Post on 03-Dec-2021
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Business Management
Fall 2016 Program Review 2012-2013 2013-2014 2014-2015 2015-2016
Rachel Dodson, Program Coordinator Karen Kellison, Dean Business, Education, and Technologies Division Completed November 1, 2016
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I. Introduction
There is great demand for qualified personnel to assist management in dealing with the rapid
growth of Virginia business and industry. The associate of applied science (AAS) degree in
management is designed for persons who ultimately seek full-time employment in
management. Persons who are seeking their first employment on the management ladder and
those presently in management who are seeking promotion may benefit from this program.
The Associate of Applied Science in Business Management degree is not designed for transfer
to a four year college or university. There are fewer general education requirements and more
business-specific courses. The two year management degree may help a student advance in the
workplace or obtain a job as a credential for the knowledge and skills you have acquired.
Business Management Course Courses General Education Courses
First Semester First Semester
ACC 211 Principles of Accounting I ENG 111 College Composition I
BUS 100 Introduction to Business ITE 115 Introduction to Computer Applications
MTH 120 Introduction to Mathematics
SDV 100 College Success Skills
Second Semester Second Semester
ACC 212 Principles of Accounting II ENG 112 College Composition II
BUS 200 Principles of Management PED/HLT Physical Education Elective
BUS 205 Human Resource Management
FIN 107 Personal Finance
Third Semester Third Semester
BUS 236 Communication in Management Approved Humanities Elective
BUS 241 Business Law I
ECO 201 Principles of Macroeconomics
FIN 215 Financial Management
MKT 100 Principles of Marketing
Fourth Semester Fourth Semester
BUS 111 Principles of Supervision I
BUS 285 Current Issues in Management
ECO 202 Principles of Microeconomics
MKT 282 Principles of E-Commerce
Elective
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The following Career Studies Certificates are available and provide opportunities to obtain
other valuable credentials in a focused area of Business Management.
Entrepreneurship General Business Hospitality Small Business Management Supervision
As a means to ensure that the BUS curriculum remains as relevant as possible for students to
successfully gain employment, a Curriculum Advisory Committee (CAC) has been used to
suggest and approve changes made to the curriculum. This committee was recently examined
and an effort was made to replace inactive committee members with newly recommended
members. The current makeup of the CAC includes representatives from each locality within
the LFCC service region. It also consists of a blend of business professionals working in the
private sector and local city or county governments.
The advice and guidance provided by the Curriculum Advisory Committee serves as the
cornerstone for all changes made to the Business Management programs, including those
presented in the next section. LFCC values their contribution to the program and are
appreciative of their donation of time and talents to the college.
II. Activities since Last Program Review
The Business Management (BUS) program has undergone changes since the last program
review completed in 2013. The following provides a summary of the most recent changes and
its current format today (2016).
In Spring 2013, the decision was made to discontinue new enrollments into the two Business
Management degree specializations, Business Information Technology Specialization (BIT) and
Marketing Specialization and the Career Studies Certificate in Sales Marketing and Promotion.
This leaves the Business Management parent degree as the degree of choice for students. The
rationale for this change was to eliminate some of the fragmentation and provide students with
a more well-rounded curriculum.
The number of students who select the BIT specialization within the management degree has
declined significantly over the years. Currently, there are six people enrolled in the BIT
specialization and for the most recent five graduating classes, a total of 14 students have
graduated with the BIT specialization. This decline is reflective of the fact that students with an
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interest in the IT field are best served to select one of the IST degrees offered by LFCC which
will give them thorough curriculum designed to prepare them for a career in the chosen field of
interest. The Management BIT degree does not do this and, at this point, has essentially
become outdated as it has outlived its usefulness in the current employment environment. To
some extent, students who are not adequately advised sometimes select the Management BIT
degree with an overly optimistic view as to the types of job opportunities they will be qualified
for after graduation.
The number of students who select the Marketing specialization within the management
degree has never been more than 20% of the overall number of students enrolled in the
Management degree program. Currently, there are 18 students enrolled in the Marketing
specialization as compared to approximately 100 students enrolled in the general Management
degree. For the most recent five graduating classes, a total of 12 students have graduated with
the Marketing specialization as compared to 60 in the general Management degree. This
consistent low enrollment has resulted in the cancelling of scheduled Marketing classes due to
low enrollment and substituting of non-marketing classes for required classes in order to
facilitate a student’s degree completion. This practice is discouraging to students, academically
unsound, and diminishes the stated purpose of the specialization.
