

Wrong answers with highest frequency: 20, 16, 9, and 14.

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2007 Pre-Test (Given on the first week) Total number of correct answers 160 Number of students 13 Average score 12.30 Post-Test (Given on the 14th week) Number of correct answers 262 Average 20.08 Improvement 63% The frequency of wrong answers in Pre-Test.

Question Number


20 15 16 13

2, 6, 9 11 14 10 17 9

5, 7, 19 8 3 7

11, 12, 15, 18 6 13 4 4, 8 3 1, 20 0

Wrong answers with highest frequency: 20, 16, 9, and 14. 2008 Pre-Test (Given on the first week) Total number of correct answers 154 Number of students 10 Average score 15.4 Post-Test (Given on the 14th week) Number of correct answers 256 Average 25.6 Improvement 66% The frequency of wrong answers in Pre-Test.

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Question Number


20 11 2, 16 10

9 9 14 8

6, 12, 17 6 3, 19 5

4, 11, 13, 18 3 8 2

1, 10 0 Wrong answers with highest frequency: 20, 16, 9, and 14. a. What are your current levels and trends (three to five years) in key measures and/or indicators? (Illustrated by graphs, tables, or figures)

b. What are your benchmark or comparison institution’s current levels and trends (three to five years) in key measures and/or indicators? (Illustrated by graphs, tables, or figures) Examples of School of Business MBA National Standings in Capsim Results

Over the years of our involvement with the Capsim Simulation, which is the product of Management Simulation Inc, we have often compared our results with those of the national data base. Copies of these results are available in a separate file. The important results in our courses have been [1] profit, [2] cumulative profit, [3] stock price, and [4] ROS. The standings are reported as a rank out of a number of teams who have completed a certain number of rounds by a certain date. The table below shows the standings of our classes in those four areas, and includes the number of nationally competing teams.

Woodbury University School of Business MBA Select Student Team Standing in the Capsim National Data Base by Four Measures

Year Number of

Rounds Completed

No. of Teams

Competing Nationally

Standing in Current Profit

Standing in Accumulated

Profit

Standing in Stock Price

Standing in ROS

Fall 2004 6 446 24 21 40 53 Sum 2006 6 366 8 4 1 4 Sp 2006 7 389 34 6 15 29 Fall 2006 6 190 12 13 14 20 Sum 2007 6 3170 604 815 963 161 Sp 2007 7 1100 256 118 260 228 Fall 2007 6 419 33 21 14 39 Sp 2008 7 1271 41 50 26 147

Sum 2008 7 3048 148 69 46 126

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Woodbury University School of Business MBA

Select Student Team Standing in the Capsim National Data Base by Four Measures

At various intervals prior to the final rounds, out teams often stood in the top ten nationally, and occasionally in first place. However, it is the last round run that counts. Our experience has been gratifying, in that our top teams are usually in the top 5% - 10% of the national pack, and have never fallen below the top 33%. This is evidence of a superior level of sophistication in the integration of business functions and the consequences of competitive decision-making. The following graphs present this information on four measures of comparisons: Percentile Rank for Profit by Year, Percentile Rank for Cumulative Profit, Percentile Rank by Stock Price, and Percentile Rank of ROS.

Charts Showing National Percentile Ranking Of Woodbury University MBA Students

By Semester

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Individual Comp-XM exam results are viewed three ways. First, there are the raw results of four rounds of individual performance. Second, there are the raw results of forty “Board Queries,” which the student is required to answer ten after each of the four rounds. Third, the percentile rankings are then presented for each student as part of the latest six-months of the national data base, which typically is comprised of approximately 10,000 students. The table below indicates the number of students participating in the Comp-XM and their summarized outcomes based on the national comparisons.

Woodbury University School of Business Statistics for Overall Comp-XM Nationally Ranked Percentile Scores

Year -Semester

2007 Summer

2007 Fall 1

2007 Fall 2

2008 Spring 1

2008 Spring 2

2008 Summer 1

Total Number of Students in the Section

8 12 16 20 12 15

Percent of Students at or Above the 50th Percentile

50% 58% 75% 35% 33% 80%

Percent of Students at or Above the 75th Percentile

25% 0% 25% 10% 33% 20%

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4.4. Continuous Process Improvement: Student Learning and Performance a. How do you evaluate your student learning and performance process?

We evaluate the School’s student learning and performance processes using different indicators mentioned above (see sections 4.1, and 4.3) and other approaches at various points throughout the semester. These approaches include but are not limited to:

• pop-quizzes • quizzes • essays • homework graded assignments • projects • presentations • research • case analysis

• class work • learning by doing exercises • multiple choice • true /false questions • practice tests • mid-term reports • final examination grades • student attendance.

All of these approaches provide excellent feedback to the professors about student learning and performance processes. Some of these indicators are supported and available only for currently teaching professors, but others are available for students’ advisors and University officials as well. b. How do you use the results of that evaluation to make changes or modifications to your

student learning and performance processes? The School of Business has made several improvements based on information obtained from its outcomes assessment program. Based on input from students, faculty, Business Advisory Board, and AACSB mentor, the School has redesigned and refocused its curriculum, revised and realigned its mission, refined its learning outcomes, adopted a school-wide assessment model built on continuous quality improvement, instituted course-embedded assessment measures such as grading rubrics, instituted curriculum maps to chart the learning objectives and curriculum within each major, strengthened its faculty base, and is in the process of implementing a full-fledged assurance of learning program. Please see Appendix D for curricular changes in progress and Appendix E for Assurance of Learning/Assessment Plan. The following table presents some of the specific improvements made pertinent to various areas of student learning and performance processes. Improvements and changes are highlighted in the third column below. We use the results of student learning and performance processes for strategic planning, to find and fix existing problems, and to develop steps for immediate or future actions. Evaluation of the pre/post test scores provides the opportunity to identify problem classes and implement corrective action. Routine consideration of pre/post test scores allows continuous improvement processes.

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Analysis of students’ attendance provides important information. Studies have shown that student performance has a direct correlation with attendance. The school of Business has a strong attendance policy in place. Mid-term results help identify students who are in danger of failing and also allow us to offer additional assistance to students in need of additional support. Evaluation of student extracurricular activity also helps us to identify those who may find their academic pursuits unreasonably compromised. Student evaluations of faculty are analyzed and, if necessary, resources are provided to aid the faculty member’s success in the classroom.

Table 4.5: Student Learning Processes, Evaluation Method and Improvements & Changes

Student Learning Processes Evaluation Method Improvements or Changes

Course Specific Knowledge and Skills

Course-embedded, Direct Assessment Measures such as Grading Rubrics for measuring various learning activities tied to learning goals

Implemented in Spring 2008 in the MBA Program. Effective Fall 2008, all U/G business majors will have Rubrics developed

Summative Knowledge/skills gained by students during the course of their studies at Woodbury University

CAPSIM and COMP-XM to evaluate students’ performance in various business fields on a nationally-normed simulation. Benchmarking opportunities.

Starting fall 2004, CAPSIM and COMP-XM has been standard in the Capstone course in the MBA Program. Effective fall 2008, all U/G will take the foundational version of this Simulation in the U/G capstone course.

Integrative Knowledge gained by students within the School of Business

Home-grown Capstone Project Review conducted by Industry Experts

Effective Fall 2008, Writing in Discipline Program (WID) in 2-3 courses in each U/G major and MBA Program.

External Evaluation of Skills and Knowledge

Internship Employers’ Survey Has been a regular feature of the programs delivered by the School of Business. Effective Fall 2008, the Internship Director, Management Program, will conduct phone interviews with selected Internship supervisors to get first-hand information regarding the intern’s performance on the job.

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Student Learning Processes Evaluation Method Improvements or Changes

Currency and Relevance of Business Skills and Knowledge

Environmental Scan, Mission-Criticalness, Literature Review, Faculty Input, Advisory Board Input

Effective Fall 2008, all MBA students will take a core course called Ethical Leadership.

Business Ethics will be a part of the common core for U/G majors, effective fall 2009

Ensuring even level of preparedness for all students starting the MBA program

Detailed transcript review of all incoming MBA students by committee comprising of business faculty, chairs, assistant registrar, program director, and director of MBA enrollment

Home-grown, 6 PC courses for all non-business majors to ensure more than 30 units beyond CPC coverage. Our MBA program has 36 units beyond CPC coverage.

Faculty sufficiency and qualification as indirect measure of student learning processes

Various Ratios: Doctorally Qualified and Professionally Qualified for ACBSP; Academically Qualified and Professionally Qualified categories for AACSB

Hired Chair/Faculty Accounting in fall 2007; hiring one more accounting faculty in fall 2008; replacing a marketing faculty in spring 2009? Implemented: Students have asked for more accounting electives in the MBA program. Offered more accounting elective, effective fall 2007.

3. Results from Internship Evaluation (2005-2008)

Interns in the Department of Marketing are rated by their internship supervisors on a thirty-item survey, using a five-point scale that ranges from 5 (superior) to 1 (unsatisfactory). The supervisors mail the surveys to the chair of the department at the end of the internship. Data from the surveys from fall, 2005 to spring 2008 are presented in the table below (n=35). The aggregate ratings are quite high in all categories and on all questions, ranging from 4.53 on “Able to handle unpredictable situations and problems” to 4.91 on three items, “Willingness to listen and learn,” “Relationships with co-workers,” and “Relationship(s) with supervisor(s).” Individually, the lowest rated student received a 3.56 overall mean, and fifteen students were given 5’s on all items. No students received lower than a 3 on individual items. Based on the analysis of the supervisors’ ratings of their interns, it is believed that the students in the Department of Marketing are achieving at a high level in the areas of developing professional

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qualifications, human relationships, and personal qualities/skills. Please refer to Appendix 4 F for supporting worksheet describing student evaluation information. Outcomes Conclusions and Remediation Action Steps based on Capsim and COMP-XM One of our earlier theories was that there would be a direct correlation between students who completed the most rounds and had the highest scores or the Rehearsal Simulation9 that was assigned to be done prior to the first class. The students learn how to operate the simulation, and receive a score of up to 200 point for their last round plus 100 points for each previous round. Therefore, a student doing 7 rounds could score up to 900 points. Most students [not all] did the assignment. In the Evening 7-week Wednesday section, all “A” students did the assignment and scored relatively high. Of the five “C” students, two did not do the assignment, and one did 8 rounds and scored very badly, while two other C students did the assignment but scored about average. In the Weekend Saturday section, all four of the “A” students completed the assignment, and all were above average. The theory of the effect of the first class assignment was supported, but more research will determine whether it is proven. Action step 1. We intend to continue the Rehearsal Simulation Assignment, but strengthen it by requiring that a report be submitted for the first class explaining the student’s outcome. Another concern was that some students entered the course with insufficient core courses completed. Action step 2. Prior to the first class, we will check the records of all students and ask those without sufficient preparation courses to take the course at a later time. A third concern was that we have been over-committing the students to reading textbook work that covers materials that they may have had before, and not enough direct focus on strategic business decision-making. Also, I have over-assigned the students with work that may not contribute to their success in learning the important concepts in the course. Action step 3. We have assembled a reading and case text made up of Harvard Cases and Harvard Business Review articles on strategy, which are more specifically, directed to the learning expectations for this course, which are, to paraphrase, 1. A command of the body of knowledge of strategic management and propose strategic solutions, 2. Integration of the organizational sub-systems, into a total operating system where all parts must work together. Action step 4. Reduce the assignment burden of concentrating too many assignments into short time spaces, thereby allowing the work product of the students to be more focused and less distracting. Another general concern is the substantial slippage in basic business knowledge that is retained by the students as they enter the Capstone course. We have attempted to look at that with a pre/post test, but the test has been too general and not conclusive. Action step 5. We will develop a more focused pre-test having to do with basics of accounting, finance, and economics. That test will be announced in the syllabus for completion in the first class. It will focus on finding and analyzing data. The test will be given at the beginning of the course in an effort to force the student to review previous course work, and also at the end of the course to see if improvements have been made during the course. We look forward to seeing an improvement in student outcomes in the fall 2009 semester. 9 See yellow results folder “The Rehearsal Simulation Legacy Scores” for both sections.

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Table 4.7: Student Learning/Performance Processes and their Evaluation

Student Learning and Performance Processes

Evaluation Method Changes or Modifications

Knowledge gained by students in each course

Regular maintenance of courses

Professors periodically evaluate student performance

Attendance Quizzes, exams, projects, presentations, class work, etc. OASIS Early Alert Notice

Knowledge gained by students capstone classes to within the School of Business

Pre-Test and Post-Test exams are given in at the beginning and end of the semester to measure outcomes.

Student’s extracurricular activities This evaluation method includes analysis of club activities. Results will be shared across faculty.

GPA as reflected on transcripts GPA data is gathered to determine performance of students in groups, classes, and individually. Trends are identified within the program and across time. Learning disabilities are considered.

Curriculum and career Advising Students are required to meet with an assigned faculty academic advisor before registering each term. The advisor monitors students’ progress and suggests interventions.

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Student Learning Outcomes Assessment: Putting Mechanisms and Infrastructure in Place The year 2007-2008 has been marked by University-wide heightened awareness about outcomes assessment. Building upon WASC recommendations, all schools have embarked upon setting up the infrastructure and putting mechanism for outcomes assessment at the program level. A University-level assessment committee has been set up to oversee and to coordinate these efforts. Our School representative on this committee also serves as the chair of the School of Business Assessment Committee which is charged with the role of developing an assurance of learning plan. Please see Appendix E for the School of Business Assurance of Learning Plan. Some of the highlights of our efforts in this regard are:

• We have started mapping curriculum to learning goals (at the program level) and student learning outcomes (at the course-level). Please refer to Appendix E for MBA program Curricular Map. All programs are to accomplish this goal by fall 2009.

• Standardizing syllabi format emphasizing learning objectives, grading rubrics, and course activities built around student learning outcomes. (Please refer to Appendix E for sample syllabi). All programs are to accomplish this by fall 2009.

• Determining mid-way data capture points to track student learning progress and to provide feedback to improve the curriculum.

• Training faculty in the science and art of outcomes assessment through various faculty development workshops, professional conferences, both at the university level as well as at the school level. The most recent School of Business Faculty Development workshop was held on July 12, 2008 and its singular theme was ‘Getting a Handle on Outcomes Assessment.’

• Faculty are encouraged to demonstrate the implementation of assessment-related activities at the course level, which will become a part of their annual review and rank advancement.

• The University is exploring to partner with LiveText to facilitate the process of capturing and reporting assessment-related data.

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STANDARD 5: Faculty and Staff Focus

5.1 Human Resource Planning a. Do you have a human resource plan? Yes. The HR plan is that all full-time and part-time faculty members, including participating and non-participating adjuncts, will be doctorally or professionally qualified by the end of 2010. Moreover, the Woodbury University School of Business HR plan is to expand our faculty base by 2010 to a minimum of twelve full-time academically or professionally qualified faculty members. That population will be distributed throughout the School so that the four undergraduate and the MBA departments will maintain a critical mass of faculty who are qualified to teach both the common core courses and the courses necessary to satisfy the departmental required and elective courses for our students. The plan is also to augment this faculty complement as needed to support a growing population of students and an increasingly rigorous program with learning outcomes that continually meet the School of Business’ mission. This plan was discussed and formulated over two years beginning with a series of specially called, day-long faculty meetings that were chaired by the Dean of the School of Business and also attended by the Dean of Faculty and the Senior Vice-President of Academic Affairs. The plan was developed based on a vision of what the School of Business would look like in five-years in terms of majors, common core curriculum, and the desired faculty requirements to achieve that vision. The vision itself was based on our belief in the capacity, capability, and commitment of Woodbury University to achieve the requirements of the School of Business Mission statement that was developed during separate faculty meetings b. How do you deploy your human resource plan? Organizationally, the School of Business is arranged divisionally with a Dean charged with the overall leadership of the program with an Assistant Dean and an Associate Dean. The Associate Dean is responsible for overseeing the academic direction of the various programs, and with the direct management of the MBA program. The Assistant Dean is responsible for the AACSB accreditation effort, developing an intra-school communication system and serving as the chair of the Department of Marketing. Each undergraduate program is the responsibility of a department chair that is accountable for the success of the program and with the deployment of the HR plan. At the top, there is a coordinating authority responsible to control the on-going status of the programs and to direct the overall acquisition of new full-time faculty. The operational decisions in terms of day-to-day staffing to meet the HR plans are the responsibility of the chairs. All of the decisions that impact University programs and curriculum are done by approval of the Woodbury University community through the Faculty Senate, Curriculum Committee, Education Planning Committee, and the University CAO. This linkage describes the value chain and the functional structure through which the HR Plan is deployed and actuated.

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c. How do you develop your faculty and staff? The Woodbury University School of Business maintains regularly announced faculty meetings in which the HR Plan is always an agenda item. Therefore, the faculty and chairs are ever reminded of the ongoing goal of academic and professional development as part of our over-riding goals. Individually, each faculty member is encouraged by their chair toward professional development. The Dean maintains a regular dialog with chairs and faculty concerning the need for continuing development. Each faculty member is encouraged to spend one day per week on academic and professional development, and the School of Business maintains a budget sufficient to support conference attendance for paper presentations. While administrative staff members attend workshops on a limited basis, career staff and student development staff attend workshops and professional meetings routinely to improve their knowledge and skills. d. What process do you use to promote your faculty and staff? Promotion in the School of Business is regulated by the Woodbury University governance system which is outlined in the Constitution of the Woodbury University Faculty Association (WUFA). Each faculty member goes through a series of one-year, three-year, or five-year contract extensions, accompanied by decisions concerning the granting of rank promotions. Currently, full-time faculty members can be Assistant, Associate, or Full Professors. The primary considerations for approval at all levels are based on evidence of excellence in teaching, scholarship, and service to the University. These three criteria can be reflected in differing mixes based on the individual and the level of extension or promotion sought. The contract extensions and promotions are decided by the Faculty Personnel Committee and are subject to the approval of the CAO and the President of the University. Each candidate for contract and/or rank is required to submit a portfolio to the Personnel Committee that provides evidence of their qualifications for the contract extension or promotion. That portfolio must be supported by letters from the chair of their division, a faculty member of the status to which they seek advancement, a member of the academic community outside of Woodbury University, and the Dean of the School of Business. The Personnel Committee pays careful attention to the opinions of all of the references and seeks within the structure of the committee to properly evaluate the credentials submitted. Well in advance of the application to the Personnel Committee, the faculty member is counseled by her or his chair, and by the Dean with reference to their personal developmental plans in the face of the HR Plan of the School of Business. The purpose of this is to mentor and encourage the faculty member to do those things that will assure success within the existing time frame appropriate to the extension or promotion. The Dean in particular, lays out a map to promotion planning for each faculty member in consort with the HR Plan of the School of Business. e. How do you determine the best makeup of the faculty, including academic credentials and business experience? As previously mentioned with respect to the School of Business’ HR Plan, there is a well

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documented set of goals for the School, and the academic credentials and business experience qualifications of new members are driven by the way they will fit into our vision and mission. Woodbury University is a teaching institution and has a number of values which include a strong sense of application orientation. We, therefore, seek faculty members whose qualities include evidence of the likelihood of continuing scholarship, teaching, and business experience. The makeup of the faculty pool must reflect the realities of the makeup of the existing faculty complement in consideration of the existing and anticipated student body and course loads at the undergraduate and graduate program levels. f. How will faculty makeup facilitate appropriate emphases on business theory and practice? The vision, mission, and HR Plan of the Woodbury University School of Business will drive the faculty makeup, both in terms of development and hiring processes. Faculty members are encouraged to continue with outside consulting and business community involvement. The school maintains boards of outside advisors who recommend continuing balance between theory and practice in the learning plans for our students. g. How do you improve your human resources planning process? It is part of our overall plan to seek higher levels of excellence in academic development and growth in our programs. As we learn, our understanding of HR planning improves. Also, as we attend seminars and conferences focusing on both HR and academic planning processes, that knowledge will find its way back to and be reflected in improved planning. 5.2 Employment 5.2.1 Employee qualifications and credentials

a. How does the makeup of your faculty and faculty processes provide for depth and breadth of knowledge?

The vision, mission, and HR Plan of the Woodbury University School of Business will also drive the faculty makeup as we continuously review and develop our curriculum and make revisions that are knowledge-based and require evolving levels of depth and breadth in course content and faculty capabilities. Depth in faculty knowledge is fundamental to developing levels of knowledge intrinsic to course requirements in our curriculum. Each year we desire to provide deeper as well as more appropriate levels of knowledge to our students. Breadth of knowledge in proscribed course areas will be achieved by professional development of existing faculty and in the selection of new hires. Additionally, expanding the breadth of knowledge beyond the existing courses on which our curriculum is based may require planned sabbatical programs to expand the functional base of our courses into a new body of knowledge and/or hiring new faculty members with a view toward rolling out new and important areas within our existing

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organizational structure and curriculum design. Moves into significantly and materially different areas may require new visions of curriculum.

b. How does the makeup of your faculty and the faculty processes provide for creativity, a critical eye, and intellectual curiosity toward business?

As new faculty members join the School of Business, they bring with them their own perception of academic reality and their unique approach to creativity and critical thinking. This is also true of their curiosity toward involvement with the other schools and units throughout the University. Examples might include faculty specializing in real estate, finance, or marketing becoming involved with faculty in architecture, design, or communications. It is also true that as those units bring in new faculty, they might seek a niche within which to work with School of Business faculty on teaching, research, or consulting ventures. The contract extension and promotion processes will also provide dynamics toward Transdisciplinary involvement, which is one of the main values of Woodbury University.

c. How does the makeup of your faculty and the faculty processes provide for intellectual leadership?

Contract extension and promotion for full-time faculty has as a basis the notion of the “teacher-scholar” so that as our professors move from Assistant to Associate and then to Full professor they are expected to engage in increasingly sophisticated intellectual pursuits. Department heads routinely provide mentoring to their full-time and adjunct faculty by encouraging their intellectual development for personal growth and for their ability to provide learning for the students in the classroom. As our faculty develops and grows, the knowledge of the culture of scholarship and teaching excellence will grow and provide an enhanced foundation of intellectual leadership.

5.2.2 If your institution offers nontraditional delivery systems or if any of your programs make extensive use of part-time (adjunct) faculty, your human resource planning process (including assessment) must establish clear and explicit policies for recruiting, training, observing, evaluating, and developing faculty for these nontraditional delivery systems. a. How do you develop a satisfactory pool of qualified candidates? A satisfactory pool of qualified candidates implies more than a pool of professors that are knowledgeable in their fields, but rather a pool of professors who are qualified to develop and work within an excellent learning environment. This is especially true where non-traditional delivery systems are used and where adjunct professors are a significant part of the teaching process. The School of Business at Woodbury University does offer non-traditional delivery systems and does make extensive use of part-time adjunct faculty. First, the University has a program based in the Institute for Excellence in Teaching and Learning. All faculty members, both full-time and part-time must receive approval or training to teach in the non-traditional course delivery system. That revolves, in part, a honing and refining of their ability to involve classes in interactive learning as well as establishing course rubrics

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that require students to do extensive group assignments outside of the classroom that go beyond the homework that is also required.

To maintain such a pool of qualified candidates, the School of Business seeks and accepts inquiries from interested person from both the local and the nearby regional areas. Typically those inquiries are addressed after courses have been assigned to full-time faculty members. Ordinarily, the department chair will respond to the inquiries for adjunct teaching by phone, letter, or e-mail depending on the format of the inquiry. Those inquirers who represent potentially qualified candidates are contacted for interviews. Because Woodbury University is located in the Los Angeles area of Southern California where there are many graduate schools and one of the largest business markets in the world, there are many potential faculty members. When we are seeking full-time professors’ we advertise in the Chronicle of Higher Education and contact the entire market of academicians.

b. How do you select faculty whose professional experience matches the course

specifically rather than generally? As Woodbury University School of Business makes extensive use of adjunct faculty, it is not difficult to find local people whose education and business experience match a particular need. This is true in HR specialties like compensation and in accounting areas such as tax specialists in the entertainment industry, or media marketing in the field of marketing. If we find a topical area that may add value to our educational options for our students, we have enough friends and contacts in a very broad array of business areas in our local market.

c. How do you orient new faculty to the program and the context of the course,

including an opportunity to meet with faculty teaching related courses? Prior to being hired, a new full-time faculty member will be invited to campus for interviews and will teach a class in their area. On those occasions, the entire campus is invited to attend events where they are introduced to the candidate.

The actual orientation of a new full-time or adjunct faculty member into the program has a number of aspects. Ordinarily, they are introduced to the entire faculty at a regular meeting of the Woodbury University Faculty Association at the beginning of the fall semester, at the annual Faculty Association (full day) Retreat. In addition to the normal orientation by department heads, new adjunct faculty members are required to attend an orientation by the Institute of Teaching and Learning where they learn the values of the institution and are provided with a sense of the Woodbury University approach to teaching, especially in the area of accelerated courses. Additionally, the Dean of the School of Business regularly holds receptions for the entire campus including students, faculty and staff where new faculty members are introduced. The CAO and his staff provide copies of the Faculty Handbook and the HR Handbook to all newly hired faculty. In addition to acquainting new faculty with these formalized policies and procedures, department chairs offer assistance as needed to orient new faculty.

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The School of Business is represented on all University-wide committees, and the facts and the culture of the University are introduced by those members of the faculty to new members. In addition, orientation to the particulars of the School of Business is done by the Program Manager. She sets up files and provides the new faculty with insight into course materials, current syllabi, and details about classrooms, hours, and specific policies concerning expected behaviors of students. A new School of Business faculty handbook is being developed at the present time, and a more formalized orientation policy will be included therein.

d. How do you provide guidance and assistance for new faculty in text selection, testing and grading, and teaching methods?

