College of Business Administrationaacsb/CPP-2014-Fifth-Year... · 1.1 California State University...

College of Business Administration

AACSB FIFTH YEAR MAINTENANCE REPORT

NOVEMBER 2014

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TABLE OF CONTENTS AACSB Fifth Year Maintenance Report

SECTION 1: SITUATION ANALYSIS………………………………………………………………………………………………. 1 1.1 California State University System (CSU) ………………………………………………………………………………………… 1 1.2 California State Polytechnic University, Pomona (Cal Poly Pomona) …………………………………………………………. 1 1.3 College of Business Administration (CBA) ………………………………………………………………………………………... 2 1.4 Analysis of Relative Advantages …………………………………………………………………………………………………… 3 1.5 Analysis of Relative Disadvantages ……………………………………………………………………………………………….. 4 1.6 Future Challenges …………………………………………………………………………………………………………………… 5 SECTION 2: PROGRESS UPDATE ON CONCERNS FROM PREVIOUS REVIEW …………………………………………….. 6 SECTION 3: STRATEGIC MANAGEMENT ………………………………………………………………………………………………… 7 3.1 Mission and Vision Statements ……………………………………………………………………………………………………. 7 3.2 Strategic Management Planning Processes and Outcomes …………………………………………………………………… 7 3.3 Strategic Goal Outcomes …………………………………………………………………………………………………………… 8 3.4 Financial Strategies …………………………………………………………………………………………………………………. 14 Table 1: CBA Operating Support ………………………………………………………………………………………….. 14 Table 2: Development Activities …………………………………………………………………………………………… 15 Table 3: Financial Strategies to Support Strategic Plan Action Items ………………………………………………… 15 3.5 New Degree Programs ……………………………………………………………………………………………………………… 16 SECTION 4: PARTICIPANTS ………………………………………………………………………………………………………. 17 4.1 Students ……………………………………………………………………………………………………………………………… 17 Table 4: Ethnic Distribution of Undergraduate Students (2009-13) …………………………………………………… 17 Table 5: Number of Undergraduate Students by Concentration (2009-13) ………………………………………….. 17 Table 6: Number of Graduate Students by Program (2009-13) ……………………………………………………….. 18 4.1a Advising ……………………………………………………………………………………………………………………….. 18 4.1b Service Learning: The VITA Program…………………..………………………………………………………………….. 19 4.1c Student Clubs ………………………………………………………………………………………………………………… 20 4.2 Faculty ………………………………………………………………………………………………………………………………… 20 4.2a Faculty Management Policies ………………………………………………………………………………………………. 20 Table 7: Faculty by Department and Rank, Fall Quarter 2013 ………………………………………………………... 21 4.2b Intellectual Contributions Policies and Practices …………………………………………………………………………. 22 Table 8: Intellectual Contributions ………………………………………………………………………………………… 22 4.2c Academic and Professional Qualifications ………………………………………………………………………………… 22 Table 9: Summary of Qualification Ratios ………………………………………………………………………………... 23 Table 10: Summary of Sufficiency Ratios ………………………………………………………………………... 25 SECTION 5: ASSURANCE OF LEARNING ……………………………………………………………………………………… 26 5.1 Curricula Development ……………………………………………………………………………………………………………… 26 5.1a Undergraduate Curricula Development ……………………………………………………………………………………. 26 Table 11: New Courses and Rationale …………………………………………………………………………………… 27 5.1b Graduate Curricula Development …………………………………………………………………………………………...29 5.2 Assessment Tools and Procedures ……………………………………………………………………………………………….. 30 5.2a Undergraduate Assessment Tools and Procedures ……………………………………………………………………... 30 Table 12: Assessment Tools and Measures (Undergraduate Program) ……………………………………………… 31 Table 13: Assurance of Learning Documentation (Undergraduate Program) ………………………………………... 32 5.2b MBA and MSBA Assessment Tools and Procedures ……………………………………………………………………. 40 Table 14: Assessment Tools and Measures (MSA and MSBA Programs) …………………………………………… 40-41 Table 15: Assurance of Learning Documentation (MSA and MSBA Programs) ……………………………………... 41

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TABLE OF CONTENTS (cont.) AACSB Fifth Year Maintenance Report APPENDICES 50 Appendix A: April 30, 2010 Maintenance of Accreditation; and, April 18, 2011 Continuous Improvement Letters Appendix B: Strategic Plans: 2013-2016; and 2009-2014 Appendix C: The Academic Department Chair Appendix D: Dean’s Advisory Council Charter and Bylaws Appendix E: New Degree Program: Accelerated Master of Science in Accountancy Appendix F: Graduation and Continuation Rates (2005-2012) Appendix G: MS Accountancy Program Assessment Plan Appendix H: United Business Student Senate: List of Student Clubs Appendix I: Recruitment and Appointment Procedures for Tenure-Line Faculty (Appendix 38) Appendix J: Reappointment, Tenure, and Promotion Policy and Procedures (Formerly Appendix 16) Policy No: 1328 Appendix K: Periodic Evaluations of Temporary Faculty Members Appendix L: AACSB Table 2-1: Summary of Intellectual Contributions Appendix M: AACSB Table 2-2: Five-Year Summary of Peer Reviewed Journals and Number of Publications in Each Appendix N: Academic Qualifications and Professional Qualification Standards Appendix O: Faculty Scholarship Awards Program

Appendix P: AACSB Table 10-1: Summary of Faculty Qualifications, Development Activities, and Professional Responsibilities

Appendix Q: AACSB Table 10-2: Calculations Relative to Deployment of Qualified Faculty Appendix R: Faculty Scholarship Incentive Program Appendix S: AACSB Table 9-1: Summary of Faculty Sufficiency by Discipline and School Using Student Credit Hours Appendix T: Assurance of Learning—Undergraduate Program: Learning Goals for BSBA Appendix U: Assurance of Learning—Undergraduate Program: Curriculum Map of Core Courses to Learning Goals Appendix V: Assurance of Learning—Undergraduate Program: Five-Year Schedule of Learning Goals Assessment Appendix W: Assurance of Learning—Undergraduate Program: Summary of Rubrics and Measures Appendix X: Assurance of Learning—Undergraduate Program: Detailed Rubrics Appendix Y: Assurance of Learning—Undergraduate Program: Results of Learning Goals Assessment Appendix Z: Assurance of Learning—Undergraduate Program: Recommendations for Future Improvements Appendix AA: Assurance of Learning—MBA and MSBA Programs: Learning Goals for MBA and MSBA Appendix BB: Assurance of Learning—MBA and MSBA Programs: Curriculum Map of Core Courses to Learning Goals Appendix CC: Assurance of Learning—MBA and MSBA Programs: Five-Year Schedule of Learning Goals Assessment Appendix DD: Assurance of Learning—MBA and MSBA Programs: Summary of Rubrics and Measures Appendix EE: Assurance of Learning—MBA and MSBA Programs: Detailed Rubrics Appendix FF: Assurance of Learning—MBA and MSBA Programs: Results of Learning Goals Assessment

AACSB Fifth Year Maintenance Report Section 1: Situational Analysis

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SECTION 1: SITUATIONAL ANALYSIS

Provided below is a short discussion of the California State University System, California State Polytechnic University Pomona (Cal Poly Pomona) and the College of Business Administration (CBA). The discussion will assist the reader in understanding the interrelationship between the entities and from where the CBA’s mission derives. This discussion is followed by an analysis of the CBA’s relative advantages and disadvantages; the internal, environmental, and competitive challenges; program opportunities; and a list of the programs to be reviewed during this accreditation cycle.

1.1 California State University System (CSU)

The CSU, established in 1960, consists of 23 campuses and prides itself on delivering high-quality, accessible, affordable, student-focused higher education. Each campus operates within its own geographic area and possesses its own curricular focus and character. The campuses deliver primarily undergraduate and master’s level programs, although there are a few applied doctoral programs. With almost 447,000 students, and 45,000 faculty and staff, it is considered to be the largest and most diverse university system in the country. The responsibility for the CSU is vested in the Board of Trustees. Trustees are appointed by the Governor of California and in turn, the trustees appoint the Chancellor who serves as the chief executive officer for the system. Each campus has a President and, in conjunction with the Chancellor, develops

system-wide policies to be implemented on individual campuses. Elected faculty members from each campus, through an Academic Senate, make policy recommendations that are presented to Trustees through the Chancellor (http://www.calstate.edu/; http://www.calstate.edu/datastore/campus_map.shtml). The mission of the California State University is presented below:

To advance and extend knowledge, learning, and culture, especially throughout California. To provide opportunities for individuals to develop intellectually, personally, and

professionally. To prepare significant numbers of educated, responsible people to contribute to California's

schools, economy, culture, and future. To encourage and provide access to an excellent education to all who are prepared for and

wish to participate in collegiate study. To offer undergraduate and graduate instruction leading to bachelor's and higher degrees in

the liberal arts and sciences, the applied fields, and the professions, including the doctoral degree when authorized.

To prepare students for an international, multi-cultural society. To provide public services that enrich the university and its communities. (http://www.calstate.edu/PA/info/mission.shtml)

1.2 California State Polytechnic University, Pomona (Cal Poly Pomona) Cal Poly Pomona opened September 15, 1938 with an all-male enrollment of 110 students as the Voorhis Unit of California State Polytechnic College in San Luis Obispo. It was located on the 150-acre San Dimas



site of the former Voorhis School for Boys. Breakfast cereal magnate W.K. Kellogg deeded 813 acres of land located three miles south of the Voorhis campus to the state of California in 1949. In 1956, 508 students and 44 faculty and staff moved from San Dimas to the Kellogg campus. In a first for the all-male campus, 329 women joined the student body in 1961. The Pomona campus separated from the San Luis Obispo campus in 1966 and became California State Polytechnic College, Kellogg Campus. University status was granted in 1972. Today, the campus covers 1,438 acres and is the second largest in area among the California State University’s campuses. 2,071 faculty and staff support the education of 23,962 students (Bronco Interactive Dashboard, Fall 2014; Institutional Research & Academic Resources Common Data Set, Fall 2014).

As one of only nine universities to officially bear the “polytechnic” appellation nationwide, Cal Poly Pomona is known for its applied hands-on approach to higher education. The motto, Instrumentum Disciplinae (Application of Knowledge), reflects Cal Poly Pomona’s charge to embody the polytechnic approach to education.

The University is located at the intersection of California’s four largest counties: Los Angeles, Orange, Riverside and San Bernardino. The student body is predominantly commuter-oriented, although in recent years the number of students living on campus has increased to 12%. Cal Poly Pomona benefits from a richly diverse community reflective of the greater Los Angeles area. Our student body is roughly 37.7% Hispanic, 33.3% Asian, 18.3% White, 3% African American, and 7.7% other. Cal Poly Pomona is ranked the eighth most diverse among regional universities in the West and tenth most diverse in the nation. Designated as a Hispanic-Serving Institution (HSI), Cal Poly Pomona is one of the top 25 colleges nationally awarding baccalaureate degrees to Hispanics (http://www.csupomona.edu/~aboutcpp/why-cpp/diverse.shtml). Approximately 25.7% of students on campus are first-generation college students. 65% of students receive financial aid and a significant number work at least part-time, many in career-related positions. Consequently, the campus’ four-year graduation rate hovers at approximately 10%, and the six-year graduation rate averages approximately 53%. The average age of our undergraduates is 23 years (Institutional Research & Academic Resources Common Data Set, Fall 2014; Cooperative Institutional Research Program, First Generation Student Data, 2010).

Admission to Cal Poly Pomona undergraduate programs is managed centrally by the University for freshmen and upper division transfer students who are subject to transfer admission requirements. Under California’s Master Plan for Higher Education, the CSU accepts the top one-third of California high school graduates. The CSU system has established an eligibility index to determine which high school graduates, within a designated geographic service area, are eligible for admission. While the geographically-oriented eligibility index places some constraint on selectivity, increased demand and the willingness by the institution to admit more students from outside the service area have resulted in the admittance of a greater percentage of high performing students.

1.3 College of Business Administration (CBA)

The CBA is the second largest of eight academic colleges on campus. The CBA currently has 75 tenure-track faculty members and is in the process of recruiting seven additional faculty to begin employment in Fall Quarter 2015. There are also approximately 74 adjunct faculty teaching courses in any given quarter. In addition, there are 10 faculty members participating in the Faculty Early Retirement Program (FERP). This program is somewhat unique to the CSU system and allows eligible retired tenured faculty members to receive retirement income and benefits, while earning pay for post-retirement employment. FERP faculty can teach up to five years at half-time employment.



There are six departments in the CBA offering eight undergraduate options under a single degree, the Bachelor of Science in Business Administration. The program was established in 1967. Several minors are available to both undergraduate business and non-business majors. In 2013-14, the CBA granted 1048 baccalaureate degrees. The CBA regularly grants more baccalaureate degrees per year than any other college on campus.

The CBA offers a Master of Business Administration (MBA) that was established in 1970 and a Master of Science in Business Administration (MSBA) in Information Systems Auditing that was established in 1980. These programs require approximately two years to complete and are offered in the evenings. Current enrollment is small, with approximately 97 students enrolled in the MBA program and 11 students enrolled in the MSBA program. In 2013-14, the CBA granted 44 master level degrees (CPP Data Warehouse).

Approval to reinstate the suspended Master of Science in Accountancy (MSA) as well as to launch an accelerated version of the program, through the College of the Extended University, was granted in late Spring Quarter 2014. These programs correspond with a recent change (January 1, 2014) in California’s Certified Public Accountant licensure education requirements. Students now are required to earn an additional 45 quarter hours of academic credit prior to sitting for the licensure exam. To accommodate this change these programs are currently enrolling students for their inaugural cohorts in Fall Quarter 2014.

1.4 Analysis of Relative Advantages

Academic Reputation. U.S. News and World Report ranked Cal Poly Pomona No. 4 on the list of nondoctorate-granting public institutions and No. 31 among private and public universities in the 15 state western region. The Princeton Review lists the CBA among the best in the country for both private and public universities in its “Best 296 Business Schools” publication. U.S. News and World Report ranks the College in the top 15% of business schools in the county, and Diverse Issues in Higher Education places the CBA 6th in the nation in awarding bachelor’s degrees to minorities in business.

Alumni Network and Community Partner Support. The CBA has an influential network of 39,000 alumni. A concerted effort on the part of the College to build bridges to the community has resulted in the development of strengthened industry alliances and partnerships.

New Building Complex. With the construction of a new three-building complex, the CBA added 75,000 square feet of new space that includes two auditoriums, numerous state-of-the-art technologically-enhanced classrooms, collaborative learning spaces as well as centers and labs, and a faculty and student services building that brings, for the first time, all College departments under one roof.

Student Success Center. The CBA has long supported a college-based advising center to assist students. Funding stemming from a Student Success Fee will allow for additional academic advisors and a strengthened advising enterprise system to more immediately identify at-risk students and allow for intervention as required.

Polytechnic Education and Signature Experiences. As a polytechnic institution, the CBA is committed to integrating a business education with meaningful real-world experiences. These programs, called Signature Experiences, enable students to apply what they learn in the classroom and strengthen essential skills such as creativity, leadership and team-building. Examples include Poly Presents (a company led by students participating in the Product Development and Commercialization Lab), Bronco Startup Challenge (Business Plan Competition), Collegiate Cyber Defense Competition, and the Volunteer Income Tax Assistance (VITA) program, among others.



Information and Decision-making Technology. The Office of Institutional Research and Academic Resources has strengthened its dashboards and data warehouse allowing the CBA to more effectively generate reports to support short- and long-range planning, program review and assessment, as well as the management of budget, academic space and enrollment.

Advancement Activity. Fundraising activity has increased in recent years as a result of a strategic advancement plan in the College. Significant cultivation of donors has resulted in the highest level of giving to an academic unit on campus, with a substantial amount of future pipeline activity in place.