The trend in curriculum planning is to consolidate programs where possible to reduce staffing
costs and increase graduation rates as well as provide a wider variety of employment
opportunities within one associate degree.
In conjunction with the above change, a much stronger advising approach has been on-going to
make students aware of this change and the potential impact on their employability. Students
are encouraged to satisfy the Approved BUS Electives by completing one or more Career
Studies Certificates (CSC). This transition has gone very smoothly and evidence of increased
awards earned by students is available later in the review.
Changes were also made to the Entrepreneurship Career Studies Certificate upon
recommendation of the Business Curriculum Advisory Committee during the spring 2013
semester. The revision of the new Entrepreneurship Career Studies Certificate beginning
summer 2013 will reduce the number of credit hours from 27 to 21.
Revision will include the following changes:
a. Eliminate ACC 211Principles of Accounting (CAC advised ACC 211 be “Recommended” but not required with the proposed change to ACC 262)
b. Add ACC 262 Principles of Taxation (John Beavers’ recommendation: focuses on business taxation. It can be taken without Taxation I)
c. Eliminate ITE 120 Principles of Information Systems
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d. Add ITE 115 Introduction to Computer Apps and Concepts e. Eliminate MKT 228 and MKT 282 f. Add BUS Human Resource Management
The rationale for the proposed changes include:
a. The reduction of required courses allows students to complete in two semesters. b. Entrepreneurs need an overview of necessary information rather than detailed
information. c. Four courses will flow into the Associates Degree of Applied Sciences in Management
thus serving as a career pathway for those who choose to continue on, as well as those students who would like to add this certificate to their degree program.
In the spring of 2015, a Hospitality Management CSC was developed to meet the employment needs of the growing hospitality sector in the Northern Shenandoah Valley and surrounding areas. Lord Fairfax Community College, in conjunction with Northern Virginia Community College
worked to develop a funded hospitality program. Support from businesses within the area for
the hospitality program include: (1) Delaware North, (2) Massanutten, (3) Marriot and (4) Luray
Caverns (John Graves).
Occupational trends conclude the hospitality industry will see an increase in employment both
short-term and long-term in the Shenandoah Valley. The Arts, Entertainment and Recreation
industry expects a 4.66% increase in employment during the short term and 14.55% increase
long term. The Accommodations and Food Services industry expects a 3.92% increase short
term and 13.63% long term.
Average annual wages reported for the Arts, Entertainment and Recreation industry range from
$20,241 to $31,000 for the Accommodations and Food Services depending upon the type and
location of the position. Hospitality employment numbers in Virginia match the national
average. Funding to develop and support the proposed program has been identified. According
to the Bureau of Labor Statistics, there is an anticipated high rate of growth in the hospitality
fields a growing population’s need for travel-related services, government services, and
healthcare will drive overall demand. Additionally, increased travel is expected to result in the
demand for new hotels and other lodging establishments. Customer service and personal
services are not easily automated and thus hotel/motels/resorts will continue to use clerks to
provide guest services. The same would be true at areas that are frequented by visitors such as
Luray Caverns and other tourist spots located in the state and beyond. Positions for students
pursuing this CSC include hotel/motel clerks (14% increase with an average salary of $31,000);
customer service representatives (8-14% increase with an average salary of $30,000) among
others.
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AREA: Hospitality
PURPOSE: To provide students with the skills and
knowledge needed to meet employment needs of the
growing hospitality sector in the Shenandoah Valley and
surrounding areas.
Course# Title Credits
Fall Semester
ACC 116 Hospitality Accounting 3
AST 205 Business Communications 3
BUS
BUS
HRI
100
241
154
Introduction to Business
Business Law I
Principles of Hospitality
Management
Total
3
3
3
15
Spring Semester
AST 206 Professional Development 3
BUS
HRI
111
255
Principles of Supervision
Human Resource Management
& Training for Hospitality and
Tourism
3
3
MKT
HRI
100
190
Principles of Marketing
Coordinated Internship
3
2
Total 14
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III. Curricular Map for Program (Business Management)
Program Level Objectives: Degree graduates will demonstrate the ability to: Key: I = Introduced R = Reinforced M = Mastered
1. Demonstrate the ability to present information in a logical and cohesive manner through class presentations.
2. Demonstrate an understanding of how ethical considerations are involved in making business decisions.
3. Utilize critical thinking skills in demonstrating the need for business firms to plan for and adapt to external and internal forces which can affect the success of the firm.
