Udvar-Hazy School of Business Program Reviews - Dixie State

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School of Business
Program Reviews

               SPRING 2010

Program Description

The Udvar-Hazy School of Business (UHSB) was founded in 1996, at which time it offered only
associate degrees and certificates in Business. The Udvar-Hazy School of Business has been
offering bachelor degrees since 2000, with the first graduate in 2001. Two bachelor’s of science
degrees are offered: a BS in Business Administration with four emphasis areas, General
Business, Accounting, Finance and Visual Technology, and a BS in Accounting. Three other
programs of study are offered through the Business Division: an Associate of Applied Science in
Operations Management, an Associate of Science in Business and Associate of Applied Science
and a certificate in General Marketing. The integrated studies division also has two emphases
options from the School of Business: in Operations Management and in General Business. A
bachelor’s degree in Aviation Management, offered under the Division of Adult Studies and
Community Services, is related to Business due to its management content, but is a specialized
degree, not directly under the administration of the UHSB.

As noted the Bachelor’s of Business Administration program was established in 2000 with an
emphasis in General Business. The other three current emphasis areas followed: Accounting in
2005, Finance in 2009, and Visual Technology in 2000. The Bachelor’s in Accounting was
established in Fall 2007. Due to the redundancy in administration, students, course prerequisites,
general business course requirements, recruitment, advisement, faculty and facilities; the
program review for the Bachelor’s of Business Administration and the Bachelor’s of Accounting
will be reviewed together, except for areas for which there are specific, significant and unique

The Udvar-Hazy School of Business’ Relationship to the Rest of the Institution

Until Fall 2008, the Udvar-Hazy-School of Business was part of the Division of Business,
Science, and Health. As of July 2008, the Udvar-Hazy School of Business became a division
separate from Science and Health and, therefore, has its own Dean, and has established its own
vision, mission, and strategic plan.

The Dean reports to the Academic Vice-President, who reports to the President of Dixie State
College. The major coordinating and decision-making council is the President’s Executive
Council. The Dean of the business school is on the President’s Executive Council and has the
support of the Academic VP and the President in making this application.

The Dean and the Business Department Chair work jointly to manage business school faculty
and programs. Faculty members are actively involved in business school governance and
decision-making, through regularly scheduled faculty meetings. The UHSB has recently
established or reestablished several support systems to assure responsiveness to the community
and continuous improvement efforts. Four division subcommittees, with all full-time faculty
members participating on at least one subcommittee, have begun to function: Strategic Planning,
Assurance of Learning, Institute for Business Integrity Committee and Faculty Development.

Figure 1
Organization of the Udvar-Hazy School of Business

The mission of the Udvar-Hazy School of Business (UHSB) at Dixie State College of Utah is
to prepare its students for success through knowledge and practical experience gained from
personalized instruction and applied learning.

UHSB Goals

1. Produce students who possess the knowledge to succeed in a rapidly changing, competitive
   business environment, while maintaining their integrity and a sense of community service.

2. Attract quality students.

3. Partner with our community and alumni to provide an education that responds to local and
   industry needs and affords valuable, applied learning opportunities.

4. Employ a highly qualified faculty which is student-focused and which fosters open,
   innovative, analytical, learning environments. DSC will support academically and
   professionally active faculty who model continuous improvement in their practices and

Dixie State College is involved in the on-going process of reassessment of its mission, goals and
objectives. As the College prepares its self-evaluation for a Northwest Commission on Colleges
and Universities’ 2012 accreditation review, it is identifying core themes and clarifying goals
and objectives. In doing so, adjustments may be made to the College and the Udvar-Hazy
School of Business mission statements.

Northwest Commission on Colleges and Universities’ 2002 Accreditation Review

The 2002 review evaluators expressed the following commendations and recommendations for
the entire institution and for the Business Programs:

The 2002 (NWCCU) evaluation team commended Dixie State College for:
1. Faculty, staff and administrators’ high level of dedication and commitment to the success of
   Dixie State College students.
2. Commitment to providing high level information technology for students and faculty.
3. Demonstrating exemplary performance in providing community service, continuing
   education, and cultural activities in the local community.
4. Extraordinary success in fundraising, exemplified in the amount of scholarship funding made
   available to support student access to the institutions and in the major gifts.
5. The physical appearance of its St. George campus, which serves to welcome visitors and
   reinforces the sense of pride so evident with the members of its community.
6. The priority given to planning physical development of the St. George campus.

The 2002 (NWCCU) evaluation team made four general recommendations:
1. DSC review and revise its faculty evaluation process.
2. DSC engage in a process that will bring faculty workloads into compliance with Standard
   2.A.1 (The institution demonstrates its commitment to high standards of teaching and
   learning by providing sufficient human, physical, and financial resources to support its
   educational programs and to facilitate student achievement of program objectives whenever
   and however they are offered) and 4.A.3. (Faculty workloads reflect the mission and goals of
   the institution and the talents and competencies of faculty, allowing sufficient time and
   support for professional growth and renewal.)
3. Re-evaluate the means by which policies and procedures are disseminated, their application
   monitored, and their results implemented and reported in college documents to address
   inconsistencies, inaccuracies and omissions in information presented to its constituents.
4. The campus review its current mission statement to both reaffirm its general content and to
   implement whatever adjustments would make it fully consonant with current institutional
   realities and reflect Dixie’s unique characteristics.

The College has and continues to address the recommendations made by the accreditation
evaluators with satisfactory results in all but one area. One area that remains a challenge is
reduction of faculty workload. Regent policy specifies the 27 credit workload for upper
division/non-graduate teaching faculty. Teaching load is exacerbated by the current recession
which has reduced State funding and increased student enrollment. The only immediate solution
identified and it is not reliable, is for the College to write and receive grants.

Business Commendation: Dixie State College is commended for its creation and support of the
Dixie Business Alliance, which provides valuable services to the business community.

Business Recommendation: Business faculty should review current library holdings and
procedures for recommendation of acquisitions, to assure the adequacy, in depth, and relevance
of the print collection.
Response: For several years now the library has dedicated a librarian specifically to work with
the business department. The business faculty meets at least once annually, to review library
business holdings in their area and library procedures and to make recommendations.

International Association to Advance Collegiate Schools of Business (AACSB) Accreditation
Dixie State College became a member of the International Association to Advance Collegiate
Schools of Business (AACSB) in 2005. The faculty of the Udvar-Hazy School of Business has been
preparing for AACSB accreditation eligibility for five years. This awarding of AACSB accreditation
is a highly sought credential, acknowledging the meeting of high business school standards. During
this time the faculty has met regularly to discuss the parameters and implications of such an
accreditation. They have hired a consultant from another Utah institution who successfully
shepherded that institution through the accreditation process. The faculty hires, training and program
development and assessment of the past five years have also been made with obtaining AACSB
accreditation in mind.
The full-time faculty and staff are in complete agreement that obtaining AACSB accreditation is best
for our students and the students concur. Understanding the additional demands that this
accreditation places on them, the faculty members commit to meeting the accreditation qualification
standards. Performance over the past couple of years indicates that they are able to meet these
commitments even with a heavy teaching load.

Advisory Councils
Two advisory councils have also been established to provide program assessment, recommendations
and feedback:
   The Udvar-Hazy School of Business Advisory Council, consisting of local and national business
   and community leaders.
   A Student Advisory Council, consisting of students designated by the Business Student

Admission and Graduation Requirements of the UHSB Programs
The general admission and graduation requirements of all programs at the UHSB are in compliance
with the standards set for DSC degrees, according to level. Minimum grade point averages (GPA)
are higher for pre-business and business courses than DSC general standards require.