CBA Faculty Scholarship Incentive Program. The CBA promotes scholarship by providing incentives to publish and participate in other intellectual activities that support faculty development. This program is consistent with the University’s Teacher-Scholar Initiative.

Student Demand. The CBA attracts a large and diverse first-time freshmen and transfer student population. With student demand exceeding available seats, it is expected that student credentials will rise.

Location. The campus is located in a major center of global commerce. The University is flanked by two of the busiest ports in the nation and by a large network of distribution centers and related businesses associated with international trade. In addition, the movie industry, professional sports teams and innovative tech companies offer significant opportunity for students and faculty to engage with industries. Such engagements are difficult to emulate in other parts of the country.

1.5 Analysis of Relative Disadvantages State Funding Coupled with Enrollment Demands. State funding for higher education in California, like in most states, has decreased. In 2000, the state funded three dollars for every tuition dollar. Today, that number is 66 cents for each dollar of tuition. Campuses have been asked to hold tuition steady and to not add additional student fees. At the same time, campuses are being asked to increase enrollment, creating additional strain on an already fragile financial system.

Competitive Higher Education Environment. Given its location, Cal Poly Pomona is surrounded by a large number of public, private and for-profit institutions. To date, the University has not aggressively advertised and provides few resources to compete for the best and brightest students.

High Cost of Living Relative to Faculty and Staff Salaries. The cost of living in Southern California is considerably higher than in other parts of the country. At the same time, salaries often lag behind other AACSB accredited institutions. This is particularly the case in Accounting and Finance. Also, the collective bargaining agreement makes it challenging to reward high-performing faculty and provide development support to remain competitive with what high-performing faculty receive at other institutions.

Graduation Rates. The six year graduation for the most recent cohort of business students was 54.5% for freshmen and 69.3% for transfers. These percentages are better than the overall University population with percentages of 51.5% and 59.2% respectively. Increased effort is needed to ensure student persistence and reduce the time to degree completion (Institutional Research and Academic Resources).

Slow Adoption of Online Course Delivery. The CBA has been slow to adopt alternative modalities of course delivery. While there has been some increased interest in adopting hybrid courses, the development of fully online offerings has been very small. It is argued, by some faculty, that online delivery is inconsistent with the polytechnic philosophy. This issue needs to be reconciled.



1.6 Future Challenges Internal Factors. The campus is just beginning to recover from five of the most challenging financial years in its history. Budgets continue to be tight and faculty numbers have decreased relative to student enrollment. With the upcoming retirement of our President and the departure of several central administrators, there has been uncertainty on campus. A new President has been appointed, and she will take office on January 1, 2015.

Environmental Factors. There are number of environmental factors that have impacted or will impact the College in the future. With increased student demand and declining state financial support, CBA’s learn-by-doing polytechnic philosophy will be challenged. Additionally, student enrollment patterns will be increasingly influenced by the state legislature with the implementation of Senate Bill 1440 (the Student Transfer Achievement Reform Act or STAR), which mandates transfer student admission based on community college AA or AS degree completion. The Governor and other legislators are now discussing the merits of outcome-based funding.

Competitive Factors. There are many competitors in the Inland Empire that include public, private and for-profit institutions. We have seen erosion of our MBA program enrollment to a number of these institutions along with more aggressive development and marketing of online programs. The College is reassessing its position to become more competitive in this highly saturated higher education marketplace.

Opportunities to Enhance Degree Offerings. The CBA prides itself in delivering high quality, rigorous academic programs and has worked to maintain these standards even during five years of the campus’ most challenging financial times. Moving forward, the College will have an opportunity to review existing curricula and consider new course offerings as it prepares for conversion to the semester system. Face-to-face and online self-support programs will be considered as a means to generate additional revenue for the College in support of important initiatives.

Degrees under Review. The degrees under this review include the BS in Business Administration, the MBA, and the MSBA in Information Systems Auditing. There is mention in this report of two MS in Accountancy programs. The traditional MSA program was suspended in Spring Quarter 2011 and reinstated in Spring Quarter 2014, and the Accelerated MSA was approved for the first time in Spring Quarter 2014. Both will enroll their first cohorts in Fall Quarter 2014 and will be formally part of the next five year review.

AACSB Fifth Year Maintenance Report Section 2: Progress Update


SECTION 2: PROGRESS UPDATE ON CONCERNS FROM PREVIOUS REVIEW In a letter from the Chair of the Maintenance of Accreditation Committee, dated April 30, 2010, a sixth year review recommendation from the Maintenance Visit report was affirmed. In a letter dated April 18, 2011 from the AACSB Chair of the Board, all concerns had been adequately addressed (see Appendix A). The CBA was asked to address the following issues and has instituted the following long-term practices as a means of continuous improvement: 1. Individual department AQ levels were below the 50% threshold (Standard 10).

All departments have met and continue to meet, if not exceed, this standard. The CBA has established a Faculty Scholarship Incentive Program to support scholarship. The College has also promoted research presentations in departments and across departments as a means of supporting a culture of research and highlighting collaborative research opportunities. Since the last Maintenance of Accreditation review cycle, the CBA has hired 10 new faculty members. Six new faculty members joined the College and began teaching in Fall Quarter 2014. Approval has been granted to hire seven additional faculty members, and searches are underway with an anticipated start date of Fall Quarter 2015.

2. AQ/PQ below the 90% threshold (Standard 10).

The AQ/PQ standard for this Maintenance of Accreditation meets the required standard of 90%. It currently stands at 90.8%

3. Completion of Table 2 (Standard 2). The CBA has documented all intellectual contributions.

4. Replace a misplaced document tying strategic initiatives to financial resources (Standard 5).

The CBA continues to tie its strategic initiatives to financial resources. 5. Inadequate AOL for the Master of Science in Accountancy Program (MSA) (Standard 19 and 20).

The traditional MSA program was suspended in Spring Quarter 2011 and reinstated in Spring Quarter 2014. The Accelerated MSA was approved for the first time in Spring Quarter 2014. Both will enroll their first cohorts in Fall Quarter 2014 and will be formally part of the next five-year review.

AACSB Fifth Year Maintenance Report Section 3: Strategic Management


SECTION 3: STRATEGIC MANAGEMENT The CBA has adopted a mission and vision that derive from and is supportive of the University’s mission and vision. Emphasis is placed on operationalizing the polytechnic experience with learn-by-doing. Using applied learning, coupled with a strong liberal arts core, students are prepared to think critically, assume leadership positions and become lifelong learners capable of positively contributing to society. Through teaching, learning, scholarship and co-curricular activities, the CBA addresses the needs of a highly diverse population and ever-changing needs of the marketplace by delivering a learning-centered experience that develops the whole person. The mission and vision of the College are prominently displayed in a number of common spaces in the complex. The mission and vision, along with the strategic plan, can also be found on the CBA website.

3.1 Mission and Vision Statements

Mission Statement

The College of Business Administration at Cal Poly Pomona is a diverse community of students, teacher-scholars, and staff, committed to active learning through the application of theory in practice. The College partners with its stakeholders to develop individuals with the skills and knowledge to be successful and to contribute in a dynamic global business environment.

Vision Statement

The College of Business Administration will be the school of choice for high-achieving students seeking a challenging polytechnic environment and for industry leaders searching for talented employees. The College will be recognized for its cutting edge, learn-by-doing academic programs resulting in career focused, innovative problem solvers with effective communication skills. Graduate and undergraduate curricula will address the rapidly changing needs of the global business community while fostering ethical approaches to business challenges. Beyond classroom learning, academic and professional centers of excellence will serve as living laboratories for our diverse students and faculty and will be valuable resources for our community partners and industry leaders.

3.2 Strategic Management Planning Processes and Outcomes

The strategic planning process used by the CBA is collaborative, inclusive, and involves all key constituencies. The current strategic plan, dated 2013-16, derives from the prior strategic plan dated 2009-14 and consists of all of the major goals of that previous plan. The change reflected in the current plan is the increased specificity with regard to the objectives under each goal. By making the objectives, metrics and responsibilities more concrete, greater direction and accountability was built into the plan (see Appendix B).

The new strategic plan was initially drafted by a strategic planning committee which was composed of representatives from the faculty, staff and administration. Members of each group communicated and sought feedback from the larger college population until it was collectively agreed that the draft document was solidified enough to be taken to the College community for further comment and discussion. Prior to this meeting with faculty and staff, the President’s Council (the leadership of all CBA student clubs) and the



United Business Student Senate (the student leadership that represents the CBA at the campus level) were consulted to better understand their perspective on relevant issues. Additionally, the Dean’s Advisory Council reviewed the proposed plan and provided recommendations. At that point, an “All College Meeting” was held to discuss the plan. With recommendations in hand from that meeting, the proposed plan was circulated to all faculty and staff for final review and vote. Each faculty and staff member was given the opportunity to vote in favor of or against the proposed plan. Faculty and staff overwhelming voted in support of the plan, and it was approved and implemented.

Major accomplishments associated with strategic planning goals and objectives are summarized and presented to faculty and staff at the beginning of each year at the “All College Meeting.” Goals and objectives to be emphasized in the current year are also presented at that time.

Despite challenging financial times which saw declining operating budgets, faculty and staff furloughs, salary savings as the result of non-replacement of personnel, and the ebb and flow of campus morale, the College was able to move forward on its strategic goals. The following subsections demonstrate our commitment to continuous strategic management and improvement.

3.3 Strategic Goal Outcomes New Course Offerings. The CBA added 12 new courses during the evaluation period. These courses strengthened the disciplines by adding emphasis to perceived areas of evolving market/industry needs and better preparing students for employment opportunities.

Capstone Experience. The College combined two courses to create a singular capstone experience for all undergraduate business majors. The course is a strategy course that combines cases and simulations and provides students with the opportunity to synthesize their knowledge across disciplines and solve complex business problems.

Poly Presents. In this interdisciplinary, yearlong program, business students collaborate with engineering and science students to create a startup company with the objective to design, produce and market a product. This program provides high-achieving students the opportunity to engage in real-world product development, product planning and marketing (http://www.csupomona.edu/~polypresents/).

SAP. SAP has been integrated into a number of courses in different disciplines to introduce the use of this enterprise-based software. Through the SAP University Alliance, students taking three or more courses with 30% or more of SAP content are awarded a SAP Certificate of Merit. To date, 72 students have received certificates. In light of the impending semester conversion, the CBA is considering ways to more widely introduce SAP into the curriculum and help students understand the integrative nature of business decision-making.

Hybrid and Fully Online Sections. The CBA has added alternative modalities to its course delivery. The number of hybrid courses taught each year during the evaluation period averaged 67 sections. In 2009-10, the number of hybrid course sections per year was 53 and by 2013-14 the number of hybrid course sections grew to 81. The number of fully online course sections averaged 43 per year and remained flat during the time period. In 2009-10, the number of fully online course sections per year was 44 and in 2013-14, the number of fully online course sections per year was 48. CBA faculty have increasingly embraced hybrid offerings, but have been slower to adopt fully online offerings. Many feel it is inconsistent with the hands-on nature of how the CBA has operationalized polytechnic education. Gradually, our faculty are becoming more familiar with strategies for integrating technology and applied learning in fully online modalities.



Veterans Service Initiative. The College has the second largest population of military veterans on campus and has assumed a leadership role in facilitating their assimilation to campus life. Several programs have been delivered to both faculty and staff, as well as to our veteran students as a means of better understanding the unique needs of this student population.

Center for Information Assurance. The Center successfully renewed its designation as a National Center of Academic Excellence by the National Security Agency and the U.S. Department of Homeland Security. The Center is one of only six to earn this designation in California. It has been a national leader with its participation in CyberPatriot and CyberWatch West. The Center has been a co-PI on $4.4 million in National Science Foundation grants. Since 2011, the Center has collaborated with the Los Angeles Unified School District and has mentored and inspired more than a thousand children to participate in CyberPatriot, a high school cybersecurity competition. Noticing that roughly 25% of CyberPatriot participants nationwide are girls, the Center hosted a CyberGirlz Summit, which begins a long-term commitment to enhance outreach efforts to young women. The Cybersecurity program has developed a national reputation and strong working relationships with defense contractors such as Boeing, Northrup Grumman, and Raytheon, among others. Employment opportunities are extremely high for students completing this academic program.

Center for Entrepreneurship. The Center for Entrepreneurship continues to grow, benefiting from the increasing number of entrepreneurial businesses in Silicon Beach and other areas in Los Angeles. Serial entrepreneurs, angel investors, patent attorneys and others regularly make presentations on relevant topics and mentor students helping them develop the necessary skills to be successful. The CBA has strategically hired a number of new faculty trained in the area of entrepreneurship, including one who is a successful serial entrepreneur. Through interdisciplinary activities, the Center has become an increasingly important component of the CBA and the campus. The Center, assisted by industry participation and donor support, hosts the Bronco Startup Challenge, a business plan competition that has drawn larger numbers of interdisciplinary teams from across campus. The newly formed campus Technology Transfer/Industry Clinic Office has partnered with the Center in support of patent and intellectual property guidance for both students and faculty. A partnership with the CSU Program for Education and Research in Biotechnology and a system-wide $300,000 National Science Foundation I-Corps grant provides additional funding opportunities to nascent projects (http://www.csuperb.org/csuicorps/).

Mitchell C. Hill Center for Applied Business Information Technology. This Center is in its early stages of development, but has already received $800,000 in funding, along with approximately $1.2 million of equipment. The Center will house a data center using Microsoft cloud technologies. The data center will allow for the simulation of a modern enterprise and virtualize its business and IT environment. This project has received considerable interest from the University’s Information Technology Division. A development plan is in place to raise the initial target of $2.5 million of support.

Program for Software Engineers. Each summer, the College hosts and provides instruction for a professional group of software engineers from Japan. This two month immersion experience provides mid-level managers an opportunity to learn about new advances in their discipline, practice their English and experience American culture.

London Program. The London program, taught in conjunction with Anglo Corporation, based in Great Britain, provides undergraduate students an opportunity to spend an academic quarter in London and work as business interns for course credit. Many of our students have not had an opportunity to do much traveling, and this international experience provides them with an opportunity to increase their global perspective and gain professional experience.



Collaboration with the College of the Extended University. Currently, an MOU is being drafted to recruit high performing Chinese students to complete their undergraduate degree at Cal Poly Pomona and possibly transition into our MBA program. Additionally, preliminary conversations have taken place with entities in both Costa Rica and Argentina for potential collaboration on graduate and undergraduate initiatives. These efforts support the University’s increased interest in exploring international educational opportunities.

Sports and Entertainment Marketing Program. This growing program has developed strong relationships with professional sports franchises (Angels, Dodgers, Clippers, and Ontario Reign), movie studios (Paramount, MGM, Universal, 20th Century Fox, Warner Brothers and Columbia) and other entertainment entities (Pixar, DreamWorks Animation, Blizzard and Activison). Students participate in internships and course assignments allowing them to work on visibility enhancing projects that provide entry into extremely competitive industries.

Supply Chain and Operations Technology Lab (SCOT). The Technology and Operations Management Department uses its supply chain lab to teach students, conduct research and provide training to those in the community interested in logistics, distribution, and supply chain issues. The curriculum incorporates leading-edge technology such as Radio Frequency Identification (RFID) and Geographic Information Systems (GIS) among others.

Internships and Service Learning Opportunities. Other high impact practices the CBA has promoted are internships and service learning opportunities. Over the evaluation period, students have participated in 2,194 internships. Approximately 300 students have participated in service learning initiatives.

Executive Mentor Program. The Executive Mentor Program is focused on creating leaders equipped to thrive within the complexities of today’s business environment. The program’s objective is to merge experiences inside and outside of the classroom in order to help students successfully transition from college to the office. Formally, the Executive Mentor Program’s purpose is to provide students with additional insight from industry professionals as to how business is practiced, better prepare students’ understanding of career paths and help them build and strengthen their professional networks.

