Get documents about "School of Management
Document Sample
University of Alaska Fairbanks
School of Management
Five-Year Maintenance Report
Dean Wayne Marr
December 13, 2004
Prepared by the Executive Management Committee
Professor Greg Goering, Associate Dean
Professor Jacob Joseph, Undergraduate Director
Professor Steve Landry, Accounting Program Director
Professor Laura Milner, MBA Director
Professor Mike Pippenger, Research Forum Chair
Professor Doug Reynolds, MS Econ Director
Professor Tom Robinson, Client Services Chair
Joyce Whitehorn, Executive Officer
Debbie Fristoe, Staff Support
Adding value to Alaska, the North and their diverse peoples, by creating, sharing and promoting
business knowledge in a cooperative environment.
Table of Contents
I. Situational Analysis, Background and Degree Programs
II. Mission Statement
III. Strategic Management Planning Process
IV. Assessment Tools and Procedures
V. Financial Strategies
VI. New Degree Programs, Options and Curriculum Improvements Accomplished
VII. Tables
VIII. Appendix
1
Section I. Situational Analysis, Background and Programs For Review
1) Background and Situational Analysis
A degree in business administration was first offered at UAF in 1924, with specialty areas of
general business, accounting, and secretarial science. In 1928 the program was expanded to
include commercial education and industrial administration. The Business Administration
degree was further defined in 1959 when a Division of Business Education was formed, offering
majors in accounting, business education, management, marketing, and secretarial science.
In 1963 the College of Business, Economics, and Government was established. In addition to the
areas mentioned above, the new college also offered degrees in history, office administration,
police administration and political science. In 1975 the School of Management was formed as
one of five professional schools at UAF. The departments of history, political science, and
justice were moved to the College of Liberal Arts. The Office Administration Department was
transferred to Tanana Valley Community College in 1976.
Under the leadership of Dean Michael Rice in 1988, AACSB International (The Association to
Advance Collegiate Schools of Business) then known as the American Assembly of Collegiate
Schools of Business accredited the School of Management’s graduate and undergraduate
business administration and accounting programs. Only 140 other institutions worldwide share
this level of AACSB accreditation. The School of Management (SOM) was the first accredited
business school in Alaska and remains the only fully accredited business school in the state. For
a two-year period 1991 – 1993 John Lehman served as acting dean of the school after Michael
Rice accepted a position as Vice Chancellor of Administrative Services. In July 1993 David
Porter was appointed Dean of the School. After a notable period that saw many substantial
improvements to the school he resigned as School of Management Dean and returned to a full-
time faculty appointment in the Business Administration Department, effective June 1997. Keith
Criddle was selected by the faculty in June 1997 to follow David Porter in an interim capacity.
As a result of a major university restructuring, Criddle held the title of Director.
On July 1, 1997, the School of Management joined with the School of Minerals Engineering
(SME) and the School of Agriculture and Land Resources Management (SALRM) to form the
College of Natural Resource Development and Management (CNRDM). The new college was
the result of a program assessment process initiated in 1994 by the University of Alaska Board of
Regents. Each of the individuals retained its autonomy under its own director.
In 1998 Keith Criddle resigned his position to accept an administrative position at Utah State
University to be closer to his family. Subsequent to that James Collins, Business Administration
Department Head was appointed Interim Director and in April 1999 was selected to fill the
position permanently.
The explicit intent of the new college was to reduce overhead associated with routine fiscal
operations by establishing a common college business office and to provide a voluntary
framework for interdisciplinary projects related to natural resource development and
management. However, almost immediately the accrediting organizations associated with all
three units expressed concern with the new structure. In addition to that, the new college did not
have deep support among the faculty of any of those units. Further, the intended cost savings
2
never materialized nor was the newly created unit given reasonable financial support because of
a university-wide budget crisis. Recognizing these problems, in June 2000 the Board of Regents
dissolved the college and returned the schools to the structure that existed in 1997.
Then in the Spring of 2003 the School of Management decided to reorganize the schools by
eliminating the departmental structure and forming a more integrated structure based on
disciplines. Currently, the School of Management is comprised of the three disciplines of
Accounting, Business Administration, and Economics and is under the leadership of Dean
Wayne Marr since August 2004. The School of Management’s relationship to the general
university structure is that of all other schools and colleges. Dean Marr reports directly to the
Provost.
Beyond the challenges related to the School’s reorganization in 2000, the School of Management
faces an important continuous improvement issue, namely student enrollments. It is imperative
to increase student enrollments.
2) Programs for Review
Currently, the School of Management has about 21 tenured or tenure track faculty and 6 staff.
FY05 budget is projected to be $3.8 million. The School of Management offers a BA in
Economics and a BBA with concentrations in Accounting, Finance, General Business,
Management and Organizations, Economics, and Marketing, with approximately 300
undergraduate majors (see Tables 1 and 2). The School of Management also has about 40
graduate students enrolled in the Applied Resource Economics MS or MBA programs (see Table
3).
Note that the Accounting BBA is reviewed in the companion accounting report. The BA in
Economics and the MS in Applied Resource Economics are not included in the current review.
a) Undergraduate Programs
The Bachelor of Business Administration (BBA) Program
(See http://www.uaf.edu/som/bap.html, http://www.uaf.edu/som/pdfs/BADM02-03.pdf,
http://www.uaf.edu/som/pdfs/BBA_ECON_02-03.pdf, http://www.uaf.edu/som/pdfs/acct_02-
03.pdf. and the see section VIII Appendix for current BBA program worksheets.)
This program currently requires 124 credit hours (130 for the Economics BBA) in total with
concentrations in Finance, General Business, Management and Organizations, Economics, and
Marketing. Currently, the BBA Economics degree is being modified to bring it into alignment
(124 credit hours) with the other BBA concentrations.
The common body of knowledge and core requirements for these concentrations include four
accounting courses (AIS 310, ACCT 261, 262 and 352), and four principles and intermediate
courses in economics and statistics (Econ 200, 227, 321, 350 or 324) as well as twenty four
3
credits of business courses in the financial, personnel, legal, organizational and strategic aspects
of management.
Tables 1, 2, and 4 show the time trends for the School of Management’s undergraduate credit
hour production and majors over the five-year period from 1999 to 2003.
b) Graduate Programs
The Masters of Business Administration (MBA) Program
(See http://www.uaf.edu/som/mba.htm.)
The MBA program offers concentrations in Capital Markets and General Management (see
http://www.uaf.edu/som/pdfs/mbacurr.pdf) with a minimum degree requirement of 30 credits in
management and accounting courses. Foundation courses in accounting and management are
required of all non-business undergraduate degreed applicants.
In determining admission to the UAF School of Management MBA program, particular
emphasis is placed on the GMAT and undergraduate GPA such that the formula, GPA x 200 +
GMAT score = 1100, is the defining criteria for admission. No GMAT score under 450 is
accepted.
Table 3 shows the time trends for the School of Management’s graduate credit hour production
over the five-year period from 1999 to 2003.
3) Enrollment Trends
Table 1. SOM Credit Hours
2000
1500
Acct
1000 BA
Econ
500
0
Fall 99 Fall 00 Fall 01 Fall 02 Fall 03
4
Table 2. SOM Undergraduate Majors
250
200
150 Acct
BA
100 Econ
50
0
Fall 99 Fall 00 Fall 01 Fall 02 Fall 03
Table 3. SOM Graduate Students
50
40
30 MBA
20 MS Econ
10
0
Fall 99 Fall 00 Fall 01 Fall 02 Fall 03
Table 4: BBA Graduates
70
60
50 Acct
40 Econ
30 BA
20 Total
10
0
1999 2000 2001 2002 2003
5
Table 5: Masters Graduates
25
MBA-General
20 Mgmt
MBA-Capital
15 Markets
10 M.S.Econ.
5 Total
0
1999 2000 2001 2002 2003
It is apparent from these tables that the School of Management has remained steady in the
Business Administration and Economics area, with perhaps a slight decline in the Accounting
credit hours and the number of enrolled MBA students. The School of Management and its
faculty are committed to increasing the number of majors and student credit hours to higher
(upward trending) levels. This goal will only be accomplished by offering continuously
improving quality programs that are valued by students and the organizations that ultimately hire
them.
The School of Management is also striving to increase the Native Alaskan involvement.
Table 6. SOM Native Students
70
60
50
40
Total SOM
30
20
10
0
1999 2000 2001 2002 2003
4) Research Synopsis
The School of Management is extremely active in research and has a strong research mission,
which is consistent with the school’s AACSB accreditation. Among other things, faculty
produced over 25 refereed articles/proceedings in 2003 (see Section VII). The School of
6
Management fully embraces the UAF research mission at the state’s flagship campus. Indeed,
the Economics Program was ranked 303 out of 1,763 international affiliations (university,
research institutes, etc.) in terms of the number of author-weighted articles.* This measure
indicates that the School of Management’s Economics Program ranks in the top 20%
internationally. The UAF Economics Program published 11.8 refereed articles per faculty
member. The School of Management has been able to attract quality, research productive faculty
during the last five years. The School of Management is striving to partner with the Native
Corporations and also wishes to be a major player with the sciences in making nanotechnology
transfer possible.
*
García-Castrillo , P., A. Montañés , and F. Sanz-Gracia, (2002), “A Worldwide Assessment of Scientific Production in
Economics (1992-1997)”, Applied Economics, Volume 34, Number 12. pp. 1453 – 1475.
7
Section II. Mission Statement
Adding value to Alaska, the North and their diverse peoples, by creating, sharing and promoting
business knowledge in a cooperative environment.
School of Management Vision
The purpose of the School of Management is to achieve recognized excellence in programs of
teaching, research, and service. The School of Management is the oldest and only fully
accredited business school in Alaska and strives to be the first choice for students, employers,
and management faculty. The School of Management will be a state and regional leader in
research and education through the delivery of creative, innovative programs that enhance the
effectiveness of businesses, especially those with operations in Alaska. We will create learning
environments that allow participants to exceed their expectations, and we will be known for
providing significant added value for our Alaskan constituencies.
Statement of Values
Each member of the University of Alaska Fairbanks (UAF) School of Management community
shares a profound commitment to higher education and its role in Alaska as the premier
accredited business school in Alaska. The following values give members a shared sense of
purpose, vision and aspiration.
Environment. Each individual in the School of Management community is important to its
success. Therefore, we foster respect, promote communication and openness, encourage personal
responsibility, diversity, and support creativity and innovation. We attempt to promote a
collegial, supportive environment in which faculty, staff and students are able to work together
and develop to the fullest extent of their capabilities.
Excellence. We are committed to excellence, intellectual rigor, and the creation of value in the
pursuit and sharing of knowledge and all other activities.
Community. We are committed to building a community for all our stakeholders — students,
staff, faculty, alumni, and business partners — that promotes joy of learning through
involvement, teamwork, cooperation, shared purpose, commitment, and respectful and ethical
behavior.
Responsibility. We welcome our responsibility to each other, to our students and supporters, and
to the citizens of Alaska, who place their trust in our mission. We are committed to maximizing
our resources through clear focus, performance measures, continual evaluation, and monitoring
of results.
Partnerships. We are committed to forging partnerships with other academic units of the
University, other universities, corporate affiliates, Alaska Native organizations, and community
organizations to create innovative programs that extend the reach, quality, and impact of our
programs.