For an Associate’s of Applied Science Degree:
   -Minimum cumulative 2.0 GPA must be attained to be eligible to graduate
   -Students must achieve a grade of "D-" or higher in each general education course applicable
   toward graduation requirements or the total credits required for graduation.
   -Complete at least 20 semester hours at DSC for institutional residency
   -Total of at least 63 credits, with all required general education and program specific courses

For an Associate’s Degree:
   -Minimum cumulative 2.0 GPA must be attained to be eligible to graduate
   -Minimum C- grade in each Pre-business course and 2.5 Pre-Business GPA
   -Students must achieve a grade of "D-" or higher in each general education course applicable
   toward graduation requirements or the total credits required for graduation.
   -Complete at least 20 semester hours at DSC for institutional residency
   -Total of at least 60 credits (actual is 63 credits for an ASB), with all required general education
    and program specific courses completed

For a Bachelor’s Degree:
   -Minimum cumulative 2.0 GPA must be attained to be eligible to graduate
   -Minimum C- grade in each Business course and 2.5 GPA in all Business courses
   - Students must achieve a grade of "D-" or higher in each general education course applicable
   toward graduation requirements or the total credits required for graduation.
   -Complete a minimum of 30 upper division semester hours at DSC for institutional residency
   -Total of at least 120 credits (actual is 121 credits for an BS in Business Administration or
    Accounting), with all required general education and program specific courses completed
   -A minimum of 40 Upper Division Credits are required.
   -A maximum of 12 Upper Division Credits may be transferred into the DSC Business Program

Specific Required Courses for the Bachelor’s of Business Administration and Accounting
Degrees (See following degree requirement summary forms)
Figure 2

Figure 3

Figure 4

Figure 5

Figure 6

Figure 7

Figure 8

The Prerequisite courses required to enter the Bachelor’s of Business Administration or
Accounting Degree programs are the same:
ACCT 2010 & 2020 Managerial & Financial Accounting
CIS 2010 Business Computer Proficiency
COMM 2010 or 2110 Communications
ECON 2010 & 2020 Micro & Macro Economics
MATH 2050 Business Calculus
MGMT 2050 Business Law
STAT 2040 Business Statistics

The required Business Core courses (23 credits) for the Bachelor’s of Business Administration
or Accounting Degree programs include:
ACCT 3050 Accounting Information Systems
FIN 3150 Managerial Finance I
MGMT 3400 Management and Organizations
MGMT 3600 Production and Operations
MGMT 4800 Strategic Planning
MKTG 3010 Marketing Principles
ENGL 3010 Writing in the Professions
MGMT 3510 Business Professional Ethics

Business Administration Bachelor’s degree students are required to take an additional 5
MGMT 4400 International Business
HUM 3030 Multicultural Studies

Bachelor’s Degree in Accounting Students are also required to take 24 additional Accounting
ACCT 3010 & 3020 Intermediate Accounting I & II
ACCT 3300 Cost Accounting
ACCT 3400 Tax Accounting I
ACCT 3600 Accounting Practicum
ACCT 4030 Advanced Accounting
ACCT 4100 Auditing
ACCT 4400 Tax Accounting II

The elective course choices for the Bachelor’s of Business Administration and Accounting Degree
programs are the same, the required Accounting courses are also offered as elective courses for
Business Administration students.

Bachelor’s of Business Administration Emphasis Area Requirements

The Accounting Emphasis has the same Accounting course requirements as the Bachelor’s of
Accounting Degree minus the Accounting Practicum and the Tax Accounting II courses. There
are, therefore, 18 fewer elective credits needed.

Finance Emphasis has five Finance courses replacing 15 elective credits:
FIN 3750 Introduction to Investments
FIN 4150 Managerial Finance II
FIN 4180 Entrepreneurial Finance
FIN 4300 Real Estate Finance
FIN 4400 International Finance

The Visual Technology (VT) Emphasis for the Business Administration Bachelor’s Degree is
somewhat unique in that it derives courses and, therefore, faculty from another division of DSC,
the Division of Science and Technology. A summary of data regarding the VT faculty and
courses are included in a separate appendix. The emphasis has until now only included a few
students each year, but the collaborative relationship between the two academic areas of business
and computer technology is considered by both divisions an important preparation for the future.

The Visual Technology Emphasis requires 15 credits of pre-requisite courses to replace
elective courses:
CS 1400 Fundamentals of Programming
VT 1300 Communication Design
VT 1400 Introduction to Internet Development
VT 2500 Computer Illustration
VT 2600 Creative Imaging

The Visual Technology Emphasis requires 18 credits upper division courses to replace
elective courses:
IT 3500 Electronic Commerce
MRKT 3500 Promotion Management
VT 3000 Internet Publishing and Design
VT 3100 Interactive Multimedia
VT 3200 Advanced Design
VT 3300 Introduction to Digital Video Editing
VT 3600 3D Visualization
VT 3800 Corporate Identity
VT 4000 Dynamic Web Development
VT 4100, Adv. Multimedia/ Internet Integration
VT 4600, Integrated Visual Information Systems


The faculty of Dixie State College appreciates the importance of having clear, measurable
objectives that define the learning expectations they have for their students. For several years
they have been refining their course learning objectives. As of 2009, the business division has
been developing division student learning objectives in line with AACSB rigorous standards.
After hiring a consultant experienced in AACSB standards and presentations and discussions on
the topic of assurance of learning, UHSB is in the process or totally revamping its learning
objectives and has identified five new business division learning objectives, including one
specifically for accounting majors. The primary four learning objectives are those that will be
pursued for all business majors. The learning objectives have emerged from the division’s
mission and goals.

The faculty of the Udvar-Hazy School of Business understanding that assurance of learning is a
continuous improvement approach to education that requires on-going assessment and
development. We support the participatory and dynamic process that fosters assurance of

Assurance of Learning UHSB Plan and Status

In the past, learning has been assessed primarily by individual instructors’ course assessments
and indirect means, such as surveying employers and students. Though this type of assessment
is of use in developing programs and identifying their strengths and weaknesses, DSC has come
to appreciate the importance of direct measures of assurance of learning. The business faculty
has, therefore, in 2010 initially established five direct learning outcomes for graduating students
in the division. It is the intent of the division to continue to define and evaluate specific
objectives for the outcomes and explore potential division measurement of objective
accomplishment and determine when and where these assessments are best conducted.
Objectives, measurements, standards and schedules have been discussed at length and will be
initially determined in 2011. Standards and rubrics of assessment will also be defined in the next
two years. With review of data, the faculty will be able to determine the results of its instruction
and learning experiences on students and make appropriate changes to its assurance of learning
components, closing the loop.

Student Learning Outcomes.

Following are the UHSB learning outcomes and objectives. Outcomes one to four are for all
business division graduates. Outcome five is only for graduates of the bachelor’s degree in

1. Students will develop a working-level knowledge of the core functional areas of business:


   A. Students will demonstrate working level knowledge of core business functions on
      standardized tests in accounting, economics, finance, information systems, international

       business, legal and social environment, marketing, management.
       Example of a possible measure: Major Field Test in Business by ETS

   B. Students will be able to analyze a complex business situation, identify relevant functional
      business issues and suggest viable courses of action
      Example of a possible measure: A complex case study with a rubric assessment

2. Students will demonstrate the quantitative and qualitative problem-solving abilities necessary
   to make sound judgments as business professionals.