Woodbury University School of Business is a small organization, and the process of providing guidance and assistance for new faculty in text selection is ordinarily done by the faculty member with recommendations and approvals provided by the department chair. Guidance and assistance in the areas of testing, grading, and teaching methods is provided through the Institute of Excellence in Teaching and Learning. Also, there is continuing emphasis across the campus concerning teaching and learning outcomes, which each new teacher is taught by the department chair and/or others on campus, along with our preferences regarding syllabi development, rubrics, grading systems and the like. The School of Business regularly provides in-service development opportunities where information on syllabus updating and development is provided as well as on learning goals. This is true of the entire University. e. How do you provide in-course as well as after-course evaluation and monitoring? All department chairs regularly discuss course progress with their faculty and visit classrooms to assist and evaluate classroom teaching and learning outcomes. Additionally, Woodbury University maintains an extensive on-line course evaluation system and information concerning all courses is directed to the departmental chairs and to the Dean. These data are analyzed, and feedback is provided to all of the professors, full-time and part-time. On occasion, students will provide additional information in the form of compliments or criticisms directly to the Dean, the chair, or to other faculty members. Each of these is evaluated and, when appropriate, is discussed directly with the faculty member. When there is a pattern of, or an incidence of serious classroom difficulty, the chair, and possibly the dean, will investigate thoroughly. In those cases, the difficulty is addressed immediately by the Dean and the faculty chair/MBA Director, and an immediate and reasonable solution is sought with the faculty member. Records are maintained of these discussions, and if a solution is not reachable, another professor may be sought to finish the course. In all cases, the students involved are protected and given highest priority. Also, in these cases, the professor is given every benefit to explain and resolve the case amicably. A concern for fundamental fairness to all involved is the first principle.

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f. How do you provide opportunities for broad participation in department activities,

if appropriate? As all faculty member offices are in the School of Business Building, faculty members are central to the department activities. Broad participation in department activities is sought by providing regular department meetings and, in the case of Participating Adjuncts, inviting them and all full-time faculty members to the regularly scheduled School of Business faculty meetings. Faculty members are regularly polled for opinions and asked to serve in decision-making roles in department and/or School of Business activities and committees. Furthermore, it is the intent of the Woodbury University Faculty Association and the Faculty Senate to find ways to bring the adjunct faculty into opportunities for greater involvement with departmental and university wide activities. 5.2.3 Historically appropriate employment input:

a. How do you determine and justify what the appropriate percent of doctoral or

professionally qualified faculty is appropriate for your business school or program to meet your mission?

At Woodbury University School of Business, we have determined that all graduate courses should be taught by doctorally qualified faculty members, and, at present, 97 % of graduate courses are taught by doctorally qualified faculty members. In the undergraduate programs, all full-time faculty members are doctorally qualified. However, in the undergraduate programs, we have a high percentage of professionally qualified part-time faculty. b. What percent of your undergraduate credit hours in business are taught by doctoral

or professionally qualified faculty?

Currently, 99% of our total credit hours in the undergraduate business programs are taught by doctorally or professionally qualified faculty. Overall, 36% of the undergraduate hours are taught by doctorally qualified faculty. Please refer to figure 5.3 for details.

c. What percent of your graduate credit hours in business are taught by doctoral

qualified faculty?

97% of our graduate courses are taught by doctorally qualified faculty members.

d. What percent of your graduate credit hours in business are taught by a mix of faculty, including sufficient business experience, business consulting experience, or other characteristics to ensure appropriate emphasis on business practice to meet program objectives?

All of the Woodbury University School of Business graduate credit hours in business are taught by a mix of faculty, including those with sufficient business experience, business consulting

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experience, or other characteristics such as scholarship of application and practice to ensure appropriate emphasis on business practice to meet program objectives.

Figure 5.1 Table for Faculty Qualifications

Faculty Member

Year of Initial Appointment

Highest Degree

Assigned Teaching

Discipline(s) Prof. Cert.

Level of

Qualifi-

cation Tenure Type Discipline FULL-TIME

Afshar, T 1991 PhD Finance Finance Doct. No

Bjorklund, R. 1999 PhD Business Management CCIM Doct. No

Dhiman, S. 1990 EdD Organizational Leadership

Organization Behavior/

Leadership Doct. No

Gendel 10 1995 PhD Economics Economics Doct. Gordon, L. 2002 DBA Marketing Marketing Doct. No Kaigler-Walker, K. 1987 PhD Marketing Marketing Doct. No

Karayan, J. 2007 PhD Business Accounting Attorney Doct. No Schultz, R. 1989 PhD Philosophy IT No

Saba, A. 1993 PhD Organizational Psychology Management Doct.

No PART-TIME Abdeen, A. 1999 DBA Accounting Accounting Doct. No Aghakhanian, A. 2007 MBA Management Management Prof. No Almaguer, J. 2003 MBA Finance Finance Prof. No Anderson, D. 2004 MBA Finance Fin/Mgt Prof. No Anding, H. 1995 JD Law Accounting CPA Prof. No Arcilla, R. 1998 BA IT IT O No Baghdasarian, A. 2005 JD Law Accounting CPA Prof. No Bagot, G. 1998 PhD Management Management Doct. No Banescu, C. 2000 JD Law IT/Law Attorney Doct. No Ben-Dov, N. 2000 MBA Management IT Prof. No

Bennington, R. 1997 JD MA Law /Econ. Accounting Attorney Prof. No

Benson, F. 1989 PhD Mgmt.

Accounting Accounting CPA,CMA Doct; No

Bernstein, D. 1998 MBA Management Management Prof. No

Bird, R. 1998 PhD Computer Sciences IT Doct. No

Briant, R. 1989 MA Education IT Prof. No Cook, M. 2000 DPA Pub. Admn. Quant. CFM Doct. No

10 Dr. Gendel was a member of the School of Business until fall 2007, and lead professor of economics. In fall he was transferred to the Institute of Transdisciplinary Studies, where he continues to teach macro and micro-economics, which is required of School of Business students.

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Faculty Member


Highest Degree

Assigned Teaching

Discipline(s) Prof. Cert.

Level of

Qualifi-

cation Tenure Type Discipline

D'Amato, P. 2005 MBA Management Management Prof. No Danielson, E. 2005 MS Comp.Sci. IT Prof. No

Davis, E. 1986 MBA Management Fashion Mktg. No Diaz, Mauro 2002 MBA Management Accounting Prof. No Dooley, A. 1989 EdD IS IT Doct. No

Fairbanks, B. 2005 MBA Management Management Prof. No

Fallon, G. 2007 MS/ ABD Economics Economics Prof. No

Garrett, C. 2006 PhD JD Econ./Finance Econ./Finance Attorney Doct. No

Gilbert, P. 1999 PhD Pharmacology E-Business Doct. No Green, V. 2006 PhD Marketing Marketing Doct. No Heineman, J. 1995 MA HRM HR Prof. No

Holt, S. 2004 EdD Organizational

Leadership Management Doct. No Hovis, H. 2000 MA Psychology Management Prof. No

Kayzakian, Y. 2007 MA English

Literature IT Prof. No

Keele, K. 2001 MBA Management Fashion Mktg Prof. No Khan, R. 1994 PhD Management IB Doct. No Lakin, S. 2006 MS IT IT Prof.. No Liebl, H. 1996 PhD Finance Finance CPA; CFE Doct. No

Lipton, M. 2003 JD Law Business Law Doct. No Magro, M. 2004 MIT IT IT Prof. No

Marques, J. 2000 EdD Organizational

Leadership

Organization and

Management Doct. No McCarty, J. 2002 MBA Management Accounting. Prof. No McGuckian, D. 1992 MBA IT IT Prof. No

McHorney, D. 1998 EdD Instructional Technology IT Doct. No

Mohiuddin, K. 2006 PhD Management/F

inance Finance Doct, No

Mohiuddin, Q. 1997 PhD International

business IB Doct. No Murphy, F. 1987 BBA Accounting Accounting CPA Prof. No Myers, J. 1983 MBA Management Accounting CPA Prof. No Odonez, R. 2007 MBA Management Accounting CPA Prof. No Pascual, E. 2007 MBA Management Accounting CPA Prof. No

Pettit, J. 2000 MBA Finance Econ/Finance Prof. No Rahni, M. 1985 PhD MIS IT/Mgt MCSE Doct. No

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Faculty Member


Highest Degree

Assigned

Teaching

Discipline(s)

Prof. Cert.

Level of

Qualifi-

cation

Tenure Type Discipline

Reed. P. 1987 BS IT CIS/IT O* No Sabolic, P. 2001 EdD C & IT Marketing Doct; No Sahu, K. 1997 PhD IndustrialEng.. Quant. Doct. No Scalice, R. 1999 MS Accounting Accounting Prof. No Schultz, R. 1989 PhD Philosophy CIS/IT Doct. No Short, N. 2007 MBA Management IT Prof. No Siddiqi, F. 1998 PhD Management Mgmt./Kktg. Doct. No Terr, V. 1994 JD Law Law Doct. No Turk, B. 1988 MBA HR HR Prof. No

Walker, M. 1989 MA Political Science

Entrepreneurship/Finance Prof.

No

Whitcomb, D. 2001 MS Indus. Engg. Management Prof. No

Windsor, M. 1997 MBA IT IT Prof. No

Yamauchi, R. 1989 MS Taxation Taxation Prof. No van Niekerk, A.** 2005 PhD Marketing Nonteaching Doct.

No

* Pat Reed leads Delivery Management Services for Gap Inc. Direct, which is the e-com division of Gap Inc. (including Banana Republic, Old Navy and Piperlime shoes: www.Gap.com). Her responsibilities include Strategic Planning, Project Management, Program Management, Portfolio Management, Release Management, Vendor Management, Sourcing, Space Planning, etc. for Information Technology. She has been with Gap for almost 4 years and played a lead role in Gap’s adoption of leading edge, Agile methodologies. As Executive Director of IT for Walt Disney Pictures & Television (and The Walt Disney Company) for 15 years, Pat was responsible for finding, developing and implementing technology solutions for Disney; and 4 years in the same role for Universal Studios (where she designed and lead the development and implementation of 2 leading edge business technology solutions: one to predict the ultimate profitability of a motion picture production over an 8 year lifecycle across worldwide entertainment markets, and another web application with complex rules to calculate pay for entertainment talent (residuals and participations) – which has recently been marketed throughout the entertainment industry and is currently being implemented at CBS and Paramount. **Non-teaching administrator.

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e. What is your faculty credit hour production or equivalent? Faculty Credit Hour Production: Figure 5.2

2007 Fall and 2008 Spring Self-Study Year

Faculty Members Fall Semester 2007 Spring Semester 2008 Qualifications, Undergraduate Qualifications, Grad.Grad Underg Grad Underg Doctoral Profess’l Other Doctoral Profess’l

Full-time Afshar, Tahmoures 81 66 144 66 225 Bjorklund, Robert 87 27 105 12 39 192 Dhiman, Satinder 144 111 255 Gendel, E.B.11 102 75 177 Gordon, Lansing 132 102 111 138 240 243 Kaigler-Walker, Karen 90 39 129 Karayan, John 63 66 87 150 66 Myers, Jon 12 12 Saba, Alexandra 51 156 51 111 267 102Full-time Totals 495 618 588 462 801 279 0 981 102Part-Time Abdeen, Adnan 36 75 111 Aghakhanian, Armond 51 51 Almaguer, John 24 24 Anderson, R. 153 183 336 Anding, Henry 24 24 Arcilla, Raymond 21 21 Baghdasarian, Arthur 114 66 180 Bagot, Gordon 102 96 198 Banescu, B. 81 120 201

11 See previous reference.

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Ben-Dov, Naora 13.5 24 37.5 Bennington, Ruth 15 30 45 Bernstein, Dennis 174 123 297 Bird, Richard 39 66 105 Briant, Ray 27 27 Cook, Michael 69 72 141 D'Amato, Phillip 36 36 Danielson, Eric 12 12 Davis, Emily 152 144 296 Diaz, Mauro 33 33 Fairbanks, Bert 255 156 411 Fallon, George 66 66 Garrett, Carol 117 87 117 30 117 234 Gilbert, Paul 54 144 198 Green, Virginia 114 129 243 Heineman, Judith 18 42 60 Holt, Svetlana 87 171 258 Hoviss, Herb 111 66 177 Kayzakian, Yvette 33 33 Keele, Kevin 36 36 Khan, Rauf 60 60 Lakin, Sandra 21 21 Liebl, Horst 9 21 30 Lipton, Michelle 24 24 Magro, Michael 24 24 Marques, Joan 51 144 30 147 291 81 McCarty, Jerry 132 132 McGuckian, Dennis 78 66 144 McHorney, Daniel 21 21

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Mohiuddin, Kazi 45 57 102 Mohiuddin, Qadir 15 15 Murphy, Frank 48 48 Ordonez, Rodolfo 204 102 306 Pascual, Emmanuel 9 12 21 Rahni, Michael 81 147 228 Reed, Patricia 21 21 Sabolic, Paul 108 72 69 30 102 177 Sahu, Kailas 21 21 42 Scalice, Ray 27 27 Schultz, Robert 54 15 15 54 Short, Nathan 33 33 Siddiqi, Farhana 111 111 222 Terr, Vivian 42 60 57 120 180 99 Turk, William 78 39 117 Walker, M.E. 99 60 159 Whitcomb, David 87 30 117 Windsor, Michael 135 96 231 Yamauchi, Richard 27 27 Part-Time Totals 939 2763.5 918 2559 1221 4053.5 48 1857 0Overall Totals 1434 3381.5 1506 3021 2022 4332.5 48 2838 102

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f. What is your faculty coverage summary or equivalent? The faculty coverage summary is presented in Figure 5.3. Graduate UndergraduateTotal Student Credit Hours in Business Program Taught by Faculty Members in the Business Unit 2940 6402.5Total Credit Hours Taught by Doctoral and Professionally Qualified Faculty Members 2940 6354.5Percent of Total Credit Hours Taught by Doctoral and Professionally Qualified Faculty Members 100% 99%Total Credit Hours Taught by Doctoral Qualified Faculty Members 2838 2022Percent of Total Credit Hours Taught by Doctoral Qualified Faculty Members 97% 32%

As the above table shows, the percentage of total credit hours taught by doctorally and professionally qualified faculty is 100% in case of our MBA program and 99% for the undergraduate business majors. In both the graduate and the undergraduate categories, these percentages are higher than those required my ACBSP. Similarly, 97% of our total credit hours in the MBA program are taught by doctorally qualified faculty as compared to 70% required by ACBSP. In the undergraduate category, however, we need to raise our percentage of total credit hours taught by doctorally qualified faculty from 32% to 40%, as required by ACBSP. The School is committed to hiring 7 more doctorally qualified full-time faculty within the next 3 years. A new Accounting (doctorally qualified) faculty has been hired to begin during fall 2008. The School will be hiring one doctorally qualified faculty in the area of Marketing on a one- year visiting professorship basis. This position will be open for a national search, starting fall 2008 and will be filled on a full time basis. A search is currently underway for a doctorally qualified faculty member in fashion marketing and is expected to be filled no later than fall, 2009. Additional funds have been dedicated to hire 2 full-time faculty in the area of general management and one additional faculty in the area of marketing over the next 2-3 years. Two additional full time faculty members will be hired during next 3 years in the areas of quantitative methods and economics/finance.

5.3 Faculty Deployment Each school or program must deploy faculty resources among the disciplines, units, courses, departments, and major fields to ensure that every student attending classes (on or off campus, day or night, or online) will have an opportunity to receive instruction from an appropriate mix of faculty to ensure consistent quality across programs and student groups. For each academic major offered, a school or program must provide sufficient academic leadership at each location where the program is offered to ensure effective service to students and other stakeholders.

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a. Do you have at least one full-time doctoral or professionally qualified faculty member for each academic major or concentration?

Yes. The Chair of each academic major is full-time doctorally qualified. Also, in each department there is at least one additional full-time doctorally or professionally qualified faculty member (see Figure 5.31). As has been stated elsewhere in the report, the School is committed to hiring 7 additional doctorally qualified full time faculty members over the next 3 years.

Figure 5.31 Full-time Doctoral or Professionally Qualified Faculty by Major

b. How do you ensure that sufficient human resources are available at each location to

provide leadership (including advising and administration) for each program and that processes are in place to ensure that this leadership is being provided?

The Woodbury University School of Business programs are delivered only on the main campus of the University. This single venue assures sufficiency in providing leadership throughout all programs. All full-time and participating adjunct professors advise students. Both the undergraduate and graduate students are assigned a faculty advisor. Students are encouraged to meet regularly with their assigned advisor who assists them in scheduling courses for each semester of their program. Faculty advisors are trained regularly regarding procedures, programs, and being aware of students’ personal needs. Additionally, the University provides a separate process within OASIS for additional advising resources. Regular and on-going administrative curriculum assignments include, but are not limited to, course scheduling, faculty recruiting and assessment, as well as regular course development, reviews, evaluations that reflect the planning, organizing, and controlling of curricula. These are the responsibility of the department chairs in concert with the faculty and the deans. To assure the sufficiency of human resource availability for these responsibilities, the chairs are compensated in addition to their base salary to reflect the work they do on a twelve month basis. In addition, they receive a two-course teaching load reduction each semester. Therefore, chairs have fewer course preparations and the additional time to ensure that the foundational curricular leadership and management are provided. As needed the Associate and Assistant Deans are given additional course load reductions.

Major FT Teaching Faculty Member

Accounting John Karayan, Ph.D.

Fashion Marketing Karen Kaigler-Walker, Ph.D.

Management, concentrations: Finance, International Business

MBA

Alexandra Saba, Ph.D.

Robert Bjorklund, Ph.D.

Tahmoures Afshar, Ph.D.

Satinder Dhiman, Ed.D.

Marketing Lansing Gordon, D.B.A.

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Figure 5.4 Faculty Deployment by Program

2007 Fall and 2008 Spring Self-Study Year

Faculty Member

Number of Classes/Sections Taught in the Business Program Fall Semester Spring Semester FTE

Graduate Undergraduate Graduate Undergraduate Graduate Underg. Accel Trad. Trad. (SD) Weekend Accel Trad. Weekend All All

Full-Time Afshar, Tahmoures 2 2 3 63% 25%Bjorklund, Robert 2 2 50% 0%Dhiman, Satinder 3 2 63% 0%Gendel, E.B.12 4 3 0% 88%Gordon, Lansing 2 2 2 2 50% 50%Kaigler-Walker, Karen 2 0% 25%Karayan, John 2 1 1 13% 38%Saba, Alexandra 1 2 1 2 25% 50%Part-Time 0% 0%Abdeen, Adnan 1 2 38% 0%Aghakhanian, Armond 1 0% 13%Almaguer, John 1 0% 13%Anderson, R. 2 1 2 2 0% 88%Anding, Henry 1 0% 13%Arcilla, Raymond 1 0% 13%Baghdasarian, Arthur 2 1 38% 0%Bagot, Gordon 2 2 50% 0%Banescu, B. 1 1 1 3 0% 75%Ben-Dov, Naora 1 1 0% 25%

12 See previous reference

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Faculty Member



Bennington, Ruth 2 2 0% 50%Bernstein, Dennis 4 1 1 1 0% 88%Bird, Richard 1 1 25% 0%Briant, Ray 2 0% 25%Cook, Michael 1 1 25% 0%D'Amato, Phillip 1 0% 13%Davis, Emily 2 1 3 1 0% 88%Diaz, Mauro 1 0% 13%Fairbanks, Bert 1 3 3 0% 88%Fallon, George 1 0% 13%Garrett, Carol 2 2 2 1 50% 38%Gilbert, Paul 1 1 2 1 0% 63%Green, Virginia 1 1 1 1 2 0% 75%Heineman, Judith 1 1 1 0% 38%Holt, Svetlana 3 2 1 0% 75%Hovis, Herb 2 1 1 1 0% 63%Kayzakian, Yvette 2 0% 25%Keele, Kevin 1 0% 13%Khan, Rauf 1 13% 0%Lakin, Sandra 1 0% 13%Liebl, Horst 1 1 25% 0%Lipton, Michelle 1 0% 13%Magro, Michael 1 0% 13%Marques, Joan 1 1 2 1 1 1 1 1 25% 88%McCarty, Jerry 2 0% 25%McGuckian, Dennis 1 3 2 0% 75%McHorney, Daniel 1 13% 0%

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Faculty Member



Mohiuddin, Kazi 1 1 25% 0%Mohiuddin, Qadir 1 0% 13%Murphy, Frank 1 0% 13%Ordonez, Rodolfo 2 2 2 0% 75%Pascual, Emmanuel 1 0% 13%Rahni, Michael 1 1 4 1 0% 88%Reed, Patricia 1 0% 13%Sabolic, Paul 2 1 1 1 1 38% 38%Sahu, Kailas 1 1 25% 0%Scalice, Ray 1 0% 13%Schultz, Robert 1 1 13% 13%Short, Nathan 1 0% 13%Siddiqi, Farhana 3 2 63% 0%Terr, Vivian 1 2 1 1 1 2 25% 75%Turk, William 2 1 0% 38%Walker, M.E. 1 2 2 0% 63%Whitcomb, David 1 1 1 0% 38%Windsor, Michael 2 1 2 2 0% 88%Yamauchi, Richard 1 0% 13% 31 28 44 1 19 29 22 37 17 750% 2100%

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5.4 Faculty Size and Load

The number of faculty in the business school or program should be sufficient to effectively fulfill its mission of excellence in educating business students.

ACBSP considers the following functions to be essential responsibilities of the faculty and staff. Though other qualified individuals may participate in these functions, the faculty must play an essential role in each of the following:

• Classroom teaching assignments • Student advising and counseling activities • Scholarly and professional activities • Community and college service activities • Administrative activities • Business and industry interaction • Special research programs and projects • Thesis and dissertation supervision and direction, if applicable • Travel to off-campus locations, if applicable

a. How do you demonstrate that faculty and staff are of sufficient numbers to ensure

performance of the above nine functions? Our policy is to maintain class sizes of 15 – 20, depending on the type of course, in the MBA program and 20 – 25 in the undergraduate. Occasionally, a course may go over by one or two students, but never more. We will bring in more faculty and split sections when necessary. With respect to advising and counseling activities, as mentioned earlier, we assign each student to an experienced faculty member for advising and maintain extra advising office hours during scheduling weeks. b. How do you determine the appropriate teaching load for your faculty?

In determining the appropriate teaching load for our faculty, Woodbury University School of Business initially considers the first six of the essential responsibilities. Thesis supervision and travel to off-campus locations are not considerations, because neither are factors. We have a policy that classes have a limited enrollment in both graduate and undergraduate programs, and, as of this year, there is a 4/4 course load. However, this is changing to a 3/3 course load as of the 2009-2010 academic year. Presently, as in the future, all full-time and specifically designated and compensated participating part-time faculty members share the advising load. Department chairs, who receive additional compensation and have a reduced teaching load, are responsible for a larger share of advising and counseling.

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c. What is the institutional policy that determines the normal teaching load of a full-time faculty member?

As mentioned above, the institutional (Woodbury University) policy is that all professors will maintain a teaching load of four courses per semester. The policy within the School of Business is that one graduate course counts as two courses toward the course count. Additionally, it is the policy of the institution that certain extra duties, over and above normal teaching and administration, will earn a one to two course reduction in teaching load.

d. How are these policies administered?

These policies are determined by the CAO in consultation with the Faculty Senate and Woodbury University Faculty Association, and are administered by the CAO and the Department Chairs and approved by the Dean/Director of the academic unit. e. How do you determine that no faculty member (full- or part-time) has a

combination of teaching and other responsibilities that is inconsistent with fulfilling all functions effectively?

The Woodbury University School of Business is a relatively small organizational unit, and the departmental span of management is of a size that is intimate. Thus, the strains of overloading faculty will become visible quickly. There is a teaching minimum, but there is also a teaching maximum. We try to keep all adjuncts at two courses per term, which can stretch to as many as three or four if there becomes a short term requirement. In those cases, that would include at least one case of two sections of the same course. As far as affecting the other functions such, as scholarship and service, the School of Business Chairs carefully monitor the workload of the full-time and the part-time faculty to assure that the teaching effectiveness is maintained. f. How do your part-time faculty members participate in these essential functions?

Department chairs are the first line of communication with the part-time faculty members with respect to their teaching assignments. The departments have regular meetings each semester where the part-time faculty members can share their views and problems. Regular part-time and participating part-time faculty members are all members of the Woodbury University Faculty Association and have the right to serve on University, School, and departmental committees and projects. When so serving, they are usually compensated by the departmental unit as well as the University budgets.

g. What fact-based information, such as benchmarking (comparison to best practice), is used to evaluate your performance to others?

Woodbury University School of Business compares itself with the practices of seven comparable universities. They include Willamette, Shenandoah, Belmont, Drake, LaSalle, Marist, and Rider Universities. The practices studied, which are extensively sited in Standard

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Four, include finances, student diversity, applicants, student retention, graduation rates, and graduation statistics. Additionally, we compare faculty compensation rates. h. What comparison (comparison with other high-quality institutions), or historically

appropriate faculty size and load criteria are used to evaluate your performance to others?

