2016-2017 Graduate Program Annual Report – June 1, 2017 · 2016-2017 Graduate Program Annual...

2016-2017 Graduate Program Annual Report – June 1, 2017 Unless otherwise specified, all data reported is from the year just concluded.

An annual cycle is considered to include summer, fall, and spring. I. LEARNING ASSESSMENT REPORT

A. UNIT IDENTITY ITEMS 1. Program Name: Master of Business Administration (MBA)

Degree Programs Offered: Single Master of Business Administration (MBA) with one concentration in Healthcare Management. The MBA program provided is completely online or in hybrid format at The University Center of Greenville.

2. Program Mission Statement (include date of most recent revision)

Program Mission Statement: The Anderson University MBA Program produces professionally-prepared graduates through courses that integrate the Christian faith with business concepts. The College of Business fulfills the University’s mission by challenging the students in an atmosphere of sound professional ethics which affirm biblical teachings in a secular business world. The degree is designed to allow graduates to satisfy goals such as professional development, career advancement, personal growth, or job mobility.

3. Learning Outcomes for the Masters Program

a. Development of Business Knowledge

Demonstrate an understanding of:

o 1. Advanced business concepts in the area of management with supporting knowledge in accounting, economics, finance, marketing, professional ethics, and quantitative business analysis.

o 2. The relationships between business disciplines in domestic and global environments. Where outcome is addressed: In appendix A the assessment map of Business Knowledge outcome is shown. This outcome is assessed in two courses each year. The two chosen courses evaluate all of the sections taught this academic year. Means of measurement: Direct assessment tools of student work were used this year. They include chapter homework and a case study.

b. Application of Business Knowledge

Demonstrate the ability to:

o 3. Apply advanced business concepts.

o 4. Integrate business disciplines to analyze & interpret business issues.

o 5. Apply management tools to solve problems.

Where outcome is addressed: In appendix A the assessment map of Business Knowledge outcome is shown. This outcome is assessed in two courses each year. The two chosen courses evaluate all of the sections taught this academic year. Means of measurement: Direct assessment tools of student work were used this year. They include test and two case studies.

c. Integration of Ethical Principles

Demonstrate the ability to:

o 5. Integrate Christian principles in business operations and decision-making.

o 6. Recognize and analyze ethical dilemmas in all business areas & to apply ethical principles in resolving issues with integrity.

Where outcome is addressed: In appendix A the assessment map of Business Knowledge outcome is shown. This outcome is assessed in one course this year. The course evaluates all of its sections taught this academic year. Means of measurement: Direct assessment tool of student work was used this year. Forum posts were used to assess this student learning outcome.

B. ASSESSMENT DATA AND ANALYSIS 1. Assessment Data from Learning Outcomes

Summary results:

During this fifth year under review (Fall 2016 – Spring 2017) we have transitioned out of the cohort model for a little over a year. We created three different groups of classes that act as prerequisites for the next group. An MBA student starts by taking any of the four first classes in Group A, when completed students go to Group B and take those classes. Finally the student completes the last Group C classes. This restructuring has allowed the program to become more available to potential students, looking for more flexibility. Instead of waiting for a cohort to start in the fall or in the spring, students can start within 4 to 6 weeks. MBA 505 learning outcomes data shows that the students achieved the first two outcomes. The third outcome was not measured. We will ask the faculty to include an assessment of student learning outcome going forward. MBA 515 learning outcomes data shows that the students achieved all three outcomes. A couple curricular recommendations were suggested by our MBA advisory board. The recommendations are listed below. MBA 510 in last year’s report (Fall 2015 – Spring 2016) showed that this course needed to be redesigned. We report that a new textbook has been chosen and Dr. Miren Ivankovic has redesigned the course.

See attachments: Summary of Appendix A:

MASTER ROTATION - Mapping Learning Outcomes for Academic Programs

Summary of Appendix B: MASTER ROTATION BAB - Mapping MBA Business Advisory Board course review

The assessment strategy is to assess two courses each year by our professional business advisory board. Our assessment criteria is:

1 Knowledge - The assignment reinforces the student’s knowledge and understanding in one of the 12 major areas of business.

2 Critical Thinking - The assignment requires students to think critically and demonstrate the ability to advance solutions that will resonate with upper management.

3 Biblical Integration - The assignment brings Biblical integrity to the forefront of the managerial thought process of students such that they will understand how to impact their firm’s culture, their personal actions, and help them form and achieve their firms’ goals and objectives.

4 Applied – The assignment requires the students to apply solid business knowledge, theory, or principles at an executive level.

5 Relevancy – The assignment is particularly relevant in terms of the discipline and/or the current needs/trends in the discipline.

Our rotations is the following:

Fall 2012 / Spring 2013: BUS 501 & BUS 590 Fall 2013 / Spring 2014: BUS 520 & BUS 540 Fall 2014 / Spring 2015: BUS 525 & BUS 560 Fall 2015 / Spring 2016: BUS 510 & BUS 555 Fall 2016 / Spring 2017: BUS 505 & BUS 515 Final evaluation next year before we restart the rotation: Fall 2017 / Spring 2018: BUS 530 & BUS 550

Summary of Appendix C: MBA course evaluations – Student Learning Outcomes

BUS 505 (3 courses) Assessed Student Learning Outcome 1 & 2 only 1 Fall 2016 course assessed – seated Greenville 2 Spring 2017 courses assessed – 1 seated Greenville & 1 online BUS 515 (4 courses) Assessed all 3 Student Learning Outcomes 2 Fall 2016 courses assessed – 1 seated Greenville & 1 online 2 Spring 2017 courses assessed – 1 seated Greenville & 1 online

2. Impact of assessment data on program, if any

Overall the data is pointing to 2 things. The first is a realignment of content in the accounting/financial area. Second we need to continue to pursue an intentional and specific ethical/Biblical framework to be consistently referenced in all MBA courses. First for the BUS 515 content. By reviewing BUS 515 we discovered that some content was already covered in a previous BUS 525 course. The course could be altered to remove that repetitive content, leaving room for more valuable content that help our students reach student learning outcome #2. Over the past 6 years, the MBA curriculum has evolved with different full time faculty members coming and teaching MBA courses, favoring their personal area of expertise. An adjustment and alignment needs to happen by the MBA faculty in order to realign the MBA content, making sure that there is no redundant information. Second MBA faculty need to continue to work in Fall 2017 on developing an intentional and specific ethical/Biblical framework to be consistently referenced in all MBA courses. During the curricular accounting/finance subject realignment we can discuss how the MBA courses can be consistent around the ethical/Biblical framework using the Lead Like Jesus framework as well as the College of Business – Micah 6: 8 theme (developed last year). Enrollment growth continues and the program must continue to recruit faculty and adjuncts to support the program. Support of the research and student / research mentorship efforts need to be continued. Additional MBA student researcher positions can be added to support the faculty while increasing the reputation of the program.