  A. Students will be able to process case studies on management and develop sound
     alternatives for action utilizing SWOT analysis
     Examples of possible measures: Rubric for processes, analysis and resolution for problem
     solving or use the CAPS Sym, the international strategic management simulation

  B. Students have advanced level of proficiency in quantitative skills
     Example of a possible measure: a pre-test and post-test of an Assessment of Proficiency
     (CAP) test in Math

3. Students will possess the communication skills necessary to succeed in business.


  A. Students will be able to deliver professional quality oral presentations
      Example of a possible measure: Assessment of a presentation using a rubric for quality
      oral presentations

  B. Student will be able to prepare professional quality written presentations
      Example of a possible measure: Pre-test and post-test writing samples. Assessed with a
      writing rubric

4. Students will be aware of the importance of ethical and global issues in organizations.


   A. Students will be able to analyze a complex business situation and identify relevant global
      and cultural issues and suggest viable courses of action
      Example of a possible measure: Final case study with a rubric assessing ethical, global,
      and multi-cultural issues.

   B. Students will have participated in at least one service learning project as a student in the
      UHSB at DSC

       Example of a possible measure: Verification letter, signed by a DSC faculty or staff

5. Accounting graduates will have a clear understanding of business processes and a working
   level knowledge of the accounting services that provide reliable and relevant information to
   business decision-makers.


   A. Students will be able to analyze accounting situations, identify relevant accounting issues
      and recommend viable courses of action.
      Example of a possible measure: A case study assignment in a required advanced
      accounting course.

   B. All accounting graduates will have passed the Volunteer Income (VITA) Tax Program
      certification exams at the basic, intermediate and advanced levels.
      Example of a possible measure: The results of the national VITA exams which require a
      minimum of 80% to pass.

Curriculum Development
As identified in the Business School’s general goals, faculty members are encouraged to develop
curriculum that is inquiry and competency-based, providing practical, experiential educational
and training opportunities. In maintaining faculty development and scholarly practices, the
faculty members are committed to practicing innovative and current learning techniques and
content in their classes. Student and professional advisory councils will also assist in assessment
of curriculum to verify value.

Processes to Ensure that Programs Continually Achieve High Quality and are Continually

A benefit of the small faculty size of the Udvar-Hazy School of Business is that we are able to
maintain close working relationships between the faculty, department chair, and dean. During the
academic year, the business department meets monthly to discuss the needs of students and faculty,
to explore opportunities for improvement, and to make specific assignments. In addition, four
business faculty sub-committees have been established to assure quality education: a Strategic
Planning Committee, a Faculty Development Committee, an Assurance of Learning Committee, and
an Institute for Business Integrity Committee. The committees meet regularly and bring items to the
business faculty as a whole for discussion, development and decisions.
Two advisory councils have also been established to provide program assessment, recommendations
and feedback:
   The Udvar-Hazy School of Business Advisory Council, consisting of local and national business
   and community leaders.
   A Student Advisory Council, consisting of students designated by the Business Student


Formative Program Assessment
The administration of the Udvar-Hazy School of Business will maintain continuing oversight of
business programs, finances and personnel. Because of the response-to-industry nature of the
division programs, ongoing communication and mentoring with participants and employers will
provide formative feedback. As with all existing programs, on-going assessment of student
progress will be maintained as is usual in the Business Division.

Summative Program Assessment
In order to prepare for continuation of quality programs, summative assessment will take place
for each business division program. The program will be assessed according to DSC institutional
effectiveness ratings, which include evaluations of:
    1. Number of participants
    2. Student program continuation and completion rates
    3. Value of competencies
    4. Learning outcomes of participants
    5. Pre- and post-assessment of participants’ attitudes and knowledge
    6. Quality of program content
    7. Quality of program instruction
    8. Value-added business assessments by participants
    9. Value-added business assessments by employers
    10. Level of outreach to under-represented populations
    11. Number of referrals to program by participants
    12. Participant job placement or job advancement rates
    13. Finances
    14. Personnel

Satisfaction Measures
Though considered indirect measures of success, satisfaction measures, non-the-less provide
valuable information on organizational performance. Currently the Udvar-Hazy School of
Business has three satisfaction measures: 1) a senior satisfaction survey and; 2) the National
Survey of Student Engagement (NSSE) (last conducted in 2008) and 3) an employer survey. The
senior satisfaction survey, which has been completed for a number of years, is a college-wide
instrument and explores student satisfaction with learning in both lower and upper division
courses as well as with key services such as the library and technology. The NSSE results
provide insights into how students learn and develop at DSC. It queries students on subjects
such as faculty standards, interactions, writing requirements, homework expectations, academic
rigor. DSC’s results are also compared to national averages. The employer survey was last
completed in Fall 2009, and gathers data regarding employer’s views of DSC graduates. In
recognition of the past lack of direct external measures of assurance of learning, a total overhaul
of the UHSB’s assessment is taking place.

FACULTY (The faculty are defined according to AACSB definitions)

The UHSB possesses a rare internal strength – a core group of academically qualified faculty,
with extensive professional experience, who primarily focus on teaching.

Contracted faculty are ‘participating’ who, in addition to teaching their courses, attend faculty
meetings and have at least one service assignment beyond faculty meetings. In addition, ongoing
scholarship/intellectual/professional contributions and activities are required of ‘participating’
faculty. The criteria listed below further details the requirements for “academically” versus
“professionally” qualified faculty.

Supporting faculty members are primarily responsible for teaching their courses, and do not have
scholarship/intellectual contributions or service assignments. Supporting faculty are all part-time
employees without on-going contracts.

Number of participating faculty assigned and budgeted for the business academic unit: 12
(including the chair and dean who teach part-time)
All but two participating faculty members are full-time. These two part-time faculty members
have on-going contracts and they participate in professional development and contributions, on
department committees and in service assignments.

Number of supporting faculty assigned and budgeted for the business academic unit Fall
2009: 23
Adjunct (part-time) faculty members are considered ‘supporting’ faculty. Their numbers and
individuals vary by semester, as needed. Most adjuncts teach for the UHSB fall and spring
semesters, but according to policy, teach no more than 22 credits per year.

The St. George and Washington County area is one of the fastest growing retirement
communities in the U.S. As a result, the Udvar-Hazy School of Business has access to a large
number of qualified adjunct faculty, relative to the size of the local population. In fact, DSC has
successfully developed several longer term adjunct relationships with retired Ph.D.’s. We
believe that developing these types of relationships with academically qualified adjuncts will be
critically important to us as we increase in students and improve the quality of our programs
within the current severe budget constraints.

Faculty Sufficiency

Faculty Sufficiency is defined by the AACSB as having the student credit hours taught by
participating faculty members divided by the total number of student credit hours taught by all
faculty members, participating and supporting, as greater than 60% for individual areas of study
and greater than 70% for the division as a whole.

Table 1 shows that participating faculty sufficiency is down for Fall 2009 in the areas of
management, marketing and statistics.

Cont’d Table 1. Summary of Faculty Sufficiency

Because DSC experienced a growth rate of over 23 percent from the previous fall, a higher than
typical number of adjunct, supporting faculty members were hired to meet demand. Faculty
sufficiency was down to 53 percent in management classes also because a management faculty
member was released to write the AACSB eligibility application. This below 60 percent faculty
sufficiency status in management courses should be corrected by Fall 2010. The UHSB has at
least one or possibly two planned hires for the coming year.