Student Scholarships. The available dollars to support college scholarships has grown consistently during the evaluation period from $24,278 in 2009-10 to $69,650 in 2013-14. The total amount of CBA scholarship money awarded was $211,090. The first ever full-ride scholarships were issued during this period. These scholarships are in addition to those that are awarded by individual departments. Total departmental scholarships awarded during the evaluation period was $168,725.

SB 1440 -The Student Transfer Achievement Reform Act (STAR). SB 1440 was signed into law on September 29, 2010, and enables California Community Colleges and the CSU to collaborate on the creation of Associate in Arts Degree (AA-T) and Associate in Science Degree (AS-T) transfer programs. Upon completion of the associate degree, the student is eligible for transfer with junior standing into the CSU system. The College has worked with all major community college feeder institutions to develop curriculum sheets to assure smooth transition into the CBA.

College-Based Floors. Since the inception of the program in Fall Quarter 2013, the College has collaborated with Students Affairs and Housing in support of a College-Based Floors initiative in freshman dorms. The College provides programming and activities for this high impact practice to build affinity for the College. Preliminary quarterly GPA data, supplied by Student Affairs, indicates that students participating in the program are outperforming the freshman class as a whole.



First Year Experience Course. The College has developed a First Year Experience course to assist students in acclimating to the College and to be successful. As a recognized high impact practice, the College felt the course would improve student retention, affinity with the College, and student success.

Outreach Activities. A number of informational programs have been created for prospective freshmen and transfer students. Additionally, the College has strengthened its relationship with community college administrators and academic advisors as well as high school guidance counselors in an effort to better educate them about our programs and the applied polytechnic philosophy.

Graduate Curricula Changes. Over the five-year review period, the College Graduate Studies Committee (GSC) made significant changes to the MBA program. The changes include the implementation of a cohort structure, the reduction of the number of MBA prerequisite courses from 9 to 4, the restructuring of MBA core content, the collapsing of “3 + 1” courses into four units courses and changing the culminating experience requirement.

Strengthen Student Learning Through the Assessment of Undergraduate Programs. The College assesses student learning through an established assurance of learning (AOL) system. A cross-departmental Assurance of Learning and Curriculum Improvement (ALCI) Committee oversees the process of undergraduate assessment. In the Spring Quarter 2012, the College implemented the Assessment Associates Program to further promote and strengthen the culture of assessment. The Assessment Associates devised a more robust and systematic assessment process and actively engaged in data collection, analysis, and reporting of assessment results to ALCI. Upon the recommendation of ALCI, academic departments implemented a number of curricular changes to improve and further strengthen student learning in business core courses.

Engage More Faculty in the Curricular Improvement Process. Over the past five years, the College actively promoted faculty engagement in the curricular improvement process through the Assessment Associates Program, membership on the ALCI Committee, and participation on departmental assessment committees. Furthermore, the College provided travel funds for faculty to attend assessment conferences. The conference attendees then disseminated information on best practices in assessment and curricular management to their colleagues within and across departments. The dissemination of this information strengthened the assurance of learning process within the College.

College-Based Career Advising. Over the evaluation period, the CBA was in conversation with the Career Center to supply a career advisor to the College. Beginning Fall Quarter 2014, office space will be made available for a career advisor who will assist students in strengthening their career planning preparation.

Faculty Recruiting. The College has hired 10 new faculty members during the evaluation period. In addition, six faculty offers were accepted with faculty scheduled to begin their appointments in Fall Quarter 2014. Seven faculty lines have been approved, and searches are currently underway with an anticipated start date of Fall Quarter 2015. During the evaluation period, 26 faculty members have been promoted; seven to the rank of Full Professor and 19 to the rank of Associate Professor.

Faculty Scholarship Support. In support of faculty scholarship, a Faculty Scholarship Incentive Program was created in the 2010-11 academic year. During the evaluation period, 88 faculty members have received awards totaling $463,500. A new scholarship incentive program was introduced in Fall Quarter 2014 that increases the focus on scholarship quality. In addition, $693,877 was spent on professional development activities that included participation at conferences and training programs on topics such as SAP, data analytics and assessment, among others. During the evaluation period, a revenue sharing program was established, derived from Summer Quarter revenue, providing departments with increased



discretionary money to support faculty assigned time and other important departmental initiatives. Two academic conferences were also hosted on campus. Both the Southern California Accounting Research Forum and the Pan-Pacific Business Research Conference brought scholars to campus to discuss contemporary topics in business.

Wireless Telecommunications Symposium. The symposium, organized by Computer Information Systems faculty, averages approximately 125 attendees per year. It features nationally renowned speakers and attracts guests from all over the world who are interested in the latest developments in wireless technology. During the evaluation period, the symposium has been held in Tampa, New York City, London, Phoenix and Arlington.

Leadership Professional Development. The College has two associate deans in place. Through the University Associate Deans Council, the CSU Associate Deans Group and selected professional training opportunities, they both continue to grow and provide outstanding and stable leadership to the College. Additionally, leadership at the department level has been relatively stable over the course of the evaluation period. Academic Affairs has implemented a well-received Chair Training Workshop. Department Chairs receive performance evaluations from the Dean’s Office and from their departments to improve management and leadership skills (see Appendix C).

Dean’s Advisory Council. A Dean’s Advisory Council was created during the evaluation period guided by a set of established bylaws (see Appendix D). Membership is composed of predominantly senior business leaders who contribute to the strategic direction of the College by participating in the collective as well as on one of four standing committees (Executive Committee, the Academic Committee, the Development Committee, and the Marketing and Public Relations Committee).

CBA Alumni Association. The CBA has the largest active Alumni Association chapter on campus, growing from 257 members to 511 members during the evaluation period. In recent years, the association has increased the number of activities it sponsors both on and off campus. On campus, they have developed an Executive Lecture Series which has drawn in excess of 125 attendees per event and have hosted mixers for members and students each year. They have also sponsored INSIDE TRACK networking events that are held throughout Southern California. These events provide excellent opportunities for alumni and friends of the College to gather and network. On occasion, the CBA has participated in out-of-state networking events.

New CBA Complex. The CBA completed construction and took occupancy of the facility during the evaluation period. The three-building complex provides over 75,000 square feet of state-of-the-art technology enhanced spaces. The buildings include two auditoriums, tiered case study rooms, collaborative learning spaces, centers and labs, and a faculty and student services building that, for the first time, brings all CBA departments under one roof. The varied room configuration, in a dedicated CBA space, has resulted in increased flexibility and fosters greater diversity of interaction between students, faculty and the business community. Activities such as expert panel discussions and debates, career fairs, distinguished lecturers and demonstrations in a contemporary facility provide the opportunity to deliver a multitude of value-added events and activities not easily delivered under past conditions. The project adhered to the strict guidelines required for LEED (Leadership for Energy and Environmental Design) certification. The project earned LEED Silver status and was one of the first LEED certified buildings in the CSU system. The $42 million project was funded by a combination of bond money and private gifts. The private funding commitment was approximately $7.5 million of which $800,000 remains to be raised. There is currently a $1.5 million challenge gift in place to assist in closing out the debt to the building. This gift represented the largest outright gift in the College’s history. As a result of the capital campaign, the College will have the first named academic building on the campus.



Development Funding Priorities. An extensive development plan has been created with case statements and proposals for each of the major funding priorities. During the University’s comprehensive campaign, which spanned the evaluation period, the College exceeded its campaign goal of $21 million dollars in cash and pledges, the only academic unit at the University to do so. This support originated from 2,600 individual and corporate donors. Of those donors, 1,400 made their first gift to the University.

Annual Giving Program. The Annual Giving program was significantly overhauled to better communicate college initiatives. Scripts were refined and annual gift solicitors were better educated about the College, its programs, services, and needs. Total alumni giving to the Annual Fund has steadily climbed over the evaluation period. In 2010, giving totaled $54,220 from 723 donors and the most recent year’s total of $97,785 was given by 918 different donors.

Website and Social Media Presence. The College has reworked its entire website. In coordination with the Division of Information Technology, usability studies were conducted to maximize efficiency. The new home page is more interactive with photo slideshows, embedded video and newsfeeds. The website is designed for both graduate and undergraduate students and their families to provide perspective students with an enriched understanding of the CBA experience and the types of opportunities that exist for students upon graduation. The website was launched in March 2014. Additionally, the College has begun work to increase its social media presence. In 2009-10, the College had one Facebook page for alumni. In 2013-14, the College increased its social media presence and manages two Facebook pages, one LinkedIn Group, one Twitter account, one YouTube Channel, and one Instagram account. The College continues to explore the use of social media to strengthen its brand image and connect with its various constituencies.

E-Newsletter. In 2009, the College had no consistent messaging for its alumni. In 2011, the first electronic newsletter was launched. Since then, a newsletter has been delivered each quarter to alumni and friends to keep them connected with activities and events going on in the College.

Ovation Magazine. The first issue of Ovation Magazine, the College’s first ever print publication, was delivered to alumni in February 2014. The next issue of the magazine is scheduled to be distributed in November 2014. The publication has been positively received.

Image Consistent Collateral Material. In 2009, each academic department had its own collateral materials resulting in an inconsistent look, feel and messaging. Since 2012, the College has centralized communications creating multi-page brochures and departmental information materials. The materials have also been posted online.

Media Mentions. The College began tracking media mentions in 2010-11. Since that time, the College has averaged 48 media mentions per year reflecting activities, programs and other significant events. During the review period, the College has been mentioned in the New York Times, Los Angeles Times, USA Today, Orange County Register, Fortune, Business Week, NPR affiliate KPCC, as well as several regional and local publications.

The Leadership Forum Speaker Series. Launched in 2013, the Leadership Forum has quickly become one of CBA’s signature events and serves as an integral part of our commitment to encouraging and inspiring students to lead with insight, creativity and integrity. The Leadership Forum is designed to highlight prominent thought-leaders who have demonstrated outstanding individual, organizational or societal leadership. The event serves as a catalyst for bringing students, faculty, alumni and the broader community together to discuss topics critical to the success of organizations in a rapidly changing world. The Leadership Forum has been made possible through a generous gift from the Gregoire Family Trust. Guest speakers, thus far, have included Mike Sheldon CEO of Deutsch LA, Daymond John of FUBU



clothing, Sharon Allen retired CEO of Deloitte, and Sir Ken Robinson, educationalist. Upcoming speakers include Captain Richard Phillips and Peter Ueberroth.

3.4 Financial Strategies The CBA receives the majority of its financial support from the State of California. During the evaluation period, the State and the CSU system experienced some of the worst financial times on record, with the state estimating a $16 billion deficit. As a result, the CSU experienced a budget reduction in excess of $1 billion. The CSU’s response was to raise tuition and reduce student enrollment. While these actions provided some relief, the net impact to the system was a $500+ million shortfall in annual resources to teach and serve students. As Table 1 indicates, operating support to the CBA was volatile and unpredictable from year to year. Great efforts were made during this time to deliver consistent curricular offerings and impact student services as little as possible. During this period, new faculty hiring was reduced and budgets were maintained with salary savings from non-replacement of retiring faculty. Budgets were supplemented with one-time funds derived from a variety of sources. Additionally, all faculty, staff, and administrators accepted two-day-a-month furloughs. Employees have not seen any appreciable salary increase in years and have felt the strain of the financial crisis and the additional workload that has resulted from it. As the economy has improved, so has the state budget. It is expected that over the next few years the campus and the CBA will see increased allocation.

Table 1: CBA Operating Support

2009-2010Percent of

Total Budget 2010-2011Percent of




Total Budget

SOURCES OF FUNDSBase Budget from State Legislature 10,420,833$ 87.6% 11,142,509$ 85.2% 10,131,573$ 82.9% 9,323,086$ 80.3% 10,051,594$ 83.9%

One-time Addjustments 1,341,321 11.3% 1,214,143 9.3% 660,122 5.4% 1,227,815 10.6% 1,341,862 11.2%Budget Carryover from Prior Year 130,250 1.1% 713,880 5.5% 1,423,151 11.7% 1,061,129 8.7% 582,030 4.9%

TOTAL STATE GENERAL FUND 11,892,404$ 100.0% 13,070,532$ 100.0% 12,214,846$ 100.0% 11,612,030$ 99.5% 11,975,486$ 100.0%

Percent Increase (Decrease) -13.47% 9.91% -6.55% -4.94% 3.13%

USES OF FUNDSSalaries 10,604,482 89.2% 10,786,827 82.5% 10,551,720 86.4% 10,543,863 90.8% 10,684,811 89.2%

Operating Expenses 131,206 1.1% 296,074 2.3% 245,622 2.0% 208,505 1.8% 295,983 2.5%InformationTechnology 187,333 1.6% 206,780 1.6% 94,250 0.8% 5,335 0.0% 50,194 0.4%

Student Services Center 148,895 1.3% 162,483 1.2% 166,201 1.4% 186,546 1.6% 172,870 1.4%Faculty Professional Development 68,692 0.6% 90,947 0.7% 60,334 0.5% 43,622 0.4% 80,719 0.7%

Advancement 37,916 0.3% 10,339 0.1% 35,590 0.3% 36,000 0.3% 36,480 0.3%Budget Carryover to Next Year 713,880 6.0% 1,517,081 11.6% 1,061,129 8.7% 582,030 5.0% 550,235 4.6%

Budget Reverted to State 6,128 0.1% 104,194 0.9%

11,892,404 100.0% 13,070,532 100.0% 12,214,846 100.0% 11,612,030 100.0% 11,975,486 100.0%TOTAL USES OF STATE GENERAL

FUND



Development activities were aggressive during the evaluation period as a means of supplementing state funding. Table 2 details the results of the College’s fundraising efforts and reflects cash, pledges and in-kind giving. With an advancement and development plan in place, to connect with alumni and community partners, the CBA is well positioned for continued success in the coming years.

Table 2: Development Activities 2008-2009

2009-2010

2010-2011

2011-2012

2012-2013

2013-2014 Totals

Cash Donations Academic Departments 152,654 68,916 907,647 236,305 68,628 73,028 $1,507,179 Centers 22,500 14,750 61,500 46,994 118,007 886,404 $1,150,155 Other Programs/Misc 791,822 16,747 40,614 674,551 380,973 2,152,706 $4,057,414 Scholarships 31,407 50,720 115,496 67,879 68,059 371,980 $705,541 Student Organizations 2,050 525 2,520 12,031 3,519 13,088 $33,732 Unrestricted to College 62,450 56,243 54,323 85,490 119,863 85,715 $464,083

Subtotal Cash Donations 1,062,883 207,901 1,182,100 1,123,250 759,049 3,582,921 $7,918,105

Non-cash Donations Bequests to College n/a 1,790,000 n/a n/a 4,000,000 7,350,000 $13,140,000

Total Donations $1,062,883 $1,997,901 $1,182,100 $1,123,250 $4,759,049 $10,932,921 $21,058,105

The following presentation of the financial support for strategic initiatives is a summary of those items in the strategic plan that will require additional funding.

