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					HSU Academic Program Criteria
Academic Program in Business Administration MBA

I. The Vision for Humboldt State University (Limit: 2 pages) [15%]

   Describe up to 5 curricular or co-curricular features of the program that are consistent with
   the Vision of HSU, and indicate which aspect(s) of the Vision align with that particular
   feature. Please provide sufficient information such that an individual unfamiliar with your
   program will clearly understand the feature’s relevance.

  See the following 2 pages.
We will focus on five specific areas in the vision statement (VA) which our program supports.
(VS) … campus of choice for individuals who seek above all else to improve the human condition
   Improve the Human Condition: The School of Business faculty strongly believe one of the
best ways HSU can positively influence the human condition and environmental sustainability is
by training MBAs to manage organizations in ways that promote these goals. While individuals
may be the primary “triggers” for social and environmental change, it will be organizational
leaders who “get the job done.”
(VS)… renowned for social & environmental responsibility & action. We match as follows:
   Social and Environmental Responsibilities: By properly and ethically guiding the
organizations they manage, our MBAs will be the “drivers” of change. MBAs, as future
organizational leaders, will lead by example through their exposure to these topics throughout
the MBA curriculum. We integrate social and environmental responsibilities in our MBA
courses. Additionally, the Chung-Watson lecture series in business ethics brings distinguished
lecturers to HSU on annual basis. Our 15th annual lecture was delivered by Gil Friend, Founder,
President, and CEO of Natural Logic and was titled the State of Sustainability.
(VS) … the individual citizen who acts in good conscience and engages …. We match as follows:
   Informed Action; Ethics: A significant minority of MBA candidates have chosen our
program because of its emphasis on small business creation and management. As entrepreneurs
and owners of their small businesses, our MBAs are not only educated in how to create and
manage a small business, they also are trained in ethical conduct. In addition to weaving
organizational and personal “business” ethics throughout our curriculum, our MBAs are required
to take a capstone course on the social environment and organizational ethics.
(VS) … increasing our diversity of people and perspectives... We match as follows:
   International Education: The School of Business faculty believes business can positively
contribute to make the world a better place. To that end, we welcome international students in
our program and we seek partnership with universities outside the United States to educate our
students and prepare them for global employment. Approximately 25% of our 2006 class were
international students, 15% of our 2007 class, 13% of our 2008 class, and 43% of those accepted
into our 2009 class.
       Commitment to Diversity: Professional programs, such as business, provide a direct
and quick improvement in economic status of their students upon graduation. This fact as well

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as the diversity of our faculty might be of interest to students of color particularly.
Approximately 20% of our 2006 class represented “diversity” (minority students/EOP/ students
with disability/other), 15% of our 2007 class, 17% of our 2008 class, and 8% of those accepted
into our 2009 class. Over the last eight years, our non-white enrollment averaged 21% (section
II.A.1). Most of our MBA courses require team projects. In this way, not only are “diversity
students” in the classes interacting with other students, they also work intimately throughout the
program with “non-diversity” students on projects and presentations.
(VS)… exemplary partners with our communities… We match as follows:
Based upon the May 2006 Marketing Research Study, the faculty of the School of Business
decided to create an MBA program with focus on entrepreneurial education. To that end, we are
involved in the following activities.
       Community Partnerships: Our MBAs work with local businesses, organizations, and
communities on two levels. First, through research. Our MBAs often communicate with the
community in gathering information and data for their team projects (this occurs in many
courses). Secondly, by serving as consultants to local organizations (e.g., creating marketing
plans in MBA 630, conducting special studies for the Cher-Ae Rancheria in MBA 620).
       Partnership through Economic Fuel: A business plan competition for local college
students and recent graduates. We have been an active partner in Economic Fuel competition
from its inception in 2005 and have offered courses (Economic Fuel, Small Business
Administration, and Business Plan Development) to prepare the participants for the competition.
Additionally, Business faculty have served the team members as their advisors.
       Development of the Institute for Entrepreneurship Education (IEE): The HSU
Institute for Entrepreneurship Education (IEE) was chartered in spring 2008 to fill the campus
need for entrepreneurship education and collaborate with local area resources to better serve our
campus and local community. The IEE’s activities are divided into 3 parts: curriculum, HSU
campus outreach, and community connections.




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II. Demand (Limit: 1.5 pages per option, not including tables) [20%]

   A. Internal demand for the degree program and courses in the degree program

         1. Headcount Data

             Major Academic Year (Fall/Spring) Average Headcount Summary
                       Majors_overview_MBA report generated: 16-APR-08
Major                                   AY AY AY AY AY AY AY AY
Code          Major Description        00/01 01/02 02/03 03/04 04/05 05/06 06/07 07/08
MBA        Business Administration-MBA    26    34    32    37    32    24    26    35
Total                                   26    34    32    37    32    24    26    35

                               Majors by Sex and Ethnicity
                       Majors_overview_MBA report generated: 16-APR-08
                               AY    AY    AY    AY    AY    AY    AY    AY
  SEX          Ethnicity      00/01 01/02 02/03 03/04 04/05 05/06 06/07 07/08
Female                 Asian       0     1     1     0     0     0     3     1
                       Black       0     0     0     0     0     1     1     1
                    Hispanic       0     0     2     1     1     0     1     2
                Native Amer        1     1     2     1     1     1     0     0
                   Pacific Is      0     0     0     0     0     0     1     0
                      White        7     8     9    14    13    11    12    10
                       Other       2     2     0     1     0     0     0     1
                  Unknown          2     2     2     1     1     2     4     5
  sum                          11    13    15    17    16    14    21    19
Male                   Asian       0     1     0     0     2     2     0     2
                       Black       1     1     1     2     0     0     0     2
                    Hispanic       3     2     1     1     0     0     0     1
                Native Amer        0     0     1     0     0     1     0     0
                      White       10    10    11    14    12     6     4    11
                       Other       0     0     1     0     0     1     1     0
                  Unknown          2     7     3     5     3     1     1     2
  sum                          15    21    17    21    16    10     5    17