Marketing and Statistics are not yet areas of emphasis, but one of the planned hires is for a
marketing professor to correct the marketing course insufficiency. The statistics courses remain
a challenge because in the past they have been taught by mathematics faculty members and for a
short period of time by a business statistics faculty member who is now gone. As noted in the
Appendix M letter from the Vice President of Academics, the hire of an additional economics
and/or finance professor would resolve our statistics faculty sufficiency issues.

Table 2. Percent of Credit Hours of Undergraduate Instruction Taught by Participating

                    Program                           Fall 2009
    All courses taught in the Business                  54%
    Bachelor’s of Business Administration                65%
    Core & Upper Division Electives
    Bachelor’s of Accounting                             65%
    Core & Upper Division Electives

   Note: Enrollment increase of 23 percent over the previous Fall required employment of more
   Supporting Faculty.

Table 3. Faculty Composition for Fall 2009 (Faculty members are included only once,
reflecting their highest degree earned)

   Highest Degree Earned           Participating Faculty          Supporting Faculty
   Ph.D. or Doctorate                        9                             8
   Master’s                                  3                            13
   Bachelor’s                                0                             2

Note: Supporting faculty are part-time/adjuncts, numbers and individuals change by semester.

                                                                    Fall 2009

           NAME                   QUALIFICATION     AQ FACULTY-             PQ FACULTY-          OTHER2             QUALIFICATION
                                  (ACADEMIC-AQ,      % OF TIME               % OF TIME      FACULTY- % OF TIME         RATIOS
                                 PROFESSIONAL-PQ      DEVOTED                 DEVOTED          DEVOTED TO             PER STD 10
                                     OTHER-O)        TO MISSION              TO MISSION          MISSION
                                  (FROM TABLE 1)   (FROM TABLE 1)          (FROM TABLE 1)     (FROM TABLE 1)
Barrett, Kevin                         AQ               100
Day, Steve                             PQ                                         50
Huddleston, Robert                     PQ                                        100
Staheli, Nate (Ph.D Candidate)         PQ                                        100
(Sabbatical Fall 2009)
Stratton, Bill                         AQ               100
Esplin, Derrick                        PQ                                       Adjunct
Nelson, Kurt                           PQ                                       Adjunct
TOTAL ACCOUNTING                                        46%                      54%               0%            AQA/(PQA+AQA+OA) = 46%
                                                                                                                         = 100%
Business Administration
Anderson, Verl                         AQ               100
Bryant, Debra                          AQ               100
Christianson, Bill (Dean)              AQ               100
Huddleston, Robert                     AQ               100
Lee, Philip (Chair)                    AQ               100
Mahmud, Munir                          AQ               100
Walter, Neil                           PQ                                         50
Wells, Kyle                            AQ               100
Huddleston, Robert                     PQ                                        100
Black, Budd                            PQ                                       Adjunct
Bouvin, David                          AQ              Adjunct
Clarkson, Barry                        AQ              Adjunct
Esplin, Derrick                        PQ                                       Adjunct
Fowles, Richard                        AQ              Adjunct
Gowers, Shari                          PQ                                       Adjunct
Maxwell, Keith                         AQ              Adjunct
McQueen, Steve                         AQ              Adjunct
Nelson, Kurt                           PQ                                       Adjunct
Renn, Buck                             PQ                                       Adjunct
Sederowitz, William                    PQ                                       Adjunct
Townsend, Mary                         PQ                                       Adjunct

Tenney, Brian                                 O                                                                               Adjunct
Webster, Gary                                 O                                                                               Adjunct
Winward, Jay                                 AQ                       Adjunct
TOTAL Business                                                         75%                         21%                           4%                AQA/(PQA+AQA+OA) = 75%
Administration, minus                                                                                                                              (AQA+PQA)/(AQA+PQA+0A)
Accounting                                                                                                                                                 = 96%

TOTAL FOR SCHOOL                                                        66%                        31%                           3%                 AQT/(AQT+PQT+OT) = 60%
Including Accounting and                                                                                                                            (AQT+PQT)/(AQT+PQT+OT)
Business Administration                                                                                                                                     = 97%

    1. The metric used is the “percent of time devoted to mission” as derived from Table 1.
    2.The “Other” category should be used for those individuals holding a faculty title but whose qualifications do not meet the
      definitions for academically or professionally qualified.

All Accounting Majors are required to take general business classes and all Business Administration Majors are required to take some
accounting courses, so separation of the deployment of faculty for the two bachelor’s degrees is somewhat misleading.


% of AQ = AQ/(PQ=AQ=O) > 50%
% of AQ + PQ = (AQA+PQA)/(AQA+PQA+0A) > 90%

The Business Administration Program, which offers a bachelor’s degree, meets the AACSB standards of over 50% of deployed faculty being academically qualified and over
90% of deployed faculty being either academically or professionally qualified. The recession has resulted in more students at Dixie State College and fewer resources, that is,
funding cuts from the State. Deployment of faculty is directly affected by these factors.

When considering only accounting courses, the Accounting Program, which offers a bachelor’s degree, meets the AACSB standard of over 90% of deployed faculty being either
academically or professionally qualified. The Accounting Program does not, however, currently meet the AACSB standard of over 50% of deployed faculty being academically
qualified. If the Accounting Program considered all courses required for the Accounting bachelor’s degree, including business courses, it meets the AACSB standards. With the
return of Nate Staheli, who is on Sabbatical and completing a Ph.D. in 2011, the Accounting department will meet its Deployment of Academically Qualified faculty. Robert
Huddleston has a Ph.D. but in Vocational Education, as past president of DSC, he has been identified as professionally qualified. The Accounting Department is hoping to hire at
least one more full-time academically qualified faculty member in the near future.

Table 5. Faculty Education Status/Rank/Tenure

Faculty Academic Qualifications

UHSB Definition of Academically Qualified (AQ) – Initial:
Hold a Ph.D. or equivalent terminal degree in the area or in a directly related field in which the
individual teaches (an example of directly related is - a professor with an economics degree
teaching statistics).

UHSB Definition of Academically Qualified (AQ) – Ongoing:
Produce two publications; or one publication and one conference or applied presentation or one
professional development activity every five years (see defined categories below). Given the
teaching mission of DSC, intellectual contributions may be either within the field of expertise of
the faculty member or pedagogically focused. Ongoing related professional work experience is
highly valued.

UHSB Definition of Professionally Quality (PQ) – Initial:
A Master’s Degree in the area or in a directly related field in which the individual teaches and
five years related professional work experience.

