Annual Report Form - Southern Adventist University

International Assembly for Collegiate Business Education
Annual Report Form
May 2010
International Assembly for Collegiate Business Education
P.O. Box 3960
Olathe, Kansas 66063
USA
IACBE Annual Report Form
This annual report should be completed for your academic business unit and submitted to the IACBE by
November 1, 2010.
General Information
Institution’s Name:
Institution’s Address:
City:
Collegedale
Name of Submitter:
Title:
Dean
Telephone (with country code if
outside of the United States):
Southern Adventist University
School of Business and Management, Southern Adventist University
State or Country:
ZIP/Postal Code:
TN
37315
Dr. Don Van Ornam assisted by Michelle Doucoumes
423-236-2750
Your Email:
Date
Submitted:
[email protected]
10-21-2010
Membership Status and Accreditation Information
A. Your membership status with the IACBE (mark one):
X
Accredited Member
Candidate for Accreditation
Educational Member
B. If applicable, when is your next institutional accreditation site visit?
If applicable, when is your next reaffirmation of IACBE accreditation site visit?
2017
Year
Year
C. If you are an accredited member of the IACBE:
Provide the website address for
the location of your public
notification of accreditation by the IACBE:
https://www.southern.edu/business/aboutus/Pages/
iacbeaccreditation.aspx
Provide the website address for
the location of your public
disclosure of student achievement information:
https://www.southern.edu/business/Documents/20
08_2009ReportofStudentLearningand%20Achiev
ement.pdf
D. If you have received an accreditation letter from the IACBE Board of Commissioners with “notes”
that identified areas needing corrective action, please list the number of the IACBE’s Accreditation
Principle for each note in the table below. Indicate whether corrective action has already been taken
or that you have made plans to do so. (Add additional rows if necessary.)
Commissioners’ Notes
Action Already Taken
The revised outcomes assessment plan is
incomplete. It does not contain revised
undergraduate learning objectives, and it does not
specify the pass rate expectations for the capstone
course. It also does not specify performance targets
for the indirect measures. Please submit a
completed outcomes assessment plan that includes
these items. This should be sent with your annual
The revised assessment
plan was submitted to
IACBE under separate
cover during the initial
year.
IACBE Annual Report Form
Action Planned
1
Commissioners’ Notes
Action Already Taken
Action Planned
report, due November 1, 2007. The revised
outcomes assessment plan needs to be fully
implemented and the results considered in making
changes and improvements to your business
programs.
Students expressed the need for small group
meeting rooms on campus. The librarian informed
the site visit team that students are using the library
more, but that there is a need for rooms where small
groups of students can work on projects together.
While reviewing the library resources, it was good
to see increases in the book collection. The site
team was concerned, however, that there was a need
for more electronic resources such as Business
Premier. This is especially true given your growing
graduate programs in business. Please provide a
progress report concerning electronic resources and
for providing small group meeting areas for students
with your annual report each year.
IACBE Annual Report Form
Actions were
previously taken
including adding seven
additional small group
rooms to the library.
The expansion of
electronic resources is
still continuing,
including the 2010
upgrade from the
Business Source
Premier to the Business
Source Complete
electronic database.
2
Outcomes Assessment
E. Has your outcomes assessment plan been submitted to the IACBE?
X
Yes
No. If no, when will the plan be submitted to IACBE?
F. Is the original or revised outcomes assessment plan you submitted to the IACBE still current or have
you made changes?
The outcomes assessment plan we submitted is still current.
X
Changes have been made and the revised plan is attached.
We have made changes and the revised plan will be sent to the IACBE by:
G. Complete the Program-Level Intended Outcomes Form in Exhibit A and include it with this annual
report to the IACBE. An example of a completed form can be found in Exhibit B.
Remember that your outcomes assessment plan needs to include two or more direct and two or more
indirect measures of student learning. These measures should be used at the program level.
Examples of both direct and indirect student learning outcome measures are shown in the example of
a completed form in Exhibit B. You will need to insert your own direct and indirect student learning
outcome measures when completing the form.
At the bottom of the form, space is provided to identify changes and improvements that you plan to
make as a result of your assessment activity.
Programmatic Information
H. Identify any significant changes that have taken place in your business programs during the reporting
period.
1. Did you terminate any business programs during the reporting year?
X
No
Yes. If yes, please identify terminated programs.