                                                                                    4
Business Administration-MBA (with options) Degrees Awarded (incl. primary and second
                                      majors)
                     degrees_awarded_M_MBA report generated: 25-JUN-08
                                  AY    AY    AY    AY    AY    AY    AY    AY
           MAJOR                 99/00 00/01 01/02 02/03 03/04 04/05 05/06 06/07
Business Administration-MBA           5     2    11    14    13    14    16    17
             sum                   5     2    11    14    13    14    16    17

Business Administration-MBA Degrees Awarded by Sex and Ethnicity (incl. primary and
                                 second majors)
                     degrees_awarded_M_MBA report generated: 25-JUN-08
                            AY    AY    AY    AY    AY    AY    AY    AY
  SEX         Ethnicity    99/00 00/01 01/02 02/03 03/04 04/05 05/06 06/07
Female               Asian      0     0     0     1     0     0     0     0
                     Black      0     0     0     0     0     0     0     1
                  Hispanic      0     0     0     0     0     0     1     0
              Native Amer       0     0     0     0     0     0     1     0
                    White       1     0     2     3     5     5     4     5
                     Other      0     1     0     1     0     0     1     0
                 Unknown        0     0     1     2     1     0     1     1
  sum                        1     1     3     7     6     5     8     7
Male                 Asian      0     0     0     1     0     0     1     2
                     Black      0     0     0     0     0     1     0     0
                  Hispanic      0     0     3     0     1     0     0     0
                    White       4     1     4     4     4     5     5     7
                     Other      0     0     0     0     1     0     0     1
                 Unknown        0     0     1     2     1     3     2     0
  sum                        4     1     8     7     7     9     8    10

        2. FTES by Course Code

   FTES taken in Masters of Business Admin. classes by Majors (AY 02/03 - AY 07/08)
                      course_ftes_smry_MBA report generated: 30-JUN-08
          Course                                      AY AY AY AY AY AY
SUBJ       level          Student Major              02/03 03/04 04/05 05/06 06/07 07/08
MBA       Graduate   Business Administration-MBA       15.9 14.6 18.4 14.9 21.5 20.6
                                     Mathematics         .0    .0    .0    .0    .0    .4
                           Business Administration       .0    .0    .4    .3    .3    .3
                                     English-Grad        .0    .0    .0    .1    .0    .0
         Sub-total                                    16.1 14.6 19.0 15.2 21.8 21.3


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   FTES taken in Masters of Business Admin. classes by Majors (AY 02/03 - AY 07/08)
                            course_ftes_smry_MBA report generated: 30-JUN-08
         Course                                          AY AY AY AY AY AY
SUBJ      level                Student Major            02/03 03/04 04/05 05/06 06/07 07/08
MBA      Graduate         Business Administration-MBA 15.9 14.6 18.4 14.9 21.5 20.6
                                          Mathematics       .0    .0    .0    .0    .0    .4
                                Business Administration     .0    .0    .4    .3    .3    .3
                                          English-Grad      .0    .0    .0    .1    .0    .0
       Sub-total                                         16.1 14.6 19.0 15.2 21.8 21.3

       3. Service to other HSU program/options
       Document other HSU programs/options (including, GE) with required coursework from
       your program
                                         Not applicable.

       4. Comment on the internal demand FOR EACH OPTION of the Major. Explain any
          significant changes in internal program demand over past 7 years. Provide any
          additional relevant information of internal demand.

From the files of the last 113 MBAs, 29 undergraduate majors were represented.
Undergraduates from many diverse majors have seen the benefits from earning an HSU MBA.
The distribution of MBAs from the following undergraduate majors is:
          Anthropology            2%    Forestry                    2%   Philosophy                  2%
          Biology                 4%    Geography                   1%   Political Science           7%
          Business                30%   Geology                     1%   Psychology                  5%
          Business Education      1%    History                     1%   Recreation Administration   6%
          CIS                     4%    Industrial Technology       1%   Religious Studies           1%
          Chemistry               1%    Interdisciplinary Studies   1%   Spanish                     1%
          Communication           2%    Journalism                  1%   Theatre Arts                3%
          Economics               3%    Liberal Studies             5%   Wildlife                    2%
          English                 2%    Math                        3%   Zoology                     1%
          Environmental Science   1%    Nursing                     1%


   B. External demand for “graduates” from the program
        Imagine you are answering a parent’s question about job prospects and the demand for
        graduates of your program/option. Describe evidence of external demand for this
        program. Evidence may be cited from one of the following sources: the State of
        California http://www.labormarketinfo.edd.ca.gov/, the US Department of Labor
        http://www.bls.gov/OCO/, the National Association of Colleges and Employers,
        http://naceweb.org. Evidence may be cited from an additional source from, for
        example, a professional society relevant to your discipline.

The percentage of students earning undergraduate degrees has increased 33% between 1992 and
2000, with over 1 million bachelor’s degrees awarded in 2000. As competition for jobs
continues to increase, earning an MBA has become more desirable. Additionally, the MBA

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provides significantly higher salaries than the undergraduate degree (by 41%)
(http://www.bls.gov/opub/ooq/2002/fall/art01.pdf). Finally, MBA programs allow individuals
with a non-business undergraduate degree to enhance their marketability in the job market.
       NACE’s Job Outlook 2007 Fall Preview Survey supports this. 2007 is the third straight
year of double-digit hiring increases. The four top demanded master’s degrees are the MBA,
Electrical Engineering, Mechanical Engineering, and Accounting. Based on responses from 129
MBA programs, 50% of MBAs graduating in May/June 2006 had job offers by the previous
March (2005 = 64%, 2004 = 42%, 2003 = 34%). The average 2007 job offer to MBAs was
$72,930 ($93,770 including perqs), and over half were above $75,000.
       The Winter, 2006 Employment Trends Survey by the MBA Career Services Council
confirms NACE’s survey results. Over 50% of graduating MBAs had job offers a semester
before completing their MBAs, and 70% reported higher starting salaries than in 2005. 82% of
responding recruiters projected next year’s MBA job market to either “slightly” or
“significantly” improve. 68% projected base salaries increases over 2005, and 50% projected
increased signing bonuses (48% projected they would stay the same as in 2005).
       This survey also reports 98% of responding MBA programs saw increased on-campus
recruiting over last year. 2007 also saw a 61% increase in internship recruiting over 2006.
Statistics reported in the previous section demonstrate a strong demand for MBAs across non-
business majors. This survey confirms a similarly strong demand in hiring MBAs across
industries. Comparing 2006 to 2005, recruiting efforts:
                 Industry                Remained the Same           Increased
                 Consulting                     29%                     69%
                 Consumer products              53%                     46%
                 Financial services             17%                     81%
                 Government                     67%                     24%
                 Manufacturing                  59%                     29%
                 Media/entertainment            85%                     11%
                 Non-profits                    81%                     15%
                 Petroleum/energy               64%                     33%
                 Pharmaceutical/biotech.        44%                     55%
                 Real estate                    56%                     42%
                 Technology                     47%                     46%