4. Understand the economic, social and political forces, both domestic and international, that affect the business enterprise.
5. Demonstrate an understanding of the interrelated systems and functions of the business firm and how they affect the efficiency and effectiveness of the business.
First Semester
ACC 211
BUS 100 I I I I I
ENG 111
ITE 115
MTH 120
SDV 100
Second Semester
ACC 212
BUS 200 R
BUS 205 R R R R R
ENG 112
FIN 107 R
PE/Health
Third Semester
BUS 236 R R R R
BUS 241 M R
ECO 201
FIN 215 M R R R
MKT 100 I I I I
Humanities Elective
Fourth Semester
BUS 111 R R R R
BUS 285 M M M M M
ECO 202
MKT 282 I I
Elective
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IV. Matrix of Student Learning Outcomes (SLOs)
Program Student Learning Outcomes – Business (all AAS, Certificates & CSC*) 2012-13
SLO Measure Criteria Results Improvement
1. Demonstrate the ability to present information in a logical and cohesive manner through class presentations related to changing communication practices within the management field.
In Communication in Management (BUS 236), students must use critical thinking skills to design and develop a presentation related to changing communication practices within the field of management. Instructor rating using rubric described in narrative of this report.
80% of students will earn an 80% or higher using the rubric provided.
69% of on campus students earned a rating of 80% or higher. 100% of students at the NFCU site earned a rating of 80% or higher.
Stress soft-skill related activities including oral and written presentation projects and career ready preparation assignments (mock interviews, case studies etc.)
2. Demonstrate an understanding of how ethical considerations are involved in making business decisions.
In the capstone course (BUS 285), students will complete a comprehensive assessment (Ethics Exam Final) on how ethical considerations are involved in making business decisions.
80% of students will earn an 80% or higher using the rubric provided.
74% of students earned an 80% or higher.
Work with students to develop ethical scenarios for better understanding, using current world issues and case studies.
3. Utilize critical thinking skills in demonstrating the need for business firms to plan for and adapt to external and internal forces which can affect the success of the firm.
In the BUS 205 (Human Resource Management) class students participate in a team project (oral presentation) requiring collaboration, critical-thinking and problem solving related to a topic demonstrating the need for business firms to plan for and adapt to external and internal forces which can
80% of students will earn an 80% or higher using the rubric provided.
81% of students earned an 80% or higher.
More collaborative group work will
be included in the program to
further develop these skills.
Students will identify the
importance of teamwork and
collaboration and how it will impact
management decisions.
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affect the success of the firm. Instructor rating rubric used.
4. Understand the economic, social and political forces, both domestic and international, that affect the business enterprise.
In the Business Law Course (BUS 241), students are given an assessment (Test # 3-BUS 241) to understand how economic, social and political forces, both domestic and international play a role in affecting the business enterprise.
80% of students will earn a 70% or higher on the BUS 241 Test #3.
79% of students
earned a 70% or
higher on Test #3-
BUS 241.
Incorporate more current issues and past case studies to help better the student’s understanding.
5. Demonstrate and understanding of the interrelated systems and functions of the business firm and how they affect the efficiency and effectiveness of the business.
In Principles of Supervision (BUS 111), students develop a written case study (outline given-Case Study #4) in response to a company-related problem. Students must identify and address the problem and detail the best response to the issue, developing a positive solution for all parties within the company as well as its efficiency and effectiveness. Instructor rating using rubric and case outline described in narrative of this report.
80% of students will earn an 80% or higher using the rubric provided.
69% of students
scored at the 80%
or higher rate.
Provide better feedback using the provided rubric to help students understand the case study process. More time will be used in class to discuss/debate the various ways of approaching a company’s problem.
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Source: Program Lead Rachel Dodson *Note: This includes the Associate of Arts & Sciences in Business Management, Applied Science Degree in
Management, and Career Studies Certificates (Entrepreneurship, General Business, Hospitality, Management, Sales Management & Marketing,
and Small Business Management)
Program Student Learning Outcomes - Business Management (All AAS & CSCs*) (2013-2014)
SLO Measure Criteria Results Improvement
1. Demonstrate the ability to present information in a logical and cohesive manner through class presentations related to changing communication practices within the management field.