Table 3: Financial Strategies to Support Strategic Plan Action Items

Activity Start Date

First Year Cost or

Revenue

Continuing Annual Cost or Revenue Source of Funds

Faculty Release Time F2014 $84,600 $84,600 State Funds Faculty Scholarship Incentives F2009 $92,700 $92,700 MBA Fees New Faculty Hires F2014 $954,600 $954,600 State Funds Staff Support W2015 $7,500 $7,500 State Funds / Dean’s Discretionary Student Scholarships F2014 $70,000 $70,000 Donor Support Professional Student Advising F2014 $104,000 $104,000 Student Success Fees Peer Advisors F2014 $83,160 $83,160 State Funds Curricular Development Support F2014 $59,500 $59,500 State Funds Assessment Program F2012 $14,000 $14,000 MBA Fees Student Club Support F2012 $2,500 $2,500 Dean’s Discretionary Mentorship Program F2014 $10,000 $10,000 Donor Support Outreach Activities F2014 $2,500 $2,500 State Funds / Deans’ Discretionary Alumni Association Events F2014 $2,500 $2,500 Alumni Association / Dean’s Discretionary Leadership Forum Speaker Series F2013 $75,000 $75,000 Donor Support Ovation Magazine W2014 $12,000 $12,000 Dean’s Discretionary Website Development Su2013 $ 7,025 $5,000 Dean’s Discretionary



3.5 New Degree Programs

On March 6, 2014, the Chancellor’s Office approved the College’s proposal to offer accelerated MSA (see Appendix E). The creation of the program was in response to a January 1, 2014 change in California’s requirements for CPA licensure. This change presented an opportunity for the CBA to fulfill a new and urgent educational need for a large number of early-career accounting professionals. The staffing needs for both MSA programs are similar to that of other programs in the College. The majority of teaching will be conducted by our current tenure-track faculty. For the MSA-Accelerated program, faculty teaching and compensation will be considered overload. When a course needs to be taught by a lecturer, our PQ standards will be applied. Technology needs will be similar to that required of other courses in the CBA.

AACSB Fifth Year Maintenance Report Section 4: Participants


SECTION 4: PARTICIPANTS

4.1 Students Diversity is a strength of Cal Poly Pomona and the CBA and is reflected in our students. Cal Poly Pomona is a HSI, which is defined as colleges, universities, or systems/districts where total Hispanic enrollment constitutes a minimum of 25% of the total enrollment of full-time and part-time undergraduate and graduate students. Below is a table of the diversity of CBA students: (http://www.csupomona.edu/~irar/campus-data/enrollment.shtml).

Table 4: Ethnic Distribution of Undergraduate Students (2009-13) Category 2009 2010 2011 2012 2013

African American 3.6% 1.7% 3.0% 3.2% 3.0% Asian American 33.2% 39.2% 33.1% 33.3% 33.3% White Only 19.0% 17.9% 18.9% 19.1% 18.3% Latino/Hispanic 32.0% 30.3% 37.2% 37.3% 37.7% Native American 0.1% 0.0% 0.5% 0.2% 0.0% Pacific Islander 0.3% 0.2% 0.2% 0.2% 0.0% Two or More Races 3.4% 3.6% 3.1% 3.5% 1.8% Other/Unknown 8.3% 7.2% 4.0% 3.1% 6.0% College Total 100.0% 100.0% 100.0% 100.0% 100.0%

The number of undergraduate students increased during the evaluation period, most notably during the 2012 academic year (http://www.csupomona.edu/~irar/campus-data/enrollment.shtml).

Table 5: Number of Undergraduate Students by Concentration (2009-13) Concentration 2009 2010 2011 2012 2013

Accounting 967 957 799 1080 1100 Computer Information Systems 594 505 431 570 638 e-Business 83 61 40 58 72 Finance, Real Estate, Law 678 511 390 515 562 International Business 563 463 374 448 397 Marketing Management 664 568 501 721 773 Management & Human Resources 1116 948 783 987 971 Operations Management 167 153 150 207 209 College Total 4832 4166 3468 4586 4722 University Total 20090 18706 19387 20530 20943

The graduation rates of freshmen and transfer students are higher than the University overall (see Appendix F).



The CBA offers an on-campus evening Master of Business Administration (MBA) program designed for working professionals who wish to extend their current knowledge and boost their career potential while continuing their daytime employment. The evening MBA program usually takes three to four years to complete.

The CBA offers a Master of Science in Business Administration (MSBA) degree with an option in Information Systems (IS) Auditing. The program is for business decision makers, information systems technical specialists and managers, accounting professionals or others who wish to pursue a career in IS auditing. The MSBA program is in alignment with the ISACA (formerly known as the Information Systems Audit and Control Association) Model Curriculum for IS Audit and Control.

The Master of Science in Accountancy (MSA) program was suspended in Fall Quarter 2011 due to low enrollment. The remaining students were allowed to complete the program or transfer to the MBA program. The MSA program was reinstated effective Fall Quarter 2014 (see Appendix G). Table 6 summarizes graduate enrollment during the evaluation period.

Table 6: Number of Graduate Students by Program (2009-13)

Format 2009 2010 2011 2012 2013 MS in Accountancy 5 7 4 1 0 MSBA 17 16 13 13 11 MBA 204 188 126 120 97 Graduate Total 226 211 143 134 108

The declining enrollment in graduate programs can be attributed to 1) the implementation of a professional fee in addition to the regular fees at the same time as the economy went into a recession, 2) lack of support for advertising, and 3) change in admission criteria.

4.1a Advising Student Success Center. The Student Success Center (SSC) is a division of the CBA Dean's Office. The Center employs two full-time professional academic advisors and will be hiring two new advisors, during 2014-15, with funding from the University’s Student Success Fee initiative. The Center’s staff provides advising services that help students successfully complete the requirements for a degree in business. This includes providing general student advising, student orientation, assistance with student development programs and faculty advising support.

The SSC has long been a model of professional academic advising on campus. During 2010-11, one of the Center’s academic advisors was honored with the University’s Outstanding Staff Advisor Award. Furthermore, during 2013-14, the University’s Advising Task Force referenced CBA’s SSC as a model in developing the committee’s blueprint of the university-wide centralized advising on campus.

In Fall Quarter 2012, when the College moved to the new CBA building complex, the SSC was placed in a strategic, high-visibility location on the first floor of the College’s administration building. The reason for that was to promote and to facilitate more proactive student advising and support. In addition to providing advising services to the general student population, the SSC staff advises special populations of students, such as at-risk, disqualified, returning, veteran, and super seniors. Furthermore, the Center’s advisors are supported by a team of 18 student peer advisors. They assist in conducting freshman and transfer student orientation sessions and disseminate information about CBA programs. They also assist new students with



course registration. Finally, the SSC advisors maintain up-to-date information on the Advising Center’s website, participate in on-campus student development and outreach programs, and serve on university-wide advising committees. College-Based Floors Program: A High Impact Practice. The College is an active supporter of the University’s new College Based Floors (CBF) program. This program is designed to better integrate the academic experience of first-year students with on-campus living. The program commenced in Fall Quarter 2013, under the auspices of University Housing Services. National data suggest that this type of a high impact practice increases persistence rates and student engagement through social and academically-focused out-of-classroom activities. This initiative is particularly important for CBA first-year students, as it helps them engage and develop an affinity for the College early on in their academic career, before they start taking the majority of business classes.

During 2013-14, the CBA provided academic and social programming in support of the “business floor” residents of the CBF program. The College hosted an Open House event, Faculty / Student mixers, a Student Success Panel, and advising workshops for students. The College also established a Faculty Lecture Series for students to learn about the different academic disciplines in business, as well as strategies for successfully completing the first year of college studies. Preliminary evidence, provided by University Housing Services, suggests that the CBF students earn higher grades compared to their peers not participating in the program. More specifically, last year, the GPAs for the two groups of business students were as follows: Fall Quarter 2012: (CBF: 3.02 vs. non-CBF: 2.86) and Winter Quarter 2014: (CBF: 2.96 vs. non-CBF: 2.73). These preliminary data confirm our belief that this high impact practice is likely to result in stronger persistence over time, with the added benefit of better academic performance.

4.1b Service Learning: The VITA Program

Students are encouraged to participate in service learning activities. The largest program is Volunteer Income Tax Assistance (VITA), which provides free tax preparation services to taxpayers whose gross income is under $51,000. Students provide services to low income taxpayers from February to April of each year, after completing a training program provided by the IRS. Participation in VITA is considered valuable work experience by local accounting firms.

Tax Day marks the beginning of VITA program activities for the year. It is a partnership with the California State Board of Equalization (BOE). Representatives from BOE and the IRS, assist taxpayers during this annual tax preparation event. In 2013, our Tax Day was one of the largest first day events for BOE in Los Angeles County and has the support of several local politicians.

This year, seventy one students who participated in VITA were enrolled in Service Learning in Taxation (ACC434). They were joined by some student members of Beta Alpha Psi, the honors accounting club, and members of Cal Poly Society of Accountants. A few Cal Poly Pomona alumni returned to mentor current students. During the months of February, March and April 2014, Cal Poly Pomona students provided services for 396 individuals at three locations in the Pomona area.



4.1c Student Clubs

The CBA provides student support through business clubs, which promote personal and professional development. This is accomplished by:

1. Hosting guest speakers from companies such as Boeing, Morgan Stanley, Southern California Edison, Kaiser, Amazon, FBI, Vons, Wells Fargo, Northrup-Grumman, Microsoft, KPMG and Target;

2. Participating in academic competitions, sponsored by organizations such as the American Production and Inventory Control Society (APICS), Enactus (formerly Students in Free Enterprise/SIFE), National Student Advertising Council, Society for Human Resource Management (SHRM), Chartered Financial Analysts (CFA ) and American Marketing Association (AMA);

3. Hosting and/or participating in technology events such as CyberDefense and HackPoly; 4. Taking field trips to local businesses such as 3M, Pepsi, Amway, and Target; 5. Hosting “Evening with Industry” events, etiquette dinners and career fairs.

The United Business Student Senate (UBSS) is one among the eight academic councils at Cal Poly Pomona, and serves over fifteen student organizations (see Appendix H) within the CBA. UBSS is composed of student Senators elected by their CBA peers to represent each department and CBA clubs. The Senators participate in department meetings, and some college-level committees to ensure that students have a voice in operations of the CBA. UBSS also serves as a liaison to Associated Students Incorporated (ASI) which provides student representation at the campus level and at the CSU system-wide level. It also offers leadership development through student government, student-led programming, student employment and student involvement in a variety of programs, and provides annual funding for student clubs and organizations, diversity programs and academic support programs. Advisors encourage the student club members to create social networks and build relationships with recent graduates and industry leaders. The CBA has built a student club lounge. It provides office space for UBSS leadership and storage for club projects. It is the only college on campus to do so.

4.2 Faculty

4.2a Faculty Management Policies

Recruitment and Hiring Practices. The CBA hiring process complies with Cal Poly Pomona campus search protocols (see Appendix I). After receiving authorization for a tenure track position, a department is authorized to form a search committee which typically consists of three or more tenured or tenure-track faculty. Recruitment ads are placed on the university’s website as well as in the Chronicle of Higher Education and leading publications of professional associations. Consistent with the University’s commitment to diversity, the CBA makes a conscious effort to advertise on websites and in publications that have a diverse readership, such as the Ph.D. Project. Face-to-face informal interviews may be arranged at major recruiting conferences and informal phone interviews may be held if candidates are not available to meet at a conference.

The top three to five candidates are invited for campus interviews that include teaching and/or research presentations. Teaching presentations are usually conducted during a regularly scheduled undergraduate course. Students are asked to provide feedback on the candidates. Research presentations are generally attended by faculty members of the department. The search committee considers the feedback from faculty



and students, and makes recommendations to the Dean. The Dean extends a verbal offer to the candidate of choice after receiving approval from the Provost and Vice President of Academic Affairs.

Workload. The standard contract for tenured/tenure-track faculty is 15 units per quarter. Of the 15 units, three units are devoted to service. The normal teaching load for tenured/tenure-track faculty is 12 units, with an average of two different class preparations. New hires receive a reduced teaching load of 8 units per year for the first two years.

Campus-wide fiscal challenges resulted in the Provost and Vice President of Academic Affairs implementing a no assigned time policy for most faculty. However, since state funding has increased, this policy has been modified effective Fall Quarter 2014, allowing the CBA to offer assigned time to faculty on a limited basis.

Retention, Tenure, and Promotion (RTP). The CBA RTP process complies with University policy (see Appendix J). Department RTP criteria recognizes the primary importance of teaching and the maintenance of appropriate academic standards, accomplishments in the area of scholarly and creative activities, and accomplishments in the area of service to the university, the profession, and the community. Department evaluation of teaching performance includes a review of student evaluations and peer evaluations, as well as a comparison of the candidate's student evaluations with his/her peer evaluations.

Faculty are initially appointed for one year and request annual reappointment for years 2 through 6.The department RTP committee (DRTPC), elected by the probationary and tenured faculty members of each department, has the principal responsibility for performance review of faculty members.

Explicit criteria are required for the following actions: reappointment, tenure, early tenure, promotion (by academic rank), and early promotion (by academic rank). The criteria can be found in each department’s RTP document. For all candidates who are not yet tenured, the DRTPC will evaluate the progress the candidate is making in satisfying the department's RTP criteria for tenure.

The RTP process is implemented by departments with evaluations by the Dean and the University RTP Committee, and final approval of the Provost and Vice President for Academic Affairs. Faculty have the opportunity to respond to evaluations at every stage of the process. In Fall Quarter 2013, the CBA had 65 tenured/tenure-track faculty, 10 FERP faculty, 2 full-time lecturers, and 72 part-time faculty. The department counts are shown in the following table.

Table 7: Faculty by Department and Rank, Fall Quarter 2013

Faculty Category ACC CIS FRL IBM MHR TOM Total Full Professors 6 5 7 3 8 5 34 Associate Professors 2 2 2 5 2 3 16 Assistant Professors 5 2 3 3 2 0 15 Full time Lecturers 0 1 0 1 0 0 2 Part Time Lecturers 9 11 14 14 15 9 72 FERP faculty 0 1 3 2 2 2 10 CBA Total 22 22 29 28 29 19 149 Lecturers are evaluated according to University policy (see Appendix K).



4.2b Intellectual Contributions Policies and Practices

CBA faculty are encouraged to produce intellectual contributions consistent with the mission. Table 2-1 in Appendix L shows the five-year Summary of Intellectual Contributions. The portfolio of intellectual contributions is comprised primarily of Peer Reviewed Journal articles, followed by Peer Reviewed Paper Presentations, and Peer Reviewed Proceedings. Table 2-2 in Appendix M shows the Five-Year Summary of Peer Reviewed Journals and the Number of Publications in Each.

In keeping with the CBA’s mission of “learning through the application of theory in practice,” the focus of intellectual contributions is in the category of Contributions to Practice (applied research). This is followed by Learning and Pedagogical Research influencing teaching-learning activities, and finally Discipline-Based Scholarship (basic research). For the five-year evaluation period, the mix of intellectual contributions was 65% contributions to practice, 28% learning and pedagogical research, and 7% discipline-based scholarship.

Intellectual contributions are produced by a cross-section of the faculty in each department, particularly the full time tenured/tenure-track faculty. The Table 8 summarizes the numbers and percentages of full-time tenured/tenure-track faculty producing intellectual contributions.

Table 8: Intellectual Contributions

Dept.

# of Full time Tenured/Tenure-track

Faculty

# Faculty Producing Intellectual

Contributions

% Faculty Producing Intellectual

Contributions ACC 12 12 100% CIS 10 10 100% FRL 12 9 75% IBM 12 10 83% MHR 13 12 92% TOM 8 8 100% Total 67 61 91%

4.2c Academic and Professional Qualifications

Academic Qualifications Standard. For a faculty member to be considered Academically Qualified (AQ) requires original academic preparation (completion of doctoral or terminal degree) that is augmented by subsequent activities that maintain currency and relevance of preparation for current teaching responsibilities. Tenure-track and tenured CBA faculty members are expected to continuously maintain AQ status.

One of the following must be met for a CBA faculty member to be considered AQ:

1. Receive from an accredited program (or its substantive equivalent) a doctoral or terminal degree appropriate to his/her teaching area during the most recent five-year period or advance to candidacy during the most recent three-year period; or

2. Receive an appropriate doctoral or terminal degree prior to the most recent five-year period and must author at least two peer-reviewed journal publications in the five-year period commencing July 2009 and ending June 2014.