Summary of Appendix B: MASTER ROTATION BAB - Mapping MBA Business Advisory Board course review

BUS 505 (3 courses) Assessed Student Learning Outcome 1 & 2 only 1 Fall 2016 course assessed – seated Greenville 2 Spring 2017 courses assessed – 1 seated Greenville & 1 online RESPONSE to ASSESSMENT:

Include following action plan from advisory board action plan Update articles before each new class in launched Fall 2017. Update embedded videos on HR issues within organizations.

BUS 515 (4 courses) Assessed all 3 Student Learning Outcomes 2 Fall 2016 courses assessed – 1 seated Greenville & 1 online 2 Spring 2017 courses assessed – 1 seated Greenville & 1 online RESPONSE to ASSESSMENT:

Include following action plan from advisory board action plan 1) I will create a proficiency test to allow students to test their understanding of chapters 1,

2, and 3. I will continue to provide the notes and videos for chapters 1, 2, and 3 as review material. This will allow students who do not score well on the proficiency test to review the material if needed.

Additionally, I plan to add review information for the Statement of Cash Flows, ROIC, and expand the information related to benchmarking and trend analysis of ratios.

2) I plan to reduce the 515 coverage of financial statements and ratio analysis (chapter 2 and

3) and move that information to review material. I plan to maintain the coverage of capital budgeting analysis (chapter 10) and add a few supplementary case scenarios to add more emphasis to cash and liquidity risk management.

3) I will add supplementary materials on variance analysis and cash flow management

toward the end of the course after cash flow estimation and financial planning & forecasting.

Additionally, I plan to add a “duration” notes handout as a supplementary material to chapter

5 (Bonds and Interest Rates). I plan to develop “case 1” so that it is more of a case than a problem. I plan to add a market bubbles and behavioral finance notes handout as a supplementary material to chapter 7 (Stock Valuation). Finally, I am considering adding supplementary material on dividends & share repurchases, and capital structure & leverage depending on how much time is freed up with the movement of chapters 1, 2 and 3 to review material.

Summary of Appendix C: MBA course evaluations – Student Learning Outcomes

BUS 505 CHANGE IN ASSESSMENT METRICS in RESPONSE to ASSESSMENT:

Include a metric that assesses SLO #3 in the course BUS 505

BUS 515 CHANGE IN ASSESSMENT METRICS in RESPONSE to ASSESSMENT:

No change needed in assessment metrics Need to re-align accounting/financial data covered in BUS 515, 525, & 550

3. Planned program improvements in student learning Improvement 1: realignment of content in the accounting/financial area by MBA faculty in BUS 515, 525, & 550. Improvement 2: Fall 2017 lead a COB faculty training on which metrics to assess in the course and how to create continuous improvement in the assessment process. I am finding that targets are generally achieved but no change in repeatedly achieved targets. Faculty need to create “stretch goals”. Improvement 3: alignment of content in the ethical/Biblical framework area by MBA faculty and use either the Lead Like Jesus framework or the College of Business Biblical framework– Micah 6: 8 theme (developed 2016). Improvement 4: Increase the assessment of learning outcome 3 to be effective in each of the 12 course. Currently we are assessing it in 75% of our courses. Add SLO assessment to BUS 505, 530, & 550.

II. OPERATIONS REPORT AND ANALYSIS A. ANNUAL INFORMATION

1. Faculty for 2016-2017 including name, rank, teaching loads including credit hrs. and contact hrs. by individual and program; include summary information such as # of faculty at each rank

MBA Mode Semester #FTFaculty #PTFaculty #CrHrGenFT #CrHrGenPT TotalCrHrGenGraduate ONLINE F16 8 1 451 222 673

S17 6 6 461 393 854

YrTotal

912 615 1527

YrPercent 59.70% 40.30%

Graduate GREENVILLE F16 8 4 348 33 381

S17 9 0 363 0 363

YrTotal

711 33 744

YrPercent 95.60% 4.40%

2016-2017FacultycoverageofMBAcourses(programscombined) CrHrstaught

Fulltimecoverageofclasses 102 72%

Parttimecoverageofclasses 39 28%

CrHrstaught

Professorrankcoverageofclasses 54 38%

Associaterankcoverageofclasses 12 9%

Assistantrankcoverageofclasses 27 19%

Instructorrankcoverageofclasses 48 34%

Track/Path Academic Rank

Annual Appointment Instructor

Lecturer Senior Lecturer Assistant Professor/Assistant Librarian Associate Professor/Associate Librarian Professional Path Professor/Librarian Assistant Professor Associate Professor Tenure Track Professor

The detail of this table is found in appendix D

2. Enrollment History by degree program – Indicate fall and spring enrollments in a table that can show multiple years at a glance.

Spring2011

Fall2011

Spring2012

Fall2012

Spring2013

Fall2013

Spring2014

Fall2014

Spring2015

Fall2015

Spring2016

Fall2016

Spring2017

TotalNumberofStudents 43 47 77 74 87 87 61 83 61 115 123 147 155MBA-HCL 21 21

3. Program Recognitions include summary of professional development such as # writing articles, presentations at conferences, attending conferences, providing workshops, working with professional or community groups, etc. (pull from PDPs) along with special program and student recognitions (external to the university)

A full list of faculty achievements and contribution can be found in appendix E - List of Faculty Research Achievements.

Faculty presenting at a conference:

10 full time and part time faculty presented at least one paper at a professional conference

Faculty publication of a book or paper:

6 full time and part time faculty published at least one paper or book

Notably Drs. Maxey & Moore published a book chapter in professional textbook.

Maxey E. and Moore, J.R. (2017). Impetus for Culture Transformation: Disabled Employee Pre-Hire Training. In S. Frasard & F. Prasuhn (Eds.), Handbook of Research on Training Evaluation in the Modern Workforce. (pp. 116-126) Hershey, PA: IGI Global.