In Communication in Management (BUS 236), students must use critical thinking skills to design and develop a presentation related to changing communication practices within the field of management. Instructor rating using rubric described in narrative of this report.
80% of students will earn an 80% or higher using the rubric provided.
82% of students earned a rating of 80% or higher.
Provide students with more examples of differences between positive and negative presentations. Have students determine what is incorrect during the presentation delivery or what could be done better.
2. Demonstrate an understanding of how ethical considerations are involved in making business decisions.
In the capstone course (BUS 285), students will complete a comprehensive assessment (Ethics Exam Final) on how ethical considerations are involved in making business decisions.
80% of students will earn an 80% or higher using the rubric provided.
73% of online students earned an 80% or higher.
Have students highlight real-world scenarios and current events and tie these to the importance of building an ethical framework and top-down leadership support within organizations.
3. Utilize critical thinking skills in demonstrating the need for business firms to plan for and adapt to external and internal forces which can affect the success of the firm.
In the BUS 205 (Human Resource Management) class students participate in a team project (oral presentation) requiring collaboration, critical-thinking and problem solving related to a topic demonstrating the need for business firms to plan for and adapt to external and internal
80% of students will earn an 80% or higher using the rubric provided.
79% of f2f students earned an 80% or higher. 70% of online students earned an 80% or higher.
Increase group interaction and
discussion in the classroom as well
as online discussion forum.
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forces which can affect the success of the firm. Instructor rating rubric used.
4. Understand the economic, social and political forces, both domestic and international, that affect the business enterprise.
In the Business Law Course (BUS 241), students are given an assessment (Test #1-BUS 241) to understand how economic, social and political forces, both domestic and international play a role in affecting the business enterprise.
80% of students will earn a 70% or higher on the BUS 241 Test #1.
85% of f2f students
earned a 70% or
higher on Test #1-
BUS 241.
87% of online
students earned a
70% or higher on
Test #1-BUS 241.
Outline and provide students with further understanding as to how current events can impact business enterprises.
5. Demonstrate and understanding of the interrelated systems and functions of the business firm and how they affect the efficiency and effectiveness of the business.
In Principles of Supervision (BUS 111), students develop a written case study (outline given-Case Study #4) in response to a company-related problem. Students must identify and address the problem and detail the best response to the issue, developing a positive solution for all parties within the company as well as its efficiency and effectiveness. Instructor rating using rubric and case outline described in narrative of this report.
80% of students will earn an 80% or higher using the rubric provided.
84% of hybrid
students scored at
the 80% or higher
rate.
Provide ample opportunity for students to complete case studies individually and in teams.
Source: Program Lead Rachel Dodson
Note: *This includes the Associate of Applied Science Degree and all CSC programs (Sales Management & Marketing, Small Business Management, Hospitality, General
Business, Supervision, and Entrepreneurship)
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Program Student Learning Outcomes - Business Management (All AAS & CSCs*) (2014-2015)
SLO Measure Criteria Results Improvement
1. Demonstrate the ability to present information in a logical and cohesive manner through class presentations related to changing communication practices within the management field.
In Communication in Management (BUS 236), students must use critical thinking skills to design and develop a presentation related to changing communication practices within the field of management. Instructor rating using rubric described in narrative of this report.
80% of students will earn an 80% or higher using the rubric provided.
86% of hybrid students earned a rating of 80% or higher.
Stress soft-skill related activities including oral and written presentation projects and career ready preparation assignments (mock interviews, case studies etc.)
2. Demonstrate an understanding of how ethical considerations are involved in making business decisions.
In the capstone course (BUS 285), students will complete a comprehensive assessment (Ethics Exam Final) on how ethical considerations are involved in making business decisions.
80% of students will earn an 80% or higher using the rubric provided.
67% of online students earned an 80% or higher.
Work with students to develop ethical scenarios for better understanding, using current world issues and case studies.
3. Utilize critical thinking skills in demonstrating the need for business firms to plan for and adapt to external and internal forces which can affect the success of the firm.
In the BUS 205 (Human Resource Management) class students participate in a team project (oral presentation) requiring collaboration, critical-thinking and problem solving related to a topic demonstrating the need for business firms to plan for and adapt to external and internal forces which can affect the success of the firm. Instructor rating rubric used.
80% of students will earn an 80% or higher using the rubric provided.
76% of f2f students earned an 80% or higher. 67% of online students earned an 80% or higher.