Alternatively, the faculty member may choose to gain academic qualification status by authoring one



peer-reviewed journal publication and four other intellectual contribution outputs during the five-year period. In keeping with the polytechnic tradition of the university and consistent with CBA’s mission of applied learning, these shall consist of market-tested publications such as the following:

1. Books or book chapters that are published by recognized and independent publishers; 2. Trade publications recognized by industrial and professional groups; 3. Government sponsored research reports; 4. Published cases; 5. External grant proposals that are funded; 6. Other types of market-tested publications approved by department and college.

The CBA Academic and Professional Qualifications Standards document can be found in Appendix N. During the current accreditation cycle, we have strengthened the research culture of the CBA. In the next cycle, quality standards for publications will be implemented (see Appendix O). Professional Qualifications Standard. Professionally Qualified (PQ) faculty are considered to be an integral part of CBA resources. The CBA currently has two sets of expectations for PQ faculty, one for tenured/tenure track faculty and full-time lecturers, the second for part-time lecturers. Tenured Faculty and Full-time Lecturers in CIS, FRL, IBM, MHR and TOM are expected to complete at least five of the activities (see Appendix N) in five years to be considered professionally qualified; faculty in ACC and law faculty in FRL are expected to have professional certification and complete at least four of the activities (see Appendix N) in five years. Part-time lecturers must have a master’s degree in a relevant field. In addition part-time Lecturers in Accounting and law faculty in FRL are required to have a professional certification in order to be professionally qualified. Part-time Lecturers in CIS, IBM, MHR and TOM who are employed in full time positions that are significant in duration and level of responsibility in corporations or businesses, government and not-for-profits meet PQ standards. Part-time lecturers who are not employed full time elsewhere are expected to complete five activities (see Appendix N) in five years to achieve PQ status. Part-time lecturers with less than five years on the faculty are expected to complete activities at the rate of one per year for each year worked. Table 10-1 in Appendix P provides a Summary of Faculty Qualifications, Development Activities, and Professional Responsibilities. The Calculations Relative to Deployment of Qualified Faculty are presented in Table 10-2 (see Appendix Q). Table 9 is a summary of the qualification ratios for the College.

Table 9: Summary of Qualification Ratios

Department AQ Ratio AQ+PQ Ratio ACC 71.3% 94.6% CIS 74.4% 100.0% FRL 57.6% 78.1% IBM 60.3% 97.8% MHR 64.7% 95.5% TOM 51.4% 70.6%

CBA Overall 63.7% 90.8%



As shown in Table 9, the 50% standard for the AQ ratio is met for each department as well as for the CBA overall. The 90% standard for the AQ+PQ ratio is met for ACC, CIS, IBM, and MHR and for the CBA overall. Support for Maintaining AQ and PQ Qualifications. Faculty are expected to be scholarly and/or professionally current throughout their careers. It can be challenging to balance the demands of quality teaching and the work involved for quality research. Cal Poly Pomona and the CBA provide a variety of programs and services to support and recognize faculty members’ efforts to deliver quality teaching and maintain solid research and professional agendas. At the university level, this is referred to as the teacher-scholar vision.

Teacher-Scholar Vision. Cal Poly Pomona’s teacher-scholar (T-S) vision was approved by the University Academic Senate and accepted by the President in Fall Quarter 2010. The vision is to create a community of teacher-scholars who actively promote life-long intentional learning to students, are actively engaged in advancing their fields of inquiry, and are committed to blending teaching and scholarship into a single synergistic endeavor. Faculty enhance student learning and engagement by fostering a climate in which faculty/student scholarly, research, or practice, takes place through inquiry based classroom, laboratory, and field activities that are embedded within the curriculum (i.e. internships, senior projects, service learning, etc.) In addition, faculty engage with students in a culture of learn-by-doing inquiry, discovery, and/or professional practice through the involvement of students in scholarship outside of regular coursework such as in undergraduate research, professional clubs, etc.

University Support for Teacher-Scholar Vision: The CSU system supports faculty through the Proven Practices Program, a competitive grant program, which focuses on course redesign strategies that include technology and demonstrate improvements in student success (e.g., lower percentage of repeatable grades of D, W, F) while maintaining high academic standards. Two CBA faculty were awarded grants in 2014-15.

The University supports the realization of the T- S vision through the Office of Research and Sponsored Programs and the Faculty Center for Professional Development. The Office of Research and Sponsored Programs assists faculty to obtain externally funded research support. They are the central source of information on major government agencies, foundations, and corporations which support research.

The Faculty Center for Professional Development and eLearning provide support to teacher-scholars by providing resources and programs to advance research and other professional activities. They administer internal grants such as the Provost’s Teacher-Scholar awards, Research, Scholarship and Creative Activity (RSCA) grants, faculty mini-grants and Improving the Classroom Experience grants. The Center hosts an eLearning Summer Institute/Engaging the Digital Student Summer Institute, which trains faculty to develop hybrid/online courses. A total of 16 CBA faculty have attended this institute.

In addition to the support provided by the CSU and the University, the CBA supports faculty efforts to balance quality teaching and solid research and professional agendas. These include:

1. Behavioral Lab: The lab consists of research and statistical software (Qualtrix, Media Lab, Sona-systems, SPSS and SAS) and is staffed by a lab facilitator and student interns. Since its implementation in 2010, there have been 62 studies conducted by 12 faculty supervising 28 students. Approximately 4,660 students have participated in the various studies.

2. Faculty Scholarship Incentive Program: Faculty who publish peer reviewed articles are eligible to receive grants that can be used to support continuing research efforts such as student assistants, specialized software, and conference travel (see Appendix R).



3. Department research discussions: Some departments hold informal discussion groups on research topics. These research discussions are publicized to all CBA faculty with the goal of increasing research cooperation across departments.

CBA Participating and Supporting Faculty Information. Participating faculty members actively engage in CBA activities that go beyond their direct teaching responsibilities. Supporting faculty members responsibilities are normally limited exclusively to teaching.

Faculty Sufficiency (Table 9-1). As Appendix S shows, the CBA has identified eight areas of responsibilities outside of teaching to define participating faculty members:

Curriculum Administrative responsibility Assurance of learning Advising student organizations

Development and corporate relations University relations Significant department activity Shared governance

To determine if a faculty member is qualified as a participating faculty, a faculty participation form was developed and is distributed each year to collect up-to-date information. A faculty member can become a participating by scoring three points on the form. Those not meeting the above criteria are designated as supporting faculty members. Table 9-1 in Appendix S provides a Summary of Faculty Sufficiency Using Student Credit Hours. The following table is a summary of sufficiency for each department.

Table 10: Summary of Sufficiency Ratios

Department Sufficiency Ratio ACC 87.4% CIS 70.5% FRL 79.6% IBM 81.2% MHR 72.7% TOM 87.5%

CBA Overall 79.0% As shown in the table, the AACSB standards specifying that the sufficiency ratios be at least 60% at the department level, and 75% at the overall college level, have been met. Hiring excellent faculty and having strong tenure processes are important for the academic reputation of the CBA. It is critical to have in place well-designed policies that motivate, support and recognize quality teaching, research and service.

AACSB Fifth Year Maintenance Report Section 5: Assurance of Learning


SECTION 5: ASSURANCE OF LEARNING

The College of Business Administration (CBA) at Cal Poly Pomona consists of six academic departments: Accounting (ACC), Computer Information Systems (CIS), Finance, Real Estate and Law (FRL), International Business and Marketing (IBM), Management and Human Resources (MHR), and Technology and Operations Management (TOM). The College is committed to the assurance of learning process and developing more current and relevant undergraduate and graduate curricula. Over the past five years, the faculty made several curricula changes that include adding new courses, expanding offerings of online and hybrid course modalities, and revising existing courses. This section details the curricula development and assessment tools / procedures of the CBA’s undergraduate and graduate programs.

5.1 Curricula Development

5.1a Undergraduate Curricula Development

New Courses. Since Fall Quarter 2009, the CBA has added twelve new courses to its undergraduate curriculum. Two new courses, Strategic Management (BUS495) and Business Freshman Experience (BUS101), were added because of issues identified either through the assurance of learning process or the internal audit of course content relative to learning goals. BUS495 is a new capstone course that was taught for the first time in Fall Quarter 2013. Previously, the CBA curriculum allowed students to choose between two capstone courses: Strategic Management (MHR410) or Strategic Management (TOM411). The two courses differed in content and pedagogical approach. MHR410 was taught utilizing cases and consulting projects, while TOM411 used a simulation. This resulted in two very different educational experiences for students, a fact that was identified by faculty through an internal audit. Over the span of two years, MHR and TOM faculty worked collaboratively to identify best practices at other institutions, developed learning outcomes for the course, delineated topics that should be covered to achieve the learning outcomes, and designed assessment instruments to measure student learning. A new component of the capstone course is a common assessment for students enrolled in all course sections, regardless of the department that teaches it.

The development of BUS101, a First Year Experience (FYE) course for business students, was based, in part, on assessment data showing that students’ SAT and English/Math placement test scores were below University averages. The data also revealed that the first-year persistence rate of business students was below their peers in other colleges. These assessment data, in conjunction with the structural elements of the business curriculum which preclude many freshmen from taking business courses until the end of their sophomore year, pointed to a dire need for an FYE course. The multi-dimensional aims of the course were to support students as they transition from high school to college, to set students on a trajectory of positive college experience and engagement, and to improve CBA’s persistence and graduation rates. The course proposal is currently under review in the University’s Academic Senate.

Additionally, new courses were developed to align with departmental missions and to reflect the evolving market and industry needs in areas ranging from Accounting to Computer Information Systems to Marketing and Entrepreneurship. Please refer to Table 11 for information on new courses and the rationale for their development.



Table 11: New Courses and Rationale Course Number

Course Title Rationale for Developing the Course

ACC421 Accounting Ethics Developed for the Public Accounting Career Emphasis to fulfill new CPA requirements enacted by the State of California.

ACC402 Financial Accounting and Analysis

Developed to provide FRL students specializing in the Finance and Real Estate Emphasis with the foundational knowledge of intermediate accounting to meet market requirements.

ACC433 Advanced Taxation

Added a third tax course to the accounting curriculum to provide accounting students with one of the strongest undergraduate specializations in taxation of any Cal State University.

CIS425 Mobile Development for Business

Developed to address growing industry needs for mobile application development in support of products, services, and trade.

CIS231 Fundamentals of Computer Information Systems

Developed to introduce CIS students to careers in the Information Technology field and to provide them with experiential learning opportunities in systems development life cycle through website development.

CIS100 Personal Cyber Wellness

Developed to address the gap in students’ knowledge and understanding of security threats in personal, day-to-day computing contexts. The course covers topics on policy guidelines, risk management, ethical and professional behavior, social engineering, and techniques for minimizing security attacks and breaches in personal / Internet computing domains.

MHR426 Social Entrepreneurship

Developed for the MHR’s Entrepreneurship and Small Business Management minor to build skills set for creative and innovative entrepreneurial approaches to societal problems.

FRL 431 Financial Derivatives

Developed to enhance the breadth of offerings in FRL’s Finance and Real Estate career emphasis.

FRL 450 International Law and Dispute Settlement

Developed for FRL’s Business Law Career Emphasis to introduce students to American and international socio-economic, business, and legal problems that are by-products of today’s rapid globalization. Particular emphasis is placed on the roles, legal norms, and democratic values of institutions that facilitate international dispute resolution and the rule of law.

IBM493 Event and Destination Marketing

Developed to complement the offerings in the Entertainment Marketing career emphasis. This is a third course in the series that includes IBM 492 Sports Marketing and IBM 491 Marketing the Movies. The intent of this new course in the sequence is to broaden student exposure to the three main components of the entertainment industry.

Course Changes. In the effort to reflect the changes in business environment and to more effectively align specialization courses with the departmental objectives, faculty revised several courses across options. Additionally, some of the departments revised their minors and Career Track Emphases to reflect changes in technology and the business environment. For example, the CIS Department deleted the outdated Business Computer Programming and Managerial Computing minors, and replaced them with a new Computer Information Systems minor. CIS also established two Career Emphases in Application



Development and Information Assurance. These changes resulted in a closer alignment of the curriculum with growing industry needs for information security professionals and e-commerce software developers. The MHR Department revised the HR Management minor to be consistent with other minor requirements offered by the Department. Faculty also revised the Entrepreneurship & Small Business Emphasis to better support the diverse needs and interests of students specializing in this area. The ACC Department revised its career track offerings, and developed four distinct Career Emphases: Corporate Accounting, Public Accounting, Not-For-Profit Accounting, and Taxation.

During 2011-12, the TOM Department began integration of Enterprise Resource Planning module of Systems, Application and Processes (SAP) software into its Supply Chain Management Emphasis. The SAP application is the most widely used enterprise-based software. Its integration into the curriculum enhances students’ practical understanding of the transactional and cross-functional aspects of business processes. The initiative is also expected to substantially enhance students’ skills for employability. Since 2012, seventy two CBA students have been awarded a Certificate of Merit under the SAP University Alliance. SAP modules have also been integrated into one MHR course and several ACC courses. Currently, the integration of SAP modules is being considered for incorporation into the business core.

Online / Hybrid / Service Learning Courses. A number of departments have begun to explore the development of online courses and have increased the number of hybrid course sections. Over the past five-year period, the College offered 212 sections of fully online courses and 334 sections of hybrid courses. Additionally, the CBA offered service-learning (S-L) courses. These S-L courses expanded the experiential learning opportunities for students and aligned course objectives with Cal Poly Pomona’s core value of “Learn by Doing.” For example, CIS students in the Interactive and Responsive Web Development course (CIS311) worked with community organizations to design and implement customized web portal sites. ACC students in the Service Learning In Taxation course (ACC434) provided assistance to low-income individuals seeking help with their income tax returns. IBM students enrolled in the Special Studies course (IBM200) took part in the “Rock Your Future” class that promotes the importance of a college education to underrepresented minority students, and engages students in activities that serve veterans in need and support troops deployed oversees.

SB1440 Student Transfer Achievement Reform (STAR) Act. The STAR Act was signed into legislation on September 29, 2010, to enable the California Community Colleges (CCC) and California State University (CSU) to collaborate on the creation of Associate in Science Degree transfer programs. Under the STAR Act, students transferring from a CCC to CSU on the Transfer Model Curriculum (AS-T) should be able to complete the requirements for the Bachelor of Science degree at a CSU campus within a 90-unit limit. College faculty deliberated on the best way to revise curriculum to comply with SB1440, especially in cases when AS-T students transfer without completing Business Calculus (MAT125) and/or Business Statistics (STA120). In light of assessment data on the importance of MAT125 for the core courses in Managerial Finance I (FRL300) and Managerial Finance II (FRL301), faculty reaffirmed the need to continue requiring MAT125 and STA120 courses of all business students, including AS-Ts. Consequently, all departmental options revised their specialization course requirements to reduce the number of units for AS-T students who do not transfer the requisite math courses. More specifically, the CIS Department reduced its track and/or core requirements by up to 12 units. The FRL Department replaced Freshman English II (ENG105) with a GE certified A3 (Critical Thinking) transfer course and reduced the core/career track requirements by 4 units. The MHR Department reduced its track requirements by up to 8 units. The IBM Department waived the General Psychology (PSY201) prerequisite for the Buyer Behavior (IBM411) course. The department also reduced the Marketing track requirements by up to 8 units, and the



International Business track requirements by up to 12 units. The ACC Department reduced its track requirements by up to 8 units. The TOM Department reduced its track and/or core requirements for the E-Business option by up to 12 units, and the upper-division electives for the TOM option by up to 8 units.