   Many of our MBAs complete this program in order to start their own businesses. In
California, the number of businesses with fewer than 5 employees grew 24% from 2000 to 2005,

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and the number of jobs provided by these firms grew 23%. Nationally, income taxes paid by
these firms grew 34% over the same time period, from $107 billion to $142 billion (North Coast
SBDC Newsletter, 9/4/08). Locally, our Economic Fuel competition has averaged around 50
new start-ups a year applying, and about 20 business plans submitted per year. This
demonstrates the strong demand for small business start-ups in our area.

III. Program Quality (Limit: 6 pages, not including tables) [30%]

   A. Students

       1. For graduate and post-baccalaureate professional programs

                               Total Fall Applications received
                             appsXmajFall report generated: 29-JUL-08
             General major                       2003 2004 2005 2006 2007 2008
Business Administration-MBA                         46   42   31   32   33   35

                              Total Fall Applicants who enrolled
                             appsXmajFall report generated: 29-JUL-08
             General major                       2003 2004 2005 2006 2007 2008
Business Administration-MBA                         24   16    8   17   20   13

Provide an explanation of the above data, if necessary, and/or provide additional evidence
indicative of program quality related to student achievement.

   The demand for MBA degrees continues to grow. There is discrepancy in the data and
enrollment in the MBA courses average 12 in 2005 and grow to 23 in fall 2008.
   B. Faculty

      1. Provide evidence of teaching effectiveness and commitment to continuous
          improvement of teaching. Include, for example, engagement in professional
          development for teaching (including around campus themes on learning outcomes
          and diversity, and on accessibility training), program approaches to ensure quality,
          and/or recognitions, honors, and awards for excellence in the classroom as
          appropriate for your program.
    The school’s commitment to teaching effectiveness can be measured in part by: course
evaluation scores; departmental responses to low evaluation scores; regular meetings to sample
successful courses and discuss ways to incorporate “best practices” in the department;
conferences and workshops attended to increase faculty teaching effectiveness.


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Course evaluations: The School of Business evaluates every faculty in every class they teach
every semester. For spring 2008 semester, mean overall departmental scores from class
evaluations ranged from 4.0 to 4.4 (4 = ‘good,’ 5 = ‘excellent’) in each category. There is no
overall university score available.
Departmental responses to low scores on evaluations: lecturer responses may include a non-
satisfactory departmental chair evaluation; responses to professors may include mentoring and
additional training.
Regular meetings: Members of our faculty have a dinner meeting at least once per semester to
discuss successful courses and share ways to improve teaching effectiveness.
Conferences and workshops attended by faculty designed to increase teaching effectiveness over
the past seven years are illustrated in the table on the following page.




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Engagement in                   03/04    04/05       05/06       06/07       07/08
Professional Development
for Teaching

AACSB Conference                                                   Sims      Mortazavi
(Assessment)
Academy of Management –
Designing Business School        Duron
courses
                                                                              Chen
Accessibility Workshop (ADI                                                  Mortazavi
initiative)                                                                   Duron

Access to Excellence                                             Mortazavi
Conference
American Marketing
Association, Summer              Sims      Sims        Sims
Educators’ Conference
American Marketing
Association, Winter                                                Sims
Educators’ Conference
Center for International
Business Education &                     Mortazavi
Research (CIBER) Conference

Financial Management                     Mortazavi
Association Meeting

HSU Departmental                                                 Mortazavi
Assessment Workshop
Microsoft Office products –
updates (PPT and Doc.)                                            Duron       Duron

Myths & Realities of                     Mortazavi
Globalization
Sloan-C International
Conference on Asynchronous                           Mortazavi
Learning

WASC Conference                                                  Mortazavi
(Assessment)
Western Academy of
Management                       Duron

Writing Across the Curriculum            Mortazavi                 Sims
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       2. Evidence of faculty engagement in scholarship/creative activities and service.
          (Express as a percentage of full-time or FERP faculty members affiliated with the
          program. For example, if 9 of 10 faculty affiliated with your program gave a paper at
          a professional meeting in 04/05, then enter 9/10 = 90%.) This table is to be
          completed by the department.

   Full Time Tenured Track and FERP faculty members are shown in the table below. It is
important to note that we have also included a table for our Lecturers following this table. Their
information should also be considered.
   TENURE/ TENURED TRACK/FERP
       Scholarship/Creative Activities/Service            05/06       06/07        07/08
         At least one peer-reviewed publication         22%         31%          31%
         or creative product
         At least one funded grant or contract          0           0            16%
         related to scholarship
         Invited participant or leader of               44%         31%          31%
         workshops, expert panels, or task forces
         At least one presentation (paper, poster,      22%         31%          31%
         exhibition, etc.) given at a professional
         society meeting
         Professional service activities at a           22%         46%          31%
         regional or national level
         Service on at least one university or          44%         62%          62%
         college-level committee (at least 1
         hour/wk avg.)


       3. Provide explanations of the data above and/or descriptions of the patterns of faculty
          engagement in scholarly and/or creative activities and service as appropriate for your
          program.

Drs. Thomas, Ramnarayan, and Yang have published in the period 2005-2008.
Drs. Thomas, Ramnarayan, Yang, and Mortazavi have made several presentations
Dr. Mortazavi and Thomas have served multiple college and university committees.
It is important to note two things:
1. We have a high percentage of FERP faculty. When presented as a percentage of FERP to
   Tenure Track faculty, the data is as follows: 05/06 = 33% of professors were on FERP
   program; 06/07 = 33% of professors were on FERP program; 07/08 = 17% of professors
   were on FERP program


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2. We have two highly qualified lecturers who have their Ph.D. and also have published. They
   are dedicated teachers who contribute significantly to our success, and it is important that
   their Scholarship and Creative Activities/Service be included as evidence of faculty quality.
   The data for these two lecturers is presented here as a separate table.