More collaborative group work will
be included in the program to
further develop these skills.
Students will identify the
importance of teamwork and
collaboration and how it will impact
management decisions.
4. Understand the In the Business Law Course (BUS 80% of students 81% of f2f students Incorporate more current issues and
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economic, social and political forces, both domestic and international, that affect the business enterprise.
241), students are given an assessment (Test #1-BUS 241) to understand how economic, social and political forces, both domestic and international play a role in affecting the business enterprise.
will earn a 70% or higher on the BUS 241 Test #1.
earned a 70% or
higher on Test #1-
BUS 241.
82% of online
students earned a
70% or higher on
Test #1-BUS 241.
past case studies to help better the student’s understanding.
5. Demonstrate and understanding of the interrelated systems and functions of the business firm and how they affect the efficiency and effectiveness of the business.
In Principles of Supervision (BUS 111), students develop a written case study (outline given-Case Study #4) in response to a company-related problem. Students must identify and address the problem and detail the best response to the issue, developing a positive solution for all parties within the company as well as its efficiency and effectiveness. Instructor rating using rubric and case outline described in narrative of this report.
80% of students will earn an 80% or higher using the rubric provided.
85% of f2f students
scored at the 80%
or higher rate.
100% of Navy
Federal students
scored at the 80%
or higher rate.
Provide better feedback using the provided rubric to help students understand the case study process. More time will be used in class to discuss/debate the various ways of approaching a company’s problem.
Source: Program Lead Rachel Dodson
Note: *This includes the Associate of Applied Science Degree and all CSC programs (Sales Management & Marketing, Small Business Management,
Hospitality, General Business, Supervision, and Entrepreneurship)
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Program Student Learning Outcomes - Business Management (All AAS & CSCs*) (2015-2016)
SLO Measure Criteria Results Improvement
1. Demonstrate the ability to present information in a logical and cohesive manner through class presentations related to changing communication practices within the management field.
In Communication in Management (BUS 236), students must use critical thinking skills to design and develop a presentation related to changing communication practices within the field of management. Instructor rating using rubric described in narrative of this report.
80% of students will earn an 80% or higher using the rubric provided.
82.5% of hybrid students earned a rating of 80% or higher. 91.3% of NFCU students earned a rating of 80% or higher.
Continue to provide students with opportunities to practice soft-skills. Address public speaking and verbal and visual support in presentations.
2. Demonstrate an understanding of how ethical considerations are involved in making business decisions.
In the capstone course (BUS 285), students will complete a comprehensive assessment (Ethics Exam Final) on how ethical considerations are involved in making business decisions.
80% of students will earn an 80% or higher using the rubric provided.
77.6% of online students earned an 80% or higher.
Provide more assignments in which students identify ethical problems and develop alternative solutions to meet an organization’s needs.
3. Utilize critical thinking skills in demonstrating the need for business firms to plan for and adapt to external and internal forces which can affect the success of the firm.
In the BUS 205 (Human Resource Management) class students participate in a team project (oral presentation) requiring collaboration, critical-thinking and problem solving related to a topic demonstrating the need for business firms to plan for and adapt to external and internal forces which can affect the success of the firm. Instructor rating rubric used.
80% of students will earn an 80% or higher using the rubric provided.
75.4% of online students earned an 80% or higher. 86.3% of NFCU students earned an 80% or higher.
Students will be required to
complete more group projects to
ascertain their comfort level with
group work and collaboration in the
business environment.
4. Understand the In the Business Law Course (BUS 80% of students 82.8% of f2f Use case studies and relevant
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economic, social and political forces, both domestic and international, that affect the business enterprise.
241), students are given an assessment (Test #1-BUS 241) to understand how economic, social and political forces, both domestic and international play a role in affecting the business enterprise.
will earn a 70% or higher on the BUS 241 Test #1.
students earned a
70% or higher on
Test #1-BUS 241.
80.4% of online
students earned a
70% or higher on
Test #1-BUS 241.
75.3% of NFCU
students earned a
70% or higher on
Test #1-BUS 241.
examples to explain key terminology. Have students work in groups to discuss the background and outcome of issues affecting businesses.
5. Demonstrate and understanding of the interrelated systems and functions of the business firm and how they affect the efficiency and effectiveness of the business.