The Woodbury University Faculty Association and the Woodbury University Administration Joint Faculty Compensation and Workload Taskforce have recently conducted a major study of faculty compensation and workload. It was supported by the McKnight Associates in partnership with Huron Associates. The following is an excerpt from the report of the committee: “In summer 2007 McKnight & Associates completed their work. In the fall, a university task force of faculty and administration was established to review that work, along with other appropriate information, and make recommendations to the president about a plan to address imbalances in load and problems with compensation. The committee comprised the following: Bob Bjorklund (Business School faculty and part of the original committee); Penny Collins (MCD faculty and part of the original committee); Marty Tippens (ITS faculty); Jay Nickels (Architecture faculty and participating adjunct); Frederic Räuber (Library faculty); Vic Liptak (Dean of the Faculty and president of the faculty association); Ken Jones (VPFA and part of the original committee); Rachelle Prince (HR Director and part of the original committee); and David Rosen (SVP and facilitator of the meeting). The “job” that Woodbury does and its culture of high quality, of making a difference in students’ lives and in the community, as well as the university’s atmosphere of collegiality and collaboration, have served as an attractor for the university’s impressive faculty. Others still respond to these qualities and desire to be part of the team. Dealing with equity of workload and compensation will, we believe, make the university a first choice among faculty in all the fields that the university represents. The central question that guides the task: The committee framed its discussion with this question: “What do we want our faculty to look like, including the mix of full-time and part-time and solid to super stars?” The goals the committee has set the following goals for their task: - Necessary adjustments to workload to accomplish equity and make successful completion of tasks possible. - Appropriate monetary recognition of the value of faculty, chair, and library work

according to workload

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- Monetary recognition of the value of scholarship and creative work within the discipline or related to pedagogy - Reduced load for scholarship and other tasks central to the advancement of our mission.”13 i. What process do you use to evaluate and improve the mix of the nine functions? The School of Business at Woodbury University is of a size and character that allows close evaluation of the mix of the functions. We are a teaching institution and do not have multiple campus concerns or dissertation/thesis supervision loads. We listen carefully to all manner of feedback, such as course evaluations and student concerns that are expressed to various levels of the organization, through multiple modes. Department heads and the Dean meet with faculty to discuss their course performance and their scholarship. Those meetings also include discussions concerning the other functions such as service to the university. Where possible, we find ways to solve difficult issues and to support opportunities.

13 Excerpt from the Final Report of the Taskforce on Faculty Compensation and Workload, Woodbury University, November 11, 2007

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Figure 5.5

FACULTY LOAD: FULL-TIME FACULTY MEMBERS

Number of Advisees

Scholarly Activity

Professional Activities

Number of Committees

Community Service Administrative Duties

Fall 2007 Spring 2008

Afshar, T 291 5 2 2 44 Yes No 2 Yes No

Bjorklund, R 231 4 1 1 50 Yes Yes 4 Yes Mgmt.Chair

Dhiman, S. 255 4 1 1 64 Yes Yes 3 Assoc.Dean;MBA Chair

Gendel, E. 177 4 1 1 0 No No 2 No

Gordon, L. 483 6 2 2 41 Yes Yes 2 No

Kaigler-Walker, K 129 4 1 1 37 Yes Yes 4 Yes Asstt.Dean; Mktg. Chair

Karayan, J 216 4 1 1 44 Yes Yes 4 Acct.& IT Chair

Saba, A 369 5 2 2 49 No Yes 2 Internship Program Dir.

Semester (Quarter)

Hours Taught/

Academic Year

Full-Time Faculty Members

Number of

Preps./ Year

Number of Disciplines/ Semester (Qtr.)

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5.5 Faculty Evaluation

a. How do you monitor/evaluate your faculty’s teaching, student advising and

counseling process? Teaching, advising, and counseling are each monitored differently. Teaching is monitored and evaluated by classroom visitation by the department chair and by our extensive on-line course evaluation program. The Woodbury University Course Evaluation system is managed by the University IR Specialist who provides summaries of evaluations to the faculty member, the dean, and the department Chair. The results of these data, and of discussions with students who bring solicited comments, are then discussed with the faculty member and suggestions are provided where necessary. Student advising is monitored by making certain that appropriate advising hours are established and met. Students are quick to report missed appointments or posted office hours that are not kept. Office hours are expanded during registration periods. When there are signs that the advising process is not working with one faculty member, the chair will reassign the student to another advisor. Counseling is also taken seriously at Woodbury University, especially since the Virginia Tech incident. Faculty members are encouraged to look for signs of distress, and when detected refer the student to our counseling service. Nonetheless, it is difficult to monitor the effectiveness of a faculty member who may or may not have a student who presents those symptoms. b. How do you monitor/evaluate your faculty’s scholarly and professional activities

(see glossary of terms for scholarly activities)? The various scholarly and professional activities may work better for one faculty member than another. However, as we are a small school with formal functional divisions, it is almost impossible for a department to be unaware of the scholarly and professional activities of their faculty. We monitor the work of faculty, whether they are doing scholarship of teaching, discovery, integration, or application. We encourage all of the above. Each faculty member is in contact regularly with the Department Chair, and has the equivalent of an MBO goal set with the dean. c. How do you monitor/evaluate your faculty’s research and publication activities? The same answer holds true for faculty research and publication activities. Our vision for the next several years includes achieving AACSB status as well as ACBSP reaccreditation, and although we primarily are a teaching institution, the research and publication record of our faculty members has increasingly taken a role of primary importance. We, therefore, encourage, monitor, and evaluate faculty research and publication progress. Furthermore, that record has become increasingly important in the Personnel Committee decision process for contract/promotion.

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d. How do you monitor/evaluate your faculty’s service activities? Woodbury University’s service activities center around the Woodbury University Faculty Association and are monitored and actuated by the Faculty Senate. Each academic unit, including the School of Business, is represented on the Senate which arranges faculty committee elections and appointments. When faculty members resist to participate in University and School of Business service committees and task forces, they receive encouragement through the chairs and deans. Once again, service can be a deal breaker in Personnel Committee decision. In the face of strong scholarship and teaching, a weak service record will not be sufficient to reject a case for contract extension. In the face of one or two weak sectors, the poor service record will most likely be the final issue to cause a rejection. It is with this level of importance in mind that we find it necessary to provide strong advice to faculty members, particularly the new Assistant Professors who seek promotion or contract renewal. e. How do you monitor/evaluate your faculty’s administrative activities? Although Woodbury University and the School of Business are relatively small organizations, all of the same administration work is required as if we were larger. We work hard to relieve faculty members from administrative responsibilities, but when they are assigned, because of our small size; their performance is transparent and easily monitored and evaluated. f. How do you monitor/evaluate your faculty’s business and industry relations? Relationships between faculty and business/industry take two parts. First is the attitudinal part. When faculty attitudes reflect hostility toward business and industry, we seek to understand that hostility and encourage them to understand it and perhaps couple that attitude set with classroom approaches that are constructive to student learning. Woodbury University School of Business believes and actively encourages Academic Freedom and will not subject faculty members to harassment concerning their beliefs. The second aspect of the relationship between faculty members and business/industry is reflected in the extent to which the faculty members pursue and achieve those relationships. This is very often reflected in the way adjunct faculty join the Woodbury University School of Business community. When we have respectful relationships, many business/industry people will, and do, seek out relationships. g. How do you monitor/evaluate your faculty’s development activities? Similar to our answer in items b. [professional activities] and c. [scholarly activities], we are small, and have close relationships between the deans, chairs and the faculty members. Through an MBO approach, we help establish goals and closely monitor the progress or non-progress faculty members make in that regard.

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h. How do you monitor/evaluate your faculty’s consulting activities? Each full-time faculty member has the right to consult on approximately a one day per week basis. Faculty members are encouraged to provide the department chair or dean with an idea of with whom one is consulting and with a general description of the type of consultation being performed. i. How do you monitor/evaluate your faculty’s additional contributions to the business

school or program? Additional contributions to the School of Business take the form of excellence in either classroom or outside service areas reflect positively on our stature, students, and/or faculty. As those occur, the faculty is recognized by all concerned. By regularly recognizing outstanding contributions, other faculty members are encouraged to make their work known.

j. How do your faculty and staff promote a student focus? Woodbury University is primarily a teaching institution that serves a diverse constituency. Specifically, we are recognized as a Hispanic Serving Institution (HSI) which has a large number of students for whom English is not the first language and who are the first generation college graduates. We are very pleased with these distinctions and, as such, the entire community has a student focus. We also have a strong ethic of student retention, and there is great pressure for all faculty members to maintain a student focus.

k. How do faculty responsibilities ensure effective communication and cooperation

across functions or units that need to work together to meet student and school and/or program educational requirements?

We have begun a program of team teaching courses at two academic levels. The Introduction to Business course now is lead by a coordinating professor, and includes introductory lectures by representatives of the various functional area such as marketing, finance, accounting, international business, so that the faculty members begin to understand what will be needed by the students as they progress in the programs and so that the students learn something about career paths at the very beginning of their School of Business education. We also intend to bring cross functional faculty into the capstone course so that they can experience the student needs and material retention at this level. Additionally, all full-time and participating part-time faculty members are responsible for direct student advising, so that they understand and communicate the various course requirements and prerequisites.

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l. How do you ensure work and jobs are designed, organized, and managed to provide

opportunities for individual initiative and self-directed responsibility in designing, managing, and improving school and/or program processes?

Because of our relatively small size, faculty jobs are organized in a flat structure, and the faculty responsibilities are such that faculty design courses around published outcomes. Yet, faculty have great flexibility for individual initiative as they design their courses. In terms of other responsibilities, there exists a culture of combined cooperation and competition across departments and schools in program and process development.

m. How do you ensure work and jobs are designed, organized, and managed to

promote flexibility, cooperation, rapid response, and learning in addressing current and changing student, stakeholder and operational requirements?

As in item l. our small size is our friend. We do not have great levels of bureaucracy that serve as barriers to adopting new technologies or concepts. Each dean and chair is easily available to faculty ideas and input and anxious to support the requirements to respond quickly to changing concepts and operational requirements of students and other stake-holders. n. How do you ensure work and jobs are designed, organized, and managed to

promote knowledge and skill sharing across work functions, units, and locations? One of our great new strengths and opportunities comes from or new School of Business classroom and faculty office building. Our faculty offices all open into a shared common reception area. Each faculty member is in direct contact with all the others. Communication of knowledge and teaching skills are the natural result. o. How do your compensation and recognition approaches for individuals and groups,

including faculty and staff, reinforce the overall work system performance and learning objectives?

Currently our faculty compensation program is relatively fixed to ensure internal equity across the University. However, in the face of increasingly competitive pressure in the market place, there has been the introduction of the concept of market adjustments. Also, the Woodbury University Compensation and Workload Taskforce is considering some commitment to compensation for exceptional performance. That outcome is probably one year from fruition.

p. How do you improve your evaluation system? Each year the University and the School are increasing our sense of improvement—in teaching, programming, and evaluation. University-wide evaluation improvement is a general frame of mind.

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5.6 Faculty and Staff Development

Each business school or program must provide an opportunity for faculty and staff development consistent with faculty, staff, and institutional expectations. Part-time faculty should participate in appropriate faculty development activities.

a. How do you determine faculty and staff development needs? Woodbury University School of Business determines faculty and staff development needs by maintaining an ongoing SWOT analysis discussion. Then, as the opportunity arises, we will develop an in-service program or a professional off-campus meeting on a specific topic where one or more faculty members will benefit.

b. What orientation and training programs are available? The Woodbury University Faculty Association provides an annual full-day campus-wide faculty symposium to provide orientation and re-orientation and faculty alignment with the values and goals of the University. In addition, the School of Business provides orientation and training in the form of two in-service training orientation seminars a year as well as recommendations for meetings with the Institute of Teaching and Learning.

c. Are there opportunities for ongoing professional development? There are opportunities for ongoing professional development. The Dean of the School of Business encourages all faculty members to find development opportunities, and has agreed to support them financially. Additionally, in the Management Department, we are bringing a seminar to the Woodbury University School of Business by Management Simulations, Inc. that will provide extensive development in the use of business simulations in the teaching of Introduction to Business and the Business Capstone course.

d. How do you get input from the faculty and staff about their development needs? As mentioned earlier, the small size of the School of Business works in favor of open communications among faculty and staff. All faculty members are housed in very close proximity and share a common reception area. Therefore they are readily able to communicate their development needs and to listen to suggestions for developmental improvement.

e. How do you deploy faculty and staff development needs? Individual faculty development needs are deployed through a communications process with the chairs with the final funding approval by the Dean. To date, legitimate developmental requests have not been denied.

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f. How do you measure trends and comparisons of faculty and staff development

activities? Our departments and the span of management of the chairs are small and those relative trends and comparisons between faculty and staff members stand out clearly. That being true, issues can be addressed in collegial ways and communicated either formally or informally by the chairs to the deans.

g. How does the faculty and staff development process employ activities such as

sabbaticals, leaves of absence, grants, provision for student assistants, travel, clerical, and research support?

In the past three years, about one-third of our faculty members have taken sabbatical leave for writing and research projects. The results have been fairly good in that journal articles, book proposals, other outcomes have been forthcoming. As far as student assistants, travel, and clerical support is concerned, those have also been available.

5.7 Faculty Operational Procedures, Policies and Practices

Each institution (school or program) must have a written system of procedures, policies, and practices for the management and development of faculty members. Written information must be available to faculty members.

a. Do your procedures, policies, and practices address the following bulleted items? Yes. Our procedures, policies, and practices do address the bulleted items, with the exception of tenure, as Woodbury University is not a tenure granting institution. b. If you do not address bulleted items, please explain why not?

• Faculty development, including eligibility criteria • Tenure and promotion policies • Evaluation procedures and criteria • Workload policies • Service policies • Professional expectations • Scholarly expectations • Termination policies

c. How do you improve your procedures, policies, and practices? The School of Business is currently writing a new formal faculty handbook that will provide full articulation of procedures, policies, and practices. Currently we operate under the Woodbury University Faculty Association faculty handbook and we believe the preparation

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and vetting of a new School of Business Faculty Handbook will provide great opportunity for further reflection.

5.8 Scholarly and Professional Activities

a. In what types of scholarly research are your faculty members involved? As an outcome effect of the arrival of a new dean, Dr. Andre van Niekerk, in 2005 the entire faculty has become actively involved in scholarly development. Some faculty members conducting research in the scholarship of teaching, while others are concerned with integration, and still others in application. At some point the faculty members are doing theoretical work as well as empirical. During 2006-2008, for example, our faculty published a good number of research articles in Cabell approved journals, listed in next section. Currently, one of our faculty members is working on a collaborative research project with a member of the Department of Psychology on the effects of the move from the planned economy in China to the market economy of Chinese women’s perception of fashion/appearance and the use of appearance related products and media. In addition to outside funding, his project is partially funded by the Dean’s Fund, a grant from the CAO and a grant from the Faculty Development Fund (part of WUFA).

b. In which publications are your faculty members being published? Our faculty publishes in a variety of publications such as:

• The Journal of Human Resources and Adult Learning • Business Renaissance Quarterly • The Journal of Global Business Issues • The Journal of American Academy of Business, Cambridge • The Journal of Applied Business Research • The Journal of College Teaching and Learning • The Journal of Business and Economic Research • Global Business and Economics Review • Corporate Taxation Insider • Various Conference Proceedings

c. In what professional activities are your faculty members involved? Our faculty is involved in a variety of professional activities, ranging from being the founder directors of professional organizations such as Business Renaissance Institute to being the founders and lead editors of several professional journals (all Cabell approved). In addition, they also serve as program directors for organizing various professional conferences. Some of our faculty members are actively involved in various professional bodies such as American Accounting Association, American Taxation Association, serving on various dissertation committees, Academy of Spirituality and Professional Excellence, and Clute

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Institute of Academic Research. Other faculty members serve on the boards of non-profit organizations.

d. How do you improve the balance and degree of faculty involvement in scholarly and

professional activities that support the fulfillment of the institution’s mission? Our faculty has a good balance of involvement in scholarly and professional activities. Some of our faculty members are actively involved in scholarly publications while others focus more on professional activities such as consulting and contributing regularly to professional newsletters, and still others combine both scholarly publications and professional activities. Please see Figure 5.6 below for a summary of the scholarly and professional activities of our faculty members.

Figure 5.6 Scholarly and Professional Activities (Full-Time Faculty)

Codes to Use for Scholarly Activities

A = Scholarship of Teaching B = Scholarship of Discovery C = Scholarship of Integration D = Scholarship of Application

Professional Related Service

Professional Conferences/ Workshops

Professional Meetings

Professional Memberships Other

Afshar, T Ph.D. No A=1;C=1;D=1 A=2; C=1 D=1; A=1 C=2 1 3Bjorklund, R Ph.D. D=1 D=12 D=4 D=1 D=5

Dhiman, S Ed.D. No A=2;B=1C=1;D=2

A=1;B=1C=1;D=1 A=1;C=1D=1 C=4 A=2;D=2 6 3

Gordon, L. DBA C=2 D=1, C=3 D=2 2Kaigler-Walker, K Ph.D. No B=1 B=1 D=1 D=1 D=1 C=1, D=1 2 2Karayan, J Ph.D. & J.D. Yes

( )D=7 D=2 D=12 D=5 D=4 D=6

Saba, A Ph.D. Yes ( )

D=2 D=3 D=2 D=2

Faculty MemberHighest Degree Earned

Papers Presented

Published Articles/

Manuscripts/ Books

Professional Certification

Professional Activities Unpublished

Articles/ Manuscripts/

Books

Consulting

Scholarly Activities

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Figure 5.6.1 Scholarly and Professional Activities (Part-Time Faculty)

Faculty Member Highest

Degree Earned Professional Certification


Papers Presented

Published Articles/

Manuscripts/ Books

Unpublished


Books Consulting





Professional Memberships

Abdeen, A. DBA CPA d=1 d=1 d=1

Aghakhanian, A. MBA d=2 d=2

Almaguer, J. MBA Broker d=1 d=1

Anderson, D. MBA d=1 d=1

Anding, H. JD CPA d=1 d=2

Arcilla, R. BA d=1

Baghdasarian, A. JD Attorney;

CPA d=1 d=5

Bagot, G. PhD

Banescu, C. JD d=4 d=1 d=1

Ben-Dov, N. MBA

Bennington, R. MBA Attorney d=1 d=3

Bird, R. PhD d=1

Briant, R. MA d=2

Cook, M. DPA CFM d=1 d=2

D'Amato, P. MBA Teaching d=1

Danielson, E. MS d=1

Davis, E. MBA d=1

Davtyan, E MBA d=1 d=1

Diaz, Mauro MBA d=1 d=1

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Papers Presented

Published Articles/

Manuscripts/ Books

Unpublished


Books Consulting






Fairbanks, B. MBA d=2 d=5

Fallon, G. MS; ABD d=1 d=2

Garrett, C. JD; PhD Attorney d=1 d=5

Gilbert, P. PhD

Green, V. PhD HRE d=3 d=1 d=4

Heineman, J. MA-OD PIHRA d=5

Holt, S. EdD d=1 a=2

Hoviss, H. MA HR GTE PM d=1 d=2

Kayzakian, Y. MA CTEC d=1

Keele, K. MBA d=1 d=1

Khan, R. PhD d=2 a=2;d=3

Lakin, S. MS d=1

Liebl, H. PhD CPA;CFE d=1

Lipton, M. JD Attorney d=1

Magro, M. MIT;DPDS student d=1 d=4

Marques, J. EdD a=2,d=2 b=2;c=1; d=7 d=2 d=2

McCarty, J. MBA d=1 d=1

McGuckian, D. MBA d=1 d=2

McHorney, D. EdD d=1

Mohiuddin, K. PhD d=1

Mohiuddin, Q. PhD

Murphy, F. MBA CPA;CAM d=1 d=6

Odonez, R. MBA CPA d=2 d=2

Pascual, E. MBA CPA d=1 d=5

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Papers Presented

Published Articles/

Manuscripts/ Books

Unpublished


Books Consulting






Rahni, M. PhD MCSE d=1

Reed. P. BS d=1 d=1

Sabolic, P. EdD d=1

Sahu, K. PhD d=1 d=5

Scalice, R. MS d=1 d=2

Short, N. MBA d=1

Siddiqi, F. PhD d=1 d=1

Terr, V. JD Attorney d=1

Turk, W. MS HR d=1 d=1

Walker, M MS d=1 d=2

Whitcomb, D. MSIE PE d=1 d=2

Windsor, M. MBA d=1

Yamauchi, R. MS CPA d=1 d=1

Codes to Use for Scholarly Activities

A = Scholarship of Teaching B = Scholarship of Discovery C = Scholarship of Integration D = Scholarship of Application

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STANDARD 6: Educational and Business Process Management 6.1 Education Design and Delivery

Woodbury University tailors its programs to the evolving needs of the local, regional, and global society. The School of Business is no exception. Based on impulses from employers, local trends, and signals from our marketing department, the School of Business modifies current programs and develops new ones where necessary. Yet, these transformations don’t materialize overnight. The respective department chair carefully reviews the suggestions made and subsequently discusses those with the Dean. It is after this initial, in-depth review that a report for a curricular change is produced. Curricular changes are always screened by the University’s Curriculum Committee and require a strong foundational explanation as to their merit, the purposes they serve, and how these changes will improve the quality of education the University delivers. With any curricular change, the need for faculty enrichment emerges. These needs are taken care of as soon as the Curriculum Committee has approved the modification or transformation. A recent example of such a modification is the enrichment of our MBA program with a new core course titled “Ethical Leadership,” created in response to the mounting call from local, regional, and global societies for increased ethical responsibility from business leaders. Even while the program, equipped with a solid foundation, was still in the review stages with the curriculum committee, the Department Chair started ensuring faculty coverage for this course. Currently, there are at least three faculty members in the School of Business who have the professional and academic skills to facilitate this new MBA course. All curricular changes are routed through the Curriculum Committee that consists of members from each division. The committee follows the following Curriculum Proposal Sequence:

1. Obtain approval from School. 2. Determine appropriate Curricular Proposal Form: Substantive, Incidental or New. 3. Complete form with required attachment. 4. Obtain signatures from impacted department. 5. Obtain signatures from Directors or Deans of other schools. 6. Submit all materials electronically (with the exception of signature form). 7. Respond to any requested revisions and resubmit proposal. 8. Revisions are forwarded from Curriculum Committee to the EPC. 9. Proposal is submitted to Faculty Senate for approval. 10. Proposal is submitted to VPAA for approval. 11. Proposal is forwarded to President for approval. 12. Approved curriculum is distributed to respective constituencies.

Please see the attached flow chart (Appendix C) regarding the curriculum proposal approval process.

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6.1.1 Educational Design

a. How do you develop the design and introduction of educational programs and offerings?

The design and introduction of educational programs and offerings happens with initial consideration of the Business School’s mission. The procedure in implementing new designs has particularly manifested itself in the past two years, and may serve as an excellent example for changes in the future. In August of 2006 Woodbury University formulated its current mission statement, and each academic unit was asked to re-envision its mission and align its statement with the broader University mission. A collaborative project between the School’s administration, its faculty, and other stakeholders, such as the School’s Board of Advisors, led to a new mission statement for the School of Business. That mission focused on the School’s efforts towards improving the faculty bench depth of our academically qualified faculty. The new mission identified five areas of focus: 1) Business knowledge and experience that will create leaders, 2) Effective communication skills in various media; 3) Ethical values and behavior; 4) Global perspective; and 5) Development of the unique potential of each individual student. To achieve this mission, the School redesigned its undergraduate and graduate educational programs in an effort to produce business professionals with a general management education that stresses these qualities. The main purpose of redesigning the undergraduate program at the School of Business was to create a common core, which all majors would adhere to. The redesign process was, just as with the new mission statement, a team effort that involved the School’s administrators, faculty, and the curriculum committee.

Each new design process starts with soliciting input from administrators and faculty, based on their academic and professional experiences. The data obtained are subsequently formatted in a report to be presented to the Curriculum Committee. At the same time, an in-depth preliminary review on the current faculty is executed in order to determine whether the design alterations can be fulfilled with the current team, or whether new hiring will have to take place. Once the Curriculum Committee has developed its recommendations the designated chair communicates the program design changes to his or her faculty and applies the new design. b. How do you make curricular changes related to the business school or program’s

mission statement and strategic plan? Curricular changes are initiated in a variety of ways: through faculty input on a personal basis or in faculty meetings; through students’ suggestions, either communicated to faculty or directly to the Department Chairs; through communication with corporate relations of the administrators of the School of Business; and through the Gap Analysis that was developed in spring 2008. The example of the new course “Ethical leadership” in our MBA Program, provided under point 6.1 above, may serve as an example of a course that was designed on the basis of the Gap Analysis. As provided in the example in 6.1.1.a, all curricular changes are first considered against the School’s mission. Once deemed proper, necessary, and enriching, subsequent steps, as laid out above, are executed.

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c. How do you incorporate student and stakeholder input? Student and stakeholder input is attained and incorporated in various ways. Student input is attained through student reflections, either in-course, communicated to their faculty, through end-of-course reflections presented online, or through direct communication with the Department Chair. Other stakeholders, such as the Board of Trustees, School of Business Board of Advisors, University Officers, the Faculty Committee, individual faculty members, and other educational and business institutions which the School of Business maintains an ongoing relationship with, present their input in multiple formal and informal ways, either to the Dean, or to one of the Program/Department Chair. All forms of input are seriously considered and discussed with the administrator to whom it is initially presented. Once the team of Business School administrators agrees upon the merit of this input, implementation modes are reviewed. Some input can easily be incorporated by simply adding an appropriate upgrade to a current course plan, while other inputs require more in-depth preparation. When the application of an input requires a lasting structural change to a course, this happens in a pre-designed, multi-step manner. An example is the redesign of our capstone courses at the undergraduate and graduate level. Once the need was expressed to tailor these courses more to real-life circumstances and incorporate a comprehensive element of multi-dimensional business performance in them, the changes are first piloted by the Chair of the Department of Management, who is also one of the professors teaching this course. Based on his experiences and observations, as well as the students’ feedback attained at the end of the courses, the program was modified and other instructors teaching the course instructed by the Chair about the philosophy, strategy, and implementation of this new course design.