             LECTURER INFORMATION
         Scholarship/Creative Activities/Service   05/06             06/07         07/08
            At least one peer-reviewed           50%               50%         (1 article
            publication or creative product                                    being
                                                                               researched/
                                                                               drafted)
             At least one funded grant or contract    0            0           50%
             related to scholarship
             Invited participant or leader of         100%         100%        0
             workshops, expert panels, or task
             forces
             At least one presentation (paper,        0            0           0
             poster, exhibition, etc.) given at a
             professional society meeting
             Professional service activities at a     100%         100%        100%
             regional or national level
             Service on at least one university or    50%          0           0
             college-level committee (at least 1
             hour/wk avg.)

Drs. Vizenor and Duron have published in the period 2005-2008.
Dr. Vizenor received a grant in 2007-2008.
Drs. Vizenor and Duron have participated in workshops and panels in 2005-2008.
Drs. Vizenor and Duron served professionally at both regional and national levels in 2005-2008.
Dr. Vizenor served on one university level committee in 2005-2006.

       4. Provide evidence for faculty mentoring of students. Include, for example, approaches
          to advising, directed study or research, and/or clubs or student professional chapters
          that involve faculty mentorship.

       The MBA Program Director formally advises all MBAs. Dr. Thomas serves Faculty
Advisor to the B&E Club, consults with those participating in Economic Fuel, and encourages
student participation in the Sustainable Entrepreneurs Network, and the Pre-Law Society. Dr.
Vizenor is the Director of our new Institute of Entrepreneurship Education. In this role, she will
provide significant mentoring to MBAs wishing to start their own organizations, students

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participating in Economic Fuel, and marketing research plans for local firms & organizations.
Dr. Duron similarly has teams working on strategic plans and analyses, and mentors each team
continuously throughout her course. Dr. Mortazavi works with students in the Student Managed
Investment Fund, providing real world experience in the area of investment management.
       5.      Other evidence of quality indicators related to faculty that may not be listed
elsewhere, including, for example, faculty diversity within the program.
   Quality indicators include: diversity of our faculty (gender and cultural diversity);
marketability of our program (one year MBA); time we take with our students; requirement that
students see advisor to obtain their registration code; attention given to ensure students meet their
academic requirements; proactive in identifying potential problems with the MBA students; we
make the time to bond with our students; and student participation in clubs is encouraged.
   C. Curriculum (differentiate by option, if appropriate)

       1. Writing and oral communication learning outcomes
          Describe how written and oral communication skills are included in your program.
       Written and oral communication skills are integrated in the every MBA class curriculum
through various team presentations, case studies, papers and written reports. Real-world projects
in select courses are integrated in our MBA curriculum. The MBA capstone course requires a
culminating experience in the form of a written major case analysis.
      2. Assessment
          [Data on program progress with assessment tasks will be provided from the Faculty
          Associate for Assessment]
          Provide 2 examples of how you have used results of assessment of your program’s
          student learning outcomes to adapt, enhance, or affirm your program’s curriculum.
   To date, the School of Business has developed the following goals matrix. The goals matrix
is the first step in developing course-specific learning outcomes for assessment.




                                                                                                  13
     MBA CURRICULAR            1) to educate         2) to educate        3) to educate         4) to educate          5) to educate
            GOALS►                 students              students             students who          students who           students to
                                   who think             who select           communicate           embrace                understand
                                   analytically          and apply            and relate            change and             and
HSU                                                      appropriate          humanely and          lead creativity        appreciate
GOALS                                                    skills from a        effectively                                  local and
▼                                                        repertoire                                                        global
                                                                                                                           diversity

Structure undergraduate
curricula dynamically
responsive to students &
society needs, reflecting
unique learning
                                      N/A                  N/A                   N/A                    N/A                   N/A
environment of our
region, emphasizing
proficiency in
communication skills

Develop a well-defined,
signature All-University
Curriculum that
incorporates the
development of strong                                                                                                    MBA 600, 675
                                MBA 630, 692          MBA 630, 692          MBA 630, 692           MBA 630, 692
skills, interdisciplinary                                                                                               (interdisciplinary
                               (service learning)    (service learning)    (service learning)     (service learning)
experiences, and                                                                                                           experiences)
service/experiential
learning. The program as
a whole will reflect the
university’s vision.
Promote the teaching and
learning process through
                               MBA 630 (group        MBA 630 (group        MBA 630 (group         MBA 630 (group        MBA 630 (group
peer interaction,
                               service learning      service learning      service learning       service learning      service learning
meaningful evaluation
                                  projects);            projects);            projects);             projects);            projects);
instruments, high
                                MBA 620, 650          MBA 620, 650          MBA 620, 650           MBA 620, 650         MBA 650 (group
expectations, and
                               (group projects)      (group projects)      (group projects)       (group projects)          projects)
connections with
community.
Enhance the quality and
visibility of its teacher
education programs to
                                   MBA 699              MBA 699               MBA 699                MBA 699               MBA 699
help address on of
California’s most critical
needs.
Actively encourage
development of
scholarship by improving:        All graduate          All graduate
opportunities for faculty,     faculty involved      faculty involved
staff and students to             in research           in research
participate in research        through research      through research
                                                                                 N/A                    N/A                   N/A
and creative activities; the    assistant grants      assistant grants
infrastructure for              from Research         from Research
scholarship; and by              and Graduate          and Graduate
clarifying the expectations         Studies               Studies
and rewards for scholarly
activity.
Actively encourage the
growth and diversity of its
graduate programs, and
will seek to provide the
necessary funding and          This is the role of
                                                      N/A to specific       N/A to specific     N/A to specific MBA      N/A to specific
curricular support to              the MBA
                                                      MBA courses           MBA courses               courses            MBA courses
enhance the quality of         Program Director
those programs.




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       3. Accreditation (if applicable)
          If the program is accredited, describe the need for this accreditation and its impact
          on the quality and composition of the curriculum of the program.