In Principles of Supervision (BUS 111), students develop a written case study (outline given-Case Study #4) in response to a company-related problem. Students must identify and address the problem and detail the best response to the issue, developing a positive solution for all parties within the company as well as its efficiency and effectiveness. Instructor rating using rubric and case outline described in narrative of this report.
80% of students will earn an 80% or higher using the rubric provided.
85% of hybrid
students scored at
the 80% or higher
rate.
More case studies will be assigned to help ensure students understand the process-background of problem, facts, identifying the problem, reviewing alternative solutions, and selecting the best alternative.
Source: Program Lead Rachel Dodson
Note: *This includes the Associate of Applied Science Degree and all CSC programs (Sales Management & Marketing, Small Business Management,
Hospitality, General Business, Supervision, and Entrepreneurship)
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Occupation Snapshot of Management Occupations in Lord Fairfax Community College
Current Historical Forecast
Four Quarters Ending with 2016q2 Total Change over the Last
5 Years
Average Annual % Change in Employment 2011q2-2016q2
Over the Next 5 Years
SOC Title Employment Avg.
Annual Wages1
Location Quotient
Employment Lord Fairfax Community
College Virginia USA
Total Repl
Demand
Total Growth Demand
Avg. Annual Growth Percent
11-1011 Chief Executives 277 $187,100 0.98 13 0.9% 0.7% 1.4% 29 -2 -0.2%
11-1021 General and Operations Managers 1,676 $113,500 0.94 134 1.7% 1.1% 2.1% 222 71 0.8%
11-1031 Legislators 33 $37,700 0.96 2 1.5% 0.9% 0.0% 3 0 -0.2%
11-2011 Advertising and Promotions Managers 16 $105,900 0.61 2 2.6% 1.1% 2.2% 3 0 0.5%
11-2021 Marketing Managers 113 $134,300 0.68 12 2.3% 0.7% 2.2% 14 6 1.1%
11-2022 Sales Managers 261 $135,200 0.82 19 1.6% 0.8% 1.8% 32 8 0.6%
11-2031 Public Relations and Fundraising Managers 42 $119,200 0.81 5 2.6% 1.0% 1.6% 7 1 0.6%
11-3011 Administrative Services Managers 195 $87,700 0.84 14 1.5% 0.9% 1.6% 18 8 0.9%
11-3021 Computer and Information Systems Managers 194 $124,300 0.66 25 2.8% 1.2% 2.5% 12 16 1.6%
11-3031 Financial Managers 413 $123,100 0.91 61 3.2% 0.8% 1.4% 53 19 0.9%
11-3051 Industrial Production Managers 175 $103,100 1.21 5 0.6% 0.2% 1.3% 29 0 0.0%
11-3061 Purchasing Managers 49 $110,800 0.82 4 1.9% 0.3% 1.6% 6 1 0.3%
11-3071 Transportation, Storage, and Distribution Managers 101 $92,200 1.10 12 2.6% 1.2% 2.0% 12 3 0.6%
11-3111 Compensation and Benefits Managers 11 $118,100 0.80 1 2.3% 0.7% 1.8% 1 0 0.6%
11-3121 Human Resources Managers 83 $112,700 0.83 8 2.0% 0.9% 1.9% 14 4 0.9%
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11-3131 Training and Development Managers 19 $109,000 0.72 2 2.2% 0.5% 1.7% 3 1 0.7%
11-9013 Farmers, Ranchers, and Other Agricultural Managers 1,768 $73,800 2.35 108 1.3% 1.0% 0.8% 550 -56 -0.6%
11-9021 Construction Managers 435 $119,500 1.35 -5 -0.2% 0.1% 1.6% 48 15 0.7%
11-9031
Education Administrators, Preschool and Childcare Center/Program 50 $50,100 0.97 2 0.9% 0.4% 0.7% 7 2 0.8%
11-9032
Education Administrators, Elementary and Secondary School 272 $87,100 1.45 -3 -0.2% 0.0% 0.3% 41 9 0.7%
11-9033 Education Administrators, Postsecondary 88 $96,900 0.77 1 0.2% 0.6% 0.7% 14 5 1.1%
11-9039 Education Administrators, All Other 26 $81,400 0.94 3 2.5% 0.1% 0.9% 4 1 0.9%
11-9041 Architectural and Engineering Managers 100 $126,500 0.66 -6 -1.1% -1.0% 1.3% 14 3 0.6%
11-9051 Food Service Managers 247 $52,900 1.00 16 1.4% 2.3% 2.3% 39 8 0.6%
11-9061 Funeral Service Managers 39 $82,600 1.25 2 0.9% 0.5% -0.3% 13 1 0.4%
11-9071 Gaming Managers 2 $79,700 0.42 0 1.3% 0.8% 0.3% 0 0 0.7%
11-9081 Lodging Managers 62 $65,800 1.50 -1 -0.3% 0.4% 1.8% 9 3 0.9%
11-9111 Medical and Health Services Managers 238 $92,400 0.85 2 0.2% 1.5% 1.7% 31 15 1.3%
11-9121 Natural Sciences Managers 30 $126,300 0.70 5 3.9% -1.1% 1.1% 3 1 0.8%
11-9131 Postmasters and Mail Superintendents 13 $65,000 0.87 -1 -1.0% -1.1% -1.2% 3 -2 -3.2%
11-9141
Property, Real Estate, and Community Association Managers 254 $69,100 0.95 -2 -0.1% 0.5% 1.2% 41 14 1.1%
