AACSB WORKSHOP: 3 JUNE 2011

Dr. Kristie Ogilvie

Agenda

 “Gems” in the CBPA  Introduction of AACSB  AoL / Curriculum in Relation to AACSB  Curriculum Mapping Defined  Syllabi Analysis  Hands On Workshop  Feedback from AACSB

CBPA Gems

 Numerous activities unknown at the College level  Numerous activities in individual concentrations or courses  Melissa Hartmann, MGMT 306   Dr. Anna Ni, PA 315 Dr. Mike Stull, Entrep. Program  With the impressive quality of our faculty, there may be are more….

 And those who could be a gem with the right opportunity!

Structure

Strat. Plan. Com (Stull) Strategy / Mission Standard 1-15 Dean** Dean AACSB / Accreditation Director of Accreditation (Ogilvie) Analyst (Flynn) AQ/PQ Graduate Courses Digital Measures Publication Quality Standard 2, 9, 10* Assurance of Learning Undergraduate Graduate MSA Offsite & Online Standards 16-21* *Focus of Interim Report , 5 th Year Report and Visit ** Dean Rose is a current mentor and peer reviewer for AACSB Documentation Liaison: 1. AACSB Contact 2. University Relations 2. 5 th Milestones: 1. Interim Report Year Report 3. On Site Visitation

INTRODUCTION TO AACSB

AACSB, An Introduction

 AACSB was established in 1916.  Headquarters in Tampa, Florida.

 Accreditation is awarded base on 21standards.

 Accreditation is made at the institutional level.

 Accreditation is awarded in business, accounting, or both.  AACSB accreditation awarded to less than 10% of Business Schools Worldwide.  Accredited Institutions  In 2011, 694 total, 620 in North America  In Process 184 – Mostly International.

Standards

 Standards  Description of requirements  Less information on the “how to”  Interpretive material provided as a supplement  Conferences, seminars, webinars, whitepapers cover acceptable and best practices.  Mission / Strategy - Standard 1-5  Faculty Qualifications - Standard 6-15  Assurance of Learning - Standard 16-21

AACSB Accreditation

 Initial accreditation must cover all standards  Maintenance of accreditation covers the areas of weakness from last 5 year visit  CBPA: AoL and Faculty Qualifications  Upon initial accreditation an interim report is due 2.5 years into accreditation cycle  CBPA: July 2011  Every five years a visit occurs a full report is due.  CBPA: AY 2013-2014, requested Winter term visit

ASSURANCE OF LEARNING (AOL)

Assurance of Learning

 Student learning is the central activity of higher education.  Definition of learning expectations and assurance that graduates achieve learning expectations are key features of any academic program.

 The learning expectations derive from a balance of internal and external contributions to the definition of educational goals.  Learning goals should be set and revised at a level that encourages continuous improvement in educational programs.

AACSB on Curriculum / AoL

 …. faculty members must decide which components of the curriculum will contain certain learning goals  …. they must establish monitoring mechanisms to ensure that the proper learning experiences occur.

 Course syllabi, examinations, and projects should be regularly reviewed to see that learning experiences are included to prepare students to accomplish the intended learning goals.  Results are summarized across all students and the results are used for curricula development purposes and revision.

Assurance of Learning Definition

 Assurance of Learning Framework  Create learning goals that reflect the outcomes that an institution wants students to obtain upon graduation.  Assess student learning, based on those learning goals.

 Analyze and report results of the data from the assessment process to the stakeholders.

 Drive change for continuous improvement from the assessment program. – “Closing the loop”.

Assurance of Learning

 AACSB states accredited schools must illustrate a mature system for collecting and assessing data for maintaining accreditation, outlined from the AACSB standards. 

“For schools with visit years in 2007-08 and beyond, the impact of assessment outcomes on continuing development of degree programs should be

evident.” (AACSB 2011, p. 69)

What is a ‘mature’ framework?***

     Methodology is sound (reliable and valid)  Established and well thought out learning goals    No group data Mature rubrics for assessment and rater reliability  Not a major concern, except if the results show to be an issue (such as no improvement necessary for a majority of learning goals) Assessment   Course selection   Does not exclude any set of students that makeup the program Consistency between courses for multi course sample (i.e. PA 315) Portfolios / Comps  No selection bias (population / e-portfolios) Faculty driven Data drives change in curriculum Issues discussed in “recent trends”  Mounds of data, does not drive change and improvements of curriculum *** Accumulation of discussions from seminars/conferences

Assurance of Learning Learning Goals

 Universal Skills that all students should possess through development in their program upon graduation  Four to six recommended.  Goals can vary per program  Examples from AACSB Material  Leadership, Globalism, Teamwork, Information Technology, Oral Communication, Written Communication, Ethical Reasoning, Problem Solving, etc.