       The Marketing Research plan conducted in 2006 shows a strong need for accreditation; to
quote “This [AACSB Accreditation] will increase the overall perceptions of the program and
allow the program to remain competitive in the market.” Because we are one of only three CSUs
NOT AACSB accredited, we are at a competitive disadvantage in recruiting high quality
MBAs, international students, and high quality faculty.
       4. Relevance and innovation
          Provide evidence through examples that demonstrate a curriculum that is relevant,
          innovative, forward looking, responsive to changing trends, and equips students to
          function in a diverse, global context.

       The Marketing Research plan of 2006 identified three potential areas of concentration for
the MBA program: International Business, Sustainable Business, and Entrepreneurship. After
careful consideration the School of Business decided to develop an MBA program with focus on
Entrepreneurship. Factors considered in this decision included the creation of the Institute for
Entrepreneurship Education (IEE) at the School of Business and the presence of the Small
Business Development Center (SBDC) Lead Center on campus.
       While our program emphasis is evolving to entrepreneurship and small business
management, we do not ignore the needs of those MBAs seeking employment with larger, global
organizations. The needs of these students are served particularly well in our International
Economics, Statistics, Strategy, and Ethics courses.
       5. Interactions between graduate and undergraduate programs (if applicable)
          If this is a graduate program, what opportunities for undergraduates result (or are
          lost) by virtue of the graduate program.

Undergraduate and MBA students interact with each other by taking MBA prerequisite
(undergraduate) courses, interaction through clubs, and through department sponsored events
such as annual golf tournament and the annual Chung-Watson Lecture Series in Business Ethics.
       6. Program uniqueness
          If your program provides unique educational opportunities or course content that is
          found at few or no other CSU institutions, please describe this uniqueness.

See last page (section VI) for response to this question.
       7. Opportunities for undergraduate scholarship/creative activities/service

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           Estimate the percentage of your undergraduate majors that participate in
           scholarship/creative activities/professionally-related service, and provide some
           illustrative examples of such activities. Can students receive academic credit for these
           activities and have them counted toward undergraduate major requirements?

           Not applicable to graduate program.

   D. Affiliations/Equipment/Facilities/Environment

       1. Affiliations
          Some academic programs are affiliated with on-campus or off-campus centers, units
          or institutes that bring important benefits to programs. For any such
          center/unit/institute, please provide (1) the name of such center/unit/institute, and
          very brief descriptions of (2) the purpose of the center/unit/institute, (3) the nature of
          your program's affiliation with the center/unit/institute, and (4) the benefits accruing
          to your program/major from your affiliation with this center/unit/institute.
          Units/centers/institutes may be public (HSU, CSU, local, state, federal) or private.

       The School of Business has established educational partnerships with HEIG-VD (Haute
Ecole d’Ingenierie et de Degestion du Canton de Vaud) in Switzerland, Oaxaca University in
Mexico, Xian University in China, and we are working on a partnership with University of
Portsmouth in the United Kingdom. While each of these affiliations is designed to exchange
undergraduate students, they should positively impact the diversity of our MBA program by
attracting graduate applicants from these schools.
       Through affiliations with the Small Business Development Center Regional headquarter,
the Institute for Entrepreneurship Education, and Economic Fuel, MBA students will have more
internship and project consulting opportunities further supporting our small business focus.

       2. Facilities and resources
          Provide a brief listing of your most important facilities, equipment and
          information/library resources, and describe the degree to which the current facilities,
          equipment and information/library resources affect program quality.

       Our primary classrooms are located in Siemens Hall. Although they are all smart
classrooms, lack of wireless availability and old furniture contribute to an outdated teaching
environment.




                                                                                                  16
       3. Unique local and regional environment
          Describe how the program takes advantage of the unique local or regional social,
          cultural and/or natural environment available to students and faculty at HSU. (Do
          not include items listed under D1.)

Please reference last page (section VI) for response.

IV. Investments, Revenues, and Efficiencies (Response Limit: 2 pages of narrative, not
    including tables) [20%]

   A. Program Investments

           1. Program Investment – Degree Requirements

           Enter the total number of required course units (as listed in the catalog) for this
           academic program, and then the number of required course units for this academic
           program that are from the primary course code associated with your program.
           Provide a total for each option if appropriate.

           Student Units

                                                          Required
                           Total required                 Program SCUs
                           Program SCUs           32      in the primary        32
                                                          Course Code

           Weighted Teaching Units (WTU’s)

           Total the number of WTUs required to teach 1 section of each of the required courses
           in the program. If there are lists of restricted electives (e.g., take 1 of the following 3
           courses), then choose a representative course from the list. For required S-factor
           courses, estimate the typical number of WTU’s assigned to a faculty member who
           teaches the course. Again, differentiate by option if appropriate.

                                                          Required
                           Total Required                 Program
                           Program WTUs           32      WTUs in the           32
                                                          primary
                                                          Course Code

           2. Program investment – by Minimum Weighted Teaching Units required to offer
              coursework so students can make reasonable progress toward their degree.

           Complete the table below using the definitions that follow. Include additional
           columns as needed for additional options.


                                                                                                   17
                                WTU for GE
                Total WTU       and service to                       WTU for          WTU for
                 in Course     other academic    WTU for            Major Option     Major Option
                   Code           Programs     Major Option 1            2                3

                    64                  0                 64             n/a               n/a

           Total WTU in Course Code: Sum up the total number of WTU that were used to
           teach courses in the primary course code associated with your academic program
           over the past two academic years. Exclude remedial courses.

           Service to GE and other Academic Programs: Enter the total number of WTU that
           were used over the past 2 years to meet service demands imposed by students outside
           the major. (In other word, if 8 sections of Egyptology 301 have been offered over the
           past 2 years, but if 2 sections over the past 2 years would have been sufficient for the
           Egyptology majors, then count 6 sections of Egyptology, and the associated WTU, in
           this category.)

           WTU for Major Option (s): Sum up the non-service WTU for the set of courses in the
           course code associated with your program that you would need to offer over a two
           year period to accommodate progress toward degree for your program students.

           Notes: 1) In programs with multiple options, courses common to the multiple options
           should be included in all options. Hence the entries to the right of the “Total” entry
           will not sum to the total. 2) Do not pro-rate WTU’s by the percentage of students in
           a particular section of a course that are majors. Include the course in the count if it
           must be offered during a 2-year period for students to make progress toward their
           degree. The 4-year major plan for Freshmen may be useful.