2. Were changes made in any of your business majors, concentrations, or emphases?
X
No
Yes. If yes, please identify the changes by adding an additional page to this document.
3. Were any new business programs (including new majors, concentrations, and/or emphases)
established during the academic year?
X
No (skip to item I below)
Yes. If yes, please identify the new programs on a separate sheet; answer item H-4 below.
4. If applicable, was approval of your institutional accrediting body required for any of these
programs?
No
Yes. If yes, please fax, mail, or attach a copy of the material you sent to your
institutional accrediting body to obtain approval.
IACBE Annual Report Form
3
Administrative Changes
I.
In the table below, identify any administrative changes that directly affect your academic business
unit, including changes in your academic business unit’s primary representative to the IACBE, your
designated alternate to IACBE, your institution’s chief executive officer and chief academic officer,
and the head of your academic business unit (if different from the primary representative to the
IACBE). If the incumbent in any of these administrative positions has changed, include the new
incumbent’s name, his or her title, telephone and fax numbers (with country code for institutions
outside of the United States), and email address.
Position
Telephone
Name
Fax
Title
Email
Other Issues
J. Briefly comment on other issues pertaining to your academic business unit that you would like to
share with the IACBE.
IACBE Annual Report Form
4
IACBE Annual Report
For Academic Year:
2009-2010
Exhibit A: Program-Level Intended Outcomes Form
Student Learning Information for Undergraduate Business Degrees
Mission of the School of Business and
Management:
The mission of the School of Business and Management is to develop Christ-centered business leaders
who integrate knowledge and application with high moral values.
Intended Student Learning Outcomes for Undergraduate Business Degrees:
1. To give the student a broad background of knowledge of the free enterprise system within a framework of moral and ethical guidelines.
2. To assist the student in developing a sound Christian philosophy toward our current economic environment and the ever-changing business
world of the future.
3. To provide the student with a quality academic program with basic business skills required for initial job placement.
4. To encourage Seventh-day Adventist students to serve as workers and in positions of business leadership with organizations sponsored by this
denomination when opportunities are available.
5. To foster within all students a commitment to excellence and a concept of service in the workplace and to community.
6. To provide the necessary academic background for entrance into graduate degree programs in business.
Assessment Tools/Methods for Intended Student Learning Outcomes—
Direct Measures of Student Learning
Performance Targets/Criteria for Direct Measures:
1. Educational Testing Service (ETS) Major Field Test
The mean score of graduating business seniors should be at least 65th
percentile on the ETS exam.
2. Capstone Course
90% of students should receive a “B” or better on the final project.
Assessment Tools/Methods for Intended Student Learning Outcomes—
Indirect Measures of Student Learning
Performance Targets/Criteria for Indirect Measures:
1. Senior Exit Survey
2. Alumni Survey
An overall mean score of 5 on a Likert scale of 1-7 should be achieved on
questions 1-8.
An overall mean score of 5 on a Likert scale of 1-7 should be achieved on
questions 1-5.
Summary of Results from Implementing Direct Measures of Student Learning:
IACBE Annual Report Form
Performance Target Was…
5
Met
th
1. Results for ETS Exam: An average student score at the 80 percentile was achieved during fall 2009 and 85
percentile during winter 2010.
Not Met
th
2. Results for Capstone Course: 92% of student during fall 2009 and 100% of students during winter 2010 received a
“B”or better on the final project in the capstone course, MGNT 464.
Summary of Results from Implementing Indirect Measures of Student Learning:
x
x
Performance Target Was…
Met
1. Results for Senior Exit Survey: On a scale of 1-7, the mean score on questions 1-8 was 6.1 in fall 2009 and 5.8 in
winter 2010.
x
2. Results for Alumni Survey: On a scale of 1-7, the mean score on questions 1-5 was 5.7.
x
Not Met
Proposed Courses of Action for Improvement in Areas for which Performance Targets Were Not Met:
1.
2.
3.
4.
Notes:
1. A separate Program-Level Intended Outcomes Form should be used for each IACBE-accredited program that has different intended student learning
outcomes.
2. Performance targets/criteria are the criteria used by the academic business unit in evaluating assessment results to determine whether intended
outcomes have been achieved. For example, if the academic business unit is using the ETS Major Field Test as one of its direct measures of student
learning, then a performance target might be that the Institutional Mean Total Score on the exam will place students in the upper quartile nationally;
or if the academic business unit is using a comprehensive project in a capstone strategic management course as a direct measure of student learning,
then a performance target might be that 80% of the students will score at the highest level (e.g., proficient, exemplary, etc.) on each project
evaluation criterion.