Assurance of Learning Learning Goals

 One Direct Measure of each learning goal required.

 Direct = Student Assessment  Indirect learning goals, as necessary.  Syllabi analysis, employer surveys, faculty feedback, etc.  Two cycles of data collection and analysis required each five year cycle.

Assurance of Learning Assessment

 There are three most accepted data collection methods (over 97% of institutions use one of these methods):  (1) Selection  Entrance exam, such as SAT or GMAT  (2) Course embedded measures  (3) Stand alone testing  Graduation exam

Assurance of Learning Methodology

 Programs have two options for selection of their data target  (1) assessment of each concentration  (2) assessment of the core courses of a program  Virtually every school uses the core course program technique (ICAM 2011)

Assurance of Learning: Learning Goals - UG, MBA, MSA

 Communication, Oral  Communication, Written  Problem Solving Skills  Innovative for UG/MBA  Ethical Reasoning Skills  Informational Technology  Not included for MSA  General and Specific Management Knowledge and Skills  Accounting Specific Knowledge for MSA

Learning Goals Defined

   Oral Communication   Assessment   Oral presentation in class, though participation is not enough Group presentation is acceptable, though assessment is captured at the individual level Syllabi Analysis  Oral presentation discussed in grade section or schedule of syllabi Written Communication  Needs to be an individual assignment    At least 2 pages Can be in- or out-of-class assignment Mature framework would have consistent content, textbook, assignments between sections Problem Solving   Individual Assignment Essay style submission

Learning Goals Defined

   Ethical Reasoning   Assessment  Essay style submission for assessment Syllabus analysis   Coverage in course with learning outcomes, content covered in course, and/or assignment.

Most approved texts have a chapter or portion of text related to ethics in various disciplines.

Information Technology  Project based assignment Management and Specific Skills   BAT Test  First valid and reliable exam issued in Spring 2011, have been piloting since 2009. Comp / Portfolio or ETS test

Assurance of Learning Data Collection Methodology

Oral Communication Written Communication Problem Solving Ethical Reasoning Information Technology MGMT Specific Content Skills* Method UG Course Eval. MGMT302 Essay Essay Essay Project PA315 INFO309 PA315 INFO309 Exam/Essay MGMT 490 MBA MGMT685 MGMT685 INFO 609 MGMT685 INFO609 Comp MSA ACCTG 615 Comp Comp ACCTG 620 NA Comp * MSA = Accounting Specific Content Skills

Syllabi Analysis – Learning Goals

 Identification of Learning Goals through syllabi analysis (Undergraduate)  Last two years of analysis was to communicate the need for more detail in syllabi.

 Now, consideration of integrating learning goals not previously integrated is being asked of faculty.

 Not all learning goals can be integrated in all courses.

 180 size classes, Online classes, etc.  But we can do more!

Faculty Action Necessary

 Providing Syllabi to Department  Need the population of syllabi  Historically takes 2 months to collect syllabi  Provide to department ASC each term.

 Respond to emails requesting syllabi.

 Consider Learning Goals  Individually  Core Areas Groups  Curriculum Committee

AoL Maturing its Framework

 As faculty are refining their syllabus, the AoL methods are maturing.

  Past system was a static evaluation Red/Yellow/Green (next slide)  We will be completing a curriculum map to understand where we will be intentionally placing our learning goals into the curriculum.  The next slide reports historical findings  By next AY, we will have a mature curriculum map, from a variety of sources and maturing the framework.

Assurance of Learning Indirect Measures: Syllabi

FIN 313 FIN 314 SCM 304 MGMT 302 MGMT330 MKTG 305 PA 315 MGMT 490 INFO 309 Written 2008 2009 2010 Sp2011 33% 33% 75% 50% 0% 50% 0% 0% 0% 75% 0% 60% 100% 100% 75% 75% 0% 0% 100% 100% 25% 71% 100% 100% 80% 33% 33% 29% 50% 80% 100% 17% 50% 50% 80% 2008 0% 0% 0% 100% 25% 0% 0% 50% Oral 2009 2010 Sp2011 0% 0% 0% 0% 0% 25% 0% 0% 0% 40% 75% 0% 80% 40% 0% 33% 0% 100% 100% 100% 67% 80% 50% 17% 0% 90% 50% 2008 0% 0% 0% 67% 75% 60% 50% 50% Ethics 2009 2010 Sp2011 0% 0% 0% 0% 0% 0% 50% 50% 20% 100% 100% 100% 66% 57% 100% 100% 80% 71% 100% 14% 83% 100% 100% 100% 50% 100% 83% 2011: Green = 19 Yellow = 2 2010: Green = 11 Yellow = 2 2009: Green = 14 Yellow = 3 Red = 6 Red = 14 Red = 10 *Will mature system at UG level and redefine categories.