Faculty SPA work

Classroom activities 17

Papers presented 9

Articles / Manuscripts / Books 9

Consulting 21

Professional Related Service 57

Professional Conferences / Workshops 42

Professional Meetings 13

Professional Memberships 32

Other 12

Codes to Use for Scholarly Activities in College of Business - MBA

A = Scholarship of Teaching

B = Scholarship of Discovery

C = Scholarship of Integration

D = Scholarship of Application 4. Graduating Students* – Names, degree and/or concentration, date of graduation, and initial employment when available (Set in a table or spread sheet so these can be easily added to departmental reports in succeeding year. Sources include the Registrar

The detailed table can be found in Appendix F List of MBA graduates

Fall 2016 14 students graduated

Spring 2017 27 students graduated

---------------------------------------------------

Fall – Spring 2017 41 students graduated

All of the MBA graduates graduated with the core MBA (36 credit hours)

Summary of Appendix H – MBA graduate exit survey – recent alumni

DEMOGRAPHIC

• 64% of the respondents are 22-30 years old

• Top industry our graduates are from: Manufacturing/distribution, Service, Health Care & Education

• The positions they hold are Manager (~40%), Staff (~35%) and Executive (~14%)

• 63% received tuition assistance from their employer to pay for their MBA

• Reported reasons for getting an MBA:

Financial advancement ~ 50%

Increase in future earnings 30%

Promotion 17%

Professional development ~ 40%

Become more versatile 19% &

More valuable to company 17%

IMPACT

• 66% of the respondents (35 graduates) received a promotion, new position or new job because of their MBA.

• 78% report earning their MBA has help with their job security

• Respondents noted that course added the most value to my career:

Leadership and Ethics 44%

Accounting/Finance/Economics 25%

HR/Operations Management 14%

• 83% of respondents said that they considered their investment in earning an MBA as good value

• 89% recommended the MBA program at Anderson University to others

ALUMNI ENGAGEMENT

• Respondents noted that MBA resources they wanted:

Social networking 31%

Seminars 28%

Career development classes 22%

• 5. Alumni Updates* – (In an attachment add employment updates or further education information to information provided from previous years graduate listing in Item 4 above.) Write summary statements for the report (e.g. placement rate over the last 3 years) and direct reader to the attachment for details.

Spring 2017 we kicked off our first MBA alumni networking event in which 30 students came which is a 20% turnout rate. This is a good number since about half of our students are online students, many of whom are in different states.

24 of the students filled out a survey. The survey results showed that 20% of the attendants came from the first year of the program. The last two years had a little over than 40%. The industries most represented was services and education.

When asked what impact did their MBA have on them half answered in terms of allowing them to advance in their career and the other half about being developed professionally.

When asked about two of the student learning outcomes they gave very powerful answers. First, the application of business knowledge was listed most often as Leadership / Management / Servant Leadership. Accounting and Finance was second with Management, Marketing and Strategy being mentioned. Second, the integration and influence of Servant Leadership was described as them learning to support others (championing their success). Other responses were significant with Servant Leadership teaching them to practically apply the principles through: changing their perspective, guiding their decisions. Finally students reported that Servant Leadership changed them in how they made decisions.

In summary we have found that the student learning outcomes, through direct assessment, points to clear accomplishment of program objectives. Our challenge is to increase the reach of the alumni networking events to include online students. In appendix G you can find the tables used in assessing the results. The graduate exit surveys data shows that in order to engage our alumni we need to look at bi-annual networking events where we offer a seminar on career development.

6. Program Goals for Concluding Year – Include the Goal; summary of activities related to the goal and those involved; assessment measures of the activity; evaluate the level of success in achieving the goal and note program impacts

Goal 1 Develop and enhance quality of MBA Activities a. Continue to work with MBA advisory board to improve effectiveness,

applicability for MBA program. b. MBA faculty develop an ethical / Biblical Servant Leadership framework

to be consistently referenced in all MBA courses. c. Decide with Dean and Provost the restructuring of the BUS 510 statistics

course Personnel Involved MBA faculty & MBA advisory board Assessment Measure a. Meet as an advisory board twice a year to review curriculum

b. Meet as a faculty and discuss ethical / Biblical Servant Leadership alignment

c. Review BUS 510 in the MBA advisory board Summary of Data During the year we meet as an MBA advisory board with select MBA faculty twice.

In these meetings we evaluated BUS 505 and BUS 515. We continued to look at faith integration in each course being reviewed and the board was satisfied with the content and faith integration elements. Appendix B has the detail of those reviews. We implemented the requests from last year’s board suggestions to change BUS 510. The faculty member in charge of that review successfully implemented the requested changes, turning the course from a mathematics class to an application course in business decision making using Excel spreadsheets.

Evaluation of Success The MBA advisory board is a key element for our team to improve the effectiveness and high impact of our program in addressing actual business needs. We plan to increase the board size further.

Goal 2 Strengthen Faculty / Student research Activities a. Support by helping finance publication fees, presentation of papers to

conferences by MBA research faculty b. Add 2 more research assistants to support faculty research and reputation of

MBA. This would bring the total to 3 research assistants. Research assistants get tuition waiver while still paying for their books and fees.

Personnel Involved MBA faculty members Assessment Measure a. We successfully supported three full time faculty members in their

publication fees as well as 5 full time faculty member trips to conferences this past year. We also funded a trip of 25 students to Boeing as well as the expenses of an MBA student to present at a Supply Chain conference. A fund was created where MBA advisory board members contribute to offset research costs.

b. Our MBA research assistant graduated and was replaced by another. However this student had medical issues that necessitate her returning to her home country for treatment. We are currently in discussion with a new student arriving Fall 2017.

Summary of Data Faculty research has been growing within the MBA faculty in the areas of HR, Supply Chain, Management and Marketing. Student participation in the areas of HR and Supply Chain are the main areas of focus.

Evaluation of Success The research initiative has been very successful in attracting top quality business leaders from the area. The MBA faculty are asked to lead and present at local professional associations as experts especially in the areas of HR and Supply Chain.

Goal 3 Develop international partnership to leverage brand identity of AU MBA Activities a. Looking to develop international university partnership to develop

executive MBA programs in Latin America and Asia. b. Assist International Program director in recruiting more international MBA

students Personnel Involved MBA director, MBA faculty Assessment Measure a. Host a one week Leadership & Accounting – Finance Seminar

b. Number of international students coming into the program Summary of Data We have three students that have an I-20 visa through the university to study in the

MBA. We have had 6 graduate since the beginning of the program and 7 who have withdrawn. Only one student was suspended due to academic performance. This Spring we hosted a one week international seminar for Brazilian financial executives. Nine people participated in the class / company visits / case study analysis. Three of our full time MBA faculty shared in the teaching of the seminars.

Evaluation of Success We continue to struggle with attracting a good number of international students into our program. We believe if an agreement with different international agents was in place we would see a greater number of international students coming to our program. Finally the English second language program in Greenville is leaving the university center where our seated program is hosted. This will further decrease the number of international students exposed to Anderson MBA. The one week international seminar for Brazilian financial executives increases our exposure to international professionals as well as building important ties with our local international corporations. Our visiting lecturers come from CPA firms, Fluor, BMW, FBI, Chick Fil A and others.