8
Research. The School of Management is committed to high quality research commensurate with
the premier accredited business school in Alaska. The school specifically encourages peer
reviewed applied research articles that contribute to the practice of a given discipline. In
addition, the school supports research related to Alaskan economic development and
sustainability.
9
III. Strategic Management Planning Process
1) Organizational Structure
To help foster our strategic goals, the School of Management is structured in a highly efficient
manner. Additionally, as a consequence of the reorganization of the College of Natural Resource
Development and Management in 2000 the Dean’s office reorganized the administrative support
staff to handle the work formally accomplished by the college business office.
Dean
Advisory Board Associate Dean Executive
Management
MS Econ MBA Acct Undergrad Fiscal PIO Purchasing & AACSB New
Director Director Director Director Officer Recruitment Support Staff?
Executive Management Committee
Research Client Curriculum Faculty of Peer Program
Forum Services Review the Whole Review Committees
MBA MS
Committee Resource
There are two types of committees within the School of Management. These committees are
defined along either strategic or tactical lines. At a minimum, all faculty are expected to
participate in the internal faculty governance of the School through the special committee of
senior faculty peers charged with review of tenure and promotion petitions, and/or through
participation on various committees charged with overseeing the functional areas of the School.
Executive Management Committee: This committee consists of the Associate Dean, the program
directors (MBA Director, MS Econ Graduate Director, Accounting Program Director and
Director of Undergraduate Studies) and selected committee chairs, with support from an
administrative assistant. The Executive Committee coordinates Continuous Quality Improvement
and the functional committees, with the ultimate authority to monitor and administer the
teaching, research, and service/governance programs in the School of Management; and advises
the Dean of the School of Management on issues of general interest to all faculty but of specific
importance to the Dean. The committee will also forge agreement on recruiting strategies and
10
processes; clearly state expectations of faculty; advise the dean on individual faculty evaluations
of teaching, research, and service; encourage and recommend merit awards; coordinate faculty
mentoring; and oversee faculty recruiting. The Executive Committee also maintains the faculty
handbook and supervises the documentation of all standing and ad-hoc committees.
Peer Review Committee: This committee consists of all tenured faculty and is represented by a
chair elected from the committee. The traditional Peer Review Committee is charged with
ensuring that those granted tenure or promotion meet the general expectations of the University
of Alaska and the specific expectations of the School of Management, consistent with our
strategic goals. It typically meets in the Fall Semester to evaluate those junior candidates
standing for tenure and promotion to associate professor, and associate professors standing for
tenure or for promotion to full professor. The committee evaluates candidates against the long-
term strategic requirements for the School in the areas of Teaching, Scholarship, and Service, as
described by the Unit Criteria for the School of Management. In addition, the committee also
participates in the fourth-year review for untenured junior faculty as well as the three-year
reviews of tenured senior faculty.
Curriculum Committee: This committee consists of the MBA Director, Director of
Undergraduate Studies, three program representatives, and the MS Econ Director, with support
and data assistance from an assigned staff member. The committee forges agreement on
programs and program overlap, program development, and curriculum. The committee advises
the Dean and the Administrative Committee on various issues as they relate to other schools
within the University, and will perform an extensive evaluation of one School of Management
program each year. In addition, the committee will determine ways to optimize our curriculum
and leverage faculty resources to best meet the simultaneous needs of all programs.
Client Services: The committee consists of a Client Services Director, and two faculty members
from each program, with support and data collection from the Information Officer. The
committee recognizes excellence in faculty teaching and service; supports students as clients in
recruiting, counseling, internships, and placement; forges links to external groups by attending
Chamber of Commerce, Rotary, and GAAP (Great Alaskan Accounting People) related
functions; and fosters relations with other university entities such as Senate and Interdisciplinary
Studies.
Research Forum: This committee consists of the MS Econ Director, and at least one senior
member of each program, with support and data generation from a student assistant. This
committee tracks and evaluates faculty publications in terms of their quality (blind peer
reviewed). This committee also coordinates the Brown Bag Research Seminar Series and
allocates $20,000 a year to faculty for research support.
School of Management Staff: One staff member represents the school on the university-wide
staff council. The School of Management’s staff meets in regular school-wide staff meetings to
address problems as they arise. Staff governance allows new technologies and new ways of
doing work to be rapidly disseminated across the university. At the school level, staff
governance permits School of Management staff to identify and resolve issues before they
become serious problems. It also allows for the effective coordination of various tasks.
Specifically, in terms, of the school’s agenda for the future to increase enrollments:
11
2) Strategic Plan
Top Five Goals
1) Improve student-learning experience in all programs, and particularly in our programs of
distinction: Accounting, Resource Economics, and Finance.
2) Create innovative programs and contexts that support diverse paths to the creation of value
within the Alaskan economy, especially in industries where average value added per employee is
high.
3) Provide the necessary infrastructure support for faculty, staff, and students to be current in
best practice and help emphasize the unique aspects of the School of Management, such as the
Student Investment Fund and Masters in Resource Economics.
4) Establish programs of partnership and support with Alaska Native organizations and corporate
entities.
5) Align School of Management strategies with the research emphases of the University of
Alaska Fairbanks, especially with its science and engineering foci.
Practical Strategic Thrusts that Focus on Top Goals
1) Collaborate with science and engineering to offer a “fifth year” masters degree in management
relevant for students pursuing technical undergraduate degrees.
2) Be the school of choice for employers and students by emphasizing the high faculty to student
ratio and the small number of courses taught by adjuncts and graduate students.
Indeed, SOM faculty and student teams have visited local high schools recently to talk with
National Honor Society students and all the school’s guidance counselors. A typical presentation
to the students would emphasize the following points:
The quality of our program, that it is AACSB accredited and why that matters.
The career opportunities afforded by a management degree.
The affordability of UAF and the opportunities for UAF students to spend a year at
another institute of higher education within the United States as part of our exchange
program, as well as an exchange year abroad, coordinated through UAF and at in-state
tuition.
The fact that graduating from UAF with low or no loans makes the start of a career, the
possibility of graduate school, and/or the purchase and maintenance of a new car much
more possible than graduating from an outside institution with upwards of $100,000
undergraduate debt.
The quality of the student investment club, finance program, internship programs,
portfolio projects, Alaska permanent fund internship program, and our favorable
acceptance rate by fund sponsors.
12
3) Develop research threads and curriculum that provide a sound foundation for future
entrepreneurial development of the Alaska economy.
4) Improve SOM accredited Accounting Program through new hires, research, and community
involvement.
5) Encourage special relationships with Alaska Native Corporations so that we may develop a
pool of outstanding managerial talent in the Native Alaskan community.
6) Encourage and support research and grant activities, particularly those related to the economic
development of Alaska’s natural resources and potential high-technology industries.
Specific Measurable Objectives
1) Improve the salaries and job placement rate of our graduates in accounting, finance and
resource development.
2) Increase standards over time for admittance into the MBA and undergraduate programs.
3) Increase the high number of research and scholarly projects the school’s faculty
participates in.
4) Improve the quality and the size of the student body.
5) Increase the graduation rate of Native Alaskan students.
6) Improve the placement rate of graduates at Native corporations.
7) Increase the number of permanent fund internships for Student Investment Fund students.
8) Increase the number of grant proposals of Resource Economics Students.
9) Increase the number of students in interdisciplinary programs such as Engineering
Management and the Interdisciplinary Graduate education and Research traineeship (IGERT)
programs.
While the School of Management faces challenges in the achievement of these goals it is
undoubtedly continuing a fine tradition of service to students, the academy, and its community.
Our Accounting Program has graduated students who are highly valued by local and national
firms. All accounting graduates over the last several years have found employment in their
profession or have chosen to continue their education. The UAF Student Investment Fund has
consistently out performed the S&P500 based on year-to-date (through 09/30/04) 1 year, 2 year,
3 year, 5 year, and 10 year percentage returns. The Economic’s faculty have contributed to the
well being of the state by conducting a wide range of empirical, theoretical and grant based
studies that range from the energy sector to the economic value of marine mammals.
SIF Performance vs. S&P500
Periods Ending September 30, 2004
SIF Annualized S&P 500 Annualized
Return Return
YTD Return 12.47% YTD Return 1.51%
1 Year Return 28.43% 1 Year Return 13.87%
2 YR Annualized 24.79% 2 YR Annualized 19.01%
3 YR Annualized 8.25% 3 YR Annualized 4.04%
5 YR Annualized -0.04% 5 YR Annualized -1.31%
10 YR Annualized 12.49% 10 YR Annualized 11.08%
SI Annualized 10.38% SI Annualized 9.63%
13
Section IV. Assessment Tool and Procedures
1) Overview of Assessment Process
a) Internal Assessment Procedures:
The School of Management’s assessment process integrates individual disciplines via school-
wide committees to provide for the continuous improvement of school programs. To achieve
appropriate uniformity across disciplines, the School of Management utilizes a school-wide
committee structure to provide for the effective and efficient monitoring and assessment of a
variety of critical processes. Each committee has stewardship and authority over specific
functions and is charged with developing processes that lead to improvement.
In general, the committee process provides an appropriate control loop for the school. Several
examples serve to describe the process. In 1997 exit surveys administered to graduating MBA
students revealed concern about several aspects of that program, notably a perceived lack of
rigor and the lack of course work appropriate for students pursuing employment in the capital
markets industry. The MBA Director acted on this information and began to design and
implement a suitable curriculum. This was not done in isolation. Because the committee
structure provides for a web of interconnecting responsibility, the proposed program was
thoroughly vetted by the school. In particular, in this case the MBA director was required to
provide evidence of an appropriate feedback loop that includes reporting to individual
department heads (now program directors) and to the appropriate faculty committees. In a
similar vein, issues related to the lack of a formal undergraduate program in finance emerged
from a variety of sources including the community, industry, and students. Those concerns were
identified and assessed within the Business Administration Program and an array of responses
developed which resulted in the reinstatement of the finance option at the undergraduate level.
As these alternatives become fully developed they will be evaluated by the appropriate school-
wide committees to determine their efficacy.
Additionally, in the Fall of 2003 the School of Management developed a comprehensive
curriculum course based assessment system (see Section VIII Appendix for more detailed
information on these assessment forms). Specifically the School of Management has:
1. Developed a syllabus template specifying what needs to be in an SOM
syllabus (this is attached).
2. Organized an assessment workshop last autumn, at which we discussed
methods of assessment and how to design and document learning outcomes.
3. Determined the knowledge, skills and abilities (KSAs) we wanted SOM
graduates to have mastered across the curriculum by the time they graduate.
4. Set up a spreadsheet for determining where in the curriculum these skills were
taught (instructors provided these data).
5. Set up a post-course survey for students to fill out with their SOIs, to assess to
what degree the KSAs seemed to them to be covered/mastered in each of their
courses.
6. Aggregated the data on the faculty spreadsheets for the autumn semester, and
aggregated the data for the post-course surveys for the fall semester.
7. Created an assessment folder for each autumn course, with sample copies of
the assessment instruments used for that course, to keep on file.
14
This internal assessment procedure yielded the following report and recommendations (prepared
by Professor Susan Herman and Professor Jacob Joseph).