Table 6.1 - Educational Design

Programs Curricular Changes Student/Stakeholder Input Measures

Woodbury’s (new) Bachelor of Business Administration degree

Creating a common business core and strengthening the majors in accounting, management, fashion marketing, and marketing

Input from Department Chairs, Business School faculty, and the University’s Curriculum Committee.

Program enrollment, student retention, students’ course feedback, student advisory board feedback, and alumni performance once the program is fully instated.

Management Redesigned MG 483 (Capstone Course)

Gap Analysis, benchmarking, faculty and administrators’ recommendations

Students’ performance in inter-school competitions, students’ end-of-course feedback, course facilitating faculty’s feedback.

MBA Redesigned MG 562 (Capstone Course)

Gap Analysis, benchmarking, faculty and administrators’ recommendations

Students’ performance in inter-school competitions, students’ end-of-course feedback, course facilitating faculty’s feedback.

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MBA Added new core-course, MG 572.7, Ethical Leadership

Gap Analysis, benchmarking, input from alumni, current students, and business affiliates.

Students’ in-course feedback, students’ end-of-course feedback, course facilitating faculty’s feedback, and program alumni performance.

6.1.2 Degree Programs

a. How long does it take for a full-time student to complete the degree?

The duration of completing the Baccalaureate degree at the School of Business varies as a function of the students’ course intensity. While four three-unit courses per semester are considered full time, students have options to enroll in three different formats: the traditional format (so-called “day-school”), the seven-week accelerated format (so-called “evening”-courses), and the weekend-format. Tailoring these formats to one’s convenience enables students to complete the degree over an average of four years, but with an option of condensing the duration through an overload, as long as GPA requirements are met. Completing the MBA program usually requires two years on a full-time basis. However, students can take advantage of the accelerated formats, which are now offered in weekend- and evening modules, enabling them to complete the degree in one year, assuming that there are no outstanding preparatory requirements. There are up to six preparatory courses to be taken by those who lack certain elements in their undergraduate degree. b. What are the delivery methods (classroom, correspondence, independent study, computerized distance learning, etc.)? The delivery methods for all courses at Woodbury University’s School of Business are in-class, through face-to-face contact between students and instructors. In incidental cases, independent studies are offered, using a combination of face-to-face instruction and online delivery options. c. How many contact hours are required to earn 3 semester hours (4 quarter hours) of credit? The traditional day-evening format offers 45 in-class contact hours of instruction. The 7-week programs, designed for the working-adult population require 28 in-class contact hours plus an additional 9 – 10 hours of significant individual student involvement in the learning process beyond the regular homework required for each course.

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Table 6.2 - Degree Programs

Programs Units to Degree Delivery Methods Contact Hours/3 Semester Hours

Undergraduate Accounting 126 units Traditional/Intensive

Face-to-face 45 for traditional 35 for intensive

Management 126 units Traditional/Intensive Face-to-face

45 for traditional 35 for intensive

Marketing 126 units Traditional/Intensive Face-to-face

45 for traditional 35 for intensive

Fashion Marketing 126 units Traditional Face-to-face

45 Hours

Graduate MBA 36 units Intensive

Face-to-face 35 Hours

The time and place requirement differs in the case of internships, which are a mandatory part of undergraduate programs in the School of Business. Internships represent 3 units of coursework, and entail 120 chair-approved hours in a work environment related to the major. d. Do you have self-paced models?

There are no self-paced models implemented in the current academic delivery structure.

e. How are credits earned?

Credits are first and foremost earned through students’ proven mastery in the subject. This mastery is demonstrated in a multitude of ways: through intermediate course-tests, final exams, individual and team projects, in-class presentations, general participation in the course, and presence. While presence for traditional courses is set on a mandatory 75-85%, the presence requirement is as high as 100% for accelerated course formats.

f. Do you confer nontraditional business degrees?

The School of Business confers only traditional degrees in both traditional and nontraditional program delivery formats for the undergraduate as well as the graduate programs. The School of Business degrees can be earned through traditional (day-school) accelerated evening and weekend formats. For the MBA program, courses are offered in 7-week formats in both weekend and evening options. For the undergraduate program, the accelerated option is currently limited to a 7-week evening format, while the weekend courses are offered in 7 non-consecutive workshops, spread over an entire semester. In order to optimize the learning experience and increase student satisfaction, students are allowed to enroll in all of these three formats at the same time.

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g. How do nontraditional degrees support and/or relate to the business school or program's mission and objectives?

Woodbury University’s School of Business does not offer nontraditional degrees, but rather traditional degrees to be earned in traditional and nontraditional (evening and weekend) formats. 6.1.3 Common Professional Component (CPC) a. How does your curriculum design address the Common Professional Component

(CPC) outlined below?

As a part of the redesign of the curriculum and implementation of the BBA degree, we developed a common business core and strengthened our four undergraduate majors. As a result of the implementation of the common core and the streamlined major-related courses, students graduating from these new curricula will have stronger and enriched business backgrounds. The BBA curricula contain ideal blends of both soft and hard skills. Our new common business core will adequately prepare our students in various functional areas such as accounting, finance and marketing, while at the same time providing them the essential knowledge in the important areas of leadership, management, organizational behavior, and business ethics. In effect, our vision is to educate the whole person for life. By directly teaching value through the courses on leadership and ethics and by giving experience to the students in both curricular and co-curricular experiences we integrate the classroom lessons into our students’ personal lives. b. How do you determine the appropriate coverage of the Common Professional

Component (CPC)?

Proper coverage of the Common Professional Component is determined by student feedback in informal (in-class) as well as formal (assessment based) ways, with the latter being of prime importance given that many of our students are already members of the corporate world. We gain further insight through alumni surveys, which provide insight into the perceived compatibility of the program structures and the alumnae’s corporate performance, and through faculty reflections, solicited during faculty meetings as well as through direct communication with the respective Chairs.

c. If topical areas of the CPC are not covered through required courses in the

business core, explain how this standard will be met.

Each topical area is properly represented by a course, or is incorporated within several CPC courses to a total amount of 35-45 hours of course instruction, depending on the mode in which the course is offered.

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COMMON PROFESSIONAL COMPONENT 1) Functional Areas a) Marketing b) Business Finance c) Accounting d) Management, including Production and Operations Management, Organizational Behavior and Human Resource Management 2) The Business Environment a) Legal Environment of Business b) Economics c) Business Ethics d) Global Dimensions of Business 3) Technical Skills a) Information Systems b) Quantitative Techniques/Statistics 4) Integrative Areas a) Business Policies OR b) A comprehensive or integrating experience that enables a student to demonstrate the capacity to synthesize and apply knowledge from an organizational perspective.

The tables below present the CPC grids for all our Business Majors and the abbreviated syllabi.

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Table 6.3.1 Mgt Major Required Business Courses

Hour Class Sessions by CPC Topic

a1 MKT

a2 FIN

a3 ACC

a4 MGT

b1 LAW

b2 ECO

b3 ETH

b4 GLO

c1 IS

c2 STAT

d POL

COMP Total AC 205 1 45 3 1 1 1 2 54 AC 206 1 45 2 1 2 2 1 2 2 58 EC 203 45 45 EC 204 45 45 MA249 45 45 MA 221 45 45 MG 100 6 6 6 10 6 6 5 3 2 2 8 60 MG 110 3 3 2 4 30 2 7 3 5 59 EE 300 4 2 2 4 4 3 5 3 20 5 8 60 MG 301 6 2 10 3 2 10 3 4 12 52 MR 301 45 4 6 3 6 5 2 3 74 EP 310 6 6 6 10 6 6 5 3 2 2 8 60 MG 310 2 6 3 35 3 2 5 3 2 2 8 71 MG 325 2 2 6 6 6 5 3 25 10 8 73 MG 350 5 6 6 10 5 19 4 3 58 IB 350 6 6 2 5 6 6 5 25 2 2 8 73 FI 360 45 1 2 48

MG 483 6 6 6 10 3 3 5 3 2 2 18 64 Cross-Check

Totals 93 88 132 113 80 126 80 59 59 121 93 1,044 1,044

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Figure 6.3.1 Abbreviated Course Syllabus

MG 100 FI

Introduction to Business Fall 2007

Course Description: Focuses on the nature of business and its role in society. Topics include how a business is formed, how it operates, and the environments (legal, societal, regulatory, domestic, global) in which the firm operates. The course addresses specific activities of a business including accounting, finance, organization, management, human resources administration, production, and marketing. Prerequisites: None Required Text: Instructor: Svetlana Holt Topic Outline: Contact Hours/Minutes

I. Legal forms of business 3/00 II. Opportunity recognition and evaluation 3/00 III. Business paradigms 2/00 IV. SWOT and SPELT analyses 2/00 V. Time and stress management 3/00 VI. Marketing mix 3/00 VII. Brands 3/00 VIII. Customer service 3/00 IX. Financing, debt, venture capital 3/00 X. Business plans 5/00 XI. Hiring and motivating employees 3/00 XII. Project management 3/00 XIII. Problem solving 3/00 XIV. Budgets 3/00 XV. Financial statements 3/00

Total 45/00

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Summary of CPC Topics Covered in this Course: Contact Hours/ Minutes Marketing 6.0 Accounting 6.0 Finance 6.0 Management 10.0 Legal Environment of Business 6.0 Economics 6.0 Business Ethics 5.0 Global Dimension of Business 3.0 Information Systems 2.0 Quantitative Techniques and Statistics 2.0 Comprehensive or integrating experience 8.0

Total 60.0

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MG 110 BT Law and Business

Fall 2007 Course Description: Basic principles of business law including torts, contracts, agency, and commercial law. Types of business organizations with discussions of their advantages and disadvantages. Common legal problems encountered by business managers. Prerequisites: None Required Text: Bagley, C.E. and Dauchy, C.E. (2008). The Entrepreneur’s Guide to Business Law (Third Edition). Cincinnati, Ohio: West Legal Studies in Business. ISBN: 0324204930. Instructor: Vivian Terr Topic Outline: Contact Hours/Minutes I. Torts 5.0 hours II. Contracts 8.0 hours III. Agency 3.0 hours IV. Commercial Law 4.0 hours V. Business Organizations 1.0 hours VI. Human Resources 8.0 hours VII. Intellectual Property 4.0 hours VIII. Trade Secrets 2.0 hours

Total 35.00

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Summary of CPC Topics Covered in this Course: Contact Hours/ Minutes A1. Marketing 3/00 A2. Finance 3/00 A3. Accounting 2/00 A4. Management 4/00 B1. Legal Environment of Business 30/00 B2. Economics 2/00 B3. Business Ethics 7/00 B4. Global Dimension of Business 3/00 C1. MIS 0.00 C2. Quantitative Techniques and Statistics 0/00 D1. Business Policies or 2.00 D2. Comprehensive or integrating experience 3/00 Total 59/00

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MG 301 FA Organizational Communication

Fall 2007 Course Description: The practice of written and oral skills as applied to human relations in an organizational setting. Emphasis is on the principles of effective listening, perceptual processes in communications, including an awareness of current issues such as the role of electronic media and communication processes within an organization. Prerequisites: CO 120 Public Speaking and AW 112 Academic Writing II Required Text: Instructor: Virginia Green Topic Outline: Contact Hours/Minutes I. Organizational Climate and Culture 2/0 II. Global Organization 2/0 III. Organization Theory 2/0 IV. Theories of Management 2/0 V. Communications Systems 3/0 VI. Communications & Conflict 3/0 VII. Communications & Social Sciences 1/0 VIII. Communications & Gender 2/0 IX. Interpersonal and Intra/Inter-group Communications 3/0 X. Leadership and Decision-making 3/0 XI. Communications Problem-solving 2/0 XII. Persuasion 30 XIII. Communications Channels 3/0 XIV. Planning, Written, & Oral Techniques 4/0 Total 35/0

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Summary of CPC Topics Covered in this Course: Contact Hours/ Minutes A1. Marketing 6/00 A2. Finance 0/00 A3. Accounting 2/00 A4. Management 10/00 B1. Legal Environment of Business 3/00 B2. Economics 2/00 B3. Business Ethics 10/00 B4. Global Dimension of Business 3/00 C1. MIS 4.00 C2. Quantitative Techniques and Statistics 0/00 D1. Business Policies or 12/00 Total 52/00

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MG 310 F1 Principles of Management

Fall 2007 Course Description: An introduction to the functions of planning, staffing, organizing, directing, and controlling a business enterprise. Traditional and emerging theories of management and organization are presented. Topics include motivation, leadership, team-work, total quality management, human resource management, innovation and change management. An experiential activity by way of management interview is required. Prerequisites: MG 100 Introduction to Business or FM 115 Introduction to Fashion Business (for Fashion Marketing major only); AW 112 Academic Writing Required Text: Management, 9th Edition, 2007, Schermerhorn, J. R., Jr, New York: Wiley Supplementary Materials: Wiley Plus package Malcolm Baldrige National Quality Award Criteria (MBNQAC). Information for 2007 can be accessed from Department of Commerce/NIST Website @ http://www.quality.nist.gov/. Instructor: David Whitcomb Topic Outline: Contact Hours I. The Manager’s Job 2 II. Managing Change 4 III. Organizing 7 IV. Controlling 4 III. Planning & Strategic Management 7 IV. Ethics & Social Responsibility 5 V. Decision-making 2 VI. Motivation 3 VII. Management 6 VIII. Operations 5 Total 45

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Summary of CPC Topics Covered in this Course: Contact Hours/ Minutes Marketing 2 Management 35 Finance 6 Accounting 3 Legal Environment of Business 3 Economics 2 Business Ethics 5 Global Dimension of Business 3 Information Systems 2 Quantitative Techniques and Statistics (plus IS) 2 Comprehensive or integrating experience 8 Total 71

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MG 325 F1 Management Information Systems

Fall 2007 Course Description: This course analyzes the role played by information systems in a successful organization at the strategic level where information technologies and systems can provide major competitive opportunities, and at the operational level where the continuous flow of useful data and information is vital to managers. Students will develop the skills to use available information channels effectively and initiate new ones when the need arises. Prerequisites: MG 100 Introduction to Business and IT 110 Computer Applications Required Text: Management Information System (Managing The Digital Firm), 9th Edition, Kenneth C. Lauden, Jane P. Lauden, Prentice Hall Publishing (ISBN# 0-13-153841) Instructor: Michael Rahni Topic Outline: Contact Hours/Minutes

I. Managing the Digital Firm 3.0 II. Information Systems in the Enterprise 2.0 III. Information Systems, Organizations, Management, & Strategy 3.0 IV. The Digital Firm, Electronic Business & Electronic Commerce 3.0 V. Ethical & Social Issues in Digital Firms 2.5 VI. IT Infrastructure and Platforms 2.5 VII. Managing Data Resources 2.5 VIII. Telecommunications, Networks, and the Internet 2.5 IX. The Wireless Revolution 2.0 X. Security & Control 2.0 XI. Enterprise Applications & Business Process Integration 2.0 XII. Managing Knowledge in the Digital Firm 2.0 XIII. Enhancing Decision Making for Digital Firms 1.0 XIV. Redesigning the Organization with Information Systems 2.5 XV. Business Value of Systems Managing Change 2.5 XVI. Managing International Information Systems 2.0 XVII. Case and Project Review 8.0

Total 45.0

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Summary of CPC Topics Covered in this Course: Contact Hours/ Minutes A1. Marketing 2/00 A2. Finance 2/00 A3. Accounting 6/00 A4. Management 6/00 B1. Legal Environment of Business 6/00 B2. Economics 0/00 B3. Business Ethics 5/00 B4. Global Dimension of Business 3/00 C1. MIS 25.00 C2. Quantitative Techniques and Statistics 10/00 D1. Business Policies or 3.00 D2. Comprehensive or integrating experience 5/00 Total 73/00

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MG 350 F1 Business Ethics

Fall 2007 Course Description: This course explores the process of ethical decision-making in organizations. It emphasizes the development and application of moral concepts in the resolution of ethical dilemmas faced by managers and entrepreneurs and addresses the issue of social responsibility in worldwide capitalist economic system. Prerequisites: MG 110 Law and Business and PH 2xx Philosophy course Required Text: Business Ethics: A Stakeholder and Issues Management Approach (Fourth Edition). Weiss, J.W. (2006). Mason, Ohio: Thomson South-Western. ISBN: 0-324-22380-3 Instructor: Vivian Terr Topic Outline: Contact Hours/Minutes I. Ethical Philosophies 4.0 hours II. Corporate Social Responsibility 6.0 hours III. Corporate Governance 6.0 hours IV. Consumer Relations 2.0 hours V. Advertising and Product Safety 3.0 hours VI. Moral Leadership and Ethical Culture 5.0 hours VII. Employee Relations 4.0hours VIII. Global Business Ethical Issues 4.0 hours IX. Regulation of Business Activities 5.0 hours X. Earnings Management 6.0 hours Total 45.0 hours

8/26/2008 5:22 PM 129

Summary of CPC Topics Covered in this Course: Contact Hours/ Minutes A1. Marketing 5/00 A2. Finance 6/00 A3. Accounting 6/00 A4. Management 10/00 B1. Legal Environment of Business 5/00 B2. Economics 0/00 B3. Business Ethics 19/00 B4. Global Dimension of Business 4/00 C1. MIS 0.00 C2. Quantitative Techniques and Statistics 0/00 D1. Business Policies or 3.00 Total 58/00

8/26/2008 5:22 PM 130

EE 300 BT e-Commerce Fundamentals

Fall 2007 Course Description: This course is designed to provide an overview of the key elements of e-Commerce. It introduces students with the fundamentals of doing business in the digital economy. Topics include e-commerce; Internet technology; e-commerce applications in the field of marketing; business to business (B2B) and business to consumer (B2C) network platforms; legal, security, tax and policy issues pertaining to e-Commerce. Prerequisites: MG 100 Introduction to Business. Required Text(s):

Electronic Commerce. 7th Annual Edition, Gary Schneider, Thomson Course Technology Instructor: Michael Windsor Topic Outline: Contact Hours/Minutes I. Internet technology 6.0 II. e-commerce applications in marketing 5.0 III. e-commerce b2b applications 3.0 IV. e-commerce b2c applications 3.0 V. network platforms 6.0 VI. legal, security, tax and policy issues 5.0 Class Instructional Hours 7.0* Total 35.0 *This is an Intensive delivery mode class.

8/26/2008 5:22 PM 131

Summary of CPC Topics Covered in this Course: Contact Hours/ Minutes A1. Marketing 4/00 A2. Finance 2/00 A3. Accounting 2/00 A4. Management 4/00 B1. Legal Environment of Business 4/00 B2. Economics 3/00 B3. Business Ethics 5/00 B4. Global Dimension of Business 3/00 C1. MIS 20.00 C2. Quantitative Techniques and Statistics 5/00 D1. Business Policies or D2. Comprehensive or integrating experience 8/00 Total 60/00

8/26/2008 5:22 PM 132

EP 310 BT Fundamental Entrepreneurship

Fall 2007 Course Description: This course provides an overview of the basic principles and processes of entrepreneurship. The entire entrepreneurial process is investigated, including conceptualizing, identifying and quantifying opportunities, and examining tax and legal considerations. Topics include start-up opportunity analysis/assessment, self-appraisal of entrepreneurial characteristics and leadership potential, the business plan, financing and raising capital, building and leading an effective organization. Prerequisites: MG 100 Introduction to Business. Required Text(s):

Entrepreneurship – A Process Perspective, 2008, Baron & Shane, Thomson/Southwestern Instructor: Dennis Bernstein Topic Outline: Contact Hours/Minutes I. Economics, Law, & Human Characteristics 5.0 II. Financial, Accounting, and Planning 5.0 III. Innovation, Marketing and Planning 5.0 IV. HR, Global Issues, Ethics, & Planning 5.0 V. MIS, Management, & Business Policy 5.0 VI. Banks, Venture Capitalists, & Other Sources of Capital 5.0 VII. Strategic Planning & the Business Plan 5.0 Total 35.0

8/26/2008 5:22 PM 133

Summary of CPC Topics Covered in this Course: Contact Hours/ Minutes A1. Marketing 6/00 A2. Finance 6/00 A3. Accounting 6/00 A4. Management 10/00 B1. Legal Environment of Business 6/00 B2. Economics 6/00 B3. Business Ethics 5/00 B4. Global Dimension of Business 3/00 C1. MIS 2.00 C2. Quantitative Techniques and Statistics 2/00 D1. Business Policies or 3.00 D2. Comprehensive or integrating experience 5/00

Total 60/00

8/26/2008 5:22 PM 134

FI 360 F1 Financial Management

Course Description: An introduction to finance. Topics covered include financial statement and ratio analysis, working capital management, financial forecasting, leverage, time value of money, valuation of stocks and bonds, cost of capital, capital budgeting, and raising capital. Prerequisites: AC 206 Principles of Accounting II, EC 203 Macroeconomics, and EC 204 Microeconomics Required Text: Foundations of Financial Management, 12th Ed., by Stanley B. Block & Geoffrey A. Hirt. Irwin, 2008 Instructor: Tahmoures Afshar Topic Outline: Contact Hours/Minutes

I. The Goals and Functions of Financial Management 2 II. Review of Accounting 1

III. Financial Analysis 3 IV. Financial Forecasting 3 V. Operating & Financial Leverage 4

VI. Working capital & Financing Decisions 4 VII. Current Asset Management 4

VIII. Sources of Short- Term Financing 4 IX. Time Value of Money 4 X. Valuation & Rate of Return 4

XI. Cost of Capital 3 XII. Capital Budgeting Decision 3

XIII. Risk and Capital Budgeting 3 XIV. Capital Markets 3

8/26/2008 5:22 PM 135

Summary of CPC Topics Covered in this Course: Contact Hours/ Minutes Accounting 1 Marketing 0 Management 0 Legal Environment of Business 0 Finance 45 Economics 0 Business Ethics 0 Global Dimension of Business 0 Quantitative Techniques and Statistics 2 Comprehensive or integrating experience 0 Total 48

8/26/2008 5:22 PM 136

IB 350 F1 Global Enterprise

Fall 2007 Course Description: An introduction to international business, including a review of those aspects of international economics, finance and trade affecting international business decisions and operations. Topics include multinational enterprises, legal, political and socio-cultural considerations and a survey of managerial solutions for recent and future trends in international business. Prerequisites: EC 203 Macroeconomics and EC 204 Microeconomics Required Text: “International Business: The Challenge of Global Competition,” tenth edition, by Ball, McCullough, Frantz, Geringer, and Minor - ISBN 0073105767 Instructor: Joan Marques Topic Outline: Contact Hours/Minutes I. Cultural aspects of international business 9 hrs II. Case studies of businesses performing internationally 6.5 hrs III. Financial and economical aspects in international business 6 hrs IV. Various modes of international business 9 hrs V. Current issues in international business 8.5 hrs VI. Team projects on international business performance 6 hrs Total 45 hrs

8/26/2008 5:22 PM 137

Summary of CPC Topics Covered in this Course: Contact Hours/ Minutes Marketing 6.0 Finance 2.0 Accounting 6.0 Management 5.0 Legal Environment of Business 6.0 Economics 6.0 Business Ethics 5.0 Global Dimension of Business 25.0 Information Systems 2.0 Quantitative Techniques and Statistics 2.0 Comprehensive or integrating experience 8.0 Total 73.0

8/26/2008 5:22 PM 138

MG 483 BU Business Policy and Strategy

Fall 2007 Course Description: This course is the "capstone" course for business majors. It provides an opportunity to integrate previous studies in the functional areas of marketing, finance, accounting, production, and management. Organizations are analyzed with respect to the effectiveness and appropriateness of strategies and goals in each of the functional areas and the synergies of the functional areas for achieving optimal results consistent with their respective missions. The major topics covered include: competitive analysis, the strategic management process, the role of the chief executive officer, strategy formulation and decision making, and strategy implementation. Prerequisites: MG 310 Principles of Management and Senior standing Required Text(s): Hill and Jones, Strategic Management, Houghton-Mifflin Instructor: Dennis Bernstein Topic Outline: Contact Hours/Minutes I. Strategic Leadership, Decision Making,

Managing Strategy Processes for Competitive Advantage, Business Ethics 3.0

II. External Analysis, Competitive Advantage, Business Ethics 3.0

III. Internal Analysis, Distinctive Competencies, Competitive Advantage, Profitability, Business Ethics 3.0

IV. Functional Level Strategies and Competitive Advantage, Business Ethics 6.0

V. Business Level Strategies, Industry Environments, Domestic and Global Competitive Advantage, Business Ethics 6.0

VI. Corporate Level Strategies, Integration, Outsourcing, Diversification, Domestic/Global Competitive Advantage, Business Ethics 6.0

VII. Strategy Implementation, Performance, Governance, Domestic/Global Competitive Advantage, Business Ethics 8.0

Total (Includes student instructional hours) 35.0

8/26/2008 5:22 PM 139

Summary of CPC Topics Covered in this Course: Contact Hours/ Minutes Marketing 6.0 Finance 6.0 Accounting 6.0 Management 10.0 Legal Environment of Business 3.0 Economics 3.0 Business Ethics 5.0 Global Dimension of Business 3.0 Information Systems 2.0 Quantitative Techniques and Statistics 2.0 Policy 18.0 Total 64.0