Goal 4 Increase program offerings of the MBA Activities a. Research MBA concentrations in HR, finance and marketing

b. Recruit more faculty (3 new positions needed: statistics, management and finance) and adjuncts

Personnel Involved MBA director & faculty Assessment Measure a. Create the concentrations / APPC & Provost process

b. Seek to secure the hiring of 2 positions Summary of Data This year we built the HR, Marketing and Supply Chain MBA concentrations. The

HR concentrations has enough students to start Fall 2017. Two faculty positions have been approved. The first is a marketing position which has been filled and will start Fall 2017. The second is supply chain position that has not been filled.

Evaluation of Success We should continue to monitor the success of these MBA concentration as well as

focus our resources on marketing and advertisement.

B. PROGRAM ANALYSIS

47 Areas of Strength

1. Faculty quality and dedication – Excellent research initiatives & student research participation / mentoring

2. MBA students have a very strong acceptance and satisfaction with the program

3. MBA staff is working very effectively to service students – Journey Coach is especially effective.

4. UCG strong support of our programs

5. Strong commitment to ethics from a Christian perspective

6. Strong growth of the MBA program

2. Areas of Concern

1. Need to develop stronger online experience for students

2. Very little MBA alumni programing

3. Continue enrollment growth to reach 200 by Summer 2018

48 Areas Targeted for Improvement

FACULTY

1. Develop MBA faculty curricular alignment workshop Fall 2017 focused on accounting / financial content as well as servant leader integration / alignment.

2. Develop MBA faculty assessment guidelines and new standards to come into ACBSP compliance.

3. Develop best practices approach to teaching online as well as dealing with cheating and plagiarism

RESEARCH 4 research assistant positions to support faculty research in HR/management and Supply Chain

STUDENT

5 Plan for remediation of poor quantitative knowledge

6 Plan for Alumni engagement in Greenville and online. Request alumni office to support and take a lead on initiative.

7 Plan for engagement of students into faculty research / especially with creation of MBA concentrations

III. FUTURE GOALS, PLANS, and BUDGET IMPACT 49 PROGRAM GOALS FOR COMING YEAR (2017-2018) (should reflect Items I.B and II.B)

Goal 1 Develop and enhance quality of MBA Activities a. Develop MBA faculty curricular alignment workshop Fall 2017 focused on

accounting / financial content as well as servant leader integration / alignment.

b. Develop MBA faculty assessment guidelines and new standards to come into ACBSP compliance.

c. Develop best practices approach to teaching online as well as dealing with cheating and plagiarism

d. Expand MBA advisory board to increase effectiveness, applicability for MBA program.

e. Develop a plan for remediation of poor quantitative knowledge by entering MBA class. Develop a testing and leveling process that students can remediate areas of quantitative weakness.

Personnel Involved MBA faculty & MBA advisory board Assessment Measure a. MBA Faculty workshop on curricular alignment Fall 2017

b. MBA Faculty workshop on assessment guidelines Fall 2017

c. Faculty best practices portion in MBA faculty meetings during F 17 – S 18

d. Recruit 2 more board members during F 17 – S 18

e. Have a plan for remediation in the areas of Statistics, Economics and

Accounting by Spring 2018.

Summary of Data Evaluation of Success

Goal 2 Strengthen MBA Faculty / Student research Activities a. Support by helping finance publication fees, presentation of papers to

conferences by MBA faculty & MBA students.

b. Hire 2 research assistants to support faculty research in HR/management and Supply Chain. Research assistants get tuition waiver while still paying for their books and fees.

Personnel Involved MBA director & MBA faculty members Assessment Measure a. Hire 2 research assistants to support faculty research in HR/management

and Supply Chain.

b. Fund 5 MBA faculty members in their publication fees.

c. Fund 5 MBA faculty member trips to conferences.

d. Fund 2 MBA student research expenses to present at a Supply Chain or HR/management conference.


Goal 3 Develop MBA Alumni networking / engagement Activities a. Establish a fall and spring networking events. Provide a seminar on career

development before the networking event.

b. Develop a strategic plan for MBA alumni engagement using alumni department, MBA advisory board and alumni.

Personnel Involved MBA director & MBA advisory board Assessment Measure a. Fall and Spring networking event

b. Spring 2018 have a strategic plan of action for alumni engagement


APPENDIX A: MASTER ROTATION - Mapping Learning Outcomes for Academic Programs

Department MBA program By Dr. Jeffrey Moore The assessment strategy is to assess the level of student learning outcomes in all 12 courses over a specific rotation.

Department/Course Number BUS 501 Management Thought & Application (Results x.1)

BUS 505 Strategic HR

(Results x.2)

BUS 510 Quantitative

Analysis (Statistics)

(Results x.3)

BUS 515 Financial

Management

(Results x.4)

BUS 520 Organizational

Behavior

(Results x.5)

BUS 525 Accounting

(Results x.6)

LEARNING OUTCOMES – MBA

1. Demonstrate Development of Business Knowledge

Assignment # 1.1: Assignment # 1.2: Assignment # 1.3: Assignment # 1.4: Assignment # 1.5: Assignment # 1.6:

Results 1.1 (3 classes evaluated)

(F 2011/ Sp 2012)


(F 2016/ Sp 2017)


(F 2015/ Sp 2016)


(F 2016/ Sp 2017)

Results 1.5 (Evaluated next

year)

(F 2017/ Sp 2018)


(F 2014/ Sp 2015)

2. Apply Business Knowledge Assignment # 2.1: Assignment # 2.2: Assignment # 2.3: Assignment # 2.4: Assignment # 2.5: Assignment # 2.6:

Results 2.1

(3 classes evaluated)

(F 2011/ Sp 2012)


(F 2016/ Sp 2017)


(F 2015/ Sp 2016)


(F 2016/ Sp 2017)

Results 2.5

(Evaluated next year)

(F 2017/ Sp 2018)


(F 2014/ Sp 2015)

3. Integrate Ethical Principles Assignment # 3.1: Assignment # 3.2: NONE Assignment # 3.3: Assignment # 3.4: Assignment # 3.5: Assignment # 3.6:

Results 3.1

(3 classes evaluated)

(F 2011/ Sp 2012)


(F 2015/ Sp 2016)


(F 2016/ Sp 2017)

Results 3.5


(F 2017/ Sp 2018)


(F 2014/ Sp 2015)

Mapping Learning Outcomes for Academic Programs Department MBA program By Dr. Jeffrey Moore

The assessment strategy is to assess the level of student learning outcomes in all of the courses. MBA program / Course Number BUS 530

Leadership and Ethics

(Results x.7)

BUS 540 Managerial Economics

(Results x.8)

BUS 550 Operations and Management (Results x.9)