UHSB Definition of Professionally Quality (PQ) – Ongoing:
Two professional development activities every five years (see defined categories below). This
can be one from two of the categories or two from the same category: publications, presentations
or professional development activities. It is expected that those who are professionally qualified
maintain participation in professional activities. Given the teaching mission of DSC, intellectual
contributions may be either within the field of expertise of the faculty member or pedagogically

Qualifications of Participating Faculty
The participating faculty of the Dixie State College Udvar-Hazy School of Business consists of
ten full-time and two part-time members as of Fall 2009. Of the ten full-time faculty members,
all but two are academically qualified (according to the definition presented above). Of those
two, one has a Ph.D., but not in his area of teaching, and one is working on his doctorate. Eight
of the full-time faculty members also have extensive professional experience, that is, own their
own businesses, have been chief executive officers, act as business consultants or trainers, or
have worked for at least five years in a profession related to their teaching. The two
participating, part-time faculty members both have master’s degrees in their teaching areas and
both have extensive experience in the business world, working at their own highly successful

Teaching and Maintaining Qualifications
As a baccalaureate institution in the Utah State Higher Education system (USHE), our primary
mission is teaching, with teaching loads established by the USHE. Our USHE stated load is 27
credits per year. This heavy teaching load has caused us to carefully consider our intellectual
contributions requirements for faculty. We believe the requirements for achieving and
maintaining academic and professional qualifications stated here are sufficient and do not
compromise or devalue the importance of intellectual contributions. The UHSB faculty
recognizes that these contributions will help maintain academic currency and teaching
effectiveness. It is important to note that these requirements were determined by the faculty and
not imposed by administration.

Although faculty would like to have some relief in their teaching loads, they are committed to
maintaining these requirements even without a reduction in teaching load. DSC continues to
explore ways to reduce the teaching load imposed by the USHE. The Vice-President of
Academic Services and the College President are committed to working on decreasing faculty
load for those making intellectual contributions to their academic fields (See Appendix M, a
letter of commitment from the Vice President).

In addition to teaching responsibilities, UHSB faculty members serve on various college
committees, with an average of two committee assignments per faculty member, and are very
involved in community service.

 Maintaining Qualifications
All faculty members at DSC School of Business are expected to demonstrate activities that
maintain the currency and relevance of their instruction. UHSB faculty members can maintain
qualifications through a variety of efforts, including production of intellectual contributions,
professional development and current professional experience as defined in the following chart.

For AQ and PQ faculty, intellectual contributions may be pedagogically focused. Ongoing
related professional work experience is highly valued. Because of Dixie’s emphasis on applied
learning; community engagement, teaching/learning related development work, and
contributions to practice are strongly encouraged of our faculty. On-going professional
development, experiences and community service are also important in maintaining professional
currency and value.

Table 6. Means of Maintaining Academic and Professional Qualifications

                     Intellectual Contributions                        Professional
            Publications                  Presentations               Development
      Reviewed Journal             Academic Discipline          Professional Experience
      Articles in Discipline       Conferences
      Industry/Practice, Trade Discipline or Practice at        Consulting
      Journal Articles             State, Regional, or
                                   National Meetings
      Pedagogical Journal          Teaching or Pedagogical      Professional Development,
      Articles, Cases, or          Conferences                  Training and Continuing
      Exercises                                                 Education
      Law, Tax, and Other          Professional Development     Professional Association
      “Review” Journals            Meetings                     Membership/Participation
      Textbooks or Chapters,       Training Seminars or         Business Board
      Supplementary Textbook Presentations (Faculty are         Membership
      Materials (simulations,      presenters.)
      exercises, cases)
      National Economic &          State, Regional & National   Community Service in
      Business Magazines           Economic Development         Discipline
      Published Contributions Faculty Research Seminars         Acquisition of Expertise in
      to Practice, including                                    an additional Professional
      Meeting Proceedings                                       Field
      Books                        Discipline-related Grant     Contributions to Practice
                                   Writing (grant awards over

Current Status and Plans for Improvement
UHSB is focused on increasing the ongoing scholarship of each faculty member. In preparation
for accreditation, 100 percent of our academically qualified participating faculty members have
become engaged in some form of intellectual contribution effort, and 7 out the 8 participating,
academically qualified faculty members fully meet the ongoing requirements proposed in this
document. In addition, we have assigned a faculty committee to coordinate efforts to strengthen
individual and collective faculty intellectual contributions, so that all participating faculty
members continue to meet our stated expectations. A template for faculty scholarly activity has
been developed. It is important to note that eight of our ten full-time faculty members hold a
Ph.D., one holds an Ed.D. and the tenth is presently pursuing his Ph.D.

The following tables provide faculty data. Tables 7 provides information on individual faculty
members regarding qualifications and Table 8 provides numbers of intellectual contributions by

Table 7. Faculty Qualifications

Table 8. Intellectual Contributions

Five-Year Summary of Intellectual Contributions 2005-2010 (Note: Please add a footnote to this table summarizing the school’s
                                         policies guiding faculty in the production of intellectual contributions.)

                                                                                                           Portfolio of Intellectual Contributions                                                                                                                   Summary of
                                                                                                                                                                                                                                                                     Types of ICs10

                                                                                                                                 Peer Reviewed Proceedings

                                                                                                                                                                                       Faculty Research Seminar

                                                                                                                                                                                                                                                           Learning & Pedagogical
                                                          Peer Reviewed Journals

                                                                                   Research Monographs 2

                                                                                                                                                                 Peer Reviewed Paper

                                                                                                                                                                                                                  Non-Peer Reviewed

                                                                                                                                                                                                                                                                                    Contributions to

                                                                                                                                                                                                                  Journals 8



                                                                                                            Books 3

Business Faculty

List alphabetically by academic discipline as
defined in the organizational structure that is
used by the school identifying each faculty
Full-time Participating Faculty
Barrett, Kevin                                       1                                                                                                                                                                                1R           1                                1
Huddleston, Robert                                                                                                                                                                                                                    1            1                                1
Staheli, Nate – Sabbatical to Fall 2011
Stratton, William                                    16                                                    1x3ed                                                                                                                                   19                               19
Anderson, Verl                                       1R                                                                                                                                                                               4            4                                4
Bryant, Debra                                                                                                                                                    1                                                                    6            7                                5                  2
Christiansen, William                                2+ 1R                                                                       2                                                                                                                 4                                                   4
Lee, Philip                                                                                                                                                                                                                           1            1                                1

     Mahmud, Munir                                          2                                       2                                             4                  2     2
     Finance and Statistics
     Wells, Kyle                                            3R                                               3                                    3                  3
     Part-time Participating Faculty
     Day, Steve (.74 fte) Accounting
     Walter, Neil (.50 fte) Finance/Mgmt                                                                                                  7       7                  7
     Note: R = Under Review

      Notes for ‘Other’
      Anderson, Verl: 2008 Article in Udvar-Hazy School of Business Magazine; Reviewer for three books.
      Barrett, Kevin: Produced textbook learning activities to be published in next edition of popular textbook currently published and in use.
      Bryant, Debra: Published a peer-reviewed, 4 page, research abstract/summary with Instructional Leadership Abstracts (NCIA) 2008, Factors and Processes that
      Impact Use of Utah Community/State College Contract Training: A Mixed Methods Study. Higher Ed. Training and Development Research results and report
      used by UHEA. Awarded 4 workforce development grants: 1 DOLETA, 1 FIPSE, 1 HIS and 1 Utah Dept. Workforce Labor.
      Huddleston, Robert: Presentation for the International Organization for the Community College Baccalaureate Degree, with an article published in BEACON,
      newsletter that followed.
      Lee, Philip: Presentation for the International Organization for the Community College Baccalaureate Degree, with an article published in BEACON,
      newsletter that followed.
      Walter, Neil: 1 Trade Journal article; 4 presentations at regional economic summits and 2 national professional conference presentations.