Assessment Report of SOM Curriculum
The Purpose:
To analyze our curriculum to see if it is meeting the needs of our stakeholders
We determined that our curriculum was designed to:
Offer a career-oriented program that emphasizes management skills and builds upon a solid
foundation in the liberal arts and sciences.
Prepare individuals for management careers in industrial or public organizations and for
graduate work.
Develop in students an analytical and integrative viewpoint toward management through
study in the humanities and social sciences, providing a broad conceptual framework within
which a manager will be able to develop alternative approaches to attaining given goals.
Develop in students the strong administrative, quantitative and communications skills that
modern managers must possess.
Internalize in our students the ethics of business, and issues of social responsibility.
Offer extra-curricular activities, including Associated Students of Business, our business
club; and our Financial Investments Club, which explores the challenges of financial
investments and invests real money in real time to benefit the SOM.
Provide students opportunities to learn through service, teaching assistantships, and career
development programs, including internships and field experience. These internships not
only earn academic credit, but also provide valuable job experience and a professional
portfolio piece to show prospective employers.
Given our curricular goals, we determined the most important specific knowledge, skills and
competencies our students should have upon leaving the School of Management. These are:
1. Interpersonal Skills. Active listening, empathy, having a range of communication styles
and knowing when each style is most appropriate, sensitivity to others who are different.
Being aware of others, the ability to observe, assess the styles, preferences, knowledge,
skills abilities and shortcomings of others. Ability to act on these insights. Ability to
delegate, give direction, appraise/evaluate, give feedback and build self-correcting
mechanisms into the work design. Determined by observation, self-evaluation, peer
evaluation in small work groups.
2. Networking Skills. Building support groups, coalitions, spheres of influence within the
organization to secure results and cooperation. Determined by internship experience and
by results of career ladder moves.
3. Motivational and Leadership Skills. Creating compelling visions and reasons to pursue
them. Understanding the dynamics of working in teams, building commitment,
15
efficiency, productivity and satisfaction in team work. Determined by ability to engage
fellow students in teamwork. Determined by success on team projects.
4. Organizational Skills. Managing time, scheduling work (one’s own and others).
Designing systems and action plans. Determined by handing in high quality work on
time.
5. Communication Skills. Speaking and writing, having a point and being able to get it
across in a way that is clear, crisp and concise. Being convincing. Determined by
presentations, written work and class participation.
6. Quantitative Skills. Understanding how to use and interpret data and to use
quantitative/analytical tools for decision making and problem solving. Determined by
homework, quizzes, exams and case analysis.
7. Critical Thinking Skills. Developing capacity for analysis, problem solving, generalizing,
questioning, and probing. Comfort with not knowing, dealing with and managing
ambiguity. Determined by homework, quizzes, papers, presentations, exams and
classroom participation. Determined by assessing student comfort level with ambiguous
assignments.
8. Abstract and Adapt. Understanding the role of models to strip down the most essential
elements from a complex business problem and model those essential interactions.
Proficiency can be demonstrated by student solutions to complex model-based
assignments, by independently choosing appropriate tools to solve theoretical problems, or
by working as a team to adapt models from one business problem to another analogous
problem.
9. Ability to Learn and Train Others. Flexibility, ability to adapt, deal and move quickly
when new insights or information become available. Knowing how to learn on an
ongoing basis, how to/where to gather the right information. Specifically, language skills,
computational skills, analytical skills and interpersonal skills. Ability to teach, how to
facilitate the learning of others. Specifically, language skills, computational skills,
analytical skills and interpersonal skills. Determined by exams, quizzes, papers,
presentations, self, peer and professor evaluations, library research, use of internet, use of
off-campus business resources.
10. Ability to Manage Information Technology Tools. Word processing, spreadsheet,
internet, fax, attached files, Power Point, email, intranet (Blackboard), etc. Determined by
self and professor evaluations, exams, quizzes and demonstrated capability by
examination of student project work.
11. Global Awareness, Understanding Issues of Diversity and Globalization, both the
Personal, Legal and Economic Impacts. Determined by exams, papers, quizzes and
observations of face-to-face interactions.
12. Ethical Awareness. Understanding the practical, legal and ethical implications of the
spirit of the law and the letter of the law, understanding one’s ethical and social
responsibilities and the consequences of shading the lines between right and wrong, fair
16
and unfair. Lying, cheating, freeloading, and dishonest avoidance of an assignment or
deadline determine absence of ethical awareness. Presence of ethical awareness is
determined by responses to case studies, by following through with commitments.
In addition to these overarching core competencies, each discipline (BA and ACCT) created
several discipline-specific items.
For the ACCOUNTING PROGRAM
13. Technical Knowledge. Understanding generally accepted accounting principles and the
foundations of accounting in the following areas:
a. Tax knowledge
b. Attest standards
c. Governmental accounting
d. Managerial accounting
e. Specific ethical accounting standards
f. Accounting Standards
13. For the BA PROGRAM
g. Global environmental, political, economic, legal and regulatory context
h. Ethical behavior, social responsibility
i. Ethnic, cultural, gender diversity
j. Statistical data analysis to support decision-making processes
k. Information acquisition, data management
l. Creation of value through integrated production and distribution of goods, services
and information
m. Group and individual dynamics in organizations
n. Human resource management and development
o. Finance theories and methods, financial reporting, analysis and markets
p. Strategic management and decision-making in an integrative organizational
environment
q. Speaking and writing professionally
r. Understanding the unique business environment of Alaska.
These separate discipline-focused items, however, were not analyzed at this time since they cover
areas specific to one or two courses and not to the general “common body of knowledge” classes.
The Process:
Because no individual course covers all of these key aspects of the curriculum, we analyzed
where in the curriculum each happened, to determine the gaps and over-laps, and to see how our
curriculum needed to be updated to meet our stated goals in the coming decade. We surveyed all
faculty about where in their courses these skills are covered. We surveyed all students about
where in their courses they felt they learned these particular skills.
Following is a spreadsheet showing Fall 2003 curriculum analysis of our core courses.
17
Interpersonal Skills and
Learning and Training
Technical Knowledge
Program (see legend
Knowledge and Skill
Global and External
Abstract and Adapt
Communications
Critical Thinking
Networking and
Environment of
Motivation and
Organizational
Ethical/Legal
Management
Quantitative
Technology
Information
Leadership
Awareness
Awareness
on bottom)
Dynamics
Instructor
Inventory
Course
Fall '03
Finley AIS 101 cbk 1 3 3 4 4 4 4 4 4 4 3 3 0
Spencer AIS 101 cbk 1 2 1 3 2 3 3 3 3 4 3 3 4
Abramowicz ACCT 261 cbk 1 1 1 1 3 4 3 1 1 1 1 1 4
Robinson ACCT 261 cbk 3 3 3 4 4 4 3 3 3 4 3 3 4
Robinson ACCT 262 cbk 3 3 3 4 4 4 3 3 3 4 3 3 4
Sparks ACCT 262 cbk 3 1 1 1 3 4 3 3 1 3 3 3 4
Lan AIS 310 4 3 3 1 4 1 4 3 4 4 3 3 4
Hines BA 151 cbk 2 2 2 2 2 3 2 3 3 3 2 2 3
Whitehorn BA 151 cbk 4 4 3 4 4 3 4 3 4 3 4 4 3
Joseph BA 307 cbk 4 3 3 4 3 1 4 3 4 1 4 4 4
Chiang BA 325 cbk 1 3 1 1 3 4 4 3 3 1 3 3 0
Choe BA 360 cbk 3 3 3 3 3 4 4 4 4 4 4 1 4
Herman BA 390 cbk 4 4 4 4 4 1 4 3 4 3 4 4 0
Choe BA 462 cbk 4 4 4 4 4 3 4 4 4 3 4 4 3
Hamel Econ 100 core 1 1 1 3 3 3 4 3 3 4 3 1 1
Ranney Econ 100 1 1 3 3 1 3 3 1 3 3 3 1 3
Ranney Econ 200 1 1 3 3 1 3 3 1 3 3 3 1 4
Herrmann Econ 321 cbk 1 1 1 1 1 4 4 2 1 1 1 1 0
Pippenger Econ 350 cbk 1 1 1 1 3 4 4 4 4 1 3 3 1
Overall
mean mean 2.26 2.32 2.32 2.68 2.95 3.16 3.53 2.84 3.11 2.84 3 2.53 2.63
Accting mean
mean acct 2.29 2.29 2.14 2.57 3.43 3.43 3.29 2.86 2.71 3.43 2.71 2.71 3.43
mean
BA mean ba 3.14 3.29 2.86 3.14 3.29 2.71 3.71 3.29 3.71 2.57 3.57 3.14 2.43
mean
Econ mean econ 1 1 1.8 2.2 1.8 3.4 3.6 2.2 2.8 2.4 2.6 1.4 1.8
DIRECTIONS:
Look at each assessment method and show which of the thirteen skills it assesses. Write a brief sentence or two
explaining how the assessment method measures those particular skills. Look at the items listed in your syllabus as
important components of the course. Make sure none have been left out, misinterpreted, or wrongly included.
Correct the list. Illustrate in what ways your syllabus is a roadmap to reaching your course objectives in ways that will
be clear to the student taking the course, and visiting accreditors.
cannot 0
don't 1
could 2
do a little 3
do a lot 4
18
The Results:
Among a total of thirteen categories (skill sets), there are only three with relatively low
overall means (2.26-2.32). This was determined with an arbitrary cut off whereby any mean
score below 2.5 is considered “low”. These include Interpersonal Skills and Awareness,
Networking and Dynamics, and Motivation/Leadership. These three “skills sets” are obviously
the areas that deal more with the human aspect of business than with the numerical, quantitative
aspect of the business curriculum. There are not many course offerings that cover the three
deficient areas and hence the reason for the low means. In order to make up for this fact, there
are five courses that specifically address interpersonal, networking and motivational skills. These
are AIS 310, BA 151, 307, 390, and 462. These five classes allocate a large amount of course
work in dealing with these lower scoring skill areas. Since at least two (BA 390, BA 462) of
these CBK (common body of knowledge) courses are required in all BBA degree programs, the
low means should not be seen as indicators of inadequate exposure to these three skill sets.
The second, or middle, range of means (2.53-3.0) includes seven categories:
Organizational, Communications, Abstract and Adapt, Information Technology, Global and
External Awareness, Ethical Legal, and Technical Knowledge. Unlike the previous three skill
sets, these seven areas are broader, and can be attributed to a larger number of
business/accounting/economics courses. Therefore, the number of courses that address these
categories is also greater. This in turn raises the overall mean of these areas.
There are three categories with overall high means (3.01-3.53): Quantitative, Critical
Thinking, Learning and Training. A significant majority of the nineteen courses heavily address
each area. Individually, in each of the three skill sets, there are only about three courses that de-
emphasize (score of 1 or below) on any given set. The two categories with the highest overall
means are Critical Thinking and Quantitative. These two areas are involved in practically every
aspect of business, including accounting and economics, thus explaining the high attention given
to them by the courses.
What have we done with the data?
We at the SOM have taken and are continuing to take steps to remedy some of the
deficits. For instance, a specific business ethics course was introduced in the university core
curriculum to counter the need for more ethical oriented exposure. Currently students are
required to take an ethics course either through the Philosophy, Communications or Political
Science departments. The ethics course offered through the business program will be more
discipline specific with particular attention to business related issues.