BUS 555 Marketing

Management (Results x.10)

BUS 560 Global Business

(Results x.11)

BUS 590 Strategic

Management

(Results x.12) LEARNING OUTCOMES – MBA 1. Demonstrate Development of Business

Knowledge


Results 1.7

(1 class evaluated)

(F 2011/ Sp 2012)

Results 1.8 (Evaluated next year)

(F 2017/ Sp 2018)

Results 1.9

(F 2013/ Sp 2014)

Results 1.10

(2 classes eval)

(F 2015/ Sp 2016)

Results 1.11

(1 class evaluated)

(F 2014/ Sp 2015)

Results 1.12 (Evaluated next

year)

(F 2017/ Sp 2018) 2. Apply Business Knowledge


Results 2.7 (1 class evaluated)

(F 2011/ Sp 2012)

Results 2.8 (Evaluated next year)

(F 2017/ Sp 2018)

Results 2.9

(F 2013/ Sp 2014)

Results 2.10

(2 classes eval)

(F 2015/ Sp 2016)

Results 2.11

(1 class evaluated)

(F 2014/ Sp 2015)

Results 2.12


(F 2017/ Sp 2018)

3. Integrate Ethical Principles Assignment # 3.7: NONE Assignment # 3.8: Assignment # 3.9: NONE Assignment # 3.10: Assignment # 3.11: Assignment # 3.12:

Results 3.8


(F 2017/ Sp 2018)

Results 3.10

(2 classes eval)

(F 2015/ Sp 2016)

Results 3.11

(1 class evaluated)

(F 2014/ Sp 2015)

Results 3.12


(F 2017/ Sp 2018)

APPENDIX B: MASTER ROTATION BAB – Mapping MBA Business Advisory Board (BAB) course review

Department MBA program By Dr. Jeffrey Moore The assessment strategy is to assess two courses each year by our professional business advisory board. Our assessment criteria is:

6 Knowledge – The assignment reinforces the student’s knowledge and understanding in one of the 12 major areas of business.

7 Critical Thinking – The assignment requires students to think critically and demonstrate the ability to advance solutions that will resonate with upper management.

8 Biblical Integration – The assignment brings Biblical integrity to the forefront of the managerial thought process of students such that they will understand how to impact their firm’s culture, their personal actions, and help them form and achieve their firms’ goals and objectives.

9 Applied – The assignment requires the students to apply solid business knowledge, theory, or principles at an executive level.

10 Relevancy – The assignment is particularly relevant in terms of the discipline and/or the current needs/trends in the discipline.

Our rotations is the following: Fall 2012 / Spring 2013: BUS 501 & BUS 590 Fall 2013 / Spring 2014: BUS 520 & BUS 540 Fall 2014 / Spring 2015: BUS 525 & BUS 560 Fall 2015 / Spring 2016: BUS 510 & BUS 555 Fall 2016 / Spring 2017: BUS 505 & BUS 515 Final evaluation next year before we restart the rotation: Fall 2017 / Spring 2018: BUS 530 & BUS 550

MBA ADVISORY BOARD – COURSE IMPROVEMENT ACTION PLAN - BUS 505

Date: 5/18/2017_Advisors / reviewers: Craig O’Neal, Monty Rigsby, Arnaldo Marion (absence) ,

Faculty: Dr. Evie Maxey, Dean Steve Nail, Dr. Douglas Goodwin

Submitted by: Dr. Douglas Goodwin on 5/22/2017

Week 1

1) Reviewers like the articles on HR best practices in discussion boards.

2) Reviewers interested in the concept of HR rebranding by Kimberly Clark in recruitment and retention in the homework assignment.

3) C-Suites video by Jack Welch and Robert Nardelli on the importance of HR as senior management position was interesting.

Week 2

1) Discussion board on Tyson Foods and their use of Talent Alignment Optimization to manage talent within the organization was good case for HR.

2) Reviewers interested in the SAS homework assignment pertaining to the culture and the HR practices of SAS and the fact that it is one of the 100 best companies to work for in U.S.

3) Reviewers made several comments about the number of articles and videos embedded in the class.

Week 3

1) Reviewers enjoyed the case study on Genzyme and their development of partnership with Harvard, Columbia, MIT and other Ivy league schools.

2) The articles on developing effective corporate internships were of interest to the reviewers.

3) A discussion of the midterm exam and the essay nature of the exam was received quite well by the reviewers based on the content in the midterm.

Week 4

1) The discussion board on McDonald’s and the HR practices used to reduce turnover and the mobility to senior management through career development was well received by the reviewers.

2) The reviewers were impressed with the volume of information contained in the course and the textbook as a reference source for industry.

3) The homework assignment dealing with Staples and their use of incentive and bonus planes developed by HR and the movement of personnel to online operations.

1) The discussion board on Starbucks case and the articles and videos supporting the case study were of interest to the reviewers especially the establishment of a comprehensive employee tuition plan for all employees to complete a bachelor’s degree online through Arizona State University paid for by Starbucks.

2) The coverage of the NLRB and labor relations and the role of it has played in the NFL through collective bargaining. The Dean brought up the point that he had worked on the 1983 NFL labor dispute as a staff member of the NLRB.

3) A brief discussion on the VW and UAW campaign to organize a plant in Tennessee was mentioned in the meeting.

Week 6

1) A discussion Of Chick-Fil-A and the Biblical principles and values held by the founder and the culture of the organization were of interested to the reviewers.

2) A discussion of the final exam which was essay based and the content contained in the internet resource section met with the approval of the reviewers.

3) On review indicate that he could use the text as a reference guide within his organization.

SUMMARY

The meeting with the reviewers went very well and they were quite pleased with the amount of information contained within the course. They believed the students have ample information from the text, articles and videos to provide them with a solid understanding of the role of Human Resource Management plays with the modern organization of the 21st century.

ACTION PLAN FOR COURSE IMPROVEMENT

1) Update articles before each new class in launched.

2) Update embedded videos on HR issues within organizations.

3) Continue to input additional information into the course each time it is offered at Anderson university.

Date:April20th2017Advisors/reviewers:RossWalters,LarryGamble&ThomasAlsborg

Faculty:Dr.KentSaunders,Dr.JohnDuncan,Dr.JeffreyMoore

Submittedby:Dr.KentSaunderson5/22/2017

Week1

4) +challengedstudentsondiscussion1(interest&Biblical)

5) +videosaregood/YouTube

6) –toobasicmaterials(reviewofbusiness)Movechp1&2inresources

-IthinktheCh.1materialisverygood.-Idon’tthinktheStatementofCFshouldbeexcludedfromCh.2.Itismuchtooimportant.-SuggestROICbeincludedinCh.3.ItismoreimportantthanROE,whichcanbewindowdressed.AlsoEVAisusedverycommonlytoo.AlsoCCC,eventhoughitisdiscussedinweek5,I’demphasizethecashtocashcyclehere.Finally,Ithinkitshouldbeemphasizedhowveryimportantitistobeabletoidentifywhichratiosaremostimportantinagivenusersituation(forexamplebanksvs.shareholders)andtotracktrendsovertime.Theratiosbythemselvesdon’thavemuchmeaning.