1.  Peer reviewed journal articles (learning and pedagogical research, contributions to practice, and/or discipline-based scholarship)
2.  Research Monographs (teaching/pedagogical, practice/applied and /or discipline-based research)
3.  Books (textbooks, professional/practice/trade, and/or scholarly)
4.  Chapters in books (textbooks, professional/practice/trade, and/or scholarly)
5.  Peer reviewed proceedings from teaching/pedagogical meetings, professional/practice meetings, and/or scholarly meetings
6.  Peer reviewed paper presentations at teaching/pedagogical meetings, professional/practical meetings, and/or academic meetings
7.  Faculty Research Seminar (teaching/pedagogical, practice oriented, and/or discipline-based research seminar)
8.  Non-peer reviewed journals (learning and pedagogical, contributions to practice, and/or discipline-based scholarship). School must provide substantive support
    for quality
9. Others (peer reviewed cases with instructional materials, instructional software, publicly available material describing the design and implementation of new
    curricula or courses, technical reports related to funded projects, publicly available research working papers, etc. please specify). Trade journal publications are
    classified under ‘other’ at DSC and are encouraged as contributions to practice.
10. Summary of ICs should reflect total number of ICs in each category (learning and pedagogical research, contributions to practice, and/or discipline-based

 Diversity Among Faculty Members

 In terms of diversity among the business faculty, DSC does not reflect area demographics: nine of
 the ten current, full-time faculty members are male; eight are white and two are Asian. The business
 division and DSC administration are concerned that there is not more female and minority
 representation among the business faculty. To this end, the College actively seeks and recruits a
 diverse faculty through advertisement in minority publications and by giving 5 percent affirmative
 action points in the application assessment process for ethnic minorities and females. Increasing
 minority and female faculty representation is believed to encourage students of like populations to
 enroll and participate in business programs.
 The UHSB faculty appreciates the importance of providing its students with a global perspective.
 Experiences and origins of faculty extensively throughout Asia; one faculty member has worked
 extensively in Russia; one is from Bangladesh; and one is from Canada and has lived in France
 and Switzerland. To develop global awareness, in most courses multicultural perspectives are
 introduced and sought.

 Faculty to Student Ratios

 Following is a table showing the credit hours and the student/faculty ratios in business classes for
 the past five years. Visual Technology (VT) is included because business students can have an
 emphasis in VT for the Bachelors in Business Administration.

 Table 9. Student Credit Hours and Faculty/Student Ratios, 2005-2009 Academic Years

                       2004/2005       2005/2006        2006/2007        2007/2008       2008/2009
Total Student Credit    131,010         122,340          115,800          116,250         132,420
Hours - Institution
Total Student Credit    19,747           19,052           19,787           18,855          20,121
Hours – UHSB (not
including VT)
Faculty/Student          18.53           17.78            15.66            17.34           18.47
Ratios –All Business
Faculty/Student          29.17           27.41            30.72            23.78           29.61
Ratios – All
Faculty/Student                                           27.99            14.56           12.40
Ratios – Accounting
Emphasis UD
Faculty/Student                                                                            27.01
Ratios – Finance UD
Faculty/Student          11.52           13.50            21.08            22.33           15.45
Ratios – All Visual

Faculty Assessment
UHSB faculty members are assessed regularly by both peers and administrators to provide
feedback and suggestions for improvement, as college policy defines. Students also provide
faculty assessment for all courses at least once per year. Faculty development funds are
available upon request by either a faculty member or supervisor and upon determination of a
faculty committee.


The Business Division is administered by a Dean and a Chair. The Dean is considered
administrative staff on a 12 month contract, though he relieves teaching load by teaching
approximately two classes per semester. The Chair, with a ten month contract, is considered a
faculty member with release time for administrative duties. The Udvar-Hazy School of Business
has one full-time, 12 month secretary, who reports to the Chair, and one full-time, 12 month
administrative assistant, who reports to the Dean. There are also two full-time, 12 month
advisors, for business students.

Table 10. Staff Positions and FTE

Staff                           Position                         FTE
Dr. William Christensen         Dean                             1 FTE Administrative, 12 mo.
Dr. Philip Lee                  Chair                            .87 FTE Administrative
                                (10 mo. faculty contract)        .13 FTE Teaching
Stella Callegee                 Administrative Assistant to      1 FTE
                                the Dean
Lanora Nielsen                  Business and CIT                 1 FTE
                                Departments’ Secretary
Katie Oliveri                   Business Advisor                 1 FTE
Trent Seegmiller                Business Advisor                 1 FTE


The Business Division has two discipline-specific advisors who can provide detailed and current
information on business programs and general education to prospective and attending students.
The School of Business tracks and mentors declared business students.


Enrollment (number of students currently enrolled in degree programs)

The Udvar-Hazy School of Business offers:

    A Vocational Certificate in
       General Marketing

   An Assoicate of Applied Science Degrees in
       Operations Management

   An Associate of Science Degree in

    Two Baccalaureate Degrees in

        BS Business Administration – with Emphases in General Business (since 2000)
        Accounting (since 2005), Finance (since 2009), and Visual Technology (since 2000)

        BS Accounting (since Fall 2007)

Table11. Fall 2009 Enrollment by Headcount (Fall 2009, Third-Week Report)

                                                     Institution             Business Academic Unit
            Degree Programs                 Full-       Part-                 Full-    Part-
                                                                 Total                       Total
                                            Time        Time                  Time     Time
      Undergraduate                         1,863        781     2,644         388      161    549
      Master’s or Doctoral                     0           0       0            0         0     0
      Other (Associate degree)              2,467       1,249    3,716         118        58   176
      Other (Certificate seeking)             72          55      127           0         1     1

                    Total                   4,402      2,085     6,487         506          220      726

Table 12. Students Credits Hours for Academic Years 2004 to 2009
Note: Administrative changes over the past five years have impacted enrollment and ways that enrollment has been

                                 2004/2005      2005/2006       2006/2007       2007/2008         2008/2009

     Total Student Credit         131,010        122,340         115,800          116,250          132,420
     Hours - Institution

     Total Student Credit          19,747           19,052        19,787          18,855           20,121
     Hours – UHSB

As previously noted, DSC was approved for baccalaureate degrees in 2000, and had one graduate
in Spring 2001. In Spring 2002, DSC awarded 24 baccalaureate degrees in business (22 BSBA -
General Business; 2 BSBA - Accounting).

In 2010, approximately one-third of all DSC graduates were from the Business Division.

Table 13. Number of Graduates by Year for the last Five Years

            BSBA / Year                    2004/05         2005/06    2006/07      2007/08    2008/09
    BS Business Administration             Total 36        Total 54   Total 55     Total 50   Total 67
     General Emphasis                        32              45         36           43         54
     Accounting Emphasis                      2               7         12            4          3
     Finance Emphasis                         0               0          0            0          5
     Visual Technology Emphasis               2               2          7            3          7
    BS Accounting                             0               0          0            8          7

Diversity Among Students
The Udvar-Hazy School of Business does not have as many minority or female students as the
school in general. The DSC student population is 50 percent female and 50 percent male, where as
33 percent of the business students are female, and 67 percent are male. In 2009, the average age of
the DSC business students was 24.06 years, slightly higher than the average age of DSC students in
general, 23.89. Below is a chart defining the ethnicity ratios of the DSC student population.