The second need for more information technology was countered by a SOM based
initiative to offer more Information Technology classes. Dr. Ping Lan was hired to provide an IT
exposure that was previously non-existent in the curriculum. It is anticipated that there should be
more IT course offerings and common body of knowledge requirements.
In terms of global awareness, individual instructors were advised to internationalize their
curriculum to the extent practical. This usually took the form of having a text with a chapter on
international or global issues in the respective disciplines. Some texts have an international
viewpoint for each chapter and sometimes instructors would introduce global cases and personal
international anecdotes/examples. Discussions of an international business environment is
possible since we have a diverse international faculty in Business Administration and certainly
several faculty from across all three programs who have taught internationally. However, since
study of global aspects of business may be difficult to monitor and is subjective in nature, we are
moving BA 460, International Business, to our core curriculum for all BBA majors.
19
In terms of Interpersonal Skills and Awareness, Networking and Dynamics, and
Motivation/Leadership, we have taken several steps. We have hired an internship program
coordinator to support the internship program, which involves networking, outreach to the
business community, and practical application of management skills. We have proposed two
new courses, one in leadership and one in organizational change and development, which are
both designed to train our students in the skills of hands-on management. Each has a strong
experiential component as well as a theoretical framework, and will provide opportunities for
students to test their leadership ability and to work on conscious strategies to develop these
abilities.
We are focusing on ways to infuse the curriculum with specifically Alaskan content, and
we are currently working on that challenge through the writing of Alaskan business cases and
through our faculty’s and our students’ work with native communities.
What Next?
We consider the curriculum analysis project as having provided us with an opportunity for self-
reflection, for gaining useful data on which to base curricular decision-making, and for
supporting our curricular changes. As a forward-thinking institution, we in the School of
Management faculty realize that curricular review must be an on-going process. Our curriculum
must grow and change as our external environment does, and the process of studying our
curriculum will be an on-going, regular effort to revisit and refine our objectives, determine
where and how they are/are not being met, and to foster a culture of continuous incremental
improvement, with transformational change as necessary. In particular, in the Spring of 2005,
the School of Management will select and refocus the survey on 4 to 6 items determined to be
the most important specific student knowledge, skills, and competencies.
b) External Assessment Procedures:
The School of Management believes that external assessment is also necessary. Thus the School
of Management’s Board of Advisors (group of professional managers from a wide variety of
industries) also reviews the school’s programs. In particular, the Advisory Board will be given
student-written MBA case studies to analyze. Additionally, the School will utilize the
Educational Testing Service (ETS) business test for the first time in the Fall of 2004. It will be
administered in the capstone BA 462 Corporate Strategy course where it will represents 25% of
the student’s grade. This testing instrument will enable the school to benchmark progress in
terms of a national database of business schools. The ETS MBA test will also be administered in
the Spring of 2005 for the MBA graduates to begin externally assessing this program’s strengths
and weakness.
In terms of research outcome assessment, the School of Management and UAF as a whole
conduct comprehensive fourth year pre-tenure reviews of junior faculty, three year post-tenure
reviews of senior faculty, and an annual workload assignment process that involves a five-year
assessment of published refereed journal articles.
2) Selected Specific Assessment Activities and Outcomes
a) MBA Assessment Activities and Outcomes
20
The MBA program has developed a significant course-based assessment approach, which
mirrors the undergraduate material reviewed in the previous section (see Section Appendix VIII
for the MBA Course Assessment Survey Instrument).
b) Specific Accounting Assessment Activities and Outcomes
See the SOM Accounting Accreditation Maintenance Report.
c) Specific Economics Assessment Activities and Outcomes
Overall, the Economics Program has started to implement the class-based outcomes assessment
mentioned above. This implementation includes a syllabus addendum of goals and a spreadsheet
of outcomes for each class.
Communication Skills Assessment: Data have been collected including ACT/SAT scores,
English 314 grade of BBA Economics majors. A portfolio of 3 term papers from 400-level
Economics courses has been collected. They will be evaluated using the approved rubric prior to
the end of the current academic year. English 314 grades of Economics majors have been
collected. Oral presentations from Economics 463 have been taped and assessed. Econ 335 oral
presentations will be taped this semester and assessed by the end of this academic year.
Analytical and Problem Solving Skills Assessment: As per our approved plan, a portfolio of 3
term papers from 400-level Economics courses has been collected. They will be evaluated using
the approved rubric prior to the end of the current academic year. Exit interviews of graduating
majors will be conducted this year. A directory of BBA Economics graduates has been created.
These graduates will be surveyed as part of the SOM graduate survey process.
3) Curriculum Changes Due to Assessment
The SOM has initiated a number of curricular changes based on outcomes assessment. For
example, in the 2003-2004 academic year the SOM faculty Curriculum Committee implemented
a total of 21 UAF Course Catalog Changes. Key changes included:
1) Based upon the undergraduate "syllabus" project, a gap in ethics was identified.
Therefore, an ethics class (BA 323) for business students was designed with Professor John
Lehman, negotiated with the other relevant UAF departments, and processed through the senate
core curriculum committee. It is now instituted in the university core as a part of the
"perspectives on the human condition" requirement.
2) The International Business (BA 460) class was made a mandatory Common Body of
Knowledge course for all BA students.
3) The "admission to the upper-division courses" paperwork was put through. Upper
division standing will be required for all majors to take 300- and 400-level SOM courses.
Currently, the actual application form is being fine-tuned in anticipation of its use next Spring
2005 for our first "admission" in Fall 2005 (see section VIII Appendix).
21
V. Financial Strategies
Financial Strategies Table
University of Alaska Fairbanks, School of Management
Financial Support for Strategic Actions
Activity Start Date First Year Continuing Source or
Cost or Annual Cost Disposition of
Revenue Or Revenue Funds
Finance
Initiative
Finance Camps March 2001 $86,843 $77,777 UA Initiative
Program
Finance Professor October 2000 $136,000 $170,609 UA Initiative
Program
E-commerce
initiative
E-Commerce August 2002 $116,160 $122,767 UA Initiative
Professor Program and
General Fund
Accounting
initiatives
Senior January 2004 $119,391 $179,905 UA Reallocation
Accounting Funds
Faculty
Senior August 2004 $36,102 $172,076 UA Reallocation
Accounting Funds
Faculty
Other initiatives
Faculty Research August 2003 $17,927 $10,000 General Fund
Development
Client August 2003 $8,927 $10,000 General Fund
Services/Teaching
Development
Staff Position for August 2002 $18,250 $29,778 General Fund
Continuous
Improvement
Institute of Native November 2003 $50,000 $35,000 BP/ConocoPhillips
Business Studies Fund
Additional BA August 2002 $56,225 $62,152 $48,000 from the
Faculty Provost’s Reallocation
Fund; Remainder from
General Fund
22
Ph.D. Program Fall 2004 $2,000 0 UAF Graduate
Proposal Program
Enhancement
Funds
Reorganize May 2003 Net positive Net positive Reallocate to
School on Dept. head Dept. head General fund
Program Lines saving $10,000 saving $10,000
Student Computer July 2001 $31,750 0 Commitment to
Lab Update July 2004 $49,759 0 update lab
General Funds
Sedona License Fall 2002 $1,500 license $1500 General Fund
and $1,500 for
consulting
Online Graduate BA 691 $6000 0 UA Graduate
Course Summer 2002 Program
Development BA 660 Enhancement
Summer 2001 Funds
MBA Program March 2002 $6000 0 UA Graduate
Advertising Program
Enhancement
Funds/General
Fund
Information Spring 2002 $40,000 $40,000 General Fund
Officer Staff
Position
Classroom November 2001 $4,020 0 Technology Fee
Enhancement Advisory Board
Performance
System
Distance Delivery FY01 $11,200 0 Instructional
and Presentation Equipment Funds
Equipment
A. Detail of Financial Strategies Table:
1) Finance Camps
The SOM was successful in obtaining initiative funding for our finance education program
effective FY01. Finance camps for middle school and high school students are held each summer
(Joe Hines, Instructor). Start Date: March 2001. First year annual cost: $64,875 (salary and
benefits for finance instructor) + $21,968 operating cost = $86,843 total cost. Continuing annual
cost: $73,777 (salary and benefits for finance instructor) + $4,000 operating cost = $77,777 total
cost. Operating costs in the first year were significantly higher due to the startup costs involved
in launching a new program. Source of funds: UA Initiative program.
2) Finance Professor
An additional faculty line was added in the finance program in October 2000 and filled by
Professor Kevin Chiang. First year cost: $99,000 (salary and benefits for finance professor) +
$37,000 operating cost = $136,000 total cost. Continuing annual cost: $115,709 (salary and
23
benefits for finance instructor) + $54,900 operating cost = $170,609 total cost. Operating costs
consist mainly of financial databases, travel, and student salary. Source of funds: UA Initiative
program.
3) E-Commerce Professor
An additional faculty line for an E-Commerce professor was added to the Business
Administration program in September 2001, and filled by Professor Ping Lan in August 2002.
First year annual cost: $116,160 (salary and benefits for E-Commerce professor). Continuing
annual cost: $122,767 (salary and benefits for E-commerce professor). Source of funds: UA
Initiative program and General Fund.
4) Senior Accounting Faculty
An additional faculty line for a senior accounting professor was added in January 2004, and
filled by Professor Steve Landry. First year annual cost: $89,110 (six months salary and benefits
for Senior accounting professor) + $30,281 operating/recruiting expenses = $119,391 total cost
for six months. Continuing annual cost: $179,905 (salary and benefits for Senior accounting
professor). No funds were budgeted for operating costs in FY05 since expenses will come from
the Accounting Program general fund. Source of funds: UA Reallocation Funds.
5) Senior Accounting Faculty
An additional faculty line for a junior accounting professor was added in November 2003, and
filled by Professor Mike Davis in August 2004. First year annual cost: $13,870 (salary and
benefits for accounting adjuncts) + $22,232 operating/recruiting costs = $36,102 total cost.
Continuing annual cost: $152,260 (salary and benefits for junior accounting professor) + $19,816
operating cost = $172,076 total cost. Source of funds: UA Reallocation Funds.
6) Faculty Research Development
In FY03, the Dean established a $20,000 fund to assist faculty in developing their research
projects. The research committee awarded a total of $17,927 to faculty. Due to budget
constraints, the fund was lowered to $10,000 in FY04, all of which was awarded to faculty.
Continuing annual cost: to be determined by the new Dean. Source of funds: General Fund.
7) Client Services/Teaching Development
In FY03, the Dean established a $20,000 fund to be used for teaching development. The Client
Services committee awarded $8,927 to faculty for teaching seminars, software, equipment, and a
financial database. Continuing annual cost: to be determined by the new Dean. Source of funds:
General Fund.
8) Staff position for Continuous Improvement
In August 2002, the SOM hired a part-time staff person to handle documentation of our
continuous improvement efforts. First year cost: $18,250 (salary and benefits for ½ time staff
position). Continuing annual cost: $29,778 (salary and benefits for ¾ time staff position). Source
of funds: General Fund.
9) Institute of Native Business Studies
The UA Foundation awarded the SOM $50,000 in November 2003 to support the inception of
the Institute of Native Business Studies during the 04-05 academic year. Funds will be spread
over the next two or three fiscal years, at which time we expect to receive additional revenue
from federal, state, and private sources. First year costs are expected to be approximately
24
$35,000. Continuing annual costs are expected to be approximately $35,000 (dependent upon
additional revenue sources). Source of funds: BP/ConocoPhillips Fund through the UA
Foundation.