-TheBiblicalincorporationthroughoutisexceptional,muchbetterthanIwouldhavehopedfor.

Week2

4) Inbondchaptertalkaboutduration“sensitivitytointerestratechanges”couldusesupplementalarticle

5) Discussionisverygoodin2parts

6) VerygooduseofExcel

Week3

4) Reallygoodexplanation/goodattentiontostockvaluationmethods

5) Caseismoreofaproblemnotreallyacase

6) Likedhavingthesampletest

IthinkadiscussiononmarketbubblesandwhytheyoccurwouldbeveryrelevantinCh.7,andreasonswhymarketsbecomeirrational.

Week4

4) GoodpresentationoftheWACCconcept

5) Chp10–shouldgetintothischaptermore

Goodandimportantmaterial.IthinkCh.10needsmoreemphasisoncashandliquidityriskmanagement.Theseareimportanttoolsbutthesedecisionsdon’ttakeplaceinavacuum.(Youhavecoveredthefundamentalelements.I

justthinkmoreemphasisonprotectingcashflowsandassociatedriskswouldmakeitmorerelevanttorealworlddailyuse.)

Week5

4) Addvarianceanalysis

5) Case2/addindustrydata&economicdata(interestrates)

6) Over2weekdiscussioncouldtalkaboutforecastingconnectedtobusinessreallife(COOofops,CEO,CFO)

Thisisaveryimportantsection.Misstepsincashflowsandforecastingcanhavecripplingeffectsonanenterprise.Thissectioncoversthebasicsbutthereissomuchtobesaid.Ikeepemphasizingcashflowsbecausemanycompaniesfailforlackofsmartcashmanagement.Onesmallreallifeexample:wecansetARtermsandpoliciesbutmostcustomersdon’tadheretothetermsandiftheyarelarge,theywillnotpaytheinterestpenaltiesknowingweneedthemandcan’tenforce

Week6

4) Sampletestisverygood

5) Needmoreworkinweek6/wesaw5weeksofcontent

SUMMARY

• Verynicejobdonewithvideowalkthrough.

• Exploreproficiencytestinaccounting/financetomovecurriculumforward.Youwouldremoveweek1worksinceitisgeneraloverviewmaterials

• Excellentpracticaluseofexcelonproblems

• Makesurenottoomuchoverlapinthecurriculumoncapitalbudgeting&ratioanalysis(BUS525accountingcourse)

• Mostofthesematerialsarereviewfromtheundergradcourseforbusinessmajors

• Systemsthinkingneededespeciallyvarianceanalysis

ACTIONPLANFORCOURSEIMPROVEMENT

4) Exploreproficiencytest/suggestingonlinetutorialsforanylevelingneeds(freeproficiencytestavailabletostudentatthebeginningoftheprogramtoselfassesstheirlevel&remediatethemselves).Removeweek1workandbringthecurriculumforwardaweek.Thiswillallowforaddingvarianceanalysis.

5) FacultydiscussionBUS525/BUS515/BUS550oncurricularalignment–capitalbudgeting&ratioanalysis

6) Increasevarianceanalysis(answerthewhyofdisparitybetweenactual&budget).Suggestaddingtothelastweekofcourse.

RESPONSE

50 Iwillcreateaproficiencytesttoallowstudentstotesttheirunderstandingofchapters1,2,and3.Iwillcontinuetoprovidethenotesandvideosforchapters1,2,and3asreviewmaterial.Thiswillallowstudentswhodonotscorewellontheproficiencytesttoreviewthematerialifneeded.

Additionally,IplantoaddreviewinformationfortheStatementofCashFlows,ROIC,andexpandtheinformationrelatedtobenchmarkingandtrendanalysisofratios.

2)Iplantoreducethe515coverageoffinancialstatementsandratioanalysis(chapter2and3)andmovethatinformationtoreviewmaterial.Iplantomaintainthecoverageofcapitalbudgetinganalysis(chapter10)andaddafewsupplementarycasescenariostoaddmoreemphasistocashandliquidityriskmanagement.

3)Iwilladdsupplementarymaterialsonvarianceanalysisandcashflowmanagementtowardtheendofthecourseaftercashflowestimationandfinancialplanning&forecasting.

Additionally,Iplantoadda“duration”noteshandoutasasupplementarymaterialtochapter5(BondsandInterestRates).Iplantodevelop“case1”sothatitismoreofacasethanaproblem.Iplantoaddamarketbubblesandbehavioralfinancenoteshandoutasasupplementarymaterialtochapter7(StockValuation).Finally,Iamconsideringaddingsupplementarymaterialondividends&sharerepurchases,andcapitalstructure&leveragedependingonhowmuchtimeisfreedupwiththemovementofchapters1,2and3toreviewmaterial.

Idon’tthinkIcanreallyaddtoomuchnewcontenttoweek6sincetheclassneedtobecompletedbyThursdayandthestudentshavealotofassessmentstocomplete(e.g.Case,discussion,quizzes,Finalexam).

APPENDIX C: MBA course evaluations – Student Learning Outcomes

Department MBA program By MBA faculty

BUS 505 (3 courses) Assessed Student Learning Outcome 1 & 2 only 1 Fall 2016 course assessed – seated Greenville 2 Spring 2017 courses assessed – 1 seated Greenville & 1 online

RESPONSE to ASSESSMENT: Include a SLO for #3 in the course Include following action plan from advisory board action plan

Update articles before each new class in launched Fall 2017. Update embedded videos on HR issues within organizations.

BUS 515 (4 courses) Assessed all 3 Student Learning Outcomes 2 Fall 2016 courses assessed – 1 seated Greenville & 1 online 2 Spring 2017 courses assessed – 1 seated Greenville & 1 online

RESPONSE to ASSESSMENT:

Include following action plan from advisory board action plan 51 I will create a proficiency test to allow students to test their understanding of chapters 1, 2, and 3. I will

continue to provide the notes and videos for chapters 1, 2, and 3 as review material. This will allow students who do not score well on the proficiency test to review the material if needed.