11-9151 Social and Community Service Managers 124 $69,800 1.06 22 4.0% 2.1% 2.3% 17 8 1.3%
11-9161 Emergency Management Directors 6 $80,400 0.82 0 1.1% 0.4% 0.6% 0 0 0.4%
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11-9199 Managers, All Other 801 $104,200 1.01 28 0.7% 0.4% 0.4% 240 37 0.9%
11-0000 Management Occupations 8,214 $108,000 1.09 492 1.2% 0.8% 1.5% 1,536 206 0.5%
00-0000 Total - All Occupations 124,818 $42,800 1.00 7,622 1.3% 1.1% 1.7% 16,874 4,679 0.7%
Source: JobsEQ®
Data as of 2016Q2 unless noted otherwise Note: Figures may not sum due to rounding. 1. Occupation wages are as of 2015 and should be taken as the average for all Covered Employment
Exported on: Friday, October 21, 2016 11:06 PM
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VI: Summary and Recommendations
o Strengths
Students consistently scored on average higher than the 80% target score on
Student Learning Outcomes 1 and 3.
Employers in Virginia are looking for students to obtain additional education to
enhance their skills or move up the corporate ladder; specifically, they are
looking for candidates with associates degrees.
Removal of specializations with the Business Management Degree has
eliminated fragmentation and provided students with a more well-rounded
curriculum to better prepare them for the workforce, recuing staffing costs,
increasing graduation rates, and providing students with a wider variety of
employment opportunities.
Changes to the entrepreneurship career studies certificate have allowed
students to complete the certificate in two semesters, provided students with
an overview of necessary information versus detailed information in a specific
area. In addition, four courses now flow into the Management degree which
provides a pathway for those planning to continue with their education.
The number of students enrolled and graduation awards received has remained
stable since the last program review, even though the economy is improving
and job prospects are hopeful.
The number of students enrolled in our NFCU cohort has grown tremendously
as more students find out about the opportunity.
o Areas to Address
Students completing the assessments for student learning outcomes 2, 4 & 5
consistently scored below the average 80% goal.
Success in ACC 211 courses for first time students is low. Support mechanisms
such as tutoring should further be researched.
Reduce Textbook costs through implementation of the Achieving the Dream
Grant for OER materials.
Develop marketing and promotional materials to present to businesses.
o Recommendations
Research ways to increase student success in ACC 211. Implement embedded
tutors in the classroom.
Work with Advising Team to ensure students are aware of career studies
certificates which flow directly into the parent management degree. Often
times students need encouragement and successful completion of one
certificate to consider completion of an associate’s degree.
Faculty members will help students further develops soft skills to include oral
and written presentations and career ready preparation activities by
incorporating these items into classroom learning time.
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A greater emphasis will be placed on the need for collaboration and effective
communication when working within a team environment. This will be stressed
as an area of importance in all BUS classes.
Rubrics for group projects will be modified to allow for more discrimination
between levels of participation between individual group members.
Critical thinking exercises will be used in all classes to help promote ethical
decision making and understanding.
Utilizing current and past issues to bring real world problems to the classroom is
another factor that faculty members will strive to improve.
Helping students to understand feedback on case study analysis through the use
of a graded rubric in another are we will work to address through better
communication and discussion.
With the help of the Curriculum Advisory Committee, faculty members will
continually work to improve and modify the program to suit the current job
market needs.