**Graduate categories will go through same cycle. Less than 50% and No Improvement Less than 50%, but improving 50% or more

Learning Goals into Individual Courses

 Ethics:  Covered in most core textbooks    Covered in a Special Topics lecture Take home assignment considering any topic in business in relation to ethics Journal entries  Oral Communication, Written Communication, Information Technology, Problem Solving.  How can these be best integrated into your course?

 Teaching Knowledge Factory will be a resource.

Curriculum Mapping Defined

 Curriculum mapping is a process in which the defined learning goals / skills / topics are mapped in a strategic view of a curriculum to illustrate the places in which these variables are identified to be present in a program.  Curriculum Mapping is a procedure for:    reviewing curriculum illustrate where skills should be identified and at what level assist faculty in maturing and developing curriculum appropriately

Overall Process

   Define the learning goals in which need mapping.

Define where in the program or curriculum the learning goals are:    (I) Introduced = First exposure. The concepts and theories are discussed, though not criticality analyzed or to an in-depth level to fully understand the implication of application of such theories. Assessment may be in definition and concept type assessments, commonly multiple choice questions. (D) Developed = The learning goals moves from an introductory level to a more thorough understanding of the theories and implications of those theories. Assessments may include short answer type submissions or multiple step quantitative assessment. (M) Mastery = Students demonstrate a thorough understating of the concept and depth of understanding of the implications to the subject matter. The student has in depth knowledge of the learning goal. Assessments may include essay style submissions or multiple step quantitative assessment where judgment is needed. Map the learning goals in the curriculum to the level appropriate for the stated goal.

Assurance of Learning: Learning Goals - UG, MBA, MSA

 Communication, Oral  Communication, Written  Problem Solving Skills  Innovative for UG/MBA  Ethical Reasoning Skills  Informational Technology  Not included for MSA  General and Specific Management Knowledge and Skills

      Communication, Oral: Each student can effectively present information orally.

Communication, Written: Each student can effectively communicate in writing.

Innovative Problem Solving Skills: Each student can apply knowledge in new and unfamiliar circumstances and devise innovative solutions to cope with unforeseen events. Ethical Reasoning Skills: Each student can recognize / analyze problems and choose / defend resolutions for practical business situations. Information Technology Skills: Each student can use information technology to support the structure and processes of the organization, and use information technology in decision-making.

General and Specific Management Knowledge and Skills: Each student should obtain required general and specialized management knowledge and skills for the creation of value through integrated operations and distribution of goods, services, and information.

Curriculum Map

    Curriculum Mapping: Where are our Learning Goals: (I)ntroduced, (D)eveloped, and (M)astered UG: Lower Division Core Courses:  INFO 101, ACCTG 211 & 212, MGMT230, SCM210 UG: Upper Division Core Courses:  Fin 313 & 314, PA315, MKTG 305, MGMT302, MGMT330, INFO 309, SCM304, MGMT 490 MBA Core:  Acct 606 , Fin 602, Info 609, Mgmt 601, Mgmt 685, Mktg 605, Scm 607.

        .

.

Course 1 Course 2 Course 3 .

Course # __302______ ________ ________ Oral Communication Written Communication Ethical Reasoning Problem Solving Information Technology MGMT Specific Skills | | I, D | I, D | D | D | I, D | | | | | | | | | | | |

Lower-division requirements (32 units)

        1. ACCT 211. Introductory Accounting I (4) 2. ACCT 212. Introductory Accounting II (4) 3. ECON 200. Principles of Microeconomics (4) 4. ECON 202. Principles of Macroeconomics (4) 5. INFO 101. Introduction to Information Technology (4) 6. MGMT 230. Business Law (4) 7. SCM 210. Applied Business Statistics (4) 8. Four units chosen from (also meets the General Education requirement category B1):  MATH 110. College Algebra (4)    MATH 120. Pre-Calculus Mathematics (4) MATH 192. Methods of Calculus (4) MATH 211. Basic Concepts of Calculus (4)