8/26/2008 5:22 PM 140

Table 6.3.2 MR Major Required Courses Hour Class Sessions by CPC Topic

a1

MKT a2

FIN a3

ACC a4

MGT b1

LAW b2

ECO b3

ETH b4

GLO c1 IS

c2 STAT

d POL

COMP Total AC 205 1 0 45 3 1 1 1 0 0 0 2 54 AC 206 1 0 45 2 1 2 2 1 0 2 2 58 MR 301 45 0 0 4 6 3 6 5 0 2 3 74 MR 310 30 0 0 1 7 3 6 4 2 7 5 65 MR 340 35 0 0 8 5 3 4 5 2 1 5 68 MR 455 30 0 0 1 2 0 8 7 2 10 7 67 MR 490 45 0 0 0 0 0 0 0 0 0 22 67 PS 221 0 0 0 0 0 0 0 0 2 62 0 64 PS 331 0 0 0 0 0 0 0 0 0 62 0 62 FI 360 0 45 1 0 0 0 0 0 2 0 0 48

IT 332/MG 325

2 2 6 6 6 0 5 3 25 10 8 73

IB 350 6 6 2 5 6 6 5 25 2 2 8 73 MG 301 6 0 2 10 3 2 10 3 4 0 12 52 MG 310 2 6 3 35 3 2 5 3 2 2 8 71 MG 483 6 6 6 10 3 3 5 3 2 2 18 64 EC 203 45 45 Cross- EC 204 45 45 Check Totals 209 65 110 85 43 115 57 59 45 162 100 1050 1050

8/26/2008 5:22 PM 141

MR 301 F1 Principles of Marketing

Course Description: This course is designed to introduce students to the fundamentals of marketing. Through this course, the foundations of marketing will be explored, the users of marketing will be identified, the role of marketing in the organization will be examined, marketing objectives, tools and resources will be assessed, and components of strong marketing strategy will be evaluated. Prerequisites: MG 100 Introduction to Business or FM 115 Introduction to Fashion Business plus 40 hours credit. Required Text: Marketing, 8TH Edition, 2006, Kerin, Hartley, Berkowitz, and Rudelius Cybercentrism & The New CyberGens, 2nd Edition, Gordon, Lansing A., University Readers Publishing Instructor: Lansing Gordon Topic Outline: Contact Hours/Minutes I. Introduction 3 What is Marketing within Advertising and

Public Relations disciplines II. Strategic thinking in the marketing of goods and services 10 Basic theory of effective strategic planning Internal and external economics of markets The roles of marketing research / questionnaires III. Ethical/cultural principles within message strategies 10 Understanding the ramifications for social responsibility Agency / Client relationships Sensitivity to US cultures and social commercial systems

IV. The Consumer / User Demography and Psychographics 9

The new Millennials and CyberGens Selling concepts and challenges Media buying and marketing budgets

8/26/2008 5:22 PM 142

V. E-Commerce Cybermarketing to world audiences; B2C and B2B 6 Utilizing C2C microcites in concert with media plan VI. Marketing message strategy development and creativity 5 (Creative copywriting and artistic visualization) VII. Presentation skills with group work or ‘teamsmanship’ 2 Total 45 Summary of CPC Topics Covered in this Course: Contact Hours/ Minutes Marketing 45 Management 4 Legal Environment of Business 6 Economics 3 Business Ethics 6 Global Dimension of Business 5 Quantitative Techniques and Statistics 2 Comprehensive or integrating experience 3 Total 74

8/26/2008 5:22 PM 143

MR 310 F1 Consumer Behavior

Course Description: The nature and dynamics of consumer markets and their significance to the marketing executive. The concepts and constructs employed to identify and measure market segments and analysis of behavioral patterns of these segments as a basis for marketing strategy. Prerequisites: MR 301 Principles of Marketing; PS 221 Introduction to Statistics Required Text: Consumer Behavior. 10th edition, Blackwell, Miniard & Engel, Thompson Southwestern. Instructor: Karen Kaigler-Walker Topic Outline: Contact Hours/Minutes I. Introduction 3 What is Consumer Behavior Short history of CB II. Consumer Decision Making 15 CB decision model Pre-purchase: need Search and Evaluation Purchase Post-purchase; Consumption, Divestment III. Individual Influences on Consumer Behavior 12 Demographics/psychographics Personality Motivation Knowledge Beliefs, feelings, attitudes IV. Environmental Influences on Consumer Behavior 9 Culture, ethnicity, social class Family/household spending Group influence

8/26/2008 5:22 PM 144

V. Influencing Consumer Behavior 6 Shaping opinions Total 45 Summary of CPC Topics Covered in this Course: Contact Hours/ Minutes Marketing 30 Management 1 Legal Environment of Business 7 Economics 3 Business Ethics 6 Global Dimension of Business 4 Information Systems 2 Quantitative Techniques and Statistics 7 Comprehensive or integrating experience 5 Total 65

8/26/2008 5:22 PM 145

MR 340 Marketing Management

Course Description: The role of marketing executives in product planning, investigation of the market, pricing, inventory control, overall planning, integration, coordination and effective communication as part of executive management. Prerequisites (s): MR 301 Principles of Marketing Text: Marketing Management (12th edition), Kotler and Keller, Pearson-Prentice Hall Intructor: Paul E. Gilbert Topic Outline: Contact Hours/Minutes I. Introduction 5 Principles of Marketing Role of Management in Marketing Descisions Importance of Marketing in the 21st Century Core Competencies Strategic Planning II. Developing Market Strategies and Planning 7

Corporate and Business Unit Planning SWOT Analysis Product Planning

III. Scanning the Marketing Environment 6 Analysis of the Macro Marketing Environment Trends and Megatrends Global Demographics Forecasting Demand IV. Consumer and Business Markets 8.5 Creating Customer Value Customer Lifetime Value Customer Relationship Marketing Consumer Behavior Predicting Future Trends Organizational Buying

8/26/2008 5:22 PM 146

V. Managing Brand Equity 9 Brand and Product Strategies Pricing Strategies New Product Offerings Global Markets VI. Impact of Technology on the Marketing Decision Process 5.5 Marketing Research Supply Chain Management Managing Logistics Tapping into Global Markets VII. Socially Responsible Marketing 4 Green Marketing Social Marketing Marketing Ethics TOTAL 45 Summary of CPC Topics Covered in this Course: Contact Hours/ Minutes Marketing 35 Management 8 Legal Environment of Business 5 Economics 3 Business Ethics 4 Global Dimension of Business 5 Information Systems 2 Quantitative Techniques and Statistics 1 Comprehensive or integrating experience 5

Total 68

8/26/2008 5:22 PM 147

MR 455 F1 Market Research Analysis

Course Description: Research as an aid to decision-making. Planning the research approach, developing and testing questionnaires, sampling, and processing and interpreting data. Making appropriate recommendations for marketing action. Computer assignments and laboratory fee required. Prerequisites: MR 301 Principles of Marketing, MR 310 Consumer Behavior, PS 221 Statistics, and PS 331 Applied Advanced Statistics Required Text: There is no text for this class. Students will be required to read, “The World is Flat” by Thomas L. Friedman. The instructor will distribute additional course materials. Students will be required to bring to class relevant articles from newspapers, magazines or the Internet and to lead discussions that relate to role of marketing on the Internet in the marketplace, today and in the future. Instructor: Paul Sabolic Topic Outline: Contact Hours/Minutes I. Basic definitions of Marketing Research. 8 II. Basic skills to execute basic research functions. 10 III. Application of statistical concepts used in marketing

research. 9 IV. Utilizing the Case Study method to explore and develop

marketing research. 12 V. Examine critical issues in marketing g research and future trends. 6 Total 45

8/26/2008 5:22 PM 148

Summary of CPC Topics Covered in this Course: Contact Hours/ Minutes Marketing 30 Management 1 Legal Environment of Business 2 Business Ethics 8 Global Dimension of Business 7 Information Systems 2 Quantitative Techniques and Statistics 10 Comprehensive or integrating experience 7 Total 67

8/26/2008 5:22 PM 149

Table 6.3.3 FM

Major Required Courses Hour Class Sessions by CPC Topic

a1

MKT a2

FIN a3

ACC a4

MGT b1

LAW b2

ECO b3

ETH b4

GLO c1 IS

c2 STAT

d POL

COMP Total AC 205 1 0 45 3 1 1 1 0 0 0 2 54 AC 206 1 0 45 2 1 2 2 1 0 2 2 58 FM 115 40 0 0 8 5 6 8 10 5 1 9 92 FM 245 30 0 0 3 1 1 3 6 5 0 9 58 FM 246 40 0 0 4 8 3 8 10 5 10 15 103 FM 235 31 0 0 4 3 2 6 8 5 0 9 68 FM 355 45 0 0 0 1 3 3 0 5 0 0 57 FM 375 33 0 0 4 4 2 4 8 5 0 10 70 FM 490 45 0 0 0 0 0 0 0 5 0 22 72 MR 301 45 0 0 4 6 3 6 5 0 2 3 74 MR 310 30 0 0 1 7 3 6 4 2 7 5 65 MR 455 30 0 0 1 2 0 8 7 2 10 7 67 PS 221 0 0 0 0 0 0 0 0 0 45 0 45 PS 331 0 0 0 0 0 0 0 0 0 45 0 45 FI 360 0 45 1 0 0 0 0 0 0 2 0 48

MG 301 6 0 2 10 3 2 10 3 4 0 12 52 MG 310 2 6 3 35 3 2 5 3 2 2 8 71 MG 483 6 6 6 10 3 3 5 3 2 2 18 64 EC 203 45 0 45

EC 204 45 0 45 Cross

Check

Totals 385 57 102 89 48 123 75 68 47 128 131 1253 1253

8/26/2008 5:22 PM 150

FM 115 F1 Introduction to Fashion Business

Course Description: Provides exposure to all facets of the fashion industry from production of raw materials to distribution of finished goods to consumers. Topics include: understanding fashion evolution; development of the fashion industry; design, production and merchandising activities in today's fashion environment. Prerequisites: None Required Text: Fashion from Concept to Consumer. Eighth Edition. Gini Stephens Frings, Prentice-Hall, Inc. 2004 Instructor: Emily Davis Topic Outline: Contact Hours/Minutes I. Introduction 10 What is the Fashion Industry Historical Overview II. Consumer Demand and Fashion Change 5 Demographics; psychographics Fashion Classifications Research & Analysis Fashion Forecasting III. Textile Industry 10 Fiber & Fabric: Development, Production, Marketing Leather & Fur Industries Trims: Development & Marketing Accessory Production IV. Garment Design and Production 6 Design Elements and Principles Design Development Fashion Centers & Designers Apparel Production Contracting and Overseas Production

8/26/2008 5:22 PM 151

V. Wholesale Markets 5 Fashion Centers Marts and Markets VI. Retailing 9 Store Organization Buying Operations Store Management Promotions Total 45 Summary of CPC Topics Covered in this Course: Contact Hours/ Minutes Marketing 40 Management 8 Legal Environment of Business 5 Economics 6 Business Ethics 8 Global Dimension of Business 10 Information Systems 5 Quantitative Techniques and Statistics 1 Comprehensive or integrating experience 9 Total 92

8/26/2008 5:22 PM 152

FM 245 F1 Fashion Promotion Lab

Course Description: An analysis of fashion advertising, promotion, publicity, special events and visual merchandising. Topics include production, layout, event development, and visual display techniques. Prerequisites: FM 115 Introduction to the Fashion Business Required Text: Promotion in the Merchandising Environment. Kristen K. Swanson and Judith C. Everett Instructor: Kevin Keele Topic Outline: Contact Hours/Minutes I. Introduction What is Fashion Promotion 3

Social Impact & Ethical Concerns II. Promotion A Global Perspective 5 Consumer Behavior III.. Promotional Organizations 10 Planning Budgets IV.. Promotional Aspects of Forecasting 6 Advertising and the Creative Process V. Print Media 9 Broadcast Media/Direct Marketing IV. Sales Promotion 12 Publicity and Public Relations

Special Events Visual Merchandising

Total 45

8/26/2008 5:22 PM 153

Summary of CPC Topics Covered in this Course: Contact Hours/ Minutes Marketing 30 Management 3 Legal Environment of Business 1 Economics 1 Business Ethics 6 Global Dimension of Business 3 Information Systems 5 Quantitative Techniques and Statistics Comprehensive or integrating experience 9 Total 58

8/26/2008 5:22 PM 154

FM 235 F1 Trend Analysis

Spring 2008 Course Description: This course introduces the basic theories of fashion including perspectives on the nature of fashion and the fashion process, fashion life cycles, fashion leadership, and fashion adoption cycles. In addition, the course includes an overview of the means by which fashion trends are analyzed and predicted. Topics include the influence of the media on fashion, trend reporting and prediction services. Prerequisites: Lecture. Prerequisite: FM 115, Introduction to the Fashion Business. Required Text: Brannon, Fashion Forecasting, 2nd edition, 2005, Fairchild Publications. Instructor: Emily Davis Topic Outline: Contact Hours/Minutes I. Introduction 5 What is Fashion Forecasting The Business of Trend Analysis & Forecasting II. Historical Trends 5 20th Century Recap Direction of Fashion Change III. The Language of Fashion 12 Silhouettes Style Directions Design Concepts IV. Trend Identification 11 Analysis Synthesis Color Forecasting Media Scanning V. Macro Trends 12 Cultural Indicators Ethics in Fashion Total 45

8/26/2008 5:22 PM 155


8/26/2008 5:22 PM 156

FM 246 F1 Retail Fashion Buying

Course Description: Provides an overview of the fashion merchandising function with special emphasis on planning, buying, promotion, selling and control of fashion goods. Basic merchandise mathematics are incorporated. Prerequisites: FM 115 Introduction to the Fashion Business, FM 245 Fashion Promotion Laboratory, and MA 149 Intermediate Algebra Required Text: Retail Marketing, Michael & Barton Weitz, Irwin McGraw-Hill, 2004, 6th Edition. Mathematics for Retail Buying, Tepper, Fairchild Publications, 5th Edition. Instructor: Emily Davis Topic Outline: Contact Hours/Minutes I. Introduction 6 Importance of the Retail Buyer’s Job Types of Retailers Consumer Buying Behavior II. Retail Organization 4 Functions Performed by Retailers Organizational Charts III. Financial Buying Plans 13 Income Statement Six Month Merchandise Plan IV. Assortment Planning 13 Depth and Breadth National Brands vs. Private Label Where to Buy: Local Markets National Markets Foreign Markets Positives and Negatives of International Sourcing

8/26/2008 5:22 PM 157

V. Pricing 12 Mark-up Calculations Pricing Methods Ethical and Legal Issues in Retail Pricing Negotiations with Vendors Total 60 Summary of CPC Topics Covered in this Course: Contact Hours/ Minutes Marketing 40 Management 4 Legal Environment of Business 8 Economics 3 Business Ethics 8 Global Dimension of Business 10 Information Systems 5 Quantitative Techniques and Statistics 10 Comprehensive or integrating experience 15 Total 103

8/26/2008 5:22 PM 158

FM 355 F1 Fashion and Culture

Course Description: The course examines the interrelationship between post-modern culture and fashion/beauty beginning with an analysis of the primal, underlying motivations for adorning the body. Topics include cross-cultural appearance; the inherent sexism, lookism, ageism, and ethnocentricity of Western fashion; and the impact of sociological/religious/political/economic systems and beliefs on dress and adornment. Prerequisites: Behavioral science course; FM 115 Introduction to the Fashion Business or FD 113 Introduction to Fashion Design Required Text: The Meaning of Dress, 2nd edition, Damhorst, Miller-Spillman, Michelman, Fairchild Instructor: Karen Kaigler-Walker Topic Outline: Contact Hours/Minutes I. Cultural history of adornment 9 Primal adornment Meaning of dress/adornment II. Body in a cultural context 9

Beauty Weight Influence of advertising III. Cross-cultural dress/adornment 6 Textiles Apparel IV. Social influence and appearance 12 Postmodernism Dress and relationships Femininity Masculinity Cross-dressing

8/26/2008 5:22 PM 159

V. Demographics and appearance 6 Gender Age Race/ethnicity VI. Religion/spirituality and appearance 3 Dress and world religions The divine feminine in world religions

Total 45 Summary of CPC Topics Covered in this Course: Contact Hours/ Minutes Marketing 45 Management Legal Environment of Business 1 Economics 3 Business Ethics 3 Global Dimension of Business Information Systems 5 Quantitative Techniques and Statistics Comprehensive or integrating experience Total 57

8/26/2008 5:22 PM 160

FM 375.2 S1 L.A. FIELD EXPERIENCE

Course Description: An in-depth study of the fashion arena that includes a minimum six-day field experience. Topics include fashion designers, schools of fashion, manufacturers, major retailers, visual merchandising, accessories, as well as major museums, cultural activities, theatre, and financial business district. Prerequisites: FM 245, Fashion Promotion Lab; FM 246, Retail Fashion Buying Required Text: Instructor-assigned readings. Instructor: Emily Davis Topic Outline: Contact Hours/Minutes I. Introduction 3 II. Wholesale Markets 17 WWD/MAGIC Buyers Expo Buying & Selling of Fashion Forecasting & Trend Analysis III. Advertising and PR 8 IV. Retailing 11 Customer Service Merchandising Studio Services V. Importing 6 Regulations Tariffs Quotas Total 45

8/26/2008 5:22 PM 161


8/26/2008 5:22 PM 162

Table 6.3.4 ACC

Major Required Business Courses


a1 MKT

a2 FIN

a3 ACC

a4 MGT

b1 LAW

b2

ECO b3

ETH b4

GLO c1 IS

c2 STAT

d POL

COMP Total EC 203 45 45 EC 204 45 45 MA249 45 45 MA 221 45 45 MG 100 6 6 6 10 6 6 5 3 2 2 8 60 MG 110 3 3 2 4 30 2 7 3 0 0 5 59 MG 301 6 0 2 10 3 2 10 3 4 0 12 52 MG 310 2 6 3 35 3 2 5 3 2 2 8 71 FI 360 45 1 2 48 IB 350 6 6 2 5 6 6 5 25 2 2 8 73

MR 301 45 4 6 3 6 5 2 3 74 MG 483 6 6 6 10 3 3 5 3 2 2 18 64 AC 205 1 45 3 1 1 1 2 54 AC 206 1 45 2 1 2 2 1 2 2 58 IT 232 9 2 45 6 2 64 AC 300 2 45 6 3 3 2 6 6 73 AC 304 45 2 2 3 1.5 1.5 1 56 AC 305 45 3 3 2 3 2 58 AC 352 45 5 15 2 1 8 76 IT 403 20 8 12 6 2 45 4 4 101 AC/IT elective 45 45

AC elective 45 45

AC elective 45 45

AC 410 45 10 7 8 2 5 77 Cross AC 499 45 45 Check Totals 78 72 492 126 101 129 67.5 57.5 102 122 131 1478 1478

8/26/2008 5:22 PM 163

AC 205 F1 Principles of Accounting I

Course Description: Principles of accrual accounting, basic processes of financial record keeping, preparation and use of the basic financial statements, concentration on assets and related income statement accounts. Prerequisites: Sophomore standing. Required Text: Principles of Accounting, 10th ed, 2008; by Needles, Powers and Crosson. Instructor: Rudy Ordonez Topic Outline: Contact Hours/Minutes I. Intro to Accounting Systems 11.25 II. Analyzing Financial Reports 13.75 III. Merchandizing 5.00 IV. Details on Certain Assets and Liabilities 13.75 V. Details on Financial Statements 1.25 Total 45

8/26/2008 5:22 PM 164

Summary of CPC Topics Covered in this Course: Contact Hours/ Minutes Accounting 45 Marketing 1 Management 3 Legal Environment of Business 1 Economics 1 Business Ethics 1 Global Dimension of Business 0 Quantitative Techniques and Statistics 0 Comprehensive or integrating experience 2 Total 54

8/26/2008 5:22 PM 165

AC 206 F1 Principles of Accounting II

Course Description: Accounting methods and issues applicable to equity of partnerships and corporations, accounting for current and long-term debt, managerial accounting, including inventory costing, capital and operational budgeting, and break-even analysis. Prerequisites: AC 205 Principles of Accounting I Required Text: Principles of Accounting, Needles, Powers, & Crosson, 2008, (10th Edition) ISBN-10: 0-619-73661-1 Working Papers for Ch. 1-18 & 19-27, ISBN-13: 978-0-618-73661-4 Instructor: Mauro Diaz Topic Outline: Contact Hours/Minutes

I. The Statement of Cash Flows 4 II. Investments 4

III. Financial Performance Measurement 4 IV. The Changing Business Environment 4 V. Cost Concepts and Cost Allocation 4

VI. Costing Systems: Job Order and Process Costing 4 VII. Activity-Based Systems: ABM and JIT 4

VIII. Cost Behavior Analysis 4 IX. The Budgeting Process 4 X. Performance Management and Evaluation 4

XI. Standard Costing and Variance Analysis 2 XII. Analysis for Decision Making 3

Total 45

8/26/2008 5:22 PM 166


8/26/2008 5:22 PM 167

IT 232 F1 Systems Analysis

Course Description: A study of the various methodologies employed by systems analysts to develop computer application systems. An overview of the systems development life cycle with emphasis on structured tools and techniques of system documentation and logical system specifications. Prerequisites: IT 113 Introduction to Information Technology, or AC 205 Principles of Accounting, or permission from the department chair. Required Text: Introduction to Systems Analysis and Design, 1st Edition, 2008, Jeffrey L. Whitten and Lonnie D. Bentey, McGraw-Hill Irwin Instructor: Dennis McGuckian Topic Outline: Contact Hours/Minutes I. Systems Usage in Business 3 II. Preliminary Investigation 3 III. Requirements Modeling 3 IV. Data and Process Modeling 3 V. Install Analysis and Design software (Visio, Project) 3 VI. Project Management 4 VII. Object Modeling 3 VIII. User Interface, Input and Output Design 3 IX. Data Design 3 X. Application Architecture 3 XI. Application Development 3 XII. Installation and Evaluation 4 XIII. Systems Operation and Support 4 XIV. Project Presentations 3 Total 45

8/26/2008 5:22 PM 168

Summary of CPC Topics Covered in this Course: Contact Hours/ Minutes Accounting 0 Information Systems 45 Marketing 0 Management 9 Legal Environment of Business 0 Economics 2 Business Ethics 0 Global Dimension of Business 0 Quantitative Techniques and Statistics 6 Comprehensive or integrating experience 2 Total 64

8/26/2008 5:22 PM 169

AC 300 FA Cost Accounting

Course Description: In-depth study of: product costing, including job-order, process and standard costs, variance analysis, and cost-volume-profit analysis. Prerequisites: AC 206 Principles of Accounting II Required Text: Cost Accounting: A Managerial Emphasis, Twelfth Edition Student Guide and Review Manual, Datar Srikant M., Foster George, Horngren Charles Instructor: Richard Yamauchi Topic Outline: Contact Hours/Minutes

i. The Accountants Role in the Organization 1 ii. An Introduction to Cost Terms and Purposes 1

iii. Cost-Volume Profit Analysis 1 iv. Job Costing 1 v. Activity-Based Costing and Activity-Based Management 1

vi. Master Budget and Responsibility 1 vii. Flexible Budgets, Variances, and Management Control 2

viii. Inventory Costing and Capacity Analysis 1 ix. Determining How Costs Behave 1 x. Decision Making and Relevant Information 1

xi. Pricing Decisions and Cost Management 3 xii. Strategy, Balanced Scorecard, and Strategic Profitability Analysis 3

xiii. Cost Allocation, Customer-Profitability & Sales Variance Analysis 3 xiv. Allocation of Support Department Costs, Common Costs and Revenues 3 xv. Cost Allocation: /joint Products and Byproducts 3

xvi. Process Costing 3 xvii. Spoilage Rework, and Scrap 3

xviii. Quality, Time, and the Theory of Constraints 3 xix. Inventory Management, Just-In-time, and Backflush Costing 3 xx. Capitol Budgeting and Cost Analysis 3

xxi. Management Control Systems, Transfers Pricing, and Multinational 2 xxii. Performance Measurement, Compensation, and Multinational 2 Total 45

8/26/2008 5:22 PM 170


8/26/2008 5:22 PM 171

AC 304 F1 Intermediate Accounting I

Course Description: A concentrated study of accounting within the conceptual framework which underlies financial reporting, with emphasis on accounting issues related to asset valuation and reporting, including time value of money concepts and long-term obligations. Prerequisites: AC 206 Principles of Accounting II Required Text(s): Intermediate Accounting, 12th Edition, 2007, Kieso, Weygandt, & Warfield, Wiley and Sons, Inc. Intermediate Accounting, Rockford Practice Set, 12th Edition, Kieso, Weygandt, & Warfield, Wiley & Sons, Inc. Instructor: John Karayan Topic Outline: Contact Hours/Minutes

I. Accounting Standards 2.50 II. Conceptual Framework 2.50

III. Accounting Information System 6.75 IV. Income Statement & Retained Earnings 3.50 V. Balance Sheet 3.50

VI. Statement of Cash Flows 3.50 VII. Present Value 3.50

VIII. Cash & Receivables 2.50 IX. Inventories 3.75 X. Long Term Assets 8.00

XI. Current Liabilities & Contingencies 2.50 XII. Long-Term Liabilities 2.50

Total 45

8/26/2008 5:22 PM 172

Summary of CPC Topics Covered in this Course: Contact Hours Accounting 45.0 Marketing 0.0 Management 2.0 Legal Environment of Business 2.0 Economics 3.0 Business Ethics 1.5 Global Dimension of Business 1.5 Quantitative Techniques and Statistics 0.0 Comprehensive or integrating experience 1.0 Total 56.0