10) Additional Faculty Line in BA Program
Professor Susan Herman was hired in Fall 2002 in a term professor position. The Provost
provided funding in the amount of $48,000. First year cost: $56,225 (salary and benefits).
Continuing annual cost: $62,152 (salary and benefits for BA professor). Source of funds:
$48,000 from the Provost’s Reallocation fund and the remainder from the SOM General Fund.
11) Ph.D. Program Proposal
Susan Herman received a one-time allocation of $2,000 in support of developing a proposal for
the Ph.D. Program in Leadership and Public Policy. Funds will be used to bring a speaker to
Alaska during the Fall 04 semester. First year cost: $2,000. Continuing annual cost: $0 Source of
funds: UAF Graduate Program Enhancement Funds.
12) Reorganize School on Program Lines
By moving in the Spring of 2003 from a rigid departmental structure to a more integrated
discipline based approach one less administrative position was required. Continuing annual cost:
Net $10,000 saving. Disposition of funds: SOM General Fund.
13) Student Computer Lab Update
The SOM replaced the computers in the SOM computer lab in FY01 and FY05. Costs in FY01
were $31,750 and costs in FY05 were $49,759. Source of FY01 funds: Instructional Equipment
Funds. Source of FY05 funds: SOM General Fund.
14) Sedona License
To improve documentation and provide easy access of data for assessment, the SOM purchased
the academic faculty database called Sedona. First year cost: $1,500 for the license and $1,500
for consulting. Continuing annual cost: $1,500. Source of funds: SOM General Fund.
15) Online Graduate Course Development
a. Development of Online Delivery of BA 691: Cases in Health Care Management. Dr. Bret
Simmons was awarded a grant from the Graduate School to develop BA 691. First year cost:
$5,000. Continuing annual cost: $0. Source of funds: UAF Graduate Program Enhancement
Funds.
b. Development of Online Delivery of BA 660: Seminar in Operations Management. Dr. Bret
Simmons was awarded a grant from the Graduate School to develop BA 660. First year cost:
$1,000. Continuing annual cost: $0. Source of funds: UAF Graduate Program Enhancement
Funds.
16) MBA Program Advertising
The Graduate School awarded the SOM $6,000 in March 2002 to fund advertisement of the
MBA program. First year cost: $6,000. Continuing annual cost: advertising is dependent upon
enrollment levels and funding. Source of funds: First year costs funded by the UAF Graduate
Program Enhancement Funds, subsequent years funded by the SOM General Fund.
17) Information Officer Staff Position
25
The SOM created a new Information Officer staff position in the Spring 2002 semester. The
duties include coordination of special events, assisting the internship director, updating SOM
databases, and composing newsletters, brochures, and press releases. More recently, the position
was expanded to include the external promotion of the SOM. First year cost: $13,852 (partial
year). Continuing annual cost: approximately $40,000. Source of funds: SOM General Fund.
18) Classroom Enhancement Performance System
The SOM was awarded $4,020 for classroom equipment (32 pad e-instruction system) in
November 2001. First year cost: $4,020. Continuing annual cost: $0. Source of funds:
Technology Fee Advisory Board (TAB).
19) Distance Delivery and Presentation Equipment
The SOM received $11,200 in FY01 to purchase a notebook computer, digital video camera, and
portable projection system. The equipment was used for distance delivery and for student
presentations. First year cost: $11,200. Continuing cost: $0. Source of funds: Instructional
Equipment Funds.
Overall Narrative on Financial Resources:
1) Faculty Resources
a. Research support: School of Management encourages an active research agenda through the
Research Forum, which provides grants for conference travel as well as other research items
such as survey costs. In the past three years the schools has awarded over $37,000.
Additionally, the school has recently provided a “Brown Bag Forum” for research to be
presented in an informal setting.
The Workload assignment process also provides significant faculty resources. In particular, in
support of the School of Management’s approved tenure and promotion criteria, the School
actively recognizes research by offering course reductions when possible. Thus the standard
course load expected of tenured or senior level untenured faculty depends upon the research
productivity (number of peer reviewed journal articles published or demonstrated equivalent)
over the last 5 calendar years, which are entered in the Sedona database by 12/31 of the
preceding year. For faculty with 1 published peer reviewed journal article the standard course
load is 6 courses an academic year. For faculty with 2 to 4 published articles the standard course
load is reduced to 5 courses. For faculty with 5 or more published articles the standard course
load is reduced to 4 courses an academic year.
Moreover, for junior tenure track faculty the standard workload is 4 courses an academic year to
help foster a strong research agenda for tenure.
b. Teaching support: The SOM seeks to develop a strong culture of excellence in teaching. In
support of our goal of increased interdisciplinary involvement, one faculty member from the
Economics Program has been assigned to the Engineering Management and the Interdisciplinary
Graduate Education and Research Traineeship (IGERT) Programs.
26
2) Physical Resources
a. Equipment
Most of the School of Management’s physical furnishings (i.e., desks, file cabinets, tables)
represent a mishmash of various periods of renovation and renewal. The School of Management
has attempted to replace and upgrade some of this equipment on a piecemeal basis. For example,
a table and chair set for a conference room was replaced as budgets permitted. The lack of a
consistent pattern of physical equipment is a detriment for any unit, but is especially so for a
business school. Having said that, it is important to note that these problems are of a somewhat
low priority.
Resources directly related to instruction and research receives higher priority. For example, in
June 1999 the school’s aging copier was replaced with a unit of greater capacity and which can
interface directly with staff and faculty computers. Now a faculty member can send a secure
order to print, say, thirty-five examinations without having to tie up a staff member at the copier.
Similarly substantial investments were made to enhance the ability of the school to deliver
classes by distance. A “smart classroom” with two-way television capability was installed.
During the Fall 1999 semester the school delivered a fixed income class to the University of
Alaska Southeast campus.
The School of Management’s computing resources are excellent. Substantial school and
university resources have been directed towards significant upgrades. School of Management’s
dedicated student computer lab and classroom was upgraded in Summer 2004 by the purchase of
thirty Pentium IV CPUs and new monitors. In addition to that, great improvements to the
school’s network and e-mail server have been installed. Faculty have appropriate computers in
their offices, with none being over three years old. Generally speaking, the staff members at the
School of Management have better computers than faculty in other schools and colleges at the
University. Software for instructional and research purposes is purchased as needed.
The school constantly monitors needs in this area because technology competencies are an
important part of the skill set needed for successful contemporary management.
b. Facilities
Generally speaking, School of Management’s physical resources are good to excellent with the
caveat we do not “own” (have formal control over) any classroom space other than one “smart”
Accounting room. In 1999 the school returned to its newly refurbished wing in the Bunnell
building. The renovation provided modern electrical, heating, and plumbing infrastructure as
well as many improvements designed to make the school more accessible to people with
disabilities. In addition, safety issues were addressed. Most important, however, was the
addition of state of the art networking infrastructure allowing the school to stay on the cutting
edge of technologies that will dominate modern business.
Faculty have suitable office space and to a large extent are co-located to assist intra- and inter-
disciplinary cooperation. There are two well-appointed conference rooms, one of which is
equipped for two-way television operations, and several “smart” classrooms, and one dedicated
computer laboratory available to faculty.
27
VI. New Degree Programs, Options and Curricular Improvements
1) Improve Introductory Courses. Because the School of Management’s array of introductory
courses are often a student’s first formal introduction to the various business disciplines, the
content of those courses, the manner in which they are delivered, and their quality have a
profound affect upon enrollments, and, more important, the value of the educational experience
to the school’s students and their potential employers. The School of Management has directed
considerable resources to the task of improving these courses and has several ongoing processes
to achieve this.
Strategy. The School of Management is a professional school. Therefore the task of designing
an appropriate introductory curriculum is more structured than is the case with other disciplines.
Professional organizations, a specialized accrediting organization (AACSB International), and
employers demand relatively well-defined sets of skills in graduates. For example, the
Accounting Program has completely redesigned its sequence of introductory courses, moving
from a procedural, or bookkeeping approach to one that focuses on the conceptual underpinnings
of accounting and the use of accounting information in managerial decision making. This shift
in basic paradigm underlying the courses was motivated by input from local accountants and
professional accounting organizations.
BA151, Introduction to Business, provides another example of an ongoing strategy of continuous
improvement. Based on lackluster student evaluations and faculty concerns that students are not
being prepared for higher level coursework, the Business Administration program decided to
alter the format of the course from a textbook-based survey approach to one that brings business
professionals to the classroom to illustrate real management problems and how skills learned in a
business program can be employed to resolve those problems.
Assessment. The number of students enrolled in the introductory courses is monitored as well as
the proportion of introductory students who subsequently enroll in other School of Management
courses or become School of Management majors. In addition to that, students’ evaluation of
instruction collected in a regular and formal procedure will provide evaluation from a unique
perspective.
2) Introduce Finance Option in the Business Administration Program.
Strategy. This program is intended to educate students planning to seek employment in the
financial management industry. The faculty determined the need for this program by consulting
with students, peers at other educational institutions, leaders in the industry, and officials at the
State of Alaska Permanent Fund. Community and industry support was cultivated, and
additional funding for an additional faculty member was obtained. The curriculum levers
existing competencies in the school, e.g. the successful student investment fund, internship
opportunities, and faculty experience to create an educational experience that develops both
theoretical and practical skills related to portfolio management. The new undergraduate program
is also designed to prepare School of Management bachelor degree recipients to enter the
school’s existing Capital Markets option of the MBA program. In addition to that, the faculty
developed a finance education initiative designed to expand the course offerings of the program
and cultivate interest in finance at the secondary school level, a feature that dovetails nicely with
28
the goal of increasing School of Management enrollment. Finally, this initiative includes a
summer finance camp that strengthens our relationship with the local high schools and
perspective finance students.
Assessment. The option and finance summer camp was put in place Fall 2001/Summer 2002.
3) Introduce E-commerce Curriculum in the Business Administration Program.
Strategy. E-commerce practices have come to dominate modern business practices.
Recognizing the logical fit with the problems of Alaska’s businesses related to their geographic
location and with the advice of business leaders, faculty developed a bootstrapping initiative to
introduce e-commerce issues to that curriculum.
Assessment. This option was put in place Fall 2001.
4) Introduce a Declared Major Policy.
Strategy. School of Management students will be required to declare their SOM major at the
start of their third year (which they must do to take upper division management courses). This
facilitates the maintenance of the quality of our program both academically (we have the
brightest and best) and in terms of student services (our upper division classes are small, our
advising is more likely to happen when we know early on who our students are), etc.
Assessment. The policy will be put in place Fall 2006.
5) Introduce Improved Admission Standards.
Strategy. To provide for continuous quality improvement the School of Management will
introduce new admission standards, which will include passing grades in English, written and
oral communications, and math. This will insure that a certain level of competency will be met
for incoming juniors. (See Curriculum Change forms.)
Assessment. The policy will be put in place Fall 2006.
29
Section VII. Tables
Information generated from Sedona Faculty Database on December 10, 2004.