Upper-division core requirements (36 units)

         1. FIN 313. Business Finance (4) 2. FIN 314. Corporate Financial Management (4) 3. INFO 309. Information Management (4) 4. Four units chosen from:   MGMT 302. Management and Organizational Behavior (4) PSYC 302. Management and Organizational Behavior (4) 5. MGMT 330. Legal Environment of Business (4) 6. MGMT 490. Strategic Management (4) 7. MKTG 305. Marketing Principles (4) 8. PA 315. Government-Business Relations (4) 9. SCM 304. Principles of Supply Chain Management (4)

Concentrations

       

Accounting Accounting Information Systems Entrepreneurial Management Finance Human Resources Information Management Information Management Information Assurance and Security Management

     

International Business Management Marketing Real Estate Sports and Entertainment Management Supply Chain and Transportation Management **Specialty areas and minors not listed.

Current Curriculum

Lower Division Core ACCT 211. Intro Acctg I ACCT 212. Intro Acctg II Upper Division Core FIN 313. Business Finance FIN 314. Corp. Financial Mgmt INFO 101. Intro to Information Tech.

MGMT 230. Business Law Math Requirement ECON 200 & 202 SCM 210. Applied Bus Stats INFO 309. Info. Mgmt MGMT 330. Legal Enviro. of Bus.

SCM 304. Princ. of Supply Chain Mgm MGMT 302 (or PSYCH). Mgmt & Org Behavior MKTG 305. Marketing Principles PA 315. Gment-Business Relations *MGMT 490. Strategic Mgmt Course Embedded Measures for AoL *One core course can be taken concurrently with 490 ** Upper Division Writing Requirement (not only MGMT) **MGMT306 Cntn MKTG INFO SCM ACTG FIN Real Estate ENTP MGMT HR

Curriculum Suggestions

 Type of Change: ___ Sequencing ___ Removal of course ___ New Course ___ Other If new course, placement in curriculum: Core, Concentration, Program?

 Explanation: ______________________________ ____________________________________________ ____________________________________________ ____________________________________________

Near Term Objectives

        Finalize AoL Framework in Spring 2011 Conduct pilot assessments beginning as early as Summer 2011 Finalize Strategic AoL Faculty committee Curriculum Map finalized prior to next syllabi assessment (Winter 2011) Compile Teaching Knowledge Factory Book Hold regional conference for all AACSB schools in Southern California AACSB Library of documentation Hold AACSB workshops next AY

FEEDBACK FROM AACSB

Recent Trends of Issues (BPAV2011)

   Ensure that actions, strategy, and philosophy are derived from your mission.

 A recent issue are institutions that are expanding their programs – it is not enough to say it is based on increasing funding, but needs to align to the mission of the institution.

Faculty qualifications – need clear policy as to what designated AQ/PQ and P/S. THIS STATEMENT MUST MATCH VITAS.  Teams are now checking, due to % in tables not matching vitas recently. Committee meeting minutes should be available to visiting team.

Recent Tends (ICAM 2011)

 Collect less data for AoL and use it more  Mounds of data collection and not closing the loop.

 Inaccurate % of AQ/PQ/O  Teams will be sampling Vitas per the Policies, which need to match.

 Questioning of graduates of non-AACSB schools with IC review (MAC2011)

Outgoing Chair Remarks at ICAM @ UCI (ICAM 2011)

 In state student pay less  Public Institutions are becoming financially dependent  Out of state / Country students given priority, though not for Mission based reasons  This needs a strong look at resulting implications  Recommendation: Increase in-state tuition, decrease out-of-state/country tuition

Blue Ribbon Committee

 Update of standards with recognition of the issues and “continuously improve” the accreditation process  2011 Committee  Members - 21 Deans/Provosts and 2 AACSB representatives  Recognizes major issues and concerns at a strategic level  ~5 years to adapt to new standards

Previous Blue Ribbon Committee (2003)

 Required research for accreditation  Recognized importance of PQ faculty  Focused on strategic management  Improved global applicability to standards  Introduced Assurance of Learning (AoL)  ICAM 2011

2011 Blue Ribbon Committee Topics

     Faculty Intellectual Contributions  Research and Teaching Relationship More consistent definition of participating and supporting designations Faculty employment at more than one institution Deployment of international partnerships, especially with non-AACSB schools Scope: Institutional rather than school (major issue with international schools)  Long term moving to multiple levels or models of accreditation.