           3. Program Investments – by staff allocations.

               Estimate the percent of departmental expenditures for staff positions that can be
               attributed to this academic program. Provide an explanation, as appropriate.

                                            Major Program
                          Percents of
                          Staff FTEF             10%
                                                            
       Note that we are interpreting the totality of the staff function (budgeting, scheduling,
student support, CMS, lecturer hiring responsibilities, etc.) as requirement to support the major
program and its options. In other words, we exist for an academic function; therefore all staff
time in allocated to academic support. (NOTE: the remaining 90% of FTEF is attributed to the
undergraduate programs, which is another report) 
                                                       Staff FTE 

                                                                                                    18
                               1/31/2004       1/31/2005  1/31/2006  1/31/2007   1/31/2008 
                BUSINESS      Count  Sum      Count Sum  Count Sum  Count  Sum  Count Sum 
                R07               1    1.00        1 0.20          1   1.00          1  1.00      1        1.00
                 Total            1    1.00        1 0.20          1   1.00          1  1.00      1        1.00

       NOTE 1/31/05: We were searching for a new ASC and had temporary help in the office
during this period.
           4. Program Investments – Other annual costs.

           Provide dollar estimates for other program costs by the following categories.
           Annualize periodic costs (equipment purchases or facilities upgrades) as necessary.
           Include an explanation, if appropriate. Do not include costs for commonly used items
           (smart classrooms, faculty workstations, etc.).

                Category                                                      Estimated Cost
                                                                              $160
                Equipment (including maintenance)
                                                                              $820
                Instructional Supplies
                                                                              $500
                Temporary Help (graders, lab assistants, GA’s, etc.)

       We receive only 2/3rds of our anticipated minimal OE needs for the School of Business.
Neither our budget nor actual funding includes any money for the graduate program. Our
financial and faculty staffing deficiencies are so bad, this is not even considered a priority, and is
not discussed. This is a significant internal weakness that affects program quality and faculty
productivity.
          5. Program Investments – accreditation [if applicable]
          If this program is accredited, describe how this accreditation affects program costs.
   While the School of Business is not accredited, we highly desire to become AACSB
accredited. See section III.C.3 for discussion on this topic.
   B. Gross Revenues
            Revenue
            DEPARTMENTS COMPLETE THIS SECTION                             05/06        06/07     07/08
               Fundraising/donations                                     30,366       12,400    16,615
               Extended Education                                        2,000        2,800     2,300
               Student fees
               Instructionally Related Activities (IRA)                   4,107
               Instructionally-related grants                                         1,750
               Grants and contracts to P.I.s
               Other revenues                                             700         620       560

                                                                                                      19
           Provide an explanation for how these revenues support the academic program.
   The MBA program is a part of the School of Business and no revenue specific to the MBA
program is generated. The above table indicates the revenue for the entire School of Business
and support our Student Managed Investment Fund, cover costs associated with student
assistants (graders), donations to Business & Economic Club, student events to promote
retention, assessment tests, instructional supplies, and augments our meager OE account as
necessary. We received a $10,000 donation in 05/06 from the Webb Foundation to support
various enterprises such as the Student Managed Investment Fund, distinguished lecture series
and visiting speakers, and community outreach programs and internships.

   C. Efficiency
          1. Efficiency – By SFR for course code

               Academic
               Year
               Averages Subject         02/03      03/04      04/05       05/06     06/07            07/08
               SFR      MBA             12.98      14.48      19.24       15.12     25.83            20.41
               FTEF     MBA              1.24       1.01       0.99        1.01      0.84             1.04


               SFR SUMMARY               02/03     03/04     04/05      05/06     06/07       07/08
                     AHSS                20.36     22.05     21.94      20.61     21.19       22.91
                     CNRS                15.66     16.90     17.17      16.04     16.82       18.28
                     CPS                 15.12     16.29     15.68      15.22     20.80       25.33
               UNIVERSITY TOTALS         17.28     18.65     18.57      17.52     19.32       21.43

              Explain any substantial changes in SFR. Also explain why this SFR differs from
              the college and/or university SFR. What efforts have been made over the past few
              years by the program to improve this measure of efficiency? Use the data under
              part IV.E. as appropriate.

   In two of the six years reported above, the MBA program’s SFR equaled or exceeded the
college average, which includes undergraduate and graduate classes. A graduate program’s SFR,
especially when comprised of seminars, should be significantly less than undergraduate SFR.




                                                                                                20
           2.   Efficiency – Other views.

                The Prioritization Task Force will examine the data given under section IV.A and
                B in terms of the overall production (e.g. number of majors, number of graduates)
                in the program. Please comment if appropriate.

    Our one year MBA program is designed to minimize the use of resources. We use our minor
program as a pre-requisite for the MBA program. Additionally a large number of our students
finish the MBA program in one calendar year. In 2007, only one of the full-time students did not
complete the program within one year, and she is scheduled to complete the program in the
following semester (F08).
    While we complete the tables above according to the guidelines set forth in this document,
please note that two years of course offerings equate to two separate MBA cohorts. Time to
graduation is typically one year in the MBA program.



    D. Budget cut impacts

       Indicate how your program has been affected by recent (since 2002-2003) budget cuts
       that have directly affected resources for your program (faculty, staff, operating expense)
       and course offerings (class size, reduced course offerings or options for the major.)
       Refer to the data included under section IV. E. or in the departmental report as
       appropriate.

•   As noted above, we have no budget (money) dedicated to our graduate program (research
    support; travel for faculty, guest speakers, or students; scholarships; advertising, etc.).
    Operating expenses associated with graduate classes are included with all other expenses in
    the department’s OE fund. The department’s “sustenance” OE costs are projected to exceed
    our budget by 50%. Thus, there is no money for graduate student assistance in class-related
    activities (e.g., grading), or research. This means there is no opportunity for graduate
    students to participate in our research activities. Nor is there money to upgrade our
    classrooms or computer systems (including software).
•   The ability to publish research that should improve our graduate program education has been
    severely damaged.