Summary Report of Faculty Intellectual Contributions
(1999-2005)
Accounting and Information Systems
Highest Percent of Learning &
Earned Full-time Pedagogical Contributions to Discipline-Based
Degree & Dedicated Qualifications Scholarship Practice Scholarship
Faculty Name Year Teaching Acad Prof Other PRJ OIC PRJ OIC PRJ OIC
Abramowicz, Ken PhD, 1991 100% Yes 2 1
Bartlett, Thomas MBA, 50% Yes
Davis, Michael PhD, 1986 100% Yes 10 1 1
Finley, Will MBA, 1998 15%
Landry, Steven P. PhD, 1992 100% Yes 12 5 3 2
Robinson, E. Thomas MS, 1971 100% Yes
Sparks, Howard PhD, 1996 100% Yes 3 2 1
Wichmann, Henry PhD, 1972 100% Yes 4 12
Accounting and Information Systems Totals: 5 2 0 0 0 31 21 3 4
Business Administration
Highest Percent of Learning &
Earned Full-time Pedagogical Contributions to Discipline-Based
Degree & Dedicated Qualifications Scholarship Practice Scholarship
Faculty Name Year Teaching Acad Prof Other PRJ OIC PRJ OIC PRJ OIC
Borgeson, Cory JD, 15% Yes
Burns, John JD, 15% Yes
Chiang, Chun (Kevin) PhD, 2000 100% Yes 5 1 5
Choe, Kwangseek PhD, 1993 100% Yes 1 1 4
Collins, James PhD, 1991 100% Yes 1 4 2
Dong, Lily (Chunlian) MBA, 1999 100% Yes 4 3 9
Herman, Susan EdD, 1991 50% Yes 2 2 1 1
Hines, Joseph MBA, 2001 100% Yes 1
Joseph, Jacob PhD, 1992 100% Yes 1 4 5 2
Lan, Ping PhD, 1995 100% Yes 7 14 2 5
Lehman, John PhD, 1982 50% Yes 13 1
Marr, M. Wayne PhD, 1983 100% Yes
Milner, Laura M. PhD, 1985 100% Yes 2 2 1 6 9
Porter, David PhD, 1970 100% 1
Tragis, Tammy MBA, 2000 15% Yes
Whitehorn, Joyce MBA, 1998 15%
Wisen, Craig PhD, 2001 100% Yes 3
Zhou, Thomas (Xiyu) MS, 1999 100% Yes
Business Administration Totals: 11 5 0 0 4 21 44 26 30
30
Economics
Highest Percent of Learning &
Earned Full-time Pedagogical Contributions to Discipline-Based
Degree & Dedicated Qualifications Scholarship Practice Scholarship
Faculty Name Year Teaching Acad Prof Other PRJ OIC PRJ OIC PRJ OIC
Birdyshaw, Edward L. PhD, 2004 100% Yes
Goering, Greg PhD, 1990 100% Yes 1 11
Greenberg, Josh PhD, 1990 25% Yes 2 6 1
Hamel, Charles MS, 2001 100% Yes 3 18 2 2
Herrmann, Mark L PhD, 1990 100% Yes 6 18 6 9
Pippenger, Michael PhD, 1990 100% Yes 5 3
Reynolds, Douglas PhD, 1994 100% Yes 3 3 5 1
Economics Totals: 7 0 0 0 0 20 45 28 12
Totals: 23 7 0 0 4 72 110 57 46
Summary Report of Faculty
Sufficiency
--- Classes by Involvement by Department ---
2004-Fall
(% required to be taught by participating faculty:
>60% (Department) and >75% (college))
Accounting and Information Systems
Faculty Name Part Supp
1. Abramowicz, Ken 3
2. Bartlett, Thomas 2
3. Davis, Michael 2
4. Finley, Will 1
5. Landry, Steven 1
6. Robinson, E. Thomas 5
7. Wichmann, Henry 2
Accounting and Information Systems 13 3 16
% of total classes taught by participating faculty: 81.25%
31
Business Administration
Faculty Name Part Supp
8. Borgeson, Cory 1
9. Burns, John 1
10. Chiang, Chun (Kevin) 2
11. Choe, Kwangseek 2
12. Collins, James 2
13. Dong, Lily (Chunlian) 2
14. Herman, Susan 2
15. Hines, Joseph 3
16. Joseph, Jacob 2
17. Lan, Ping 2
18. Lehman, John 1
19. Milner, Laura 1
20. Porter, David 3
21. Tragis, Tammy 1
22. Whitehorn, Joyce 1
23. Wisen, Craig 3
24. Zhou, Thomas (Xiyu) 2
Business Administration 27 4 31
% of total classes taught by participating faculty: 87.10%
Economics
Faculty Name Part Supp
25. Birdyshaw, Edward 2
26. Goering, Greg 1
27. Hamel, Charles 2
28. Herrmann, Mark 2
29. Pippenger, Michael 2
30. Reynolds, Douglas 2
Economics 11 0 11
% of total classes taught by participating faculty: 100.0%
Overall Total for School 51 7 58
% of total classes taught by participating faculty: 87.93%
32
Summary Report of Faculty
Sufficiency
-- Classes by Qualification by Department --
2004-Fall
(At least 50% must be taught by academically qualified faculty;
at least 90% must be taught by academically or professionally
qualified faculty)
Accounting and Information Systems
Faculty Name Acad Prof Other
1. Abramowicz, Ken 3
2. Bartlett, Thomas 2
3. Davis, Michael 2
4. Finley, Will 1
5. Landry, Steven 1
6. Robinson, E. Thomas 5
7. Wichmann, Henry 2
Accounting and Information Systems 8 7 1 16
% of total classes taught by academically qualified faculty: 50.00%
% of total classes taught by academically or professionally qualified faculty: 93.75%
Business Administration
Faculty Name Acad Prof Other
8. Borgeson, Cory 1
9. Burns, John 1
10. Chiang, Chun (Kevin) 2
11. Choe, Kwangseek 2
12. Collins, James 2
13. Dong, Lily (Chunlian) 2
14. Herman, Susan 2
15. Hines, Joseph 3
16. Joseph, Jacob 2
17. Lan, Ping 2
18. Lehman, John 1
19. Milner, Laura 1
20. Porter, David 3
21. Tragis, Tammy 1
22. Whitehorn, Joyce 1
23. Wisen, Craig 3
24. Zhou, Thomas (Xiyu) 2
Business Administration 21 6 4 31
% of total classes taught by academically qualified faculty: 67.74%
% of total classes taught by academically or professionally qualified faculty: 87.10%
33
Economics
Faculty Name Acad Prof Other
25. Birdyshaw, Edward 2
26. Goering, Greg 1
27. Hamel, Charles 2
28. Herrmann, Mark 2
29. Pippenger, Michael 2
30. Reynolds, Douglas 2
Economics 11 0 0 11
% of total classes taught by academically qualified faculty: 100.0%
% of total classes taught by academically or professionally qualified faculty: 100.0%
Overall Total 40 13 5 58
% of total classes taught by academically qualified faculty: 68.97%
% of total classes taught by academically or professionally qualified
91.38%
faculty:
34
Current Faculty Male Female Total %
Total Faculty 28 5 33 100.0%
Faculty with doctoral degrees 20 2 22 66.7%
Tenured Faculty 14 1 15 45.5%
Tenure track Faculty 7 1 8 24.2%
Non-tenure track Faculty 7 3 10 30.3%
Asian/Pacific Islander Faculty 6 6 18.2%
Caucasian Faculty 27 27 81.8%
Gender Diversity
84.85%
15.15%
Male Female
Race Diversity
81.8%
18.2%
Asian/PA Caucasian
35
Refereed Publications: (1999-2005)
Accounting and Information Systems: Refereed Publications
8 faculty, 34 articles ( 4.250 per faculty) Per Faculty (unweighted)
62.50% of the faculty have a publication during this period. By Department
1. Landry, Steven P. 15
2. Davis, Michael 10
6.857
3. Wichmann, Henry 4
4. Sparks, Howard 3
5. Abramowicz, Ken 2
6. Bartlett, Thomas 0
7. Finley, Will 0
8. Robinson, E. Thomas 0 4.250
Accounting and Information Systems 34
Business Administration: 2.611
18 faculty, 47 articles ( 2.611 per faculty)
55.56% of the faculty have a publication during this period.
9. Chiang, Chun (Kevin) 10
10 Lan, Ping 9
11 Milner, Laura M. 8
ACCT BA ECON
12 Joseph, Jacob 6
13 Collins, James 3
14 Dong, Lily (Chunlian) 3
15 Herman, Susan 3
16 Wisen, Craig 3
17 Choe, Kwangseek 1
18 Lehman, John 1
19 Borgeson, Cory 0
20 Burns, John 0
21 Hines, Joseph 0 Total:
22 Marr, M. Wayne 0 33 faculty
23 Porter, David 0 129 articles ( 3.909 per faculty)
24 Tragis, Tammy 0
63.64% of the faculty have
25 Whitehorn, Joyce 0
a publication during this period.
26 Zhou, Thomas (Xiyu) 0
Business Administration 47
Economics:
7 faculty, 48 articles ( 6.857 per faculty)
85.71% of the faculty have a publication during this period.