Additionally, I plan to add review information for the Statement of Cash Flows, ROIC, and expand the information related to benchmarking and trend analysis of ratios. 2) I plan to reduce the 515 coverage of financial statements and ratio analysis (chapter 2 and 3) and move that information to review material. I plan to maintain the coverage of capital budgeting analysis (chapter 10) and add a few supplementary case scenarios to add more emphasis to cash and liquidity risk management. 3) I will add supplementary materials on variance analysis and cash flow management toward the end of the course after cash flow estimation and financial planning & forecasting. Additionally, I plan to add a “duration” notes handout as a supplementary material to chapter 5 (Bonds and Interest Rates). I plan to develop “case 1” so that it is more of a case than a problem. I plan to add a market bubbles and behavioral finance notes handout as a supplementary material to chapter 7 (Stock Valuation). Finally, I am considering adding supplementary material on dividends & share repurchases, and capital structure & leverage depending on how much time is freed up with the movement of chapters 1, 2 and 3 to review material.

MBA Course Assessment of Learning Outcomes BUS 515: Fall 2016 Course Name: BUS 515 Course Professor: K. Saunders Delivery: Hybrid Date taught: October 2016 LEARNING OUTCOME GOAL ASSESSMENT MEASURES RESULTS ACTIONS TAKEN

1. Demonstrate a Basic Understanding of Financial Management BUS 515 – HYBRID

75% of the MBA students would make a 85% or higher

Week #2 Chapter 4 Homework: • Calculate the present value and future

value of lump sums • Identify the different types of annuities,

calculate the present value and future value of both and calculate the relevant annuity payments

• Calculate the present value of an uneven cash flow steam

• Explain the difference between and calculate nominal, periodic, and effective interest rates

• Discuss the basics of loan amortization and create a loan amortization table

Results: 88% (7/8) achieved standard N: 8 Mean: 10.3/11 (93%) Range: 9-11

Achieved goal. Assessment instrument is achieving the desired student outcomes. Keep this assignment.

2. Apply Course Material BUS 515 – HYBRID


Case 2 Analysis: • create a spreadsheet to calculate the

free cash flows and estimate the NPV for a capital budgeting project.

• conduct sensitivity analysis to identify maximum and minimum input values to reach a desired objective.

Results: 88% (7/8) achieved standard N: 8 Mean: 95/100 (95%) Range: 78-100


2.2 Evaluate Appropriate

Methods to Collect, Analyze, and Interpret Numerical Information BUS 515 – HYBRID


Test 2, Answer questions related to: • Cost of Capital • Capital Budgeting • Cash Flow Estimation • Financial Planning • Working Capital Management


Did not achieve goal. Need to improve guidance related to format of test questions for a multiple choice test. I will create a sample exam in the same format as the students actual exam.

3. Integrate Historical and Contemporary Christian Perspectives

BUS 515 – HYBRID


Discussion 1: Salt and Light: Read Matthew 5:13-16 Consider how this passage applies to your life/career/society and briefly respond (approximately 250 words) to the following prompts: What does it mean to be salty? If you lose your saltiness, how can you be made salty again? What does it mean to be light? In what ways do you hide your light? In what ways do you let your light shine?

Results: 100% (8/8) achieved standard N: 8 Mean: 49.6/50 (99%) Range: 49-50


MBA Course Assessment of Learning Outcomes BUS 515: Fall 2016 Course Name: BUS 515 Course Professor: K. Saunders Delivery: Online Date taught: August 2016 LEARNING OUTCOME GOAL ASSESSMENT MEASURES RESULTS ACTIONS TAKEN

1. Demonstrate a Basic Understanding of Financial Management BUS 515 – Online








Results: 87% (20/23) achieved standard N: 23 Mean: 10.6/11 (96%) Range: 9 – 11


2. Apply Course Material BUS 515 – Online







2.2 Evaluate Appropriate

Methods to Collect, Analyze, and Interpret Numerical Information

BUS 515 – Online




Did not achieve goal. Need to improve guidance related to format of test questions for an online test. I will create a sample exam in the same format as the students actual exam.

3. Integrate Historical and Contemporary Christian Perspectives

BUS 515 – Online


Discussion 1: Salt and Light: Read Matthew 5:13-16 Consider how this passage applies to your life/career/society and briefly respond (approximately 250 words) to the following prompts: What does it mean to be salty? If you lose your saltiness, how can you be made salty again? What does it mean to be light? In what ways do you hide your light? In what ways do you let your light shine?



MBA Course Assessment of Learning Outcomes BUS 515: Spring 2017 Course Name: BUS 515 Course Professor: K. Saunders Delivery: Online Date taught: March 2017 LEARNING OUTCOME GOAL ASSESSMENT MEASURES RESULTS ACTIONS TAKEN

1. Demonstrate a Basic Understanding of Financial Management BUS 515 – Online










2.1 Apply Course Material BUS 515 – Online







52 Evaluate Appropriate Methods to Collect, Analyze, & Interpret Numerical Information

BUS 515 – Online





3 Integrate Historical and Contemporary Christian Perspectives

BUS 515 – Online


Discussion 1: Interest Consider the following bible passages related to the charging of interest: Exodus 22:25, Leviticus 25:35-37, Deuteronomy 23:19-20, Luke 6:34-35. Consider how these passages apply to your life/career/society and briefly respond (approximately 250 words) to the following prompts: Does the economic pie grow larger and make everyone better off when people save and invest? Is usury (an exorbitant interest rate) different from interest? Is usury a legitimate return for lending to high risk borrowers? If God’s commands are for all times and all places, should interest be abolished?



MBA Course Assessment of Learning Outcomes BUS 515: Spring 2017 Course Name: BUS 515 Course Professor: K. Saunders Delivery: Hybrid Date taught: May 2017 LEARNING OUTCOME GOAL ASSESSMENT MEASURES RESULTS ACTIONS TAKEN 1 Demonstrate a Basic Understanding of Financial Management

BUS 515 – Hybrid









Achieved goal. Assessment instrument is achieving the desired student outcomes. The homework system will be switching from Aplia to Canvas quizzes beginning in the fall of 2017. This assessment will switch to the Canvas quiz for chapter 4 moving forward.

8 Apply Course Material BUS 515 – Hybrid







2.2 Evaluate

Appropriate Methods to Collect, Analyze, and Interpret Numerical Information

BUS 515 – Hybrid





3 Integrate Historical and Contemporary Christian Perspectives

BUS 515 – Hybrid


Discussion 1: Interest Consider the following bible passages related to the charging of interest: Exodus 22:25, Leviticus 25:35-37, Deuteronomy 23:19-20, Luke 6:34-35. Consider how these passages apply to your life/career/society and briefly respond (approximately 250 words) to the following prompts: Does the economic pie grow larger and make everyone better off when people save and invest? Is usury (an exorbitant interest rate) different from interest? Is usury a legitimate return for lending to high risk borrowers? If God’s commands are for all times and all places, should interest be abolished?