5.1b Graduate Curricula Development

Over the five-year evaluation period, the Graduate Studies Committee (GSC) made the following significant changes to the MBA program:

1. Collapsed “3 + 1” courses back to four units. The “3 + 1” model involved three lecture/discussion units and one unit of directed study for each core course and some electives. That model became problematic as students struggled to get fee reimbursements from their companies since each “3 + 1” course was being counted as two separate courses. Consequently, the GSC reverted each “3 + 1” course back to a four-unit lecture/discussion course. This format maintains the course content while being more cohesive.

2. Reduced the number of MBA prerequisite courses from 9 to 4. Students entering the MBA program without an undergraduate degree in business from an AACSB accredited university were required to complete up to nine prerequisite courses—nearly doubling the amount of coursework for the program overall. After benchmarking with other similar programs, the GSC approved two new prerequisite courses for the MBA:

a. GBA 550: Fundamentals of Accounting and Finance b. GBA 555: Fundamentals of Management and Marketing

The GSC elected to retain two previous prerequisites, EC 521 Business Economics, and GBA 514 Managerial Statistics. By reducing the number of prerequisites, while at the same time covering the fundamental concepts essential for basic business understanding, the MBA program will be more appealing to non-business majors.

3. Changed the culminating experience requirement. Previously, MBA students had two options for completing their required culminating experience: a thesis or a project. After benchmarking MBA programs in the CSU, it was noted that only five programs offered thesis as an option; most programs offered projects, capstone courses and/or comprehensive exams. An evaluation of other local MBA programs revealed only one program offered thesis as an option. After careful consideration, the GSC changed the normative options for the culminating experience to a project or a comprehensive exam; however, in limited cases, students have the option to complete a thesis. This change is consistent with the professional rather than research focus of the MBA, and is also expected to facilitate timely completion of the degree.

4. Restructured MBA core content. In a comprehensive curriculum change to the MBA program, the GSC made major, fundamental revisions to the MBA core. Once fully implemented in Fall Quarter 2015, the core will consist of the following courses:

GBA 605: Business Data Analytics and

Modeling GBA 608: Accounting and Managerial

Decisions GBA 615: Leadership and Ethics in

Organizations

GBA 625: Operations and Supply Chain Management

GBA 645: Financial Decision Making GBA 652: Marketing Management

Applications



GBA 673: Strategic Information Technology

GBA 687: Management Strategies

GBA 605 is a new course in the MBA program, developed in response to growing demand for data analytic skills in business. GBA 625 is another new course, which reflects core content outlined in AACSB standards. GBA 608, 615, 645, 652, 673 and 687 are existing courses which underwent significant revisions.

5. Implemented a cohort program. In order to facilitate degree progress, academic success and

timely degree completion, the GSC elected to implement a cohort program, effective Fall Quarter 2014.

5.2 Assessment Tools and Procedures

5.2a Undergraduate Assessment Tools and Procedures

Assurance of Learning System. The CBA values assessment and continuous improvement in its undergraduate curriculum. The College has an established Assurance of Learning (AOL) system to determine student proficiency, upon completion of the required business core courses, and ensuring that students possess the desired level of knowledge related to the essential skills areas. CBA’s AOL system is comprised of a four-step cycle that includes the establishment of learning goals and measurable objectives, providing students with learning opportunities to achieve stated objectives, assessing student learning, and implementing curricular and pedagogical changes to improve student performance.

Undergraduate assessment is the responsibility of the Assurance of Learning and Curriculum Improvement (ALCI) Committee. The ALCI is comprised of faculty representatives from each of the six academic departments in the College. This committee oversees the assessment process that includes establishing learning goals and measurable objectives, mapping learning goals to the business core curriculum, identifying methods of measurement and acceptable outcome levels, collecting and analyzing assessment data, sharing assessment information, and recommending curricular improvements based on the assessment results.

Faculty participation and input is a strong component of the AOL system. Over the five-year period, more than one-third of college faculty members have been actively involved in the assessment process. All faculty have been given access to assessment activity information through periodic college meetings and reports by ALCI representatives. In the effort to further promote and enhance the culture of assessment, the College created an Assessment Associates Program in Spring Quarter 2012. The Associate Dean of Undergraduate Programs and Student Affairs oversaw and coordinated the program which brought interested faculty across departments together to enhance and systematize the process of business core assessment. The Assessment Associates engaged in rubric development, data collection, data analysis, preparation of assessment reports, and presentation of assessment results to the ALCI Committee. The ALCI discussed the results and made recommendations for curricular and assessment process improvements to faculty through the ALCI representatives. The Assessment Associates Program enabled the CBA to make data collection, analysis, and reporting processes more systematic and consistent across its learning goals.

Learning Goals, Assessment Tools, Measures, and Documentation. The College has five learning goals that include fifteen objectives. Assessment data were collected using twenty-two measures



generated from a variety of sources. Scores for national entrance exams, university placement exams and the graduation writing tests were provided by the University. Furthermore, the AOL process utilized customized and course-embedded measures. Table 12 summarizes the assessment tools and measures for each learning goal. Table 13 provides a summary of the assurance of learning documentation.

Table 12: Assessment Tools and Measures (Undergraduate Program) Learning Goal Assessment Tool Measures

1a. Written Communication

Collegiate Learning Assessment (CLA)

English Placement Test (EPT) SAT Verbal Graduation Writing Test (GWT) Written Communication Skills

Assessment Rubric

Constructed-response for writing effectiveness and writing mechanics

Written essay and multiple-choice questions

National exam - multiple-choice questions University exam – written essay Written essay

1b. Oral Communication

Student Presentation Rubric Class Presentation

2. Critical Thinking

Collegiate Learning Assessment (CLA)

Information & Communication Technology Literacy (iSkills)

Math Placement Test (ELM) SAT Math Course-embedded Excel Project

Rubric Student Teamwork Rubric Standardized Peer Group

Evaluation Rubric

Constructed-response for analytical reasoning / evaluation and problem solving

Constructed-response for information literacy tasks

Multiple-choice questions National exam - multiple-choice questions Excel case study project Group decision-making assignment Group assignments

3. Globalization and Diversity

Course-embedded exam On-line quiz Ethical Decision Making Rubric

Multiple-choice questions Multiple-choice and True/False questions Analysis of case study on ethical decision

making in a globalized context

4. Functional Knowledge

Course-embedded exams Quiz

Multiple-choice questions Multiple-choice questions

5. Ethical and Legal Awareness

Ethical Decision Making Rubric On-line quiz

Analysis of case study on ethics Multiple-choice questions



Table 13: Assurance of Learning Documentation (Undergraduate Program)

Document Description Learning Goals The BSBA’s five learning goals, with detailed objectives, are included in

Appendix T. Curriculum Map of Core Courses to Learning Goals

A curriculum map showing where each goal was assessed is included in Appendix U.

Five-Year Schedule of Learning Goal Assessment

The five-year schedule of learning goals assessment for the 2009-14 period is included in Appendix V.

Summary of Rubrics and Measures

Rubrics and measures used during the 2009-14 assessment period, as well as the corresponding performance standards, are included in Appendix W.

Detailed Rubrics The rubrics used during the 2009-14 assessment period are included in Appendix X.

Results of Learning Goals Assessment

Summaries of results for the 2009-14 assessment period are included in Appendix Y.

Recommendations for Future Improvements

Recommendations for future curriculum, pedagogy, and assessment process improvements are included in Appendix Z.

How Results Were Shared with Faculty

Data collection results for each learning goal were compiled in a report by the Assessment Associates. The reports were presented to the ALCI Committee. ALCI discussed assessment results and made recommendations for curricular improvements. The ALCI representatives presented the committee’s recommendations to faculty of their respective departments and brought feedback back to the ALCI.

Changes and Actions from Assessment Process

Changes and other actions resulting from assessment activities are discussed below.

Assessment Outcomes and Curricular Development. This sub-section delineates assessment information for each of the BSBA’s five learning goals. For each goal, a summary of the measurements is presented, together with the assessment results and actions (i.e., “closing of the loop” activities). Learning Goal # 1. Students completing the BSBA program will be able to communicate effectively in a business environment. Assessment samples yielded the following results: Measurement of Written Communication:

1. Students’ written communication skills were assessed using samples of writing assignments in the Principles of Management (MHR301) course.

2. Students’ written communication skills were also assessed using the following university data:

a. Collegiate Learning Assessment (CLA): a value-added assessment that compares the writing scores of incoming freshmen with the scores of graduating seniors;

b. English Placement Test (EPT): a writing effectiveness assessment for English course placement (freshmen only);

c. SAT Verbal: verbal section of the SAT Exam (freshmen only); d. Graduation Writing Test (GWT): a university-wide writing competency exam.



Assessment Results:

1. The assessment of written communication skills in MHR301 found that students’ average scores ranged from 68% to 82% across two data collection cycles. The overall average score of 75% was above the CBA’s benchmark of 70%, with 61.5% of students scoring at or above the benchmark score. Please refer to Actions 1 sub-section of Learning Goal # 1 for actions undertaken in this area.

2. The assessment of written communication skills through the University’s CLA exam revealed that business seniors had higher scores than incoming freshmen. Since the average performance of exiting students was better than that of entering students, it may be inferred that students improved their analytical writing ability as they completed their college coursework. Furthermore, students’ average GWT pass rate of 75.58% exceeded the College’s benchmark of 70%. However, the SAT and EPT scores of incoming business freshmen were lower than the university average scores. These findings contributed to actions listed in Actions 2 sub-section of Learning Goal # 1.

Actions:

1. Students’ written communication skills are influenced by General Education (GE) writing courses. Since the Principles of Marketing Management (IBM301) requires writing assignments and is one of the first courses students take in the business core curriculum sequence, Freshman English (ENG104), a GE Area 2 Written Communication course, has been added as a prerequisite to IBM301. Furthermore, a writing assignment requirement has been added to the Legal Environment of Business Transactions (FRL201), a lower-division core course.

2. Analysis of University data revealed that the EPT/SAT scores of incoming business freshmen were lower than those of their peers in other colleges. Consequently, the College developed a Business Freshman Experience (BUS101) course to help first-year students build a foundation of written communication skills necessary for academic success. The course proposal was approved by ALCI. The CBA is currently awaiting approval from the Academic Senate.

While freshmen SAT/EPT scores were lower than those of their peers in other colleges, by the time students attained junior standing, their writing skills had improved, as demonstrated by the 71% to 81% pass rate on the GWT exam. Given the importance of written communication skills, and in an effort to further improve the GWT pass rate, the College started to plan the development of writing workshops for business students who are either preparing to take the test for the first time or have failed it on the previous attempt. The CBA has also added the GWT requirement as a prerequisite to the Strategic Management (BUS495) capstone course, the last course in the business core sequence, to ensure student success with the integrative writing assignments required in this course.

Measurement of Oral Communication:

1. The students’ oral communication skills were analyzed based on student presentations in capstone courses (MHR410, TOM411, and BUS495).



Assessment Results:

1. The assessment of oral communication skills in MHR410, TOM411 and BUS495 found that student average scores ranged from 78% to 86% across three data collection cycles. The overall average score of 81% was above the College’s benchmark of 70%, with 84% of students scoring at or above the benchmark score.

Actions:

1. Students met the College’s benchmark on the oral communication assessment. Consequently, no actions were required.

Learning Goal # 2. Students completing the BSBA program will be able to use critical thinking to make business decisions. Assessment sample data for this goal yielded the following results: Measurement of Critical Thinking Skills:

1. Students’ critical thinking skills were assessed using a course-embedded Excel project in the Management Information Systems (CIS310) course.

2. Students’ critical thinking skills were also assessed by observing team effectiveness as student teams worked together to complete an assignment in capstone courses of Strategic Management (MHR410), Strategic Management (TOM411) and Strategic Management (BUS495). Furthermore, the indirect measure of teamwork effectiveness was obtained through a standardized peer group evaluation instrument administered in Principles of Marketing Management (IBM301), Principles of Management (MHR301) and Organizational Behavior (MHR318) courses.

3. Students’ critical thinking skills were assessed using the following university data:

a. Collegiate Learning Assessment (CLA): a value-added assessment that compares the analytical reasoning / problem solving scores of incoming freshmen with the scores of graduating seniors;

b. Information and Communication Technology Literacy (iSkills): skills in assessment and evaluation of digital information;

c. Math Placement Test (ELM): a quantitative skills assessment for math course placement (freshmen only);

d. SAT Math: math section of the SAT Exam (freshmen only). Assessment Results:

1. The assessment of critical thinking skills in CIS310 found that student average scores ranged from 78.92% to 83.68% across three data collection cycles. The overall average score of 81.7% was above the College’s benchmark of 70%, with 84.3% of students scoring at or above the benchmark score. The results demonstrated students’ proficiency in using technology to gather / analyze data and to solve problems using quantitative and qualitative skills. While students met the benchmark, further actions were undertaken to enhance students’ critical thinking skills (note: please refer to Actions 1 sub-section of Learning Goal # 2).

2. The students’ team effectiveness was assessed by direct observation of student behavior in group decision-making scenarios in MHR410, TOM411, and BUS495 courses. The assessment results



indicated that student average scores ranged from 85% to 88% across two data collection cycles. The overall average score of 86% was above the College’s benchmark of 70%, with 98% of students scoring at or above the benchmark score. Furthermore, the indirect assessment measure of peer evaluation, which entailed students’ perceptions of other students’ cooperation, support, and respect, showed that students earned an average score of 96%, which is also above the 70% benchmark. Overall, the direct and indirect measures of team effectiveness indicated that students displayed effective team behavior in group decision-making.

3. The assessment of critical thinking skills through the University’s CLA and iSkills exams revealed that business seniors had higher scores than incoming business freshmen. Since the average performance of exiting students was better than that of entering students, it may be inferred that students improved their critical thinking skills as they completed their college coursework. However, the SAT Math and ELM scores of incoming business freshmen were lower than university average scores. These findings contributed to actions listed in Actions 3 sub-section of Learning Goal # 2.

Actions:

1. While the overall average score on the CIS310 Excel project was above the College’s benchmark of 70%, the following action was implemented to further strengthen students’ critical thinking skills:

a. Digital “Learning Objects”

i. The CIS faculty developed and implemented digital “learning objects” to provide CIS310 students with hands-on tutorials on the design of pivot tables and pivot charts. The objects were utilized to supplement instruction on the use of pivot tables/charts in decision-making analysis. The “learning objects” were incorporated into the face-to-face and hybrid sections of CIS310 in Winter Quarter 2014. Prior to the use of these supplemental instructional materials, the average score on the Excel assignment was 78.92% (Fall Quarter 2013). In the aftermath of the objects’ implementation, the average score had improved to 83.68% (Winter Quarter 2014).

2. Students met the College’s benchmark on the teamwork effectiveness assessment. Consequently, no actions were required.

3. As a result of the ELM/SAT Math assessment in the previous accreditation cycle (i.e., 2004-09), effective Fall Quarter 2010, the College added Business Calculus (MAT125) as a prerequisite to FRL300, FRL301 and TOM302 courses. Additionally, a “C” or better grade requirement for MAT125 was added to FRL300 and FRL301. Furthermore, the FRL Department provided free tutoring to assist students with quantitative materials in FRL300 and FRL301.

Learning Goal # 3. Students completing the BSBA program will understand the impact of globalization and diversity on the business environment. Assessment sample data for this goal yielded the following results:

Measurement of the Understanding of Globalization and Diversity:

1. Students’ understanding of current global issues was assessed using a course-embedded multiple-choice common final exam in the Managerial Finance II (FRL301) course.

2. Students’ understanding of culture and diversity issues in organizations was assessed using an on-line multiple-choice quiz in the Organizational Behavior (MHR318) course.



3. Students’ consideration of global issues when solving business problems was assessed using a globalization case study in MHR318.

Assessment Results:

1. The assessment of students’ understanding of current global issues in FRL301 found that average scores ranged from 64% to 70% across four data collection cycles. The overall average score of 67.8% was below the CBA’s benchmark of 70%. However, the results showed a slight upward trend in the Fall Quarter 2013/ Spring Quarter 2014 data collections (69% average) as compared to the Fall Quarter 2011/ Fall Quarter 2012 data collections (66.5% average). The improvements were likely due to the actions delineated in Actions 1 sub-section of Learning Goal # 3.