27 Goering, Greg 12
28 Herrmann, Mark L 12
29 Pippenger, Michael 8
30 Reynolds, Douglas 8
31 Hamel, Charles 5
32 Greenberg, Josh 3
33 Birdyshaw, Edward L. 0
Economics 48
36
SOM Research Productivity 2003
Articles/Proceedings
Year Periodical Type Name-Last Refereed
International Business and Economic Research
2003 Proceedings Landry Yes
Conference
2003 Journal Of Business Article Jiang Yes
2003 Journal of Finance Case Research Article Landry Yes
2003 Journal of Business and Economics Research Article Landry Yes
2003 The Manchester School Article Pippenger Yes
2003 Information Resources Management Association
2003 Proceedings Lan Yes
International Conference
2003 Quarterly Journal Of Business And Economics Article Goering Yes
2003 Tourism Analysis Article Herrmann Yes
2003 Applied Financial Economics Article Sankaran Yes
2003 Tourism Analysis Article Milner Yes
2003 Journal of the International Academy for Case Studies Article Landry Yes
2003 Southeast Decision Sciences Institute Proceedings Bordoloi No
2003 Marine Resource Economics Article Hamel Yes
2003 Marine Resource Economics Article Herrmann Yes
2003 Atlantic Economic Journal Article Pippenger Yes
2003 The Manchester School Article Goering Yes
2003 Marine Resource Economics Article Criddle Yes
2003 Atlantic Economic Journal Article Goering Yes
2003 Journal of the International Academy for Case Studies Article Landry Yes
2003 Quarterly Journal Of Business And Economics Article Pippenger Yes
2003 Event Management An International Journal Article Walle Yes
2003 American Society of Business and Behavioral Sciences Proceedings Joseph Yes
2003 Tourism Analysis Article Giraud Yes
84th Annual Conference and Exposition Institute of Wichmann
2003 Proceedings Yes
Management Accountants & Kilpatrick
The International Business & Economics Research
2003 Proceedings Wichmann Yes
Conference
2003 Management Accounting Quarterly Article Landry Yes
2003 The Health Care Manager Article Joseph Yes
2003 Journal of Mass Media Ethics Article Lehman Yes
84th Annual Conference and Exposition Institute of
2003 Proceedings Kilpatrick Yes
Management Accountants
International Business and Economic Research
2003 Proceedings Wichmann Yes
Conference
2003 Journal of International Consumer Marketing Article Walle Yes
37
Presentations
Year Name-Last Research Title Conference
R&D Entities: Is Control Possible Without
2003 Davis Basic Western Decision Sciences Annual Meeting
Owning a Single Share of Stock
Reflection & Transfer: Creating Meaning 30th Annual Organizational Behavior
2003 Herman InsDev
From What We Learn Teaching Conference
An Empirical Test of the Accounting –
2003 Jiang Basic Based Residual Income Model and the Midwest Finance Association
Traditional Dividend Discount Model
Stock Returns, Dividend Yield and Book to
2003 Jiang Basic Midwest Finance Association
Market: A Log Linear Cointegration Model
Genomics and Employment: A Primer with American Society of Business and Behavioral
2003 Joseph Applied
Ethical Implications for Management Sciences 2003
Cost Accounting Standards Board, The On- 84th Annual Conference and Exposition
2003 Kilpatrick Applied
Again, Off-Again Agency Institute of Management Accountants
2003 Information Resources Management
2003 Lan Applied Exploring the Frontier of E-Innovation
Association International Conference
Effects of Exchang Rates On International International Business and Economic
2003 Landry Basic
Transfer Pricing Decisions Research Conference
Foreign Pedagogies: The Undergraduate
2003 Milner InsDev UAF School of Management
Experience
Association to Advance Collegiate Schools of
2003 Read Applied Choosing a Peer Circle
Business
A Case Study for Implementing
2003 Sparks Basic Governmental Accounting Standards Board AAA 2003 Southeast Regional Meeting
Statements No. 34 and 35
International Business and Economic
2003 Wichmann Applied Corporate Bankruptcy
Research Conference
Small Business Administration Programs & International Business and Economic
2003 Wichmann Applied
Services on the 50th Anniversary Research Conference
Cost Accounting Standards Board, The On- 84th Annual Conference and Exposition
2003 Wichmann Applied
Again, Off-Again Agency Institute of Management Accountants
A Case Study for Implementing
2003 Wichmann Applied Governmental Accounting Standards Board AAA Southeast Region Meeting
Statements N0. 34, 35 and 39
Books
Yea Name-Last Title
r
2003 Reynolds Alaska and North Slope Natural Gas: Development Issues and U.S and Canadian Implications
Grants
Year Name-Last Title
2003 Herrmann An Economic Analysis of Producing and Exporting Alaska Salmon Protein Powder to China
2003 Landry Lundeen Grant
2003 Milner Shareholder Survey
38
Section VIII. Appendix
1. Syllabus and Course Assessment Components
The syllabus will include at minimum:
Heading (centered) with name and number of course and semester the course is offered.
Details: name of instructor, office address and phone number, e-mail address, office
hours, time and place of course meeting.
Required Readings.
Expected Student Outcomes (must be specific course goals).
Grading Policies: How will grades be determined?
Course Requirements and Due Dates.
Student Code of Conduct:
Example: Students are required to read and abide by the Student Code of Conduct on
pages 94-95 in the UAF Spring 2004 Class Schedule.
Students with Disabilities Notice:
Example: The University of Alaska Fairbanks is committed to equal opportunity for
students with disabilities. Students with disabilities are encouraged to contact the
coordinator of Disability Services at the Center for Health and Counseling at 474-7043.”
See section on “Disability Services” on page 6 in the UAF Spring 2004 Class Schedule.
Anything else you want in your syllabus.
--------------------------------------------------------------------------------------------------------
The information described below comes from the template developed by the School of
Management for course syllabi. School of Management syllabi should include the items above,
and
A syllabus supplement (unless you include the items below in your syllabus, in which case
no supplement is necessary).
Which of the core competencies this course covers, and in what proportion. For example,
in BA390, Organizational Behavior, Interpersonal Skills represents approximately 25%,
Motivational and Leadership Skills about 15%, Communication Skills about 5%,
Organizational Skills about 5%, Critical Thinking Skills about 15%, Abstract and Adapt
about 10%, Ability to Learn and Train Others about 5%, Ethical Awareness about 10%
and Global Awareness about 10%.
39
Specific, detailed course activities, assignments, and requirements (your basic game plan for
achieving the competencies above). For example, in BA 390, Organizational Behavior, the
activities/projects/ assignments are:
Bonus quiz on the course syllabus (second class meeting)
Homework, short writing assignments given on Tuesdays, due Thursdays
Spontaneous and frequent quizzes on the reading & class learning
Group Leadership Video Analysis
Mid-term Exam (for those who earn less than cumulative 85% on quizzes)
Practice Case Studies
Two Group Case Studies
Group Book Review Project
Class participation and internet participation
Evaluation of small group members and student manager evaluation
Attendance at Leadership in Action Seminar Series (extra credit)
Final Exam (cumulative)
Your chosen assessment METHODS (how will you measure your success in
operationalizing the goals). For example, in BA 390, Organizational Behavior, the
assessment methods are sample copies of graded assignments, copies of exams and
quizzes, student self-evaluation, student peer evaluation, reflection papers, videos of
student presentations, case studies, and grading rubrics for all assignments. You can use
any assessment method you deem appropriate for your discipline and your goals, from
the following list as well as methods you devise:
Pre- and post-test data
Sample copies of graded assignments with student names removed
Videos of student presentations
Copies of exams and other testing instruments
Written comments by qualified observers
Nationally administered exams
40
Surveys
Reflection papers
Student self-evaluations and peer evaluations
Review by other faculty from our division, our University, or outside experts
2. MBA Course Assessment Survey Instrument
Your Name__________________
Semester/Year Graduating__________________
MBA Program Evaluation
Following are the knowledge, skills, and abilities that we expect you to develop throughout your
MBA Program at the University of Alaska Fairbanks School of Management. Please circle the
appropriate choice. Please note that we will treat your answers discreetly.
1) To what extent do you feel the MBA program has improved your ability to think
strategically?
A Great Deal A Good Amount Some Not at All
2) To what extent do you feel the MBA program has improved your ability to integrate
information?
A Great Deal A Good Amount Some Not at All
3) To what extent do you feel the MBA program has improved your decision-making
ability?
A Great Deal A Good Amount Some Not at All
4) To what extent do you feel the MBA program has improved your ability to think
analytically?
A Great Deal A Good Amount Some Not at All
5) To what extent do you feel the MBA program has improved your oral communication
skills?
A Great Deal A Good Amount Some Not at All
41
6) To what extent do you feel the MBA program has improved your leadership skills?
A Great Deal A Good Amount Some Not at All
7) To what extent do you feel the MBA program has improved your interpersonal skills?
A Great Deal A Good Amount Some Not at All
8) To what extent do you feel the MBA program has improved your networking skills?
A Great Deal A Good Amount Some Not at All
9) To what extent do you feel the MBA program has improved your technical skills for your
specialty?
A Great Deal A Good Amount Some Not at All
10) To what extent do you feel the MBA program has improved your written communication
skills?
A Great Deal A Good Amount Some Not at All
11) To what extent do you feel the MBA program has improved your creative skills?
A Great Deal A Good Amount Some Not at All
12) To what extent do you feel the MBA program has improved your computer and
technological skills?
A Great Deal A Good Amount Some Not at All
13) To what extent do you feel the MBA program has improved your ethical awareness?
A Great Deal A Good Amount Some Not at All
14) To what extent do you feel the MBA program has improved your global/diversity
awareness?
A Great Deal A Good Amount Some Not at All
15) To what extent do you feel the MBA program has improved your understanding of doing
business in Alaska?
A Great Deal A Good Amount Some Not at All
42
2004-05 CATALOG *Courses in which student must earn a grade of “C” or higher.
(f) Fall Semester Only (s) Spring Semester Only
BUSINESS ADMINISTRATION
B.B.A. Degree Requirements Note: A minor may be earned as long as degree requirements are met. The only
SOM minor allowed is Accounting.
124 Credits
CORE REQUIREMENTS
COMMUNICATION (9cr): PERSPECTIVES ON THE HUMAN COND.
____ENGL111X (3) Intro to Academic Writing ____BA323X (3) Business Ethics* OR
____ENGL211X (3) Academic Writing about Lit OR PHIL322X (3) Ethics* OR
ENGL213X (3) Academic Writing about Social & PS300X (3) Values and Choice* OR
Natural Sciences NRM303X (3) Environmental Ethics & Actions* (s)
____COMM131X (3) Fund of Oral Comm, Group OR Choose one option.
COMM141X (3) Fund of Oral Comm, Public Option 1:
____ANTH/SOC100X (3) Indiv, Society & Culture
MATHEMATICS (7cr): ____ART/MUS/THR200X (3) Aesthetic Appreciation of
____MATH161X (3) Algebra for Business & Econ* Art/Drama/Music OR
____MATH262X (4) Calculus for Business & Econ* HUM201X (3) Unity in the Arts OR
ANS202X (3) Appreciation of Alaska Native
NATURAL SCIENCES (8cr): Performance (f)
Complete two 4-credit courses with labs from approved Natural ____ECON/PS100X (3) Political Economy
Sciences core courses. ____HIST100X (3) Modern World History
________(4) ________(4) ____ENGL/FL200X (3) World Lit
Option 2:
LIBRARY & INFO SKILLS (0-1cr): ____Complete 3 courses from the list in option 1.
____LS Competency Test OR ________ ________ ________
LS100X (1) Library & Info Strategies (f) OR
LS101X (1) Library & Info Research ____Complete 2 semester length courses in a single non-
English language or 3 semester length courses in
ECONOMICS & STATISTICS (10cr): American Sign Language.
____ECON200 (4) Principles of Economics* ________ ________ ________
____ECON227 (3) Intermediate Statistics for Bus/Econ*
____STAT200 (3) Elementary Probability & Statistics*
INTENSIVE WRITING & ORAL REQUIREMENT
Courses must be at the upper division level.
Complete 2 designated (W) courses. ________(W) ________(W)
Complete 1 designated (O) course OR 2 designated (O/2) courses. ________(O) OR ________(O/2) ________(O/2)
MAJOR REQUIREMENTS
*COMMON BODY OF KNOWLEDGE *MAJOR CONCENTRATION Complete one.
____Computer Literacy Test OR FINANCE
AIS101 (3) Effective Personal Computer Use ____BA423W (3) Investment Analysis (s)
____AIS310 (3) Intro to Information Systems ____BA424 (3) Real Estate & Alternative Investments
____ACCT261 (3) Accounting Concepts & Uses I ____BA454O (3) Student Investment Fund
____ACCT262 (3) Accounting Concepts & Uses II ____BA455 (3) Portfolio Management
____BA325 (3) Financial Management ____BA461 (3) International Finance (f)
____BA330 (4) Legal Environment of Business MARKETING
____BA343 (3) Principles of Marketing ____BA436 (3) Consumer Behavior (s)
____BA360 (3) Operations Management ____BA441 (3) Promotion Management (f)
____BA390 (3) Organizational Behavior ____BA445W (3) Marketing Research (f)
____BA462O (3) Corporate Strategy ____BA490 (3) Services Marketing (s)
____ECON324 (3) Intermediate Macroeconomics (s) OR ____BA491 (3) Current Topics in Marketing (f)
ECON350 (3) Money & Banking (f) MANAGEMENT & ORGANIZATIONS
____BA317W (3) Employment Law (f)
*MAJOR COURSES ____BA447W,O (3) Compensation Management (s)
____ACCT352 (3) Management Accounting ____BA456W (3) Small Business Management (f)
____BA151 (3) Introduction to Business ____BA457 (3) Training & Mgmt Development (s)
____BA307 (3) Personnel Management ____BA460O (3) International Business (s)
____ECON321 (3) Intermediate Microeconomics (f) OR GENERAL BUSINESS
ECON322 (3) Managerial Economics (s) Complete any 5 courses from the other concentrations.