INDIVIDUAL MBA COURSE ASSESSMENT – Fall 2016 Course Name: BUS 505 Course Professor: E. Maxey Delivery: Lecture Date taught: Fall 2016 LEARNING OUTCOME GOAL ASSESSMENT MEASURES RESULTS ACTIONS TAKEN

1 Demonstrate Development of Business Knowledge

MBA 505 – SEATED


Assignment Lesson Two: Case study – Recruitment & Selection Written analyses will be required to submit case study briefs to apply Strategic HRM principles, practices, and procedures in business settings.

Results 1.1: 9/11 or 82% achieved standard N: 11 Mean: 85%

Range: 0-100%


2 Apply Business Knowledge

MBA 505 – SEATED


Assignment Lesson One: Case study- Succession Planning Written analyses will be required to submit case study briefs to apply Strategic HRM principles, practices, and procedures in business settings.


Range: 0– 100%

Did not achieve goal. Keep this assignment, but continue to emphasize expectations for MBA case studies.

INDIVIDUAL MBA COURSE ASSESSMENT – Spring 2017 Course Name: BUS 505 Course Professor: E. Maxey Delivery: Lecture Date taught: 2/13/17-3/24/17 LEARNING OUTCOME GOAL ASSESSMENT MEASURES RESULTS ACTIONS TAKEN

1 Demonstrate Development of Business Knowledge

MBA 505 – HYBRID


Assignment Week Two Case study – Recruitment & Selection Written analyses will be required to submit case study briefs to apply Strategic HRM principles, practices, and procedures in business settings.


Range: 78-100%


2 Apply Business Knowledge

MBA 505 – HYBRID


Assignment Week Four Case study- Leadership Development Written analyses will be required to submit case study briefs to apply Strategic HRM principles, practices, and procedures in business settings.

Results 2.1: 15/16 or 94% achieved standard N: 16 Mean: 89.5%

Range: 64.25– 100%

Achieved goal. Assessment instrument is achieving the desired student outcomes. Keep this assignment. Continue to emphasize expectations for MBA case studies.

MBA Course Assessment of Learning Outcomes BUS 505: Spring 2017 Course Name: BUS 505 Course Professor: D. Goodwin Delivery: Online Date taught: Spring 2017 LEARNING OUTCOME GOAL ASSESSMENT MEASURES RESULTS ACTIONS TAKEN

1 Demonstrate a Basic Understanding of Human Resources

BUS 505 – online


Week #1 Discussion Board Week One

• Please discuss the 10 best and worst HR practices within organizations. Can you recommend other HR practices that need to be added or dropped within your organization and explain why would you do so.

Results: 100% 22(22/22) achieved standard N: 22 Mean: 100/100 (100%) Range: 100-100

Achieved goal. The assessment has been successful.

2 Apply Course Material

BUS 505 – Online


Week #2 Discussion Board Week Two

• Please discuss the SAS corporation headed by Jim Goodnight. How has this organization transcended the workplace to off employee benefits and a culture that motivates all employees and thus keeps turnover to a minimum. How does the CEO view these benefits and how does this culture motivate employees to perform to their peak potential? What can other organizations and HR departments learn from SAS?


Achieved goal. The assessment has been successful.

APPENDIX D – List of courses taught by faculty and analysis by PT/FT and rank

List of faculty teaching MBA courses in Fall 2016 – Spring 2017

FirstName LastName Rank Course Mode Term Year Crhr Conthr

Justin Bateh Parttime Instructor BUS510 Olx FALL 2016 3 3

Justin Bateh Parttime Instructor BUS510 Olx SPRING 2017 3 3

6 6

John Duncan Fulltime Professor BUS525

HYB–

GR SPRING 2017 3 3

3 3

John Frazier Fulltime Professor BUS520 Olx FALL 2016 3 3

John Frazier Fulltime Professor BUS520 HYA-GR SPRING 2017 3 3

6 6

Doug Goodwin Fulltime Associate BUS520 Olx FALL 2016 3 3

Doug Goodwin Fulltime Associate BUS505 Olx SPRING 2017 3 3

6 6

William Hanson Parttime Instructor BUS530 Olx FALL 2016 3 3

William Hanson Parttime Instructor BUS530 Olx SPRING 2017 3 3


9 9

Miren Ivankovic Fulltime Professor BUS540 Olx FALL 2016 3 3

Miren Ivankovic Fulltime Professor BUS540

HYB–

GR SPRING 2017 3 3

6 6

Valerie Johnston Fulltime Assistant BUS571 Olx FALL 2016 3 3

Valerie Johnston Fulltime Assistant BUS573 Olx SPRING 2017 3 3

6 6

Bruce Lockhart Fulltime Instructor BUS530

HYB–

GR FALL 2016 3 3

Bruce Lockhart Fulltime Instructor BUS590 HYA-GR SPRING 2017 3 3


HYA–

GR SPRING 2017 3 3

9 9

Evie Maxey Fulltime Assistant BUS505

HYA–

GR FALL 2016 3 3


HYA–

GR FALL 2016 3 3


HYB–

GR SPRING 2017 3 3

9 9

Emily McCorkle Parttime Instructor BUS525 Olx FALL 2016 3 3

Emily McCorkle Parttime Instructor BUS525 Olx SPRING 2017 3 3

6 6

Jeff Moore Fulltime Professor BUS501 Olx FALL 2016 3 3

Jeff Moore Fulltime Professor BUS501

HYB–

GR FALL 2016 3 3



Jeff Moore Fulltime Professor BUS501 Olx SPRING 2017 3 3



HYA–

GR SPRING 2017 3 3

21 21

Chris Neuenschwander Fulltime Associate BUS525

HYA–

GR FALL 2016 3 3

3 3

Scott Quatro Parttime Instructor BUS590 Olx SPRING 2017 3 3

3 3

Kent Saunders Fulltime Professor BUS515

HYA–

GR FALL 2016 3 3

Kent Saunders Fulltime Professor BUS515 Olx FALL 2016 3 3


HYB–

GR SPRING 2017 3 3

Kent Saunders Fulltime Professor BUS515 Olx SPRING 2017 3 3

12 12

Gordon Smith Fulltime Associate BUS510

HYB–

GR FALL 2016 3 3

3 3

Joe Spencer Fulltime Professor BUS590

HYB–

GR FALL 2016 3 3


HYA–

GR SPRING 2017 3 3

6 6

Terri Taylor Fulltime Assistant BUS525 Olx SPRING 2017 3 3

3 3

David West Parttime Instructor BUS560 HYB-GR FALL 2016 3 3

David West Parttime Instructor BUS560 