Furthermore, during Fall Quarter 2013 and Spring Quarter 2014 assessments, students met the College’s benchmark of 70% in three of the four assessed areas (i.e., computations of exchange rate – 75%, relative purchasing power parity – 71%; and exchange rate risk – 73%). However, students averaged 57% on the concept of absolute purchasing power parity. Please refer to the Actions 1 sub-section of Learning Goal # 3 for the list of actions undertaken to improve student understanding of current global issues.

2. The assessment of students’ understanding of culture and diversity in MHR318 found that average scores ranged from 77% to 89% across two data collection cycles. The overall average score of 83% was above the CBA’s benchmark of 70%, with 88% of students scoring at or above the benchmark score. The results demonstrated that a majority of students have a high awareness of diversity issues and multiculturalism. These results coincided with research showing that Millennials are the generation of Americans who are very accepting of diversity, individual differences, and multicultural work environments. While students met the College’s benchmark in this assessment, further actions were undertaken (please refer to Actions 2 sub-section of Learning Goal # 3) to further enhance students’ understanding of cultural and diversity issues in business contexts.

3. The assessment of students’ consideration of global issues while solving business problems found that average scores ranged from 6.25 to 6.75 over two data collection cycles. The overall average score of 6.5 was below the CBA’s benchmark of 7, with 59% of students scoring at or above the benchmark score. While the average scores improved slightly from Fall Quarter 2013 assessment (i.e., score: 6.25; percentage of students scoring at or above the benchmark score: 50%) to Spring Quarter 2014 (i.e., score: 6.75; percentage of students scoring at or above the benchmark score: 69%), the overall findings contributed to the actions listed in Actions 3 sub-section of Learning Goal # 3.

Actions:

1. The following actions were undertaken to improve student performance on globalization assessment in FRL301:

a. In Fall Quarter 2013, the assessment instrument was modified to standardize questions and ensure comparable results across multiple sections taking the common final exam.

b. To improve students’ understanding of global issues in financial contexts, additional homework assignments were incorporated in all sections of FRL301 through CONNECT, an online educational platform of McGraw-Hill. The Expanded Course Outline (ECO) of FRL301 was updated to reflect the addition of the required CONNECT homework assignments in all sections of the course.



c. The FRL Department provided free tutoring to FRL301 students to assist them with homework assignments and test preparation.

d. FRL Department faculty conducted meetings to discuss assessment results and identify course topics that needed more attention and coverage.

2. In an effort to enhance student learning through computer-based instructional tutorials, Cal Poly Pomona purchased a license to Lynda.com, an online platform of subject-specific educational videos. Lynda.com tutorials on multiculturalism and diversity in the business environment have been piloted in MHR318 to enhance instruction of these topics. Upon the recommendation of the ALCI Committee, the integration of Lynda.com educational supplements on culture and diversity in the MHR318 course is under discussion in the MHR Department.

3. The ALCI Committee recommended enhancing and broadening the coverage of globalization and international business in business core coursework to provide students with more extensive opportunities to consider and understand the complex realities of a globalized business environment. The Committee also recommended including instructional materials on globalization in a customized ethics module that faculty members are developing for MHR318.

Learning Goal # 4. Students completing the BSBA program will be able to demonstrate knowledge of fundamental principles and deal with business problems from an integrative perspective. Assessment sample data for this goal yielded the following results:

Measurement of Functional Knowledge:

1. The understanding of functional interdependencies was assessed using a course-embedded multiple-choice common final exam in the Strategic Management (BUS495) course. This new capstone course was implemented in Fall Quarter 2013.

2. The understanding of concepts and basic terminology in business was assessed using a multiple-choice quiz on information security in the Management Information Systems (CIS310) course.

3. The understanding of concepts and basic terminology in business was assessed using finance-specific conceptual and application questions on a course-embedded multiple-choice common final exams in Managerial Finance I (FRL300) and Managerial Finance II (FRL301) courses.

Assessment Results:

1. The assessment of students’ understanding of functional interdependencies in business showed that student average scores ranged from 66.7% to 70% across two data collection cycles. The overall average score of 68.4% was below the College’s benchmark of 70%, with 62.2% of students scoring at or above the benchmark score. While the overall average score was below the benchmark, student performance had a slight improvement between the data collection periods. For example, the percentage of students scoring at or above the benchmark score has increased from 60.3% in Fall Quarter 2013 to 64.2% in Winter Quarter 2014. Since the new capstone course was implemented in Fall Quarter 2013, the slight improvement in scores may be due to faculty delivering course content more consistently across sections. Additional assessment is needed in this area before ALCI considers recommendations for improvement.

2. The assessment of students’ functional knowledge in CIS310 showed that student average scores ranged from 81% to 83% across three data collection cycles. The overall average score of 82%



was above the CBA’s benchmark of 70%. Results indicated that students’ understanding of information security topics, an area that is becoming increasingly important in the business environment, is within the College’s expectations.

3. FRL300 assessment: The assessment of students’ functional knowledge in FRL300 showed that student average scores ranged from 57% to 70% across six data collection cycles. The overall average score of 63% was below the College’s benchmark of 70%. Data analysis suggested that students in more quantitatively-focused specializations (e.g. ACC, FRL, and TOM) performed better on this assessment than students in less quantitative specializations (e.g., IBM, MHR, and CIS). However, overall results showed a trend of improvement for all students from 57% in Fall Quarter 2009 to 70% in Fall Quarter 2012. More specifically, after implementation of the Business Calculus (MAT125) prerequisite to FRL300 in Fall Quarter 2010, student scores improved by 7.25% from an average of 58.5% to 65.75%. In Fall Quarter 2012, an overall average score of 70% met the CBA’s benchmark. While the overall average score of 63%, derived from six data collection cycles, was below the benchmark, student performance on “concept” and “application of concept” questions improved over time. Scores on “concept” questions improved from 56% to 61%, while scores on “application of concepts” questions showed a more significant improvement from 57% to 75%. Please refer to the Actions 3 sub-section of Learning Goal # 4 for the list of actions undertaken to improve students’ understanding of functional knowledge in finance.

FRL301 assessment: The assessment of students’ functional knowledge in FRL301 showed that student average scores ranged from 63% to 73% across six data collection cycles. The overall average score of 69% was below the CBA’s benchmark of 70%. However, the analysis of data suggested that while the average score for “pure concept” questions was 68%, the score on the “application of concept” questions was 72%. Similar to findings of the FRL300 assessment, data showed that students in more quantitatively-focused specializations performed better on this assessment than students in less quantitative specializations. Yet, the overall results showed a trend of improvement for all students from 63% to 73%. Please refer to the Actions 3 sub-section of Learning Goal # 4 for the list of actions undertaken to improve students’ understanding of functional knowledge in finance.

Actions:

1. Additional assessment is needed before ACLI can make a recommendation to departments.

2. Students met the College’s benchmark on understanding of concepts and basic business terminology in CIS310. Consequently, no actions were required.

3. The following actions were undertaken to improve student functional knowledge in FRL300 and FRL301:

a. Based on the results of the previous assessment cycle, the College implemented a Business Calculus (MAT125) with a “C” or better grade prerequisite to FRL300 and FRL301 in Fall Quarter 2010. The math prerequisite helped to better prepare students with the necessary quantitative background and problem-solving skills and had likely contributed to an upward trend in student performance, especially in the area of “application of concept” computations.

b. All sections of FRL300 and FRL301 have incorporated on-line homework assignments through McGraw-Hill CONNECT. The addition of CONNECT assignments provided



students with supplemental learning resources to improve their understanding of important financial concepts.

c. In Fall Quarter 2013, the assessment instruments for FRL300 and FRL301 were modified to include standardized exam questions from quarter to quarter.

d. FRL Department provided free tutoring to students enrolled in FRL300 and FRL301. All students, but particularly those students having difficulty in the course, were strongly encouraged to attend the tutoring sessions.

e. FRL Department faculty conducted meetings to discuss assessment results, identify topic areas with poor performance, and discuss ways to more effectively cover these topics and implement changes across all sections of FRL300 and FRL301.

Learning Goal # 5. Students completing the BSBA program will be able to demonstrate awareness of the ethical and legal aspects of the business environment. Assessment sample data for this goal yielded the following results:

Measurement of Ethical and Legal Awareness:

1. Students’ understanding of ethical and legal aspects of the business environment was measured using a case study that assessed students’ ethical decision making in the Organizational Behavior (MHR318) course.

2. Students’ awareness of legal issues and understanding of ethical responsibilities in academic and business environments was assessed with an on-line quiz in Principles of Marketing Management (IBM301) and Organizational Behavior (MHR318) courses.

Assessment Results:

1. The assessment of students’ understanding of ethical and legal aspects of the business environment in MHR318 showed that student average scores ranged from 6.8 to 8.23 across three data collection cycles. The overall average score of 7.5 was above the CBA’s benchmark of 7, with 69.5% of students scoring at or above the benchmark score. The results indicated an improvement in student performance from the score of 6.8 in Fall Quarter 2013 to 8.23 in Spring Quarter 2014. The improvement was likely due to the use of an instructional ethics module which was piloted in MHR318 during Spring Quarter 2014 (note: please refer to Actions 1 sub-section of Learning Goal # 5).

2. The assessment of students’ awareness of legal issues and understanding of ethical responsibilities in MHR318 and IBM301 showed that student average scores ranged from 80.75% to 85.11% across three data collection cycles. The overall average score of 81.5% was above the College’s benchmark of 70%, with 86.17 of students scoring at or above the benchmark score. The assessment data also showed that the percentage of students scoring at or above 70% improved slightly (i.e., by 3.7%) after an instructional ethics module was piloted in MHR318.

Actions:

1. In an effort to further enhance student understanding of ethical responsibilities when operating in a business environment, an instructional ethics module was developed and pilot tested in MHR318. The module’s content focused on four aspects of ethical decision-making: 1) identifying an ethical dilemma, 2) identifying various stakeholders that affected and were affected by the contextual



situation and decision-making process, 3) delineating the range of available alternatives and their consequences, and 4) choosing the best alternative while providing rationale for the choice. The implementation of the module in several sections of MHR318 showed improvement in student performance as well as in the percentage of students who met or exceeded the CBA’s benchmark. These results, and the developed intervention, will help the department finalize a module that could be utilized to explicitly integrate the component of ethical awareness and responsibility into the MHR318 curriculum. Consequently, upon the recommendation of the ALCI, the MHR Department is considering the inclusion of the ethics module in the MHR318 course.

2. Students’ awareness of legal issues and understanding of ethical responsibilities in academic and business environments met the CBA’s benchmark. Consequently, no actions were required. However, to further enhance students’ understanding of ethical behavior, the ALCI recommended that the instructional ethics module (referenced in Actions 1 sub-section of Learning Goal # 5 above) be implemented in all MHR318 sections.

Section 5.2b MBA and MSBA Assessment Tools and Procedures

The College’s Assurance of Learning process for the MBA and MSBA programs is coordinated by the Graduate Studies Committee (GSC) and a Graduate Assessment Coordinator. The committee includes one faculty representative from each department and the Associate Dean of Operations, Faculty Affairs and Graduate Programs. Specific activities coordinated by the committee include:

1. Defining learning goals and objectives; 2. Mapping learning goals to the core curriculum; 3. Creating a five-year assessment calendar showing when goals are to be assessed; 4. Developing/adopting rubrics and measures to assess the learning goals; 5. Establishing benchmarks for acceptable performance; 6. Collecting and analyzing assessment data, and sharing assessment information; 7. Using assessment results to guide improvement.

Learning Goals, Assessment Tools, Measures, and Documentation. The MBA and MSBA programs share some learning goals since both degrees have commonalities. The shared goals are Communication Skills, Analytical and Problem Solving Skills, Global Perspective, and Ethical Awareness. While both programs have Functional Knowledge as a learning goal, it differs for the two programs due to the unique focus of the MSBA degree. An additional learning goal for the MBA program is Teamwork and Interpersonal Skills. Table 14 summarizes the assessment tools and measures for each learning goal. Table 15 provides a summary of the assessment documentation.

Table 14: Assessment Tools and Measures (MBA and MSBA Programs)

Learning Goal Assessment Tool Measures

1. Communication Skills

Oral Presentation Rubric using a five point scale and two raters

Graduation Writing Test (GWT) Rubric using a six point scale and two raters

Written Communication Rubric using a four point scale and two raters

Oral presentation Graduation Writing Test (GWT) Writing sample

2. Analytical and Problem Solving

Analytical and Problem Solving Skills Rubric using a five point scale and two raters

Financial analysis project report



Learning Goal Assessment Tool Measures Skills

3. Functional Knowledge (MBA)

(Scaled) Scores on multiple-choice questions

Educational Testing Service Major Field Test for the MBA

4. Functional Knowledge (MSBA)

Scores on multiple-choice questions MSBA Comprehensive exam

5. Global Perspective

Global Perspective Rubric using a five point scale and two raters

Case analysis write-up

6. Ethical Awareness

Ethical Awareness Rubric using a five point scale and two raters

Scenario analysis assignment

7. Teamwork and Interpersonal Skills

Teamwork and Interpersonal Skills Rubric using a four point scale and student peer assessment

Strategic analysis team project

Table 15: Assurance of Learning Documentation (MBA and MSBA Programs)

Document Description Learning Goals The MBA and MSBA programs’ learning goals and objectives are included in

Appendix AA.

Curriculum Map of Core Courses to Learning Goals

A curriculum map showing where each learning goal was assessed is included in Appendix BB.

Five-Year Schedule of Learning Goals Assessment

The five-year schedule of learning goals assessment for the 2009-14 period is included in Appendix CC.

Summary of Rubrics and Measures

Rubrics and measures used during the 2009-14 assessment period, as well as the corresponding performance standards, are summarized in Appendix DD.

Detailed Rubrics The rubrics used during the 2009-14 assessment period are included in Appendix EE.

Results of Learning Goals Assessment

Summaries of results for the 2009-14 assessment period are included in Appendix FF.

How Results Were Shared with Faculty

Typically, one learning goal was assessed each quarter. Data collection results for each assessment were compiled by the Graduate Assessment Coordinator and presented to the GSC. The Committee discussed the results and made recommendations. GSC members communicated with faculty members regarding assessment. Assessment results were also discussed at Graduate Faculty meetings.

Changes and Actions from Assessment Process

Changes and other actions resulting from assessment activities are discussed below.



Assessment Outcomes. This sub-section delineates assessment information for each of the MBA/MSBA’s six learning goals. Learning Goal # 1. Communication Skills: Students completing the MBA/MSBA program will be able to communicate effectively both orally and in writing. Assessment sample data for this goal yielded the following results:

Measurement of Oral Communication:

1. Oral communication skills were assessed using a rubric that included body language, eye contact, vocal presentation and tone, attire, word choice, use of visual aids, organization, and supporting evidence. The rubric uses a five point scoring scale, with 3 being the minimum passing score. The benchmark is that at least 75% of the students should meet the standard. Student presentations were scored by two faculty members, and the results are reported using the average scores of the two raters. This assessment was conducted two times during the 2009-14 period: Winter Quarter 2011 in GBA 687 (Strategic Management) and Winter Quarter 2013 in GBA 673 (Information Systems Seminar).

Assessment Results and Actions:

1. First assessment (Winter Quarter 2011, 20 students): Results a. The overall average score was 3.1. While this was greater than the minimum of 3, the

percentage of students meeting the standard was 55%, which is below the 75% threshold. Considering the individual components, the mean score was greater than 3 for body language, vocal presentation/tone, word choice, visual aids, organization, and support/evidence; but not for eye contact and attire. 75% of students met the standard for organization, but not for the other criteria.