                                                                                                  21
•   Budget cuts have undermined our work environment to the point that all but one of our new
    faculty searches over the last five years have failed. Many of our searches have not produced
    a new hire. And, of the three tenure-track hires in the past three years, only one is still here.
•   The School of Business has about 400 students across five undergraduate options, business
    minor, and one graduate program. This adversely impacts the MBA program. For example,
    last year 3 of 8 MBA courses were taught by tenure-track faculty (two are now gone), 2 by
    FERP faculty, and 3 by lecturers. This year, we project 3 of 8 courses taught by tenure-track
    faculty (2 on overload), 1 by FERP faculty, and 4 by lecturers. While we firmly believe our
    lecturers are highly qualified, it’s the perception of quality that is being hurt (perceptions by
    our students, our customers, and potential applicants).
•   Our faculty teach both graduate and undergraduate courses. This semester, every one of our
    required core undergraduate business courses is filled beyond room capacity. For some
    classes, we had to find large lecture halls across campus to accommodate all the students.
    This results in classes with workloads designed for 35 students having up to 70 students
    enrolled. With no money for graduate student assistants, graders, extra sections, or more
    lecturers, course workloads will have to be reduced, adversely affecting educational quality.
    In our attempts to maintain quality, the resulting overload teaching and stress adversely
    affects our in-class performance. It also adversely affects our ability to conduct research that
    can improve the quality of our graduate education. It also reduces the time we have available
    for students, student-related activities, and student-business community interactions.
•   Budget cuts have not yet affected retention and graduation rates for our MBA program. It is
    only a matter of time before we see these negative outcomes.




    E. Additional Data

       Course Offerings Profile in Masters of Business Admin. (AY 00/01 - AY 07/08)
                           class_offerings_MBA report generated: 27-JUN-08
                                       AY    AY    AY    AY    AY    AY    AY    AY
                                      00/01 01/02 02/03 03/04 04/05 05/06 06/07 07/08
Distinct Courses Enrolled                  5     6     4     4     4     4     4     3
Sections Enrolled                          6     6     5     4     4     4     5     3
Average Section Enrollment                 8    10    12    12    15    13    14    20

                                                                                                    22
 Distinct Courses Enrolled in Masters of Business Admin. by Level (AY 00/01 - AY 07/08)
                          class_offerings_MBA report generated: 27-JUN-08
                         AY          AY          AY          AY          AY           AY          AY              AY
   Course Level         00/01       01/02       02/03       03/04       04/05        05/06       06/07           07/08
Graduate                        5           6           4           4            4           4           4               3
       Total              5          6           4              4        4            4              4            3
     Sections Enrolled in Masters of Business Admin. by Level (AY 00/01 - AY 07/08)
                          class_offerings_MBA report generated: 27-JUN-08
                         AY          AY          AY          AY          AY           AY          AY              AY
   Course Level         00/01       01/02       02/03       03/04       04/05        05/06       06/07           07/08
Graduate                        6           6           5           4            4           4           5               3
       Total              6          6           5              4        4            4              5            3
  Avg Section Enrollment in Masters of Business Admin. by Level (AY 00/01 - AY 07/08)
                          class_offerings_MBA report generated: 27-JUN-08
                         AY        AY     AY     AY     AY     AY     AY     AY
   Course Level         00/01     01/02  02/03  03/04  04/05  05/06  06/07  07/08
Graduate                        8     10     12     12     15     13     14     20
       Total              8        10     12     12     15     13     14     20
        FTES in Masters of Business Admin. by Course Level (AY 00/01 - AY 07/08)
                          class_offerings_MBA report generated: 27-JUN-08
                         AY      AY      AY      AY      AY      AY      AY      AY
   Course Level         00/01   01/02   02/03   03/04   04/05   05/06   06/07   07/08
Graduate                   13.0    15.1    16.1    14.6    19.1    15.2    21.7    21.3
       Total             13.0    15.1    16.1    14.6    19.1    15.2    21.7    21.3


       Other Special breakouts in Masters of Business Admin. (AY 00/01 - AY 07/08)
                          class_offerings_MBA report generated: 27-JUN-08
                                             AY    AY    AY    AY    AY    AY    AY    AY
                                            00/01 01/02 02/03 03/04 04/05 05/06 06/07 07/08
Sections with 1 student enrolled                3     2     3     3     2     2     1     2
Lecture only sections                           6     6     5     4     3     4     3     3
Lab/Activity only sections
Other modes and combinations                     0          1       0        0         1         0           2           0

   The MBA program consists of 8 courses, 3 offered in each semester and 2 during the
summer. Only one section of each course is offered each year. Each course is 4 credits. The
courses are taken in order in a cohort design. In addition to the 3 courses offered each semester,
3 independent study courses were offered in the Fall, 2005; 2 in Spring, 2006; 1 in Fall, 2007;
and 1 in Fall, 2008. The above tables do not correctly reflect number of sections and

                                                                                                                      23
enrollments. Not counting independent study courses (from HSU website/classes history),
average student enrollment in the 8 4-credit MBA courses was: 14 in 2005-6; 20 in 2006-7; 21
in 2007-8, and 22 in the 3 Fall, 2008 classes.

V. Potential (Please complete this section for each option. Limit: 2 pages per option)
[15%]

   A. Program capacity with existing resources:

       1. What is your program's maximum capacity with current resources? Use two metrics to
           define “capacity”: The number of graduates per year, and the number of FTES
           generated by courses that are unique to this option, per year.

       (Completed by the department)                  Graduates per        FTES in the
                                                          year            major option per
                                                                                year
       Existing (2008-9 class)                              21                   21
       Maximum capacity with existing resources             35                   35

These numbers do not include part-time students. We currently have four (2 scheduled to
graduate in the summer of 2009, and two in the summer of 2010).
       2. If your program is at maximum capacity, proceed to question 2. If you have capacity
          to grow with existing resources, what steps have been taken to increase enrollment?
          What have been the effects of these steps, and what results are still anticipated?

   •   We promote our program as applicable across disciplines with other departments at HSU.
   •   We promote our 1 year program during the graduate fairs.
   •   The Business Minor Advisor always encourages minor students to consider the MBA
       program after graduation.
   •   Development of MBA program brochure for wide distribution to other universities
   •   Potential development of a joint program with Xian International Studies University
   •   Pre-MBA certificate program is being developed to facilitate admission to the MBA
       program for international students.