____ENGL314W,O/2 (3) Technical Writing At least one course must be designated writing intensive.
BA______ BA______ BA_______
*ELECTIVE REQUIREMENTS (11cr): BA______ BA______
____Complete 11 elective credits.
Note: The B.B.A. degree requires 50% of the ACCT, BA, and ECON credits to be earned in residence at UAF. 32 credits are required.
43
2004-05 CATALOG *Courses in which student must earn a grade of “C” or higher.
(f) Fall Semester Only (s) Spring Semester Only
ECONOMICS
B.B.A. Degree Requirements
130 Credits
CORE REQUIREMENTS
COMMUNICATION (9cr): PERSPECTIVES ON THE HUMAN COND.
____ENGL111X (3) Intro to Academic Writing Choose one option.
____ENGL211X (3) Academic Writing about Lit OR Option 1:
ENGL213X (3) Academic Writing about Social & ____ANTH/SOC100X (3) Indiv, Society & Culture
Natural Sciences ____ART/MUS/THR200X (3) Aesthetic Appreciation of
____COMM131X (3) Fund of Oral Comm, Group OR Art/Drama/Music OR
COMM141X (3) Fund of Oral Comm, Public HUM201X (3) Unity in the Arts OR
ANS202X (3) Appreciation of Alaska Native
MATHEMATICS (7cr): Performance (f)
____MATH161X (3) Algebra for Business & Econ* ____ECON/PS100X (3) Political Economy
____MATH262X (4) Calculus for Business & Econ* ____HIST100X (3) Modern World History
____ENGL/FL200X (3) World Lit
NATURAL SCIENCES (8cr): ____BA323X (3) Business Ethics OR
Complete two 4-credit courses with labs from approved Natural PS300X (3) Values & Choice OR
Sciences core courses. PHIL322X (3) Ethics OR
________(4) ________(4) COMM300X (3) Communicating Ethics (s) OR
JUST300X (3) Ethics & Justice OR
LIBRARY & INFO SKILLS (0-1cr): NRM303X (3) Environmental Ethics & Actions (s)
____LS Competency Test OR
LS100X (1) Library & Info Strategies (f) OR Option 2:
LS101X (1) Library & Info Research ____Complete 4 courses from the list in option 1.
________ ________ ________ ________
ECONOMICS & STATISTICS (10cr):
____ECON200 (4) Principles of Economics* ____Complete 2 semester length courses in a single non-
____ECON227 (3) Intermediate Statistics for Bus/Econ* English language or 3 semester length courses in
____STAT200 (3) Elementary Probability & Statistics* American Sign Language.
________ ________ ________
INTENSIVE WRITING & ORAL REQUIREMENT
Courses must be at the upper division level.
Complete 2 designated (W) courses. ________(W) ________(W)
Complete 1 designated (O) course OR 2 designated (O/2) courses. ________(O) OR ________(O/2) ________(O/2)
MAJOR REQUIREMENTS
*COMMON BODY OF KNOWLEDGE (34cr): *MAJOR REQUIREMENTS (9-12cr):
____Computer Literacy Test OR ____ECON321 (3) Intermediate Microeconomics (f)
AIS101 (3) Effective Personal Computer Use ____ECON324 (3) Intermediate Macroeconomics (s)
____AIS310 (3) Intro to Information Systems
If not taken in Common Body of Knowledge
____ACCT261 (3) Accounting Concepts & Uses I
____ECON463W (3) International Economics (f)
____ACCT262 (3) Accounting Concepts & Uses II
____Complete one 3 credit PS course ________
____BA325 (3) Financial Management
____BA330 (4) Legal Environment of Business
____BA343 (3) Principles of Marketing
*ELECTIVE REQUIREMENTS (15-18cr):
____BA360 (3) Operations Management ECON______(3) ECON______(3)
____BA390 (3) Organizational Behavior ECON______(3) ECON______(3)
____BA462O (3) Corporate Strategy ECON______(3) ECON______(3)
____ECON324 (3) Intermediate Macroeconomics (s) OR Note: Only 15 credits required if ECON350 is taken in Common
ECON350 (3) Money & Banking (f) Body of Knowledge. At least 6 credits must be designated
____ENGL314W,O/2 (3) Technical Writing writing intensive (W).
OPTIONAL MINOR or FREE ELECTIVES (20-21cr):
At least 10 credits must be outside SOM with the exception of introduction to computer literacy credits. SOM minor not allowed.
(Optional) Minor ___________________
________( ) ________( ) ________( ) ________( )
________( ) ________( ) ________( ) ________( )
Note: The B.B.A. degree requires 50% of the ACCT, BA, and ECON credits to be earned in residence at UAF. 32 credits are required.
44
2004-05 CATALOG *Courses in which student must earn a grade of “C” or higher.
(f) Fall Semester Only (s) Spring Semester Only
ACCOUNTING
B.B.A. Degree Requirements
123 Credits
CORE REQUIREMENTS (52-53cr)
COMMUNICATION (9cr): PERSPECTIVES ON THE HUMAN COND.
____ENGL111X (3) Intro to Academic Writing ____Complete one approved Core Ethics course. *
____ENGL211X (3) Academic Writing about Lit OR ________(3)
ENGL213X (3) Academic Writing about Social & Choose one option.
Natural Sciences Option 1:
____COMM131X (3) Fund of Oral Comm, Group OR ____ANTH/SOC100X (3) Indiv, Society & Culture
COMM141X (3) Fund of Oral Comm, Public ____ART/MUS/THR200X (3) Aesthetic Appreciation of
Art/Drama/Music OR
MATHEMATICS (7cr): HUM201X (3) Unity in the Arts OR
____MATH161X (3) Algebra for Business & Econ* ANS202X (3) Appreciation of Alaska Native
____MATH262X (4) Calculus for Business & Econ* Performance (f)
____ECON/PS100X (3) Political Economy
NATURAL SCIENCES (8cr): ____HIST100X (3) Modern World History
Complete two 4-credit courses with labs from approved Natural ____ENGL/FL200X (3) World Lit
Sciences core courses. Option 2:
________(4) ________(4) ____Complete 3 courses from the list in option 1.
________ ________ ________
LIBRARY & INFO SKILLS (0-1cr):
____Complete 2 semester length courses in a single non-
____LS Competency Test OR
English language or 3 semester length courses in
LS100X (1) Library & Info Strategies (f) OR
American Sign Language.
LS101X (1) Library & Info Research
________ ________ ________
SOCIAL SCIENCES & STATISTICS (10cr):
____ECON200 (4) Principles of Economics*
____ECON227 (3) Intermediate Statistics for Bus/Econ*
____STAT200 (3) Elementary Probability & Statistics*
INTENSIVE WRITING & ORAL REQUIREMENT
Courses must be at the upper division level.
Complete 2 designated (W) courses. ________(W) ________(W)
Complete 1 designated (O) course OR 2 designated (O/2) courses. ________(O) OR ________(O/2) ________(O/2)
MAJOR REQUIREMENTS (58-61cr)
*COMMON BODY OF KNOWLEDGE *ACCOUNTING MAJOR REQUIREMENTS
____Computer Literacy Test OR ____ENGL314W,O/2 (3) Technical Writing
AIS101 (3) Effective Personal Computer Use ____ACCT330 (3) Income tax
____AIS316 (3) Accounting Information Systems (s) ____ACCT342 (3) Managerial Cost Accounting
____ACCT261 (3) Accounting Concepts & Uses I ____ACCT361 (3) Intermediate Accounting I
____ACCT262 (3) Accounting Concepts & Uses II ____ACCT362 (3) Intermediate Accounting II
____BA325 (3) Financial Management ____ACCT414 (3) Governmental & Nonprofit Acctg (s)
____BA330 (4) Legal Environment of Business ____ACCT452W (3) Auditing (f)
____BA343 (3) Principles of Marketing
____BA360 (3) Operations Management *ADVANCED COURSES
____BA390 (3) Organizational Behavior Complete two of the following courses:
____BA462O (3) Corporate Strategy ____ACCT401 (3) Advanced Accounting (f)
____ECON324 (3) Intermediate Macroeconomics (s) OR ____ACCT404 (3) Advanced Cost Accounting &
ECON350 (3) Money & Banking (f) Controllership (s)
____ACCT430 (3) Advanced Taxes (f)
____ACCT472 (3) Advanced Auditing (s)
____AIS473 (3) Applied System Design (f)
FREE ELECTIVES (9-13cr)
Ninety credits must be in courses outside of ACCT, resulting in at least eight free electives outside of SOM with exception of computer literacy
credits. The BBA degree requires 50% of ACCT, BA, and ECON credits to be earned in residence at UAF.
________( ) ________( ) ________( ) ________( ) _______( ) ________( ) ________( ) ________( )
45
4. Admission To Upper-Division Standing Form
Please type or print all information
Name Student ID#
Phone Declared Major: Accounting
Email Economics
This application is for: Business Administration*
Fall Spring Summer 20 *(circle your concentration)
Finance / Marketing / Management / General
Admission to Upper-Division Standing
SOM students majoring in Accounting, Economics, & Business Administration who do not meet the standards listed below may not take
Upper-Division ACCT, AIS, BA, & ECON courses. All students must meet course prerequisites.
Completion of the following courses with a grade of “C” or better: OFFICE USE ONLY
Course Prefix and Number Cr. Name of University where course was taken Semeste Grade SOM E
ACCT 261 3 ACCT 261
ACCT 262 3 ACCT 262
AIS 101 3 AIS 101
COMM 131x or 141x 3 COMM
ECON 200 4 ECON 200
ENGL 111x 3 ENGL (1)
ENGL 211x or 213x 3 ENGL (2)
MATH 262x 4 MATH 262
STAT 200 3 STAT 200
Completion of 9 credits that satisfy the UAF Baccalaureate Core in Perspectives on t
Human Condition & Natural Sciences:
Course Prefix and Number Cr. Name of University where course was taken Semester Grade SOM
3-4 Core 1
3-4 Core 2
3-4 Core 3
Completion of 30-40 credits with a cumulative GPA of 2.25 or higher:somsosm Previous U/D Courses (if any):
Number of credit hours completed:
Present cumulative GPA:
Please attach a copy of your transcript. 12345678900000000000000000000001
Transcripts can be found at www.uaonline.alaska.edu by logging into the secured area.
Credits Entered by:
Note: Conditional Admission to Upper-Division Standing
A student classified as conditionally admitted to Upper-Division standing may take GPA
Upper-Division ACCT, AIS, BA, & ECON courses 1 semester only while
completing Lower-Division requirements. Status: Admitted Not admitted
Conditional
Signature: Date ____________ Dean’s Approval
46