2. Actions a. The committee identified a handout “101 Tips for Effective Presentations,” which outlines

several verbal and nonverbal communication strategies for effective presentations. The handout was made available to faculty for distribution to students.

b. The committee reviewed the rubric and compared it with some other examples of rubrics for oral communication. It was felt that attire was industry and company specific and not subject to one standard; consequently, it was removed from the rubric as a criterion for assessment. This was consistent with other comparable rubrics.

3. Second assessment (Winter Quarter 2013, 14 students): Results a. The overall average score was 3.6, and 100% of the students met the standard. The mean

score was greater than 3 for each of the criteria, and more than 75% of the students met the standard for each criterion. This was an improvement over the results from the first assessment, and showed that the learning goal was being met. The next scheduled assessment is in Winter Quarter 2015.

Measurement of Written Communication:

1. Written communication skills were assessed using the Graduation Writing Test (GWT) administered by the University. Two faculty members scored students’ writing by using a rubric with a six point scale. The two scores were added to get a 12 point scale. The passing score on the GWT is 7. The benchmark is that 100% of the students should pass the GWT on the first attempt. Written communication was assessed two times during the 2009-14 period.

a. GWT Summer 2010-Fall Quarter 2012



b. Fall Quarter 2013 using an assignment from GBA 615 (Seminar in Organizational Behavior)


1. First assessment (GWT Summer 2010-Fall Quarter 2012, 58 students): Results a. During the period Summer 2010-Fall Quarter 2012, 81% of students passed the GWT on

the first attempt. This was below the goal of 100% passing on first attempt. 2. Actions

a. The committee discussed ideas to improve written communication skills, including: i. Enforce a minimum GMAT verbal score at the tenth percentile ii. Recommend options to students with weak written communication skills, for

example, courses offered by the English Language Institute on campus (via the College of the Extended University)

b. The committee also decided to assess written communication in the core through the use of a rubric. A rubric was adopted, with the criteria of structure, content, and mechanics. The rubric uses a four point scale with 3 being the minimum acceptable score. The benchmark is that at least 75% of the students should meet the standard. It was decided to pilot test the rubric in Fall Quarter 2013 using an assignment that had been used to assess the Ethical Awareness learning goal in Fall Quarter 2012. Written communication skills were scored by two faculty members, and the results are reported using the average scores of the two raters.

3. Second assessment (Fall Quarter 2013, 12 students): Results a. The overall average score was 3.0, meeting the acceptable minimum of 3. However, the

percentage of students meeting the standard was 67%, which is below the 75% benchmark. Specifically, the goal was met for structure and mechanics, but not for content.

4. Actions a. A Graduate Faculty roundtable meeting was held in Winter Quarter 2014, with the topic

“Improving Student Performance – Focus on Written and Oral Communications.” All faculty members teaching in the graduate programs were invited, as were others interested in graduate programs. The meeting was well attended, and faculty exchanged ideas about how they are incorporating written assignments and oral presentations in their courses. They also offered suggestions for improvement. Some specific suggestions were:

i. Adopt writing portfolios that could be set up on Blackboard. Use these to give feedback to students on their writing.

ii. Assess at the beginning of the program (as part of orientation) and at the end (for example, via a comprehensive exam).

iii. Offer early intervention to students who may need it, for example, through peer tutoring, the Learning Resource Center, the English Department, or the Cal Poly English Language Institute through the College of the Extended University.

iv. Use the GWT rubric to assess written communication skills using an artifact (for example, an assignment in a course).

b. The GSC will follow up on the suggestions during 2014-15. Recent changes in the MBA program, including the move to a cohort model, and the inclusion of a comprehensive examination in the curriculum, will facilitate more effective assessment. The next scheduled assessment is in Winter Quarter 2015.



Learning Goal # 2. Analytical and Problem Solving Skills: Students completing the MBA/MSBA program will be able to use analytical techniques and information technology to solve business problems. Assessment sample data for this goal yielded the following results:

Measurement of Analytical and Problem Solving Skills:

a. Analytical and problem solving skills were assessed using a rubric that included identifying the problem, evaluating quality of the evidence, undertaking appropriate analysis, considering alternative perspectives, and reaching reasoned and logical conclusions. The rubric uses a five point scoring scale, with 3 being the minimum passing score. The benchmark is that at least 75% of the students should meet the standard. A financial analysis project in the GBA 645 (Financial Decision-Making) course was used for the assessment. Student reports were scored by two faculty members, and the results are reported using the average scores of the two raters. This assessment was conducted two times during the 2009-14 period, once in Fall Quarter 2011, the second in Fall Quarter 2013.


1. First assessment (Fall Quarter 2011, 25 students): Results a. The overall average score was 3.8, and each component of the rubric had an average

score over the minimum of 3. Overall, 92% of the students met the standard. Further, the 75% threshold was met for each component of the rubric.

2. Actions a. The assessment results showed that the learning goal was being met. No further actions

were indicated. 3. Second assessment (Fall Quarter 2013, 12 students): Results

a. The overall average score was 3.5, and each component of the rubric had an average score over the minimum of 3. While the 75% threshold was met for each component of the rubric, it was not met overall. Specifically, the results showed strengths in identifying the problem, considering alternative perspectives, and reaching reasoned and logical conclusions. Areas for improvement were noted in evaluating quality of the evidence and undertaking appropriate analysis.

4. Actions a. The committee discussed the results and, based on feedback from one of the raters, a

recommendation was made to clarify expectations to students regarding each component of the assignment, and for writing the report.

b. The committee recently redesigned the MBA curriculum. A new course, GBA 605: Business Data Analytics and Modeling, has been added to the core. This is expected to strengthen the coverage of analytical and problem solving tools and techniques, as well as help keep the curriculum current with the new AACSB standards for curriculum content.

c. The next scheduled assessment is in Fall Quarter 2015.

Learning Goal # 3. Functional Knowledge (MBA): Students completing the MBA program will demonstrate knowledge of fundamental principles in business disciplines and the ability to integrate knowledge across disciplines. Assessment sample data for this goal yielded the following results:



Measurement of Functional Knowledge (MBA):

a. Functional knowledge (MBA) was assessed using the ETS Major Field Test for the MBA. The test consists of 124 multiple-choice questions, half of which are based on short case-study scenarios. Individual scores, performance on assessment indicators, and national comparison data were obtained from ETS. The benchmark is that the average scores of our students should be comparable to the national average. The test was taken by students in GBA 687 (Strategic Management). This assessment was conducted three times during the 2009-14 period: Summer Quarter 2010, Fall Quarter 2012 and Spring Quarter 2014.


1. First assessment (Summer 2010, 22 students): Results a. This was the first time the ETS Major Field Test for the MBA was used in the College, and

it was done on a pilot basis. ETS reports scaled scores on a scale of 220-300. The mean scaled score for our students was 246.5, with the national average being 248.2. ETS categorizes each question using assessment indicators of Marketing, Management, Finance, Accounting, and Strategic Integration. Data on these assessment indicators showed our students’ mean percent correct was higher than the corresponding national numbers in Finance, the same in Accounting, and lower in the other areas.

2. Actions a. The committee undertook a detailed item analysis to identify specific areas of strengths

and concerns. Faculty members teaching the relevant core courses were also included in this process. Within the broad ETS categories of Marketing, Management, Finance, and Accounting, each question was further classified according to the topic of the question. Each topic was then categorized according to its importance for our students to know, and if important, whether it was currently covered in the curriculum.

b. The item analysis information was shared with faculty. c. The committee decided to continue using the ETS field test as an assessment tool.

3. Second assessment (Fall Quarter 2012, 10 students): Results a. The mean scaled score was 245.8, whereas the national average was 248.7. With respect

to the assessment indicators, the mean percent correct was higher than the corresponding national numbers in Management, and lower in the other areas.

4. Actions a. An all-college meeting of graduate faculty was held in Spring Quarter 2013. The meeting

focused on curriculum and assessment, and a summary of the assessment results was presented to the faculty.

b. An item analysis report was obtained from ETS for the combined 2010 and 2012 cohorts. By that time, ETS had itself started categorizing questions by content and sub-content areas.

c. The detailed item analysis was one of the inputs considered by the committee during its recent redesign of the MBA curriculum. For example, the item analysis showed that our students were performing below the national average in the area of operations planning/management science. As part of the curriculum redesign, a new course, GBA 625: Operations and Supply Chain Management, has been added to the core. This is expected to strengthen the coverage of functional knowledge, as well as help keep the curriculum current with the new AACSB standards for curriculum content.



5. Third assessment (Spring Quarter 2014, 18 students): Results a. In 2013, ETS introduced a new version of the MBA field test. This assessment was

administered using the new test. This was also the first time that the CBA used the online version of the test. With respect to the results, the mean scaled score for this assessment was 245.9, whereas the national average was 248.3. Considering the assessment indicators, the mean percent correct was the same as the corresponding national numbers in Marketing and Accounting, and lower in the other areas.

6. Actions a. The committee has been discussing the pros and cons of continuing to use the ETS field

test for assessment. While it is a nationally recognized instrument, there is no control over the content of the questions. One alternative under consideration is the use of the comprehensive exam (part of the new curriculum redesign) to assess functional knowledge. The next scheduled assessment of this learning goal is in Spring Quarter 2016.

Learning Goal # 3. Functional Knowledge (MSBA): Students completing the MSBA program will demonstrate knowledge of fundamental principles in information assurance and its legal environment and the ability to integrate knowledge across disciplines. Assessment sample data for this goal yielded the following results: Measurement of Functional Knowledge (MSBA):

1. Functional knowledge (MSBA) was assessed using the MSBA Comprehensive Exam. Multiple-choice questions from three sections of the exam were used for the assessment, with each section consisting of 25 questions. The three sections were based on material from the following courses: GBA 560 (Legal Environment of Information Systems), GBA 577 (Advanced IS Auditing), and GBA 578 (Security and Privacy of Information Systems). The benchmark is that at least 75% of the students should score 80% or higher. The test was taken by students in GBA 697 (Comprehensive Examination). For this assessment cycle, data was collected from the period Winter Quarter 2011 through Spring Quarter 2013.


1. Winter Quarter 2011-Spring Quarter 2013, 15 students: Results a. The overall average score was 81.7%. While this was greater than the 80% requirement,

the percentage of students meeting the standard was 73%, which is below the 75% benchmark. Specifically, the 75% benchmark was met for Advanced IS Auditing, and Security and Privacy of Information Systems, but not for the Legal Environment of Information Systems.

2. Actions a. Since the benchmark was not met for the section on the Legal Environment of Information

Systems, a detailed item analysis was done for that section. This helped identify areas of strengths as well as topic areas for improvement. Faculty members will use this information to enhance topical coverage in key content areas.

b. The committee discussed the general content of the Comprehensive Exam, and suggested that faculty responsible for the different sections meet and review the content of the exam



to ensure that it addresses current issues in the field, and that it is not tied to specific textbooks.

c. Assessment data from the Comprehensive Exam will continue to be collected on an ongoing basis.

Learning Goal # 4. Global Perspective: Students completing the MBA/MSBA program will understand the impact of globalization on the business environment. Assessment sample data for this goal yielded the following results: Measurement of Global Perspective:

a. Global perspective was assessed using a rubric that included identification of global factors, analysis of global factors, and application of the analysis to a management situation. The rubric uses a five point scoring scale, with 3 being the minimum passing score. The benchmark is that at least 75% of the students should meet the standard. A case analysis write-up as part of the final exam in the GBA 673 (Information Systems Seminar) course was used for the assessment. Student write-ups were scored by two faculty members, and the results are reported using the average scores of the two raters. This assessment was conducted two times during the 2009-14 period, once in Winter Quarter 2012, the second in Fall Quarter 2013.


1. First assessment (Winter Quarter 2012, 16 students): Results a. The overall average score was 3.3, which was over the minimum of 3. Each component of

the rubric also had an average score greater than 3. However, the 75% threshold was not met for any of the components of the rubric.

2. Actions a. Coverage of global perspective issues was enhanced through the use and discussion of

videos showing various situations involving behavior in different cultures. 3. Second assessment (Fall Quarter 2013, 13 students): Results

a. The overall average score was 3.8. Each component of the rubric also scored over the minimum of 3. Overall, 92% of students met the standard. Further, the 75% threshold was met for each component of the rubric. This was an improvement over the results from the first assessment, and showed that the learning goal was being met.

4. Actions a. AACSB’s resource center has additional resources (e.g., cases) that could be used to

further strengthen coverage of global issues in the future. b. The next scheduled assessment is in Winter Quarter 2016.

Learning Goal # 5. Ethical Awareness: Students completing the MBA/MSBA program will be aware of ethical issues and responsibilities in business environments. Assessment sample data for this goal yielded the following results:



Measurement of Ethical Awareness:

1. Ethical awareness was assessed using a rubric that included identifying the ethical issue, considering stakeholders, analyzing alternatives and consequences, and choosing an action. The rubric uses a five point scoring scale, with 3 being the minimum passing score. The benchmark is that at least 75% of the students should meet the standard. A scenario analysis assignment in the course GBA 615 (Seminar in Organizational Behavior) was used for the assessment. Student assignments were scored by two faculty members, and the results are reported using the average scores of the two raters. This assessment was conducted two times during the 2009-14 period: Fall Quarter 2010 and Fall Quarter 2012.


1. First assessment (Fall Quarter 2010, 23 students): Results a. The overall average score was 3.8, which was over the minimum of 3. Each component of

the rubric also had an average score greater than 3. Overall, 100% of the students met the standard. The 75% threshold was met for all components except ‘choosing an action’.

2. Actions a. During the 2009-2010 period, the coverage of ethical issues was enhanced through

increasing the discussion of examples of ethical dilemmas (including the use of video vignettes); and covering the ethics framework. These actions resulted in an improvement in scores across all components of the rubric when compared with the previous assessment. No further actions were deemed necessary beyond sustaining the changes that had been introduced.

3. Second assessment (Fall Quarter 2012, 12 students): Results a. The overall average score was 3.5. Each component of the rubric also scored over the

minimum of 3. Overall, 83% of students met the standard. Further, the 75% threshold was met for each component of the rubric. The results show that the learning goal was met. The next scheduled assessment is in Fall Quarter 2014.

Learning Goal # 6. Teamwork and Interpersonal Skills: Students completing the MBA program will be able to work effectively in teams toward the achievement of a common goal. Assessment sample data for this goal yielded the following results: Measurement of Teamwork and Interpersonal Skills:

a. Teamwork and interpersonal skills were assessed using a rubric that included collaboration, participation, quality of work, availability, and timeliness. The rubric uses a four point scoring scale, with 3 being the minimum passing score. The benchmark is that at least 75% of the students should meet the standard. A team project in the course GBA 687 (Strategic Management) was used for the assessment. Peer assessment was used, with students completing the rubric for each member of their team. This assessment was conducted two times during the 2009-14 period: Spring Quarter 2011 and Spring Quarter 2013.




1. First assessment (Spring Quarter 2011, 24 students): Results a. The overall average score was 3.8, which was over the minimum of 3. Each component of

the rubric also had an average score greater than 3. 100% of the students met the standard for each component as well as overall.

2. Actions a. The results showed that the learning goal was met. The committee recommended that the

faculty member administering the assessment clarify to the students that the results would be used for program assessment and would not have an impact on individual grades; and emphasize the importance of providing honest feedback.

3. Second assessment (Spring Quarter 2013, 15 students): Results a. The overall average score was 3.9, which was over the minimum of 3. Each component of

the rubric also had an average score greater than 3. 100% of the students met the standard for each component as well as overall. The results show that the learning goal was met. The next scheduled assessment is in Spring Quarter 2015.


College of Business Administration

Appendices

AACSB FIFTH YEAR MAINTENANCE REPORT

NOVEMBER 2014

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