8/26/2008 5:22 PM 173

AC 352 F1 Concepts of Taxation

Course Description: An introduction to a broad range of tax concepts and types of taxpayers covering the role of taxation in the business decision-making process; basic tax research and planning; professional standards and ethics; and the interrelationship and differences between financial accounting and tax accounting. Prerequisites: AC 206 Principles of Accounting II Required Text: West Federal Taxation-Taxation of Business Entities, 2008 Edition, Smith, Raabe, Maloney, Willis, Thomson/South-Western Publishing Co. West Federal Taxation-Taxation of Business Entities, 2008 Edition, Study Guide, Prepared by Debra L. Sanders Instructor: Henry Anding Topic Outline: Contact Hours/Minutes

I. Introduction to Taxation 2.75 II. Working with the Tax Law 2.75

III. Introduction to Taxation of Individuals & Proprietors 2.75 IV. Taxes on Financial Statements. 1.25 V. Gross Income 1.5

VI. Business Deductions 2.0 VII. Losses 1.0

VIII. Property Transactions 2.0 IX. Corporations 5.0 X. Partnerships & Limited Liability Entities 3.0

XI. Sub-S Corporations 3.0 XII. Choice of Entity 8.0 Total 45

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AC 410 F1 Auditing

Course Description: Financial auditing practices and procedures; professional standards of practice and reporting are explored. Prerequisites: AC 305 Intermediate Accounting II Required Text: Auditing a Business Risk Approach, 6th Edition, Rittenberg, Schweiger and Johnstone, Thomson Southwestern Instructor: Frank Murphy Topic Outline: Contact Hours/Minutes

I. Auditing: Integral to the Economy 1.5 II. Corporate Governance, Audit Standards 1.75

III. Ethics: Meeting and Understanding Ethical Expectations 1.5 IV. Audit Risk and a Client's Business Risk 1.75 V. Audit Evidence: A Framework 3.0

VI. Internal Control over Financial Reporting 4.5 VII. Performing an Integrated Audit 3.0

VIII. Computerized Systems: Risks, Controls, and Opportunities 3.0 IX. Auditing for Fraud 3.0 X. Audit Sampling 1.75

XI. Auditing Revenue and Related Accounts 1.0 XII. Audit of Acquisitions Cycle and Inventory 1.75

XIII. Audit of Cash and Other Liquid Assets 1.0 XIV. Audit of Long-Lived Assets and Related Expense Accounts 1.75 XV. Acquisitions, Related-Entity, Long-Term Liabilities, and Equity 2.0

XVI. Completing the Audit 3.5 XVII. Communicating Audit and Attestation Results 3.0

XVIII. Professional Liability 3.5 XIX. Internal Auditing and Outsourcing 4.75 Total 45

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IT 403 F1 Computer Control

Course Description: An introduction to the fundamentals of EDP auditing. Topics include EDP controls, types of EDP audits, risk assessment and concepts, and techniques used in EDP audits. The case study method is used. Prerequisites: AC 205 Introduction to Accounting I and IT 110 Computer Applications Required Text(s): Fraud Auditing and Forensic Accounting, 3rd edition, 2006, Tommie W. Singleton, Aaron J. Singleton, G. Jack Bologna and Robert J. Lindquist, John Wiley & Sons, Inc. Instructor: Dennis McGuckian Topic Outline: Contact Hours/Minutes I. Developments affecting public accounting. 1 II. Computer planning and implementation. 1 III. Fraud Definitions, Models and Taxonomies 2 IV. Fraud Fundamentals 3 V. Auditor Liability 2 VI. Fraud Schemes 3 VII. Red Flags 2 VIII. Fraud and CAATS 2 IX. Prevention and control 2 X. Fraud Risk Assessment 3 XI. Fraud and AIS 2 XII. Computer Related Fraud 3 XIII. Forensic Accountant as an Expert Witness 2 XIV. Gathering Evidence 3 XV. Disaster recovery and contingency planning 3 XVI. Computer Assisted Audit techniques 4 XVII. Internal Auditing 4.5 XVIII.Project Presentations 2.5 Total 45

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Table 6.3.5 IT

Major Required Business Courses


a1 MKT

a2 FIN

a3 ACC

a4 MGT

b1 LAW

b2

ECO b3

ETH b4

GLO c1 IS

c2 STAT

d POL

COMP Total

EC 203 45 45 EC 204 45 45 MA 221 45 45 MG 100 6 6 6 10 6 6 5 3 2 2 8 60 MG 310 2 6 3 35 3 2 5 3 2 2 8 71 MG 325 2 2 6 6 6 0 5 3 25 10 8 73 MG 483 6 6 6 10 3 3 5 3 2 2 18 64 AC 205 1 45 3 1 1 1 0 2 54 AC 206 1 45 2 1 2 2 1 2 2 58 IT 113 2 2 45 3 52 IT 164 45 45 IT 210 45 45 IT 232 9 2 45 6 2 64 IT 242 45 45 IT 310 45 4 2 51 IT 311 10.5 45 5 2 62.5 IT 315 45 45 IT 321 45 45 IT 334 3 45 2 2 52 IT 342 12 45 6 2 65 IT 364 45 45 IT 410 45 45 Cross IT 425 10 2 4 4 3 45 6 6 80 Check Totals 18 20 111 110.5 22 110 29 18 661 95 62 1256.5 1256.5

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IT 232 F1 Systems Analysis

Course Description: A study of the various methodologies employed by systems analysts to develop computer application systems. An overview of the systems development life cycle with emphasis on structured tools and techniques of system documentation and logical system specifications. Prerequisites: IT 113 Introduction to Information Technology, or AC 205 Principles of Accounting, or permission from the department chair. Required Text: Introduction to Systems Analysis and Design, 1st Edition, 2008, Jeffrey L. Whitten and Lonnie D. Bentey, McGraw-Hill Irwin Instructor: Dennis McGuckian Topic Outline: Contact Hours/Minutes I. Systems Usage in Business 3 II. Preliminary Investigation 3 III. Requirements Modeling 3 IV. Data and Process Modeling 3 V. Install Analysis and Design software (Visio, Project) 3 VI. Project Management 4 VII. Object Modeling 3 VIII. User Interface, Input and Output Design 3 IX. Data Design 3 X. Application Architecture 3 XI. Application Development 3 XII. Installation and Evaluation 4 XIII. Systems Operation and Support 4 XIV. Project Presentations 3 Total 45

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IT 310 FA Operating Systems 1

Course Description: Operating systems concepts and their implementation in a current Windows operating system. Prerequisites: A programming language course. Required Text(s): Operating Systems,Third Edition, 2004, Deitel, et al, Prentice-Hall Instructor: Ray Briant Topic Outline: Contact Hours/Minutes I. Historical Development Of Operating Systems 4 II. Hardware and Software Concepts 4 III. Process Concepts 2 IV. Thread Concepts 2 V. Real Memory Organization and Management 4 VI. Files and Database Systems 4 VII. Performance and Processor Design 4 VIII. Introduction to Networking 4 IX. Distributed Systems and Web Services 4 X. Security 4 XI. Case Study: Windows XP 4

Total 40

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IT 334 F1 Systems Development Tools

Course Description: State-of-the-art computer-based tools for the analysis, design and construction of information systems. Prerequisites: IT 232 Systems Analysis and Design and IT 242 Introduction to Databases Required Text(s): The Object Oriented Approach, 2nd edition, 2002, Satzinger and Orvik, Course Technology. Design Patterns, 2005, Gamma, Erich, et al. We will get the C# version. This is a downloaded text, free or low-cost to students in the course (abbreviated DP). OTHER SUPPLEMENTARY MATERIAL – MS Visio 2007, the version compatible with Woodbury labs and classrooms. We will supply this free for all students in the class. Instructor: Robert Schultz Topic Outline: Contact Hours/Minutes Introduction to Object Orientation. 2.5 Introduction to UML 7.5 Object Oriented Analysis. 2.5 Object Oriented Design And Implementation 2.5 Iterative Methodologies 3 Design Patterns 3 Use Case Diagrams 2.5 Class Diagrams & Relationships. 4 Sequence Diagrams 2.5 Statecharts 2.5 Collaboration Diagrams 3 Interface Layer 4 Operations Layer 4 Total 45

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IT 342 FA Advanced Databases

Course Description: Introduction to an enterprise SQL-based database management system such as Oracle or SQL server. Prerequisites: IT 242 Introduction to Databases Required Text(s): Murach's SQL Server 2005 for Developers, Bryan Syverson & Joel Murach, Murach & Associates. Database Design, Ryan K. Stephens and Ronald R. Plew, SAMS Publishing. Instructor: Michael Windsor Topic Outline: Contact Hours/Minutes

I. Introduction. Database Fundamentals. 2 II. Database Models. Relational Data Model. 3

III. Database Design, Planning & Development. 3 IV. Database Design Life Cycle. 3 V. Gathering Business & System Requirements. 3

VI. Establishing a Business Model. 2 VII. Entities, Relationships & Attributes. 3

VIII. Normalization & Database Administration. 3 IX. Entity Relationship Modeling. Application Development. 2 X. Modeling Business Processes. Application Development. 1

XI. Designing Tables, Views & Stored Procedures. 2 XII. Integrating Business Rules & Data Integrity. 2

XIII. Applying Database Design. Redesigning Legacy Database. 2 XIV. Database Security. Change Control. 2 XV. Management Information Needs 1

XVI. Decision Support 1 XVII. SQL Coding & Syntax Conventions. 3

XVIII. Management & Leadership, 1 XIX. Decision Making, 1 XX. Problem Solving, 1

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XXI. Total Quality Management, 1 XXII. Human Resource Management, 1

XXIII. Managing Teams & Teamwork 1 XXIV. Project Management. 2

Total 45 Summary of CPC Topics Covered in this Course: Contact Hours/ Minutes Accounting 0 Information Systems 45 Marketing 0 Management 12 Legal Environment of Business 0 Economics 0 Business Ethics 0 Global Dimension of Business 0 Quantitative Techniques and Statistics 6 Comprehensive or integrating experience 2 Total 65

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IT 425 F1 Managerial Aspects Information Systems

Course Description: An overview of information resource management. Emphasis on planning, organizing and controlling information and computing resources. The case study method is used. Prerequisites: IT 232 Systems Analysis and Design or permission of the instructor. Required Text(s): Management Information Systems, Fifth Edition, Effy Oz, Course Technology, Thomson Learning. Business Rules & Information Systems: Aligning IT With Business Goals, Tony Morgan, Addison Wesley Longman, Inc.

Instructor: Michael Windsor Topic Outline: Contact Hours/Minutes I. Information Systems Overview. Continuity, Change & Common Sense. 2 II. Strategic Uses of Information Systems 3 III. Leadership, Management & Ethics 2 IV. Information Systems in Business Functions 2.5 V. Information Technology in Business: Hardware & Software Trends 2 VI. Telecommunications & Networks. E-Commerce: Internet, Intranet & Extranet Trends 3.5 VII. Data & Knowledge Management. Decision Making & Problem Solving 3 VIII. Managers & Their Information Needs. Total Quality Management 4 IX. Organizing Information Technology Resources. Human Resource Management 2 X. EDI, Supply Chain Management & Global Information Systems 4 XI. Decision Support & Geographic Information Systems. Artificial Intelligence 3 XII. Planning Information Systems. Systems Development 3 XIII. Alternatives for Systems Acquisitions 2 XIV. Managing Teams & Teamwork 3 XV. Risks, Controls & Security Measures 2 XVI. Project Management 2 Total 45

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6.1.4 Curriculum Design

a. How does your curriculum design provides breadth and depth beyond the Common Professional Component through advanced and specialized business courses and general education and elective courses, all aimed at meeting student and stakeholder expectations and requirements?

The design of Woodbury University’s School of Business’ curricula provides breadth and depth beyond the Common Professional Component through a balanced package of core business courses as well as elective business courses. This package is designed to optimally fulfill the School’s purpose as an advanced provider of quality education, to meet student’s expectations and matching in current and future careers, and to satisfy current and future employers of these students. Under the new proposed curriculum, each major requires the Common Professional Component, which consists of 12 courses (36 units), as depicted below:

Table 6.3.1: BBA Core

Each major further requires 9 courses (27 units) that are specific to the major, in order to provide skills necessary to successful completion of this major. The majors offered in the undergraduate program of the School of Business are Accounting (AC), Management (MG), Marketing (MR), Fashion Marketing (FM), and Information Technology (IT). IT program is in the process of being eliminated. The graduate program offers a Master’s degree in Business Administration (MBA). This major requires 10 core courses and three electives.

Course Number

Course Title

Course Units

MG 100 Fundamentals of Business Enterprise 3 MG 110 Legal Environment. Of Business 3 AC 205 Principles of Accounting I 3 AC 206 Principles of Accounting II 3 FI 360 Financial Management 3 HR 461 Leadership Theory and Practice 3 MG 326 Management and Organization Behavior 3 MG 340 MIS, Data, and E-Commerce Mgmt. 3 MG 350 Business Ethics 3 MG 400 Operation Methods in Value Chain Mgt. 3 MR 301 Marketing 3 MG 483 Business Policy & Strategy 3 Total 36

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Table 6.3.7: Table of Baccalaureate Curriculum Credit

6.1.5 Other Business-related Undergraduate Programs

a. What percentage of the interdisciplinary undergraduate curriculum is devoted to business? There are no interdisciplinary undergraduate curricula at the University devoted to business. While some other majors in the interdisciplinary, media, and architecture programs may have business components; they are not devoted to business and are managed and accredited by other accrediting bodies. b. How are your educational processes designed to focus on students’ active learning for the development of problem solving skills? There are multiple ways in which our educational processes focus on students’ active learning for the development of their problem solving skills. In several management courses, there are case projects in which students are trained in team performance as well as problem solving and critical thinking skills. The capstone course at both the undergraduate and graduate levels require a high level of interaction and critical thinking through the CAPSIM project, requiring the inclusion of finance, accounting, marketing, management, human resource, legal and ethical, and international business skills, in order to prepare students for improved and multi-level performance in their current and future work environments. Several courses invite guest lecturers from the business world to actively interact with the students during the classes. Aside from course embedded activities, students also have the opportunity to get involved in independent participation in projects of interest, such as the Mercedes Benz R-class and B-class projects. Other collaborative experiences include the Baron Business Plan Competition; involving students from across the campus. Not only do these exercises develop skills for working well in groups, they assist students in understanding the possibilities of improving the product of learning by leveraging the knowledge and skills of others. More important, perhaps, the activities open students to constructive peer critique that actively turns the learner into a teacher and supports better skill and knowledge development as well as leadership characteristics.

Core Require-ments

Requirements Beyond Core

Business Electives

ACCOUNTING 51 36 9 18 12 126MANAGEMENT 51 36 9 18 12 126MARKETING 51 36 9 18 12 126FASHION MARKETING 51 36 9 18 12 126INFORMATION TECH. 51 36 9 18 12 126MBA 30 6 36

Total Cred. Hrs Required for Grad.

Business Minimum Cred. Hrs in

General EducationMAJOR

General Electives

Credit Hours

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c. How are your educational processes designed to focus on students’ active learning for the development of intellectual curiosity? Several of the programs and activities mentioned above also encourage students’ intellectual curiosity. The CAPSIM project, for instance, materializes the use of several skills learned throughout the program, and helps students understand better what the need and applicability is of the courses they have taken thus far. In-class discussions as a result of guest lectures, video presentations, or case projects, also enhance students’ intellectual curiosity and sharpen their analytical skills and critical business thinking capacity. As a final example, the opportunity given through international field experience courses to China and Europe is also designed to broaden students’ horizons and further develop their intellectual curiosity. Expanding the global perspective and experiences of our students is future initiative and is consistent with our mission. d. How are your educational processes designed to focus on students’ active learning

for the development of the capacity for creative and independent thought and action?

Creative and independent thought and action are encouraged through several projects in business, management, and marketing courses throughout the School. There are various projects that require students to go out and actively communicate with corporate managers and employees, oftentimes at the store level, to find out what the status quo is, and to detect as a result of these interactions how they could improve the processes in these corporations. As an example, students in the course, Managing Workplace Diversity, engage in a team project in which they have to select a company with multiple outlets. Each member of the team visits an outlet and asks the same set of questions, relating to the course discipline. Answers are then compared, a team opinion formulated, and solutions to detected problems offered. The findings are presented in class so that mutual learning and enhanced interaction occurs. In several other courses, students are also encouraged to engage in community projects, which confront them with real life circumstances, and challenges them to contemplate critically and deeply in order to formulate actions they deem necessary for enhanced performance.

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Table 6.3.8: Examples of Students’ Active Learning

Programs Problem-solving Skills Intellectual Curiosity Creative and Independent Thought

and Action Management Capstone Course (CAPSIM project)

Running a simulated corporation online

Understanding the complexity and synergy requirements toward successful business performance

Firsthand experience with business successes and failures

Managing Workplace Diversity

Reviewing employee structures through visits and follow up research

Combining web-based information (Corporate website) with real-life observations

Formulating alternatives form greater diversity based practices

Marketing Field experience courses to China and Europe

Confrontation with other environments, cultures, and ways of conducting business

Instigate team spirit, debates, and individual growth

Helps students in focusing on future careers from a broader perspective

Market Research (MR 455)

Developing a research project that included data collection from in a non-class setting

Broadens students awareness of the nature of research instruments, data collection and data analysis

Assists students in understanding where information comes from and how to use information to make informed decisions

MBA Mercedes Benz R-class and B-class projects

Experiencing marketing and managing of a new product firsthand

Testing one’s capabilities in future business directions

Enhanced responsibility and self-management

e. What are your preferred or expected sequences of educational processes and how is this information communicated and put into practice?

Sequences of courses in the various business majors are determined by the prerequisite requirements as indicated in the catalog. This information is communicated to students through IQ Web, the online source through which they can sign up for courses as well as through their faculty or academic advisers. Advisers are trained to help students determine a responsible course load and course combination, and to explain to students the merit of taking their classes in certain sequences. Additionally, the University’s Registrar’s Office meticulously scrutinizes the adherence to prerequisite requirements through its course enrollment system. For instance, MBA students who still have preparatory courses to fulfill are not eligible to take the core course(s) that follow in sequence to these preparatory courses. Also, the capstone course can only be taken either within a student’s final semester or within 12 units from graduating.

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6.1.6 Graduate Programs a. How many hours of graduate level work in business coverage beyond the basic

Common Professional Components topics do your graduate degrees cover?

The MBA program is designed on the basis of previously fulfilled CPC requirements through a Bachelor’s Degree. Students entering the MBA program with a management-based Bachelor’s degree from an accredited university will fulfill 36 units beyond the CPC requirement. Those who lack certain courses representing critical components in their undergraduate degree may have to take up to six preparatory courses, being, 1) Accounting, 2) Finance, 3) Legal and Ethical Issues, 4) Global Marketing, 5) Production, Operations and System Management, and 6) Organizational behavior and Strategy.

c. How do you determine the appropriate number of hours of graduate level work in business coverage beyond the basic Common Professional Components topics that will provide your students with a quality business education appropriate for graduate level learning?

The School of Business’ Masters Program at Woodbury presents a general MBA degree, which has been designed on the basis of benchmarking and proven program structures at other accredited universities in the U.S. The Graduate Program, which continuously reviews and considers developments and demands from the global and local workplace. Recently, the MBA program was restructured into a 10-core course program with two electives instead of the previous 9 course core program with 3 electives. This change was inspired by the mounting demand for higher ethical behavior from, and greater consciousness within our future business leaders.

6.1.7 Education (Design and Delivery) Evaluation a. How is your ongoing program of assessment and improvement developed and conducted? The School of Business’ assessment and improvement activities span a multitude of programs and strategies. Some examples are provided below:

Ongoing course assessments are implemented through in-class feedback, attained from students by faculty, and through post-course feedback from students, coordinated by the IT department through IQ Web, the University Web Interface System. The findings from these two assessment strategies serve multiple purposes: faculty can determine for themselves how to modify their courses for future references, and Chairs can communicate with their faculty on the basis of the post-course assessments about areas that need to be improved and the strategies to do so.

Assessment of Programs is obtained through exit surveys, conducted in the Capstone course to prevent overlapping and from alumni. The findings from these assessments help in critically reviewing curricula and applying modifications where necessary. The alumni

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survey provides a strong reflection on performance of the students after completion of their degrees and helps bring to light areas that need to be expanded and others that have to be reduced or eliminated.

The University Marketing and Enrollment Department is also a valuable source for measuring improvement. As enrollment has steadily increased in the past years, even with an increased number of alternative educational institutions for aspiring students to choose from, the inference exists that the School has been performing well. Ongoing assessment is also conducted in the semi-annual faculty workshops, where best practices are shared and important developments and areas for caution are discussed. Furthermore, the department chairs maintain an excellent rapport with their faculty, in order to continue an ongoing dialogue about areas for improvement and a lively interaction regarding possible developments within courses or the curriculum. b. What types of observations, measures, and/or indicators do you use to evaluate and

improve programs and offerings? The figure below presents some of the ways through which programs and offerings are evaluated and improved.

Table 6.3.9: Evaluation and Improvements of Programs Evaluation Measures

Undergraduate Traditional Program

Undergraduate Weekend Program

Undergraduate Accelerated Program

MBA Program

Observations by School

Option should be offered to enroll in different program formats

Classes need to remain in the con-consecutive format

Classes fill quickly: second sessions of some courses requested

Accelerate Weekend Courses

Actions Undertaken

Option created for students to enroll in different formats

Classes kept in non-consecutive format

Second session of the quickly filled courses implemented

Weekend Courses are now Accelerated

Instruments

Student in-class comments X X X X

Student post-course comments

X X X X

Exit and alumni surveys X X X X

Student organizations X X X X

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Student in-class comments are a valuable source of finding out what their preferences are. Most of the faculty of the School of Business maintain highly positive rapport with the students, facilitating honest sharing of opinions and ideas that occur during the classes. The faculty presents useful comments to their respective Chairs, who further steer the information to appropriate persons or bodies.

Student post-course comments. Valuable perspectives on what worked in a course and what did not can be obtained from post course assessments. Students, knowing that their privacy is protected, open up about their in-class experiences and provide highly useful information about potential course improvements.

Exit and alumni surveys. While this strategy has been used only fairly recently, the findings have already led to serious reevaluations of programs and modifications where needed.

Student organizations. For the undergraduate as well as for the graduate populations, there are student organizations that ensure proper representation of student needs and provide communication venues regarding the improvement of programs and courses.

c. What constituencies are actively involved in the ongoing process of planning for improvement? The table below presents an overview of the constituencies actively involved in planning for improvement:

Table 6.3.10: Constituencies involved in planning for improvement

Constituencies involved in planning for improvement

Mode of Involvement

Administrators Benchmarking, brainstorming, and furthering suggestions from faculty, students, and other stakeholders

Faculty Inviting, collecting and furthering students’ suggestions; as well as presenting own insights on course or curricular improvements to Department Chairs

Students Presenting suggestions based on personal reflections and communication with fellow students

Student Organizations Collecting suggestions received from members in formal or informal sessions, and discussing these suggestions to respective Department Chairs.

Employers/Corporate Affiliates Employers either communicate through their employees (the students), on Career Development Days, or in Guest Lectures, when invited. Furthermore, they verbalize their expectations through connected faculty and administrators.

Collaborating Colleges There are several feeding colleges from which the university received transfer students. These colleges also form an important source of curricular reflection.

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d. How do you use these observations, measures, and/or indicators to provide timely information to help students and faculty? The observations, measures, and indicators obtained help improve the learning experience for all constituencies. Faculty are advised of comments and suggestions about their courses, obtained through student assessments. Chairs ensure that faculty subsequently follow up on the recommendations made. If improvement does not occur, the faculty member in question may be redeployed to an area where he or she displays a better fit. In some cases, as appropriate, adjunct faculty have been removed from the teaching roster.

Through these observations, measures, and indicators, students are also helped in that their suggestions for optimal learning are implemented.

e. How do you improve programs or offerings from these observations, measures, and/or indicators? Programs or offerings from these observations, measures, and/or indicators are improved in a collaborative effort between the responsible administrator and his or her faculty. Faculty members are encouraged to review suggestions. Alternative modes for courses that deliver mediocre results are examined. If overall results don’t improve, a more thorough examination of the course structure and mode of lecturing follows. Methods of delivery are then reconsidered, and more interactive strategies implemented.

f. How are improvements in programs or offerings shared across the organization?

The organization communicates improvements as well as areas for caution through appropriate modes, depending on the nature and seriousness of the subject. Improvements in programs and offerings are included in semi-annual faculty workshops. At these occasions, the administrators of the School share their experiences with the faculty, but the opportunity is also created for faculty members to share best practices and enhancements they have recently implemented in their courses. If an improvement has to be implemented between faculty meetings, an intermediate meeting may be called or the information is shared in individual meetings between the Department Chair and the faculty members involved. General improvements of a less comprehensive nature are shared electronically with faculty members.

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g. How do you evaluate educational programs and offerings using the following as appropriate: • information from students and/or families Improvements are made with full consideration of the wellbeing of students and their families. For example, the MBA program recently followed up on a request from students and their loved ones to change the weekend courses from 6 day-long, non-consecutive, semester-long courses, to a more accelerated format of 7 more concise, consecutive sessions. This would enable the weekend students to also earn their degree faster by enrolling in two 7-week sessions per semester. The change was successfully implemented, and enrollment in the weekend courses increased. • benchmarking best practices in education and other fields Faculty members are encouraged to participate in conferences in their area where they can share with and learn from colleagues from other Schools throughout the country. As an example, two Management professors recently attended an Organizational Behavior annual conference. They shared their successful interactive practices with other professors, and returned to the School with a large number of new, successful practices to implement. Two other professors also attended a conference recently on capstone course models for continued improvement of the CAPSIM project.