Table 14. Population Ethnicity by Percentages, 2008/2009
    Ethnicity            Washington County                   Dixie State College     Udvar-Hazy School of
                         Population                          Students                Business Students
    Non-Resident Alien         Unknown                                .4%                    .5%
    Asian                          .8%                               1.2%                    .6%
    Black                          .7%                                .9%                    .5%
    Native American               1.4%                               1.4%                   1.4%
    Hispanic                       7%                                  5%                     4%
    Pacific Islander               .5%                               1.5%                    .8%
    White (non-Hispanic)          88%                                 88%                    91%
    Unknown                       1.6%                               2.1%                   1.1%
Washington County ethnicity data from 2008 U.S. Census data
DSC ethnicity data from fall 2008/2009 College Enrollment Reports


Enrollment continues to climb at Dixie State College, particularly in the Business Division, as enrollment numbers show in the
following table, which provides increasing revenue from tuition.

  Table 15. Dixie State College Educational and General Expenditures and Credit Hours Taught

                                                    2004/2005        2005/2006        2006/2007           2007/2008           2008/2009
   Total Educational and General
   Unrestricted Expenditures for the               $38,611,108      $41,942,890      $43,238,480         $54,730,382         $51,915,390
   Total Educational and General
   Unrestricted Expenditures for the                $ 8,427,981     $ 9,464,062      $10,309,296         $12,445,867
   Academic Units                                                                                                            $14,491,595

   Total Educational and General
   Unrestricted Expenditures for the Udvar-         $ 1,360,929     $ 1,438,171      $ 1,885,851          $ 1,904,417         $ 1,968,689
   Hazy School of Business
   Total Student Credit Hours - Institution           131,010         122,340          115,800             116,250                132,420

   Total Student Credit Hours – UHSB                  19,747           19,052           19,787              18,855                20,121
   Note: Administrative changes over the past five years have impacted enrollment and ways that enrollment has been calculated.


Library and Information Resources

Dixie State College has been building its business materials and resources over the past several
years. The College, therefore, has sufficient materials to cover the program needs of the business
students and faculty. DSC has a modest collection to support specific related topic information
for accounting, economics, finance, operations management, human resources management,
manufacturing, business law, safety, and business computer applications.

Students can access online library resources from home, work or on campus. There are ten
student computer labs on-campus with full internet capabilities. One open student computer lab,
with 48 computers, is located in the Business Building. Available online databases in which
students can access full text articles include Academic Source Premier, Business Source Premier,
Science Citation Index, Web of Science, JSTOR, Global Search, Computer Source, LexisNexis
Academic, ProQuest newspapers, the Salt Lake Tribune, and the Vocational and Career
Collection. Most academic and professional literature related to business management,
accounting, economics and finance are included in the Business Source Premier and Academic
Source Premier. Students are also able to borrow from other Utah libraries through Utah’s

The library liaison to the Business Department provides assistance for faculty in making new
library acquisitions, orienting students to accessing databases, and developing discipline-specific
reference handouts. Reference librarians are available online for students 24 hours a day, 7 days
a week. The library budget for business-related resources is periodically assessed and updated to
include new relevant resources.

Physical Facilities, Equipment and Technology

The Udvar-Hazy School of Business is a modern, student friendly building, equipped with the
latest technology available. The programs which are taught in this building include the
following: accounting, business, economics, finance, management, marketing, statistics,
computer science, visual technology, computer literacy and travel. There are 19 dedicated
classrooms in the three floor, 51,450 square foot, Business Building. All classrooms are ‘smart’,
which means they have access to the internet and have DVD, hard copy and computer projection
capabilities. The building has a seating capacity for 774 students at a time. There is one small
auditorium, the Boeing Auditorium, which holds 89 people. There are 4 conference rooms which
double as seminar rooms. Six of the classrooms are equipped with computers and there is also
one open student computer lab, housing 48 computers (see technology list below).

Classes are held days, evenings and weekends in the Udvar-Hazy Building, which has one of the
highest utilization records on campus.

Udvar Hazy School of Business Technology

    Room            Type        Projector   Doc Camera   DVD   VCR   Seats    Lab Comp      Switch

     103          Classroom       Yes          No        No    No     23                     No

     104        Computer lab      Yes          No        No    No     30     19 Mac 7 PC     No

     105          Classroom       Yes          Yes       No    Yes    30                     No

     119          Classroom       Yes          No        No    No     24        24 PC        Yes

     120        Computer lab      Yes          Yes       No    Yes    30     20 MAC 10 PC    Yes

 121 (Boeing)    Auditorium       Yes          Yes       No    Yes    89                     Yes

 121 (Boeing)    Auditorium       Yes          Yes       No    Yes    89                     Yes

    127a           Meeting        Yes          No        Yes   Yes    10                     No

     148        IVC Classroom     Yes          Yes       Yes   Yes    24        24 PC        Yes

     149        Computer lab      Yes          Yes       No    Yes    24          24         No

     151        Computer lab       No          No        No    No     32     15 MAC 17 PC    No

     200        Computer lab      Yes          No        No    No     51     8 MAC 43 PC     No

     203          Classroom       Yes          Yes       No    No     39                     Yes

     204          Classroom       Yes          Yes       No    No     41                     Yes

     205          Classroom       Yes          Yes       Yes   Yes    24                     Yes

     218          Classroom       Yes          Yes       No    No     24                     Yes

     219          Classroom       Yes          Yes       No    Yes    41                     No

     220          Classroom       Yes          Yes       No    Yes    64                     Yes

     224          Classroom       Yes          Yes       No    No     32                     No

     229          Classroom       Yes          Yes       Yes   Yes    42                     Yes

     230           Meeting        Yes          Yes       Yes   Yes    27                     Yes

     242          Classroom       Yes          Yes       No    Yes    40                     No

     243          Classroom       Yes          Yes       No    No     40                     Yes

     308           Meeting        Yes          Yes       No    No     19                     No

     361           Meeting        Yes          Yes       Yes   Yes    28                     No


The following are representative examples of division accomplishments made over the last two

   Development of business division’s mission, goals and strategic plan
   Development of degree program assurance of learning goals and objectives
   Reestablishment of employer/business leaders and student advisory committees
   Establishment of the Strategic Planning, Assurance of Learning, Institute for Business
    Integrity and Faculty Development Committees
   Discussion of ethics in the curriculum, with the decision to embed ethics in all business
    degree core courses. Ethics coverage is reported by course to the Director of the      Institute
   for Business Integrity for each semester.
   Review of course scheduling and baccalaureate program layout
   Design and implementation of B.S. – Accounting Degree, our second Bachelor of            Science
    Assessment of pre-requisites for business core courses, with faculty providing input regarding
   their discipline and/or course
   Review and revision of senior and employer survey instruments, and faculty determination of
   response to data
   Design and implementation of Finance emphasis within BSBA degree (currently going
    through administrative approval process)
   Work on current outcomes and learning assessment, with the faculty designing             assessment
   for program and course learning goals
   DSC is also currently reconsidering its faculty evaluation process

   Employer survey of employee work performance of DSC graduates, 2009

   Campus-wide student completion of National Survey of Student Engagement, 2008.

Other indicators of quality of DSC business degree programs include the following:
DSC students are highly competitive in state and international student business competitions
   Dr. Philip Lee was honored with the 2010 Outstanding Service Award recognizing his
   contributions in furthering the mission of DECA.
   In 2010, seven of the ten students participating in national DECA competition ranked in the top
   ten in the nation in their respective areas.