   B. Opportunities for future growth or substantial curricular changes

       1. What opportunity does the program have for future expansion? Provide evidence for
           your response.



                                                                                             24
       We believe just through better communication and coordination with the other HSU
departments we can double the size of our MBA program. Many non-business undergraduates,
soon after graduation, realize they need to get a job. In many disciplines, strong competition
exists for available jobs. In a questionable economy, the number of graduates grows and the
number of jobs decreases. This pressure should drive many non-business HSU undergraduates
into our one-year MBA program.
    In a survey conducted by the students in our 2006 MBA marketing course, approximately
350 HSU undergraduates were interviewed with the following results:
•   15% (55 students) were interested in doing an MBA.
•   The most important reason was job opportunities (53%, 185 students).
•   Tuition cost was extremely important to 33% of the respondents (117 students), and location
    was extremely important to 30% (106 students). HSU has one of the lowest tuition costs for
    an MBA program in the United States, and the students can stay here.
•   34% of these students believed an MBA will be useful because they wanted to start their own
    business. 27% believed an MBA is needed to get a job. And, 9% wanted an MBA to help
    them run a current business.
•   23% were most interested in an MBA program emphasizing sustainability. Another 21%
    were most interested in an emphasis on entrepreneurship.
These results strongly support our belief that we can easily double the size of our MBA program
just through better communication and coordination with other HSU departments.

       2. Describe the curricular changes and/or staffing increases required to accomplish such
           an expansion.

Although there is still room for expansion with existing resources in our MBA program, we
might need additional resources in case the number of students exceeds the current capacity in
the MBA classes. In that case, we must offer two sections of each MBA course. Such growth
needs to be accompanied with new recruitment of additional faculty. For in-depth analysis,
please refer to the department report, section V.B.2.

    C. Impact of augmented resources
       Suppose that your program were ranked in a category that recommended augmentation
       of resources. What would be the impact of augmented resources? (Answer for a 10%
       augmentation and a 20% augmentation.)

                                                                                                 25
Any augmentation received will apply to the entire School of Business (undergraduate and
graduate) because we do not employ separate professors for each program. Any partial
augmentation will be used to first cover current undergraduate demand. We can moderately
increase the size of our MBA program capacity with existing resources. However, growth in the
Business program (graduate and undergraduate programs) requires additional faculty resources
across disciplines (international business, management accounting, marketing, management,
finance, strategy, and ethics).

   D. Impact of reduced resources
      Suppose that your program were ranked in a category that recommended reduction of
      resources. What would be the impact of reduced resources? (Answer for a 10%
      reduction and a 20% reduction.)

We have prioritized programs in the School of Business as follows:
               a) Undergraduate business program
               b) Business minor program
               c) MBA program
               d) Low enrolled options
               e) Business Education
   We will most likely have to eliminate the MBA program before negatively impacting the
minor or undergraduate program. However, given the potential growth in the School of
Business, any reduction in the School of Business will be catastrophic for Humboldt State
University.

   E. Impact of program elimination
      Suppose that your program were recommended to be discontinued. What would be the
      impact of program elimination?

       Without an MBA program, our business minor program may be mostly affected since the
minor program fulfills the pre-requisite for the MBA program. The combination of non-AACSB
accreditation coupled with the loss of an MBA program might adversely affect enrollment in our
undergraduate program. Furthermore, without the MBA program, recruitment of qualified will
become more difficult.



                                                                                            26
VI. Additional Information (Limit: 1 page) [up to 5 extra credit points may be assigned to
                             the overall score]

   Provide crucial information that is not provided under the previous categories.

   See next page




                                                                                         27
   Because the vast majority of CSU MBA programs are located in metropolitan areas, they do
not offer an emphasis on entrepreneurship and small business management. This creates a
unique market niche for a graduate program such as ours. HSU also is known for its
commitment to sustainability. Weaving sustainability issues throughout our program creates
another unique component in our MBA. The survey data provided in Section V.B.1 shows
undergraduates highly value an MBA program containing these two emphases. The data
reported in Section II.A.4 supports this. Undergraduates from 29 different HSU majors have
chosen our MBA program for their graduate education.
   The evidence cited in Section II.B shows the strong demand for MBAs. To summarize this
supply-demand logic, most students want good jobs when they graduate, regardless of their
major. To get those jobs, and to be promotable, they often need training in organizational
management, as they will go to work for an organization. With the explosion of undergraduate
degrees granted, they also need a graduate degree to differentiate themselves. Thus, they are
motivated to do an MBA.
   Humboldt County’s economy is based upon small businesses. Our evolving emphasis on
small business management uniquely serves our community. And, our local businesses support
the MBA program. They provide unique support to HSU’s sustainability focus and the MBA
entrepreneurship focus by offering students the opportunity to visit successful local small
businesses that believe in and practice sustainability successfully. Local small business owners
partner with our students on projects benefitting their businesses (e.g., marketing plans in MBA
640). Owners speak in our classes, and meet with our students off-campus in class-related
forums and through student organization events. Owners, bankers, lawyers, CPAs, SBDC and
other local professionals serve as consultants to MBAs entering their business plans in the annual
Economic Fuel competition.
   To grow the MBA program, we first need to obtain the resources necessary to support our
existing undergraduate program. Faculty are hired to teach in both programs. We do not have
sufficient faculty to service our existing undergraduate program size, much less promote the
growth that is possible in the near future. Investment in the School of Business, both at the
undergraduate and graduate levels, will benefit Humboldt State University.




                                                                                                28
APPENDIX



   HSU Vision Statement

1. Humboldt State University will be the campus of choice for individuals who seek above all
   else to improve the human condition and our environment.

2. We will be the premier center for the interdisciplinary study of the environment and its
   natural resources.

3. We will be a regional center for the arts.

4. We will be renowned for social and environmental responsibility and action.

5. We believe the key to our common future will be the individual citizen who acts in good
   conscience and engages in informed action.

6. We will commit to increasing our diversity of people and perspectives.

7. We will be exemplary partners with our communities, including tribal nations.

8. We will be stewards of learning to make a positive difference.




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