• use of assessment results

Assessment results are of high importance to the School of Business because they tell us in what areas we are doing well and where we need to improve. The results from students’ assessments of course contents, for instance, are disseminated to the faculty member involved as well as his or her Chair. The Chair uses the information as a measure of the faculty member’s performance, and the faculty member uses this data as an encouragement for further improvement. Chairs make it a point to communicate assessment results with their faculty. • peer evaluation Thus far, peer evaluation has been used to ensure sufficient facilitative techniques from faculty members. The evaluation is mainly applied to instructors involved in the accelerated formats, as these courses require a high level of interactive learning. The Institute of the Excellence of Teaching and Learning coordinates the official instructor evaluation sessions. • research on learning, assessment, and faculty presentation Several members of the School of Business’ faculty are utilizing their course findings and collaborative efforts with students for ongoing research. Oftentimes, valuable data are gathered for this purpose, which is then published in scholarly sources in order to share best practices among educational institutions. Students feel more involved when they know that their input is valued enough to be used for a greater cause then just the classroom. In turn,

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several of our faculty members also access existing sources in an effort to better their performance. • information from employers and governing bodies Employers and governing bodies are continuously utilized as crucial providers of information regarding future directions in programs. Employers’ input is oftentimes received on career days when representatives of the corporate world are invited to recruit and inform students on corporate needs. Governing bodies are of particular importance in regard to changes they may bring about in areas that affect the business curriculum. The trends in the past years of sliding ethical performance from business executives and the urges from governing bodies as well as employers toward enhanced ethical awareness have led to the creation and approval of an additional MBA core course, “Ethical Leadership”, which will commence in August, 2008. In addition, data from internship supervisor surveys routinely is assessed for areas that need improvement. When sufficient evidence is presented that an area, such as communication or math, is not up to the expectation of employers, curricular adjustments are made. • use of technology Technology is used extensively in the business programs, not only for communication between faculty, administrators, and students, but also in-class. Students are required to have a laptop computer and proscribed computer programs. In-class presentations are an intrinsic part of the business program, and most of these presentations are executed through electronic devices. In more recent times, online technology has enhanced the learning experience as well, as blogs and wikis have entered the range of interactive options available in courses. The new School of Business Building is Wi-Fi, with each classroom having state-of-the-art electronic equipment.

h. Do you have other tables and/or figures that summarize the results for Education Design and Delivery not presented in other parts of this report that contribute significantly to enhanced learning and the organization’s mission and goals?

The table below provides an overview of some of the improvements that were implemented in the past two years in the School of Business’ education design and delivery, focused on continuous alignment with enhanced learning and Woodbury’s mission and goals:

Table 6.3.11: Improvements Implemented Over the Last Two Years Area of

improvement Request for

improvement Request from Improvement activity Implemented

Business School general

Classrooms better tailored to advanced business professional needs

Students and faculty

New School of Business Building

Yes

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MBA Graduate weekend format accelerated

Students/family Changing the MBA weekend format from semi-weekly to weekly

Yes

MBA Response to call for higher ethical awareness in future business leaders

Corporations/Governing bodies

Adding core course “Ethical Leadership” to program

Yes

Management undergraduate

Increased offering of quickly filled courses

Students Adding second sessions of important core courses per semester

Yes

Management undergraduate

Increased real-life experiences in class

Students/Employers

CAPSIM project Yes

Marketing undergraduate

International travel experience

Students Trips to China and Europe

Yes

i. Do you have tables and/or figures on student learning, student and stakeholder satisfaction, or operational effectiveness (measures of timeliness or productivity related to Education Design and Delivery)?

The chart below presents a representation of alumni’s most recent feedback on a survey regarding satisfaction with Woodbury’s Business programs.

0%10%20%30%40%50%60%70%80%90%

100%

Accounting Mgmt IT Mkt MBA

Alumni satisfaction on education design and delivery

Woodbury's ac. Programs are responsive to the increasing diversity in society

The info I was given about W.U.'s Ac. Programs and services was accurate

Students are treated fairly through Woodbury's policies and procedures

Satisfied with Woodbury Experience

As can be derived from the chart, satisfaction percentages vary from 67.5% to 95%, with one percentage in the low sixties for IT. The highest satisfaction scores were received for general satisfaction with the University.

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These results might focus on student learning, student and stakeholder satisfaction, or operational effectiveness (measures of timeliness or productivity related to Education Design and Delivery). The chart below represents alumni satisfaction with the Woodbury University Business School Programs specifically.

0.00%10.00%20.00%30.00%40.00%50.00%60.00%70.00%80.00%90.00%

100.00%

Satisfaction rate with WU Business Courses

Satisfaction rate with WU Business Courses

Perceptions of Woodbury University School of Business degree holders on their employment satisfaction

72.00%

74.00%

76.00%

78.00%

80.00%

82.00%

84.00%

86.00%

Employment satisfaction with WUSB degrees

You were well-prepared for your position

You feel your performance to be comparable with colleagues from other colleges

The above chart demonstrates the degree to which alumni of the School of Business consider their degree to be helpful in their career. The lowest degree of satisfaction was obtained from the Information Technology graduates, while the highest satisfaction rate could be attributed to the marketing majors. k. How do you improve the process of “observations, measures, and/or indicators used to evaluate and improve programs and offerings and who uses them.”

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Our observations and measures are geared internally as well as externally. Internally, faculty members and Chairs share best practices during semi-annual faculty workshops. This elicits a process of “internal benchmarking” where academicians learn from one another and their mutual experiences. Externally, School of Business administrators continuously review best practices of faculty at other, exemplary institutions. In addition, feedback is solicited from Woodbury administrators and faculty outside the School of Business, external business partners, and other stakeholders. When a gap is detected in performance it is addressed by the appropriate faculty member, in case of an in-course issue, or by the supervising administrator in case of a more comprehensive problem.

6.2 Management of Educational Support Service Processes and Business Operation Processes 6.2.1 Education Support Processes Describe how the business school or program's education support processes (counseling, advising, placement, tutorial, computer facilities, equipment, classrooms, office space, and libraries) are designed, managed, and improved. Include all locations and the Internet:

a. How do you set key requirements taking into account the needs of students, stakeholders, faculty, and staff? Students’ needs are measured through direct communication between student and faculty as well as through assessment instruments. For example, at the end of each course, whether semester-long or 7 weeks long, students are invited to provide electronic-based feedback of the courses they just finished. In these evaluations, students usually also include assessments of their instructor, as well as the facilities which they deem necessary to enhance their learning experience. Student concerns are also verbalized by student organization leaders such as the Associated Student Government and the MBA Association. Alumni surveys and student exit surveys, taken during the capstone course to avoid redundancy in responses, are also part of the set of assessment tools used to obtain students’ opinions on how to enhance their Woodbury learning experience. Furthermore, students maintain an excellent report with their faculty and advisors. Thus, these sources can also contribute toward expressing students’ needs. Based on this overall package of student feedback, suggested changes are evaluated and made. For instance, as opposed to past summers, Woody’s Café now opens in the summer and on the weekends during the summer term, as weekend college students verbalized their concern of not having any way to purchase their food and beverages while on campus for weekend classes. They were forced to leave the campus, which was considered rather

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inconvenient. The measures have now been taken, and Woody’s Café is open at the hours that students need it. A similar approach was followed for the University Bookstore hours. Non-traditional students, of which a large part is Business students, had no means of purchasing their books during regular hours. For this reason, the bookstore altered its hours to accommodate the students’ needs more extensively. Faculty needs are communicated by the respective faculty to their Chair or during faculty meetings. Based on these communications, several faculty became better aware of options and modes available to them to enhance their course facilitation practices. Woodbury University’s Office of Academic Success and Instructional Services (OASIS) is also an important support center in setting requirements, particularly to those that fulfill the needs of students and faculty. New students have to go through a SOAR (Student Orientation, Advising, and Registration) workshop to get to know the campus facilities, their adviser, and learn about their course requirements. Needs of other stakeholders such as the community, business corporations, and family members are addressed on an individual basis as well as in social gatherings that are organized by the School of Business at various times of the year. Some examples of these gatherings are: career events, guest presentations from business executives, Founder’s Day, and other family-oriented events where the entire community is welcomed to bring their loved ones. b. What are your key education support processes and their principal requirements and measures, such as usage rates, success rates, and student and stakeholder feedback? OASIS, Woodbury University’s Office of Academic Success and Instructional Services, is a University wide service center, which maintains excellent relationships with all of the schools within the University. Faculty advisors go through a training program, which is designed and facilitated by full time advisors from OASIS. In this program the faculty advisor is informed about crucial issues such as the verification of prerequisites, responsible course load, registration strategies, available forms, appeals procedures, and more. On-going refresher and update sessions are scheduled, wherein particular cases that surface and are deemed worth sharing are reviewed. All advising faculty have access to their advisees’ records on campus and can access these student data from off campus through special information technology related facilities. This technology was instated to ensure greater flexibility on the part of students and advisors and enable participating adjuncts to advise at any given time, thus assuring optimal service to students. To ensure retention of ongoing students the faculty receives "early alert" invitations through

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email from the advisors. The intention of this measure is for the faculty to inform the full time advisors about students who have not performed satisfactorily in their first weeks of classes. As a result, the full time academic advisors can contact these students and develop strategies to help them get back on track, either through establishing a more suitable course schedule or through applying responsible and careful intervention in other areas of concern.

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The figure below presents some percentages of usage rates on Campus facilities.

Table 6.3.12: Education Support Processes Support System

Usage Rate AY 07-08 Assessment Processes

Student and Stakeholder

feedback Counseling Services

8% of WU students seen. This service also serves staff and faculty

Survey to students, faculty & parents

Highly satisfactory

Academic Advising

86% of WU students seen. Aside from this percentage it needs to be noted that a large population of Business School students is advised by faculty advisers on an individual basis. Advisement happens face-to-face, electronically (per email), or by telephone.

Survey to students, student focus groups

Highly satisfactory

Tutoring As there are multiple tutors assisting students throughout the week as well as in the weekends, an explicit usage rate has not been posted. However, students are advised, based on their performance levels, to use these facilities, and faculty findings are that about 90% of the students advised to use tutoring, do so.

Survey to students & faculty, student focus groups, faculty interviews

Student evaluations are favorable

Career Services

Undergraduate, as well as graduate students are served by this department. A specific percentage of Business students using the service has not been detected. Three main reasons may explain this: 1) Many Business students are non-traditional and therefore not on campus during regular hours. 2) Many Business students are already members of the workforce and don’t need a new job right away. 3) Those students that look for a new job attend on-campus career events.



Library Higher usage by the traditional population. Less by non-traditional students, due to unavailability during regular work hours.



Computer Facilities

Computer labs are available for students during the weeks and in weekends. There is a higher usage by the traditional population, and less by non-traditional students, due to unavailability during regular work hours.



Office space

With the instatement of the new School of Business, office space for full-time, participating adjuncts and adjuncts has increased.

Faculty and staff using their office for advising

Faculty and Staff are highly satisfied

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Counseling Services

The Counseling Center seeks to foster the well-being of all Woodbury students in the belief that sound emotional health is conducive to academic success. All enrolled Woodbury students are eligible for this free counseling service. Confidentiality is strictly honored. Description of services:

Individual, couple and/or family assessment and short term counseling. Workshops and presentations on a variety of topics, emphasizing health and wellness. Support groups (organized around student interest). Consultation to Woodbury faculty, staff, students and parents concerned about the

emotional or mental health of a specific student. Referrals to psychiatric and specialized mental health or community services. Woodbury's On-line Screening for Depression, Anxiety, Alcohol and Eating

Disorders. Academic Advising In addition to faculty advising, Woodbury University offers a wide variety of services to assist students, including advising and mentoring, instructional services, and computer support. The University also offers faculty services, including advising and educational technology support. Description of services:

Academic Peer Mentor: Students are linked to top juniors and seniors who meet with them weekly to assist them academically. Proven to help students raise their GPA within one semester.

SOAR Peer Advisors, part of students’ first year experience. Faculty Advising: One-on-one meetings with faculty to determine what courses

students should take. Tutoring: One-on-one tutoring and learning style workshops are available for specific

subjects. Supplemental Instruction: A special series of weekly study sessions is available for

students taking historically difficult courses. Tutoring Tutoring can be obtained at the Office of Academic Success and Instructional Services (OASIS) by appointment or through drop-in. Students may come in for help with their writing, math, or other academic subjects. Career Services The Office of Careers and Alumni Relations (OCAR) provides support and resources for students and alumni to develop a proactive style of career management that links classroom experience, enriching experiences outside the classroom, and professional involvement.

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OCAR seeks to nurture the relationship of students and alumni with Woodbury University, and the office vigorously encourages participation in career development programs that are offered throughout the school year. Personal attention and high technology are utilized to provide encouragement as well as information relevant for students’ career interests. Alumni, who represent a vital component of the Woodbury community, are encouraged to participate in reunions, networking events and career programs that are designed to acclimate the University’s constituents to professional activity and raise awareness of resources and mentoring opportunities. Library The library houses a collection of more than 175,000 items including books, maps, CD’s, videotapes and DVD’s. Study areas are provided for students, and there is a lab in the Library with desktop computers for student use. Wireless Internet access is available throughout the facility for students with their own laptops. Numerous databases for journals are accessible on-campus and off-campus through the library’s web page. Both black and white and color copiers are available, as well as a scanner for student use. Library staff members are available during opening hours to help students take advantage of the resources and assist them in research. Computer Facilities There are a variety of computer labs available for use on campus. The OASIS area has six Windows and five Apple computers available during open office hours. The computers can print to a local black & white laser printer, and have Microsoft Office and Plato software installed. Office Space Facilities to meet with students or other stakeholders are enhanced since the new building for the School of Business has been in full use. Full-time and participating adjunct faculty members have their own office space, while there are shared office facilities available for non-participating adjunct faculty members to fulfill their office chores while on campus.

c. How do you ensure that education support processes are performing effectively? Assessment of support services is done on a rotating basis, with one or two significant areas being assessed each year. Assessment processes vary by area and include, but are not limited to, surveys, focus groups, and one-on-one interviews and benchmarking.

d. How do you evaluate and improve your support processes?

Based on the inputs acquired through the assessment of support services, School of Business administrators evaluate within their areas of responsibility, or collaboratively when needed, the issues at hand and match them with the current mission before determining the most appropriate strategy toward implementation. Woodbury University’s School of Business

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continuously strives to upgrade its relationships with and service to internal and external stakeholders. e. How do you use the following types of information to evaluate your support processes: 1) Feedback from students, stakeholders, faculty, and staff? Feedback is solicited from stakeholders relevant to the area being studied. For example, when conducting an assessment of tutoring services, surveys were distributed to students and faculty. Focus groups were also conducted with students, and interviews were conducted with faculty. 2) Benchmarking? Woodbury uses benchmarking to assure that the services offered and numbers of service providers available are in line with the best practices of our peer institutions. For example, a study of Counseling Centers at peer institutions determined that an additional counselor was needed on our campus. That position was subsequently added. 3) Peer evaluations?

The service areas mentioned above utilize internal methods to continuously evaluate their performance. Peer evaluations primarily are conducted in an informal way, yet are taken very seriously. They may, therefore, be considered highly efficient. 4) Data from observations and measurements? Usage, satisfaction, and longitudinal data are gathered as they relate to health and counseling services, academic advising and tutoring. Usage data have been used to adjust the hours in which services are available. Satisfaction data have been used to adjust programs and processes. While longitudinal data are still in the collection phase, we plan to use them to inform the academic advising process as well as our “Transition to College/Transition to Woodbury” course offerings.

6.2.2 Business Operation Processes

a. What are your key business operation processes? The key business operation processes of Woodbury University’s School of Business are: teaching, advising, assessing, evaluating, and improvement.

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The quality of teaching and advising are considered of the highest importance by School administrators. This is continuously communicated to faculty and advisers in individual as well as team settings.

The Department Chairs maintain close contact with their faculty to ensure their accessibility and to demonstrate their readiness to engage in improvement processes suggested by these faculty members, as well as by other stakeholders. Students are aware of the open door policy of the School’s administrators, as well as the multiple other means of verbalizing their needs, such as through faculty or through their respective student organizations.

In order to ensure continuous improvement in the School’s business processes, faculty are encouraged to offer suggestions on further development of their courses. The Dean and Chairs maintain budgets through which important improvement strategies are implemented. If the improvements require additional funding, the Dean discusses options with the CAO, who further guides requests, when deemed necessary, to the President and Board of Trustees.

As posted before in the institutional overview in this document, the School of Business has a continuous improvement process in place to insure consistency within programs and maintenance of high quality in all courses. Leadership of the School deems it necessary to collaborate and align with the University Academic community to insure overall quality and consistency. In addition, it believes that the business communities at large and its own Board of Advisors have valuable input as to real as well as perceived quality. We utilize assessment as a way of ensuring that we measure how well students are learning. This allows us to quickly adapt to the changing student population’s needs, and adapt our curriculum in a rapid and accurate manner. The process is briefly summarized as follows:

• The School of Business has an Advisory Board that regularly advises the School on

curriculum issues and participates in the student learning outcomes assessment process. • Faculty are involved, through a consistent and continuous process, in the evaluation and

refinement of curriculum. In addition, market forces, determined by faculty and the

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administration trigger additional review of programs to assure quality, relevance, and demand.

• Student input is sought through course and faculty evaluations. • Industry perspectives (where appropriate and applicable) are solicited and evaluated. • Benchmarking against other schools in the area, and nationally, is sought. • Board of Advisor input is sought and evaluated to ensure that programs are relevant to

the needs of students and prospective employers. • University curriculum committee is engaged in all aspects of curricular changes and

development. • Academic Vice President is consulted and provides continuous input. • Board of Trustees approves all major changes and/or additions. Excellence in teaching is also vital to the School’s future. Faculty members who are prepared, well versed in their fields, and able to communicate with and inspire our students, are our most important assets. We facilitate learning and growth by emphasizing small classes with individual student attention, and a collegial atmosphere with frequent opportunities for student-faculty and faculty-faculty interaction. Our faculty members collaborate to provide students with challenging learning experiences that combine business theory and practice and enable them to become thoughtful and effective practitioners. b. How do you determine your key customer requirements?

The School of Business considers its students and the surrounding business corporations to be its key customers. Students’ requirements are determined in various ways, of which the most often implemented are:

• In-course assessments: Several faculty members conduct self-developed in-course assessments to generate suggestions from students on improvements of the course and the teaching techniques.

• Post-course assessments: At the end of each course, students are invited to provide their

feedback online. This feedback is analyzed and subsequently disseminated to the respective faculty and his or her Chair. Findings are discussed when necessary, and measures are taken when needed.

• Communication through student organizations: The undergraduate student population is

represented by the Associated Student Government, while the MBA population is represented by the MBA Association. Both of these organizations maintain regular and frequent contact with the Department Chairs and the Dean.

• Communication with administrators: Students are aware of the open door policy of the

School’s administrators and don’t hesitate to contact the administrators formally or informally when they want to share their views.

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• Communication with faculty and advisers: Through the regular connection with faculty and their respective advisers, students develop and maintain a trust relationship with these individuals and oftentimes share important suggestions, which are then forwarded to the appropriate administrators.

• Exit and alumni surveys: In the capstone course, as well as regularly after graduation,

students and alumni are approached for input about the School’s performance and suggestions for improvement.

Corporations’ requirements for our graduates’ also are determined in various ways, of which the most often implemented are: • Communication with administrators and faculty: Several of the School’s administrators

and faculty members maintain regular contact with members of the corporate world. Many of our faculty members are also members of the corporate world. Through this regular interaction, valuable information is shared about needs in the employment market. This information is subsequently forwarded to the appropriate administrator.

• Career and employment recruiting events: Corporate representatives visit the School

regularly for employment recruiting events or information sessions. During these events important suggestions are shared, which are taken seriously by the School’s administrators and considered for implementation.

• Student representation from corporations: Many of the School’s students are also

members of the corporate world. Several are filling middle-management positions and, therefore, are able to share important corporate needs with the School. These needs are then further discussed among the School’s administration, tested against the mission, and implemented.

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The figure below depicts some of the key customers of the School of Business and how their requirements are determined.

c. How do you set measures and/or indicators and goals? The School of Business is well aware that improvement depends on indicators and goals being in place. To ensure excellence in performance, the School of Business administrators regularly engage in benchmarking activities. These activities occur in different modes. For example, the Dean and the Associate Dean frequently attend meetings of Accreditation agencies to continuous learn about best practices and establish ongoing and new relationships with administrators from other institutions that may serve as informal role models.

Within their discipline, administrators and a number of faculty members also attend conferences and seminars, in order to attain ideas for continued development in personal and School wide performance. Serious review of trends in the business environment, as well as in the educational environment, further shapes the indicators and goals the School sets and operationalizes. Measures for the goals and indicators vary as well. At the simplest level, the performance of faculty members is measured by student feedbacks on their courses. Alumni survey results provide important measures and guidelines for the School’s current and future performance. Students’ retention rates and overall expressions of satisfaction in the various assessment instruments are also important indicators of the School’s performance.

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d. How do you monitor performance?

Performance is monitored on a semester basis, through the attainment of high satisfaction levels, as expressed by our key customers through the various assessment strategies we implement. If an administrator finds that the satisfaction rates for a course, faculty member, or the program overall start to decrease, he or she will take appropriate measures immediately in the most efficient way deemed necessary.

Woodbury University’s School of Business is proud of the fact that satisfaction rates have been consistently high in the past years, not only through assessment outcomes, but also through low degrees of complaints about the School in other related departments and bodies, such as OASIS, Office of Academic Success and Instructional Services, the Registrar’s Office, the Business Office, the Financial Aid Office, and the Student Organizations.

e. How do you evaluate and improve business operation processes to achieve better performance, including cost and productivity?

As an institution with a long history of providing business education in the Los Angeles area, we consider it our task to be a role model in performance excellence in business education with a high level of efficiency in expenses. Indicators for better performance are obtained through various assessments, surveys for current students, exiting students and alumni, as well as through input from faculty, University officers, members of the Board of Trustees, School of Business Board of Advisors, and our corporate partners. Given the fact that we do work with a moderate budget, yet have been able to materialize a new building for our School, complete with highly advanced classrooms, two smart class rooms, and comfortable offices for administrators, faculty and staff, we can attest that our expenses are monitored responsibly. Yet, the School of Business continues to work toward improved accommodation of stakeholders’ needs, inviting continuous feedback from these stakeholders, and taking immediate measures when necessary, in the most responsible and cost-effective way possible. f. How do you use the following types of information to evaluate your key business operation processes:

1) Feedback from students, stakeholders, faculty, and staff?

Feedback from students, stakeholders, faculty and staff is dealt with immediately. Based on the nature of the feedback, the administrator in charge will apply the changes necessary immediately, or present the issue to the Dean and the other administrators for collaborative review. An important source of feedback is the exit interview, which is implemented in the capstone course at the undergraduate and graduate levels. This means of attaining information was chosen because capstone courses are both required and taken near the end of a student’s degree program. Findings from this exit survey are extremely helpful, as they are generated from individuals who have, at that time, a recent and comprehensive overview of the program. The information is used to improve areas that require attention.

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2) Benchmarking?

Through the process of reviewing the practices of other educational institutions, Woodbury University’s School of Business is improving its operations, and with that, the level of satisfaction of its stakeholders. For example, based on our observation of practices at sister institutions, last year we enabled the course registration process through IQ Web, Woodbury’s online interactive source. This practice is not only more environmentally friendly, as it saves an enormous load of paperwork, but it is also time- and workload efficient for advisors, students, and the Registrar’s office. 3) Peer evaluations? While peer evaluations are not mandatory at the faculty level, there are various activities through which faculty have the opportunity to share best practices with one another; and with that, improve their classroom performance. The electronic portfolio seminar is a good example of such a circumstance where faculty can evaluate each others’ work and provide constructive feedback. At the student level, there is a peer mentoring program, in which experienced students offer their evaluative and guiding skills to newcomers. This student interactive process enhances the on-campus experience for students and elevates retention. 4) Data from observations and measurements? Data from observation and measurements are mainly stored and managed by the University’s data administrating program. Survey outcomes and post course assessments, as well as individually requested data, are processed, presented, and stored through this department. The findings are reviewed by School administrators and faculty as needed in light of our mission.

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Table 6.3.13: Business Operation Processes Areas of Concern Feedback from Faculty Benchmarking Data from Observations

and Measurements Marketing During faculty

meetings faculty has expressed that the School needs more local profiling

We reviewed practices from similar schools

Through benchmarking, the efforts toward profiling of the school and particularly the Business Program, have improved, and enrollment increased.

Financial Resources

More resources are needed to advance classroom and in-course features even further

We benchmarked against other Business Schools

The new School of Business provides highly advanced classrooms with up-to-date features for students and faculty

Public Relations

While well on its way, the School needs to engage in more real life projects

We reviewed performances of other institutions

The school engaged in the Mercedes-Benz R-Class and B-Class research project, and the Barron Business Plan Competition.