   DEX: In 2009, 22 students placed in the top three in the Utah state competitions, allowing them
   to compete internationally; 7 students have placed in the top three in international competitions
   in the last 4 years.
   PBL: In 2009, a DSC student took national first place in Website Development; in State
   competitions 5 students took first place and another 9 placed in the top ten in their categories.
   DSC students have placed in the top ten in CAPS Sym, the International Strategic Management
   Competition, each semester since 2003; last year the DSC representative placed first in the
   international competition.
DSC students have extensive service learning experiences:
   Students in MGMT 4950 have engaged in entrepreneurial activities to help fund a School for the
   Deaf and the Blind in Sergiev, Russia.
   Accounting students have joined the Volunteer Income Tax Assistance program, VITA,
   providing free tax assistance to local individuals.
   Students assist the Dixie Business Alliance in advising small business start-ups to set-up their
   accounting books.

                                  STRATEGIC PLANS
                                       for the
                          UDVAR-HAZY SCHOOL OF BUSINESS
                           DIXIE STATE COLLEGE OF UTAH

2009/2010 Academic Year


In reviewing the strategic plan for the Udvar-Hazy School of Business at Dixie State College of
Utah, we believe our greatest strength is a talented and business-experienced faculty. The
geographic area in which we are located is a uniquely popular place to live, and this fact allows
us to attract and retain a much higher quality of faculty than we otherwise could. UHSB faculty
possess both academic-qualifications (i.e., almost all have earned doctorates in the areas in which
they teach), as well as many years of “real world” business experience. Our strategy seeks to
take advantage of this by focusing our business school education on providing not only a sound
theory-based knowledge of business, but also on teaching valuable tacit-knowledge skills based
on experiential types of learning. As a bonus, we are finding that the environment created by a
talented faculty intent on a teaching mission is energizing and motivating because it creates rich
and effective student-faculty relationships.

Lack of funding is our greatest weakness. This is preventing us from hiring needed faculty to
alleviate the heavy teaching loads now burdening our existing faculty. To partly mitigate this
weakness we have recruited a skilled and dedicated cadre of adjunct faculty. Again, because our
community is a popular place to live, and to retire, we have access to an unusually talented group
of retired academics who are often anxious to teach a class or two for us. However, as we
continue to grow we realize we will soon exhaust that resource and will require more full-time
tenure-track faculty.

Being located in the fastest growing county in the state, and being more and more absorbed into
the southern California – Las Vegas economic corridor, our opportunities for growth, and to
assist in regional economic development, are very great. We hope to leverage this opportunity
with our practical approach to teaching and learning, driven by a talented and experienced
business faculty.

The external threat most worrisome to us historically has been a state higher education board of
regents that seemed to want us to maintain a status quo rather than move forward. However, this
threat has been largely reduced by the good efforts of our presidents, particularly the current
president, Stephen Nadauld. His relationship with the regents, as well as his keen insight and
agile negotiation of political processes has opened the door for us to carry forward our strategic
plans, as evidenced by our AACSB application.

We have established a Strategic Planning Faculty Sub-committee and are currently establishing a
new advisory board which will assist us in further developing a revised strategic plan. We look
forward to complying with and experiencing the structure, discipline, and continuous
improvement processes inherent in the AACSB accreditation process as we move forward in the
size, scope, and quality of our business school.

UHSB GOALS (Spring 2010)

5. Produce students who possess the knowledge to succeed in a rapidly changing, competitive
   business environment, while maintaining their integrity and a sense of community service.

6. Attract quality students.

7. Partner with our community and alumni to provide an education that responds to local and
   industry needs and affords valuable, applied learning opportunities.

8. Employ a highly qualified faculty which is student-focused and which fosters open,
   innovative, analytical, learning environments. DSC will support academically and
   professionally active faculty who model continuous improvement in their practices and

Strategic Planning - we acknowledge that strategic planning is an ongoing process with
continuous improvement in mind. We are, therefore, planning on revisions to the following
strategic plan.
2007 STRATEGIC PLAN – Composed of 4 primary areas: Arenas, Differentiators, Vehicles,
and Staging

Arenas - what products/services we offer, what segments we serve, what core technologies we
use, how we add value with our services
      o DSC’s Udvar-Hazy School of Business (UHSB) offers a baccalaureate degree in
         business administration with select emphases.
      o DSC will partner with the best provider(s) of graduate business programs to make
         graduate degrees in business available on the DSC campus.
      o DSC provides a forum for the continual improvement of moral integrity and
         responsible leadership in business.

     o DSC business degrees and recruiting efforts are directed towards students primarily
       from Southwestern Utah and Southeastern Nevada.
     o DSC’s courses are offered primarily on campus with limited online courses, utilizing
       innovative techniques and technologies to provide experiential learning opportunities.

Differentiators - image, quality, price, convenience, customization
     o DSC provides an interactive, experience-based business education that prepares
         students to own or manage business enterprises.
     o UHSB differentiates itself through small class sizes, a low student to faculty ratio, and
         faculty who possess real-world business experience
     o UHSB provides a diverse schedule of classes and flexible learning opportunities to
         accommodate the work and living schedules of its students
     o DSC offers a fast-track degree program option
     o UHSB maintains tuition rates at or below comparable colleges and universities in Utah
     o UHSB stresses the importance of integrity throughout the curriculum.

Vehicles – the means for attaining strategy, how we get there
     o The UHSB has established a tradition of small class sizes
     o High level of interaction between faculty and students.
     o The UHSB utilizes partnerships with local businesses and other stakeholders to
         facilitate, evaluate, and monitor experiential learning opportunities for students
     o The use of real-world cases/problems, simulations, and cross-disciplinary learning to
         deliver core business courses and provide students with opportunities to develop core
         business skills
     o Competency-based evaluation methods assess student performance and ensure a
         minimum level of ability in all UHSB business graduates
     o Faculty collaborate within and without DSC in developing opportunities for
         professional contributions in pedagogy, service, and research

Staging – the planned speed and sequencing of major moves to achieve goals, when we move
     o Short-term (1 year or less)
           Successfully apply for AACSB accreditation eligibility
           Establish policies to assure maintenance of small class size
           Fill open faculty positions with candidates that support and enhance UHSB’s vision
           and mission
           Establish a benchmark for faculty contributions that maintains an overall
           relative emphasis of 75% teaching, 15% service, and 10% intellectual
           Develop Udvar-Hazy Institute For Business Integrity
           Find adequate funding for UH Institute For Business Integrity
           Develop a process for partnering with local businesses for student learning
           opportunities that benefit participating businesses
           Identify new methods and opportunities that will differentiate UHSB as a
           competency-based learning institution
o Mid-term (1-3 years)
   Complete self-study for AACSB accreditation and receive accreditation
   Partner with a premier Utah university (e.g., University of Utah) to provide an onsite
   master’s degree in business, utilizing DSC faculty as much as possible
   Increase partnerships with local businesses and student internships
   Improve competency-based teaching, learning methods and opportunities
   Establish DSC faculty expertise in competency-based teaching through presentations
   and publications
   Improve and enrich faculty by providing the time and means for professional
   improvement and intellectual contributions
   Reward faculty who are student-focused and show high levels of integrity,
   ethics, and service
   Address teaching loads and faculty pay
   Fill open faculty positions with candidates that support and enhance UHSB’s vision
   and mission

o Long-term (3+ years)
   UHSB graduates become highly recruited as graduates succeed in the workplace and
   DSC’s reputation of delivering a high-quality practical business education spreads
   through the region
   Teaching, learning, and professional contributions continue to improve
   Faculty is rewarded commensurate with organizational success


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