3. Insert rows in the form as needed.
4. Italicized entries in the form represent areas where the academic business unit should insert its own student learning information.
5. In order to assist our members in reporting and to eliminate duplication of effort, the Program-Level Intended Outcomes Form above can also be
used in the academic business unit’s public disclosure of student achievement information.
IACBE Annual Report Form
6
IACBE Annual Report
For Academic Year:
2009-2010
Exhibit B: Program-Level Intended Outcomes Form
Student Learning Information for Graduate Business Degrees
Mission of the School of Business and
Management:
The mission of the School of Business and Management is to develop Christ-centered business leaders
who integrate knowledge and application with high moral values.
Intended Student Learning Outcomes for Graduate Business Degrees:
1. To give the student a broad background of knowledge of the free enterprise system within a framework of moral and ethical guidelines.
2. To assist the student in developing a sound Christian philosophy toward our current economic environment and the ever-changing business
world of the future.
3. To provide the student with a quality academic program at the graduate level with skills required for today’s job placement.
4. To prepare the student to serve in a position of business leadership.
5. To provide the necessary academic background for entrance into terminal degree programs in business or related areas of concentration or
obtain professional certifications.
Assessment Tools/Methods for Intended Student Learning Outcomes—
Direct Measures of Student Learning
Performance Targets/Criteria for Direct Measures:
1. Student Writing Assessment
80% of students should receive at least a “B” on midterm exam writing
effectiveness skills in the BUAD 505 course.
2. Capstone Course
80% of students should receive a “B” or better on the final project.
Assessment Tools/Methods for Intended Student Learning Outcomes—
Indirect Measures of Student Learning
Performance Targets/Criteria for Indirect Measures:
1. Graduate Exit Survey
An overall mean score of 5 on a Likert scale of 1-7 should be achieved on
questions 1-8.
2. Alumni Survey
An overall mean score of 5 on a Likert scale of 1-7 should be achieved on
questions 1-5.
Summary of Results from Implementing Direct Measures of Student Learning:
IACBE Annual Report Form
Performance Target Was…
7
Met
1. Results for Student Writing Assessment: 100% of students received at least a “B” on midterm exam writing
effectiveness skills in the BUAD 505 course.
x
2. Results for Capstone Courses: 67% in BUAD 570, 100% of students in ACCT/FNCE 564, and 75% of students in
NPLD 570 received a “B”or better on the major capstone project.
Summary of Results from Implementing Indirect Measures of Student Learning:
Not Met
x
Performance Target Was…
Met
1. Senior Exit Survey: On a scale of 1-7, the mean score on questions 1-8 was 5.98.
x
2. Alumni Survey: On a scale of 1-7, the mean score on questions 1-5 was 5.97.
x
Not Met
Proposed Courses of Action for Improvement in Areas for which Performance Targets Were Not Met:
1. BUAD 570: Analyze results next year when the course is offered both online and on campus before taking further action.
2. NPLD 570: Due to small class size (four students) in the first year of the assessment, results will need to be evaluated in following periods before
taking action. Continue to analyze results for the next several years for comparison.
3.
4.
Notes:
6. A separate Program-Level Intended Outcomes Form should be used for each IACBE-accredited program that has different intended student learning
outcomes.
7. Performance targets/criteria are the criteria used by the academic business unit in evaluating assessment results to determine whether intended
outcomes have been achieved. For example, if the academic business unit is using the ETS Major Field Test as one of its direct measures of student
learning, then a performance target might be that the Institutional Mean Total Score on the exam will place students in the upper quartile nationally;
or if the academic business unit is using a comprehensive project in a capstone strategic management course as a direct measure of student learning,
then a performance target might be that 80% of the students will score at the highest level (e.g., proficient, exemplary, etc.) on each project
evaluation criterion.
8. Insert rows in the form as needed.
9. Italicized entries in the form represent areas where the academic business unit should insert its own student learning information.
10. In order to assist our members in reporting and to eliminate duplication of effort, the Program-Level Intended Outcomes Form above can also be
used in the academic business unit’s public disclosure of student achievement information.
IACBE Annual Report Form
8