6.2.3: Results of Educational Support Service Processes and Business Operation Processes Many of the graphs that you have in standard 4 can go in here. The School of Business has gone through an extensive transformation process in the past two years, geared toward enhancing educational practices and developing processes that are more sophisticated, streamlined, and up-to-date than in previous years. This transformation process is still ongoing. To summarize some of the most important processes implemented in recent times, we can list improvements in the areas of:

• Focus • Assurance of Learning and Continuous Improvement Initiative • Financial performance • Co-curricular Enhancements • Organizational Improvement • Stakeholder Inclusion • External Outreach

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Focus

With the arrival of a new Dean for the School of Business, some important focus adjustments were implemented. A new Mission Statement was formulated for the School of Business. This Mission Statement was subsequently aligned with the University mission, and a GAP Analysis was performed and School of Business Strategic Plan was developed and introduced toward successfully and effectively materializing the mission.

Assurance of Learning and Continuous Improvement Initiative One of the crucial developments implemented in this area was the appointment of a Director of School of Business Assurance of Learning Committee. In order to ensure continuous impulses toward improvement, a formalized assessment program was instituted. A number of efficiency and program streamlining measures were also implemented, such as reformatting the undergraduate business curricula as well as the MBA Program to align these programs with current and future corporate and societal needs.

Financial Performance In the past two years a more proactive and targeted fund-raising policy was developed for the School of Business in which naming opportunities for the new building’s interior areas and classrooms were incorporated. Also, an annual “Quality Initiative” fund was established to support the School’s continuous improvement endeavors.

Co-curricular Enhancements In light of co-curricular enhancements, a large variety of activities have been developed of which the following selection will be listed in this summary: the Dean of the School of Business implemented a Dean’s Lecture Series and established a school-wide international experience in China and Europe. The Dean also created a student-driven alumni outreach program that goes beyond the more formal alumni outreach efforts of the Advancement office. Expanding on the topic of programs, the Mercedes-Benz R-Class and B-Class research projects were introduced to the School of Business, while collaborations on these projects with other Schools across campus were developed. A new CEO program - Collegiate Entrepreneurs Organization – was created as well, along with the launching of the Barron Business Plan Competition.

Organizational Improvement To make managerial decision and implementation processes more dynamic, the School was restructured into three divisions under three chairs, plus a full-time Director for the MBA. A new Assistant Dean position was filled, and a part-time faculty advisor for the CEO student organization/Barron Business Plan competition was hired.

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Stakeholder Inclusion To ensure optimal stakeholder inclusion, a School of Business Advisory Board and a Student Advisory Board were formed. Also, an Entrepreneurial initiative was launched.

External Outreach In the past two years, the School of Business has worked hard toward improvement in the area of external outreach. A full-time Director of Development was hired. The Director is fully dedicated to the School of Business. Additionally, the School of Business marketing materials were re-focused, and articulation agreements with local community colleges were strengthened.

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Table 6.3.14: Educational and Business Operation Support Services

Focus Assurance of Learning

Financial Performance

Co-Curricular Enhancements

Organizational Improvement

Stakeholder Inclusion

External Outreach

Developed and implemented new Mission Statement.

Appointed Director of School of Business Assurance of Learning Committee.

Increased fund-raising for new School of Business

Implemented a Dean’s Lecture Series.

Re-structured the School into three divisions plus MBA.

School of Business Advisory Board.

Full-time Director of Development

Aligned mission with University mission.

Instituted a formalized Assessment program.

Established an annual “Quality Initiative” fund

Established School-wide international experience in China and Europe

New Assistant Dean

Student Advisory Board.

Re-focused marketing materials

Developed and Introduced a School of Business Strategic Plan.

Eliminated a broad array of undergraduate concentrations

Appointed a Director of Development

Mercedes-Benz R-Class and B-Class research projects

Part-time faculty advisor for CEO /Barron Business Plan competition.

Entrepreneurial initiative.

Strengthened articulation agreements

Refined and re-defined the MBA program.

CEO program - Collegiate Entrepreneurs Organization.

Developed standardized syllabi templates for the MBA and undergraduate courses.

Barron Business Plan Competition.

Faculty restructured courses around the learning goals

Management Simulation Inc (MSI) Capsim Business Simulation.

6.3 Enrollment Management

6.3.1 Admission Policies and Procedures a. What are the policies and procedures for admission of first-year students

(freshmen)? First-year students must complete an application and provide high school transcripts and ACT/SAT scores. A benchmark GPA and standardized test score are established. Students whose scores meet or exceed the benchmark may be directly admitted by the admissions officer. Students falling below the benchmark may be admitted only in consultation with the academic department chair. Additional documentation, such as references, essays, and interviews may be employed at the University’s discretion to assess individual students.

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b. What are the policies and procedures for admission of transfer of students from within the institution to the undergraduate business programs?

Transfer students must complete an application and provide transcripts from all colleges previously attended. A benchmark transfer GPA is established. Students who meet or exceed the benchmark may be directly admitted by the admissions officer. Students falling below the benchmark may be admitted only in consultation with the academic department chair. Additional documentation, such as references, essays, and interviews may be employed at the University’s discretion to assess individual students.

6.3.2 Articulation Process

For the purpose of defining roles, relationships, and procedures, describe which promote the interest of transfer students.

a. Is the institution internally consistent in its handling of articulation and transfer issues, or do different divisions have different policies and procedures?

Woodbury University is consistent with internal handling of articulation and transfer issues. The institution does not implement different departmental policies and procedures. Curriculum is articulated in the same manner for each major. What articulation and/or course transfer arrangements do you have?

Woodbury University is a member of the California Intersegmental Articulation Council (CIAC) under the region of the Southern California Intersegmental Articulation Council (SCIAC). The University follows the Intersegmental General Education Transfer Curriculum (IGETC) similar to the California State University (CSU) and University of California (UC) systems.

This agreement allows for general education breadth between all public community colleges in California. The general education curriculum is approved by each Department Chair and the general education faculty at Woodbury University. The major-specific courses are approved by the appropriate Department Chair at Woodbury University. The Dean or Director of the School reviews the agreements. The final approval is provided by the CAO. Such agreements are signed by both Woodbury University and the community colleges. A similar process occurs with private, out of state, and international colleges/universities.

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Table 6.3.15: Articulation Arrangements

Woodbury University Agreement in Place California Intersegmental Articulation Council (CIAC) Region Southern California Intersegmental Articulation

Council (SCIAC) Curriculum followed Intersegmental General Education Transfer Curriculum

(IGETC) Other institutions following same curriculum:

California State University (CSU) University of California (UC) systems

b. Is there ongoing communication between the administration and faculty of the business unit and representatives of two-year institutions from which the business unit regularly receives transferring students?

The communication for articulation is normally completed between the articulation officers for both institutions. Any communication regarding articulation between faculties of either institution is rare.

c. Who are the principal institutions from/to which the institution receives/sends transfer students?

The follow are the principal institutions for which Woodbury University receives transfer students: 1. Mesa College – San Diego 2. Los Angeles Valley College 3. Miramar College – San Diego 4. Palomar College – San Diego 5. Pasadena City College 6. FIDM – Fashion Institute of Design & Merchandising (Private) 7. Los Angeles Harbor College 8. San Diego City – San Diego 9. Cerritos College 10. Los Angeles Mission College 11. Los Angeles Pierce College 12. Marymount College – Private 13. College of the Canyons 14. El Camino College 15. Moorpark College 16. Mount San Antonio College 17. Orange Coast College 18. Santa Monica College 19. Southwestern College 20. East Los Angeles College

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d. What are the policies and procedures pertaining to the admission to programs in the business unit for transfer students from outside institutions to the business programs?

Undergraduate Students who are currently attending or who have previously attended a college or university are considered transfer applicants. There are a minimum number of units required for transfer. To receive full consideration for admission, candidates applying must submit all required documents on or before the priority filing date. Applicants are expected to be in good academic standing at all previous institutions attended. Students must submit official transcripts from all colleges previously attended. Applicants who have completed fewer than 30 transferable semester units or 45 transferable quarter units at the college level are required to provide official SAT I or ACT scores. The Veterans Administration (VA) will be notified of all transfer credit awarded to students receiving Veteran’s Benefits. In order to determine transfer credit from foreign colleges and universities, official transcripts and an English translation, if needed, must be submitted to the Office of Admissions. The Office of Admissions will submit the official transcripts to a University-approved international credentials evaluation service upon receipt of the student’s tuition deposit. The credentials evaluation service’s recommendation will be regarded as advisory only. The Registrar’s Office of Woodbury University will make final decisions on the awarding of credit.

e. What are the policies for acceptance of transfer of credit from other institutions and the method of validating the credits for both undergraduate and graduate programs? Undergraduate Woodbury University awards transfer credit earned at regionally accredited colleges and universities on a course-by-course basis. Courses are considered for transfer when a grade of “C” (2.0) or higher has been earned. Transfer credit is accepted only when the course is applicable toward major, minor, General Education and/or elective requirements for the Woodbury University degree. Credit is not granted for coursework completed at an institution that does not have regional accreditation or specialized accreditation. An official notice of transfer credit will be issued by the Registrar’s Office. The VA will be notified of all transfer credit awarded to students receiving veterans’ benefits. Master of Business Administration (MBA) A maximum of six (6) semester units of post-graduate level credit may be transferred, where applicable to the Woodbury MBA degree. Transfer courses must have been completed with a grade of “B” (3.0) or higher in the graduate division of a regionally accredited university.

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The VA will be notified of all transfer credit awarded to students receiving Veteran’s Benefits.

International applicants must arrange to have transcripts evaluated by a credentials evaluation service. The foreign college and university must be recognized by the Ministry of Education or equivalent agency of the country in which it is located. In order to determine transfer credit from foreign colleges and universities, official transcripts and an English translation, if needed, must be submitted to the Office of Admissions. The credentials evaluation service’s recommendation will be regarded as advisory only. The Registrar’s Office of Woodbury University will make final decisions on the awarding of credit.

f. What mechanisms are in place to avoid requiring students to unnecessarily duplicate course work, and the student advisement process which counsels students as to the transferability of course work?

Transfer students are encouraged to meet regularly with the admission counselors at Woodbury University. The admission counselor uses articulation agreements and major worksheets as guides for prospective transfer students. We encourage transfer students to meet with their admission counselor after completion of any current courses that they were enrolled in at the time they apply to ensure correct transfer of the latest course work they complete. The transfer evaluation at this stage is unofficial until time of Admission. Woodbury University also encourages the student to meet with a Transfer Counselor at the Transfer Center at the community college.

6.3.3 Graduate Program Articulation Admissions Policy a. What are the admission policies of the business unit for each of the graduate level programs? The admission policies of the business unit for the MBA program are as follows: For domestic applicants • An earned Bachelor’s degree, in any discipline, from an accredited college or university (official transcripts must be mailed directly to Woodbury University from ALL institutions previously attended). • A cumulative undergraduate GPA of at least 2.5 • Completed application for admission and an application fee of $35 • Essay • A current professional resume For international applicants • An earned Bachelor’s degree, in any discipline, from an accredited college or university equivalent to a 4-year U.S. Bachelor degree, (official transcript must be mailed directly to Woodbury University from all institutions previously attended). The graduation date must be

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posted on the transcript to prove completion of the bachelor’s degree. Include English translation of all documents that are not issued in English. • Credential Evaluation Report from an approved NACES evaluation service (www.naces.org) • A cumulative GPA of at least 2.50 (U.S.) • Official test score from one of the following exams:

o TOEFL score of at least 550 (or 213 computer based or 80 internet based) o IELTS with a minimum score of 5.5 o Completed application and application fee of $50 o Statement of Financial Support (converted to US $) issued within the last six

months. The statement must show that you have adequate funds for the tuition, fees, and living expenses.

b. What are the page numbers in the student catalog that describe the admission policy for graduate programs in business?

The admission policy for graduate programs in business is described in the student catalog on page 9.

c. Does actual admission to the business school or program conform to the approved admission policies? Actual admission to the Business School or program does conform to the approved admission policies.

d. Identify each type of student classification given to graduate students in the business unit (i.e., unclassified, post-baccalaureate, non-degree, provisional, conditional, probationary, etc.) and describe how these are administered. (Also give the student catalog page number as a reference.) There are no classifications given to Woodbury University’s graduate business students. All students that enter the program adhere to the regular admission policies as projected above (see 6.3.3.a) and follow the program to earn their degree. e. Is there any difference between the day and evening graduate program in business in terms of admission and classification? If yes, explain. Woodbury University’s School of Business has an MBA Program that is executed in evening and weekend formats. The graduate program is not offered in a day format. Therefore, there are no differences in admission and classification terms. There is only one type of admission and classification. f. Do admission requirements allow entry to students who can reasonably be expected to succeed in graduate business studies? Please explain and give reasons for this conclusion.

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Admission requirements do allow entry to students who can reasonably be expected to succeed in graduate business studies. Students are required to have completed a bachelor’s degree or equivalent from a recognized college/university and have a 2.50 GPA or higher. Because admission policies specifically require that a student has completed the undergraduate degree from a recognized college/university, we are assured that all students have met the minimum academic standards set forth by WASC and ACBSP. In addition, prerequisite courses (Professional Component Courses) are required of students who are admitted into the MBA program without a business component in their undergraduate degrees. These courses are designed to provide the student with the foundation business knowledge necessary to succeed in the core MBA courses. 6.3.4 Academic Policies for Probation, Suspension, and Readmitting Students who fail to meet the semester grade point average of 2.0 (undergraduate)/3.0 (graduate) but whose cumulative grade point average is above a 2.0 (undergraduate)/3.0 (graduate) will be considered to be on Academic Warning and will be required to meet periodically with an academic advisor to discuss academic strategies. Students who fail to meet the semester and cumulative grade point average 2.0 (undergraduate)/3.0 (graduate) will be placed on Academic Probation. Such a student is required to meet with an academic advisor periodically to develop an academic contract. Failure to do so may result in future holds on course registration. Students who are able to raise their semester grade point average but are not able to raise their cumulative grade point average will be placed on Continued Academic Probation. Such a student is required to meet with the Associate Vice President for Student Development. Failure to do so may result in future holds on course registration. Students who have not been able to raise both semester and cumulative grade point averages within three semesters will be dismissed from the University. The Associate Vice President for Student Development will stipulate conditions for re-enrollment if applicable. a. What is the total number of students in the business unit, full-time distinguished from part-time? The total number of full-time and part- time business students during fall 2007 was 432 and 110 respectively (per enrollment report generated on September 11, 2007). During spring 2008, the total number of full-time and part-time students was 412 and 119 respectively (per enrollment report generated on January 29, 2008). b. How many students were subject to academic sanctions during the self-study year? At the beginning of the fall 2007 semester, 73 Woodbury students were subject to Academic Warning. Thirty-three were on Academic Probation, with 22 of those on Continued Academic Probation. At the beginning of the spring 2008 semester, 89 Woodbury students

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were subject to Academic Warning. Sixty-one were on Academic Probation, with 23 of those on Continued Academic Probation. 6.3.5 Academic Policies for Recruiting, Admitting, and Retaining Students a. What policies and procedures do you have in place addressing recruiting students? Undergraduate student recruitment is facilitated by admissions counselors under the management of the Director of Admissions. First-year students are managed by a counselor assigned according to geographic territory. Transfer students are managed by a counselor assigned to business students only. Graduate recruitment is facilitated by the Director of MBA Recruitment who reports to the Vice President for Enrollment Management. b. What policies and procedures do you have in place addressing admitting students? The following policies and procedures are in place regarding the admission of students: First-year students must complete an application; provide high school transcripts, and ACT/SAT scores. A benchmark GPA and standardized test score is established. Students whose scores meet or exceed the benchmark may be directly admitted by the admissions officer. Students falling below the benchmark may be admitted only in consultation with the academic department chair. Additional documentation, such as references, essays, and interviews may be employed at the university’s option to assess individual students. c. What policies and procedures do you have in place addressing retaining students? In order to retain students, Woodbury University has a broad variety of procedures in place. The Office of Academic Success and Instructional Services, OASIS, is the center through which a comprehensive package of services geared toward student retention is coordinated.

For new students there is the mandatory SOAR (Student Orientation, Advising, and Registration) workshop, which is an effective model to help students become familiar with campus facilities, their adviser, and learn about their course requirements. Students can also be assigned a peer mentor, which is an experienced student, who assists the newcomer in becoming familiarized with the campus, learning efficient study techniques, and learning of other useful knowledge related to student wellbeing. For ongoing students, there is a well-balanced student-adviser ratio planned so that advisers can allot sufficient time to each student beyond merely assisting in course selection and registration. Advising is executed by full time advisers and faculty advisers. Faculty advisers undergo training from OASIS in optimally assisting students and in learning the mechanisms in place to enhance student satisfaction. OASIS offers regular advising update workshops to advisers whenever changes in student services occur.

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There is an early alert system in place, which is also coordinated by OASIS. Faculty are invited throughout the semester to notify the department immediately when a student performs below expectations. In such a case, the student is invited in for an analysis as to how he or she can be assisted toward improvement. The center also administers tutoring, writing, copying, computer, and other student-related facilities. 6.3.6 Results Through the improved outreach activities with business constituencies and solidified student retention strategies, enrollment has increased in all segments of the School of Business. In the following pages, we present several results-illustrating examples—by way of table and graphs--of our key performance indicators. Enrollment Trends in FTE:

School Year 2006-2007 2005-2006 2004-2005 2003-2004

Woodbury University 1,282 1221 1179 1099

The above table shows that we have experienced 14.27% growth during the last 4 years. As the table in the following sub section “b” shows, we have grown at rate which is almost double the rate of our comparison group.

Figure 6.1: Enrollment Trends in FTE

Full-Time Returning Students Retention Rate (%)

School Year 2006-2007 2005-2006 2004-2005 2003-2004

Woodbury University 76% 71% 83% 84%

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Figure 6.2: Full-Time Returning Students Retention Rate (%)

Six Year Graduation Rates

School Year 2005-2006 2004-2005 2003-2004

Woodbury University 51% 51% 57%

Figure 6.3: 6-Year Graduation Rates

There has been a slight decline, University-wide, in the graduation rates. This is probably due to an increase in the ratio of architecture students. Architecture is a 5 year program as opposed to the business programs, which are of 4 year duration.

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School of Business Year-to-Year Retention Report The following table shows the percentage of matriculated business undergraduates (excluding Organizational Leadership) with more than 0 units for the fall term who returned fall of the following year.

Accounting

Fashion Mktg. &

Marketing IT Management All

01 Fall to 02 Fall 87% 79% 81% 77% 79% 02 Fall to 03 Fall 75% 70% 78% 71% 72% 03 Fall to 04 Fall 79% 74% 88% 73% 75% 04 Fall to 05 Fall 90% 82% 64% 71% 75% 05 Fall to 06 Fall 80% 72% 81% 78% 77% 06 Fall to 07 Fall 87% 81% 83% 71% 76%

Figure 6.4: School of Business Year to Year Retention Report As is evident from the table and corresponding graph, our year to year retention is fairly high and has remained stable more or less over the last 5 years. The 3% overall decline seems to be attributable primarily to a decline in the retention rate of management majors, especially during 2006-2007. This seems to be due in part to the growing anticipation on the part of the management majors about the discontinuation of a myriad concentrations within the management major. However, the overall retention rate is very consistent with the University-wide retention rate.

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0

500

1,000

1,500

2,000

2,500

3,000

3,500

4,000

2006-2007 2005-2006 2004-2005 2003-2004

Woodbury University (Burbank, CA) Group Mean

ACBSP/AACSB Comparison Group: Willamette University Shenandoah University Belmont University Drake University La Salle University

Marist College Rider University The following tables show the comparative data on various performance indicators such as enrollment, application, student diversity, retention and graduate rates.

Enrollment Trends in FTE:

2006-2007 2005-2006 2004-2005 2003-2004

Woodbury University (Burbank, CA) 1,282 1221 1179 1099

Group Mean 3,999 3870 3789 3681 Max Value 5,057 4968 4831 4761

50th Percentile (median) 4,443 4370 4326 4276 Min Value 2,435 2474 2403 2265

No. of Institutions Reporting 7 7 7 7 Valid (non-null) Data

Total Number of Institutions 7 7 7 7

Figure 6.5: Enrollment Trends in FTE Comparisons

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IPEDS Student Diversity: Summary Report

The above table shows the uniqueness of Woodbury University as an institution within the comparison group. For example, as a predominantly Hispanic serving institution, Woodbury has 34% Hispanic students as compared to 4% average in the comparison group. These students are first in the family to go to college. This in part explains why we have a slightly lower retention and graduation rates (see tables below) compared to the comparison group. Other contributing factors are higher admittance to application ration (81%) and higher enrollment to admittance ratio (40%) as indicated in the IPEDS Application Pool, 2007 table below. IPEDS Application Pool, 2007-08

Woodbury Group

% % Non-Resident Alien 5.7 2.5Black, Non-Hispanic 5.6 6.2American Indian/Alaskan Native 0.3 0.3Asian or Pacific Islander 10.5 3Hispanic 34.6 4White, Non-Hispanic 42.6 68.9Ethnicity unknown 0.6 15

Total 100 100Total N (headcount) 1,310 24,820

Summary Applicants Admitted % Enrolled %

Woodbury University (Burbank, CA) 486 393 81% 159 40%

Mean 4,378 2,831 65% 762 27% Max Value 8,328 4,672 56% 1,019 22%

50th Percentile (median) 3,848 2,895 75% 864 30% Min Value 1,270 1,121 88% 398 36%

No. of Institutions Reporting 6 6

6

Valid (non-null) Data

Total Number of Institutions 7 7 7

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Full-time Returning Student Retention Rate (%) 2006-2007 2005-2006 2004-2005 2003-2004

Woodbury University (Burbank, CA) 76% 71% 83% 84%

Mean 81% 82% 83% 80% Max Value 90% 89% 91% 86%

50th Percentile (median) 83% 85% 75% 81% Min Value 68% 69% 75% 69%

No. of Institutions Reporting 7 Valid (non-null) Data 7 7 6

Total Number of Institutions 7 7 7 7

64%

66%

68%

70%

72%

74%

76%

78%

80%

82%

84%

2006-2007 2005-2006 2004-2005 2003-2004

Woodbury University (Burbank, CA)

Group Mean

Figure 6.6: Student Retention Rates Comparisons

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6-Year Graduation Rates:

2005-2006 2004-2005 2003-2004 Woodbury University (Burbank, CA) 51% 51% 57%

Mean 69% 66% 67% Max Value 77% 76% 73%

50th Percentile (median) 76% 62% 70% Min Value 49% 45% 45%

No. of Institutions Reporting 7 7 7 Valid (non-null) Data

Total Number of Institutions 7 7 7 (Source: AGB's Benchmarking Service 2008)

0%

10%

20%

30%

40%

50%

60%

70%

2005-2006 2004-2005 2003-2004

Woodbury University (Burbank, CA) Mean

Figure 4.7: 6 Year Graduation Rates Comparisons

(Source for data used in Figures 6.1 - 6.7: AGB's Benchmarking Service, 2008)

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Woodbury University

2005 Six Year Graduation Rates: Overall and by Race/Ethnicity

(Source: www.Collegeresults.org)

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2005 Institution Graduation Rates Compared vs. Comparison Group (For Underrepresented Minority)

(Source: www.Collegeresults.org) These tables show that we compare very favorably in terms of our graduation rates with top three of the most similar institutions for underrepresented minority, per the latest data available on Collegeresults.org.

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The following figures reflect the trends for MBA enrollment from Fall 2005 through Spring 2008.

020406080

100120140160180200

NEW RETURNING TOTAL

MBA Enrollment Fall'05-Spring'08

Fall 2005

Spring 2006

Fall 2006

Spring 2007

Fall 2007

Spring 2008

Figure 6.8 Enrollment for Woodbury University’s MBA Program

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The figure below represents the same enrollment numbers expressed in Credit Hours.

0

500

1000

1500

2000

2500

3000

3500

4000

4500

(CRD HRS) (CRD HRS) (CRD HRS)

FULL-TIME PART-TIME TOTAL FTE

MBA Enrollment in Credit Hours

Spring 2008

Fall 2007

Spring 2007

Fall 2006

Spring 2006

Fall 2005

The Figure below represents the enrollment numbers for the entire School of Business for Spring 2008.

0

200

400

600

800

1000

1200

1400

1600

1800

2000

NEW RETURNING TOTAL

School of Business Enrollment Spring '08

Total

Total Graduate

Total Nontraditional

Total Traditional

MBA

Marketing - Nontraditional

Marketing - Traditional

Information Tech - Nontraditional

Information Tech - Traditional

Fashion Mktg

Comp Info Sys - Nontraditional

Bus&Man - Nontraditional

Bus&Man - Traditional

Accounting - Nontraditional

Accounting - Traditional

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The figure below represents the School of Business enrollment numbers in Credit Hours.

0

5000

10000

15000

20000

25000

(CRD HRS)

(CRD HRS)

(CRD HRS)

FULL-TIME PART-TIME TOTAL FTE

School of Business enrollment in Credit Hrs

Total

Total Graduate

Total Nontraditional

Total Traditional

MBA

Marketing - Nontraditional

Marketing - Traditional

Information Tech - Nontraditional

Information Tech - Traditional

Fashion Mktg

Comp Info Sys - Nontraditional

Bus&Man - Nontraditional

Bus&Man - Traditional

Accounting - Nontraditional

6.3.7 Improvement How do you improve the Enrollment Management Processes? How are improvements shared across the organization? Enrollment management processes are assessed by the Enrollment Services Group, a cross-functional group comprised of staff from all enrollment-related offices. The group meets monthly to plan, consider and propose policy, and troubleshoot. Policy changes are referred to the appropriate governance groups.

Documents

SCHOOL OF BUSINESS - Woodbury Universitymy.woodbury.edu/SiteDirectory/WRSC/EER/Final Report...SCHOOL OF BUSINESS WOODBURY UNIVERSITY ACBSP REAFFIRMATION REPORT (Self Study Year: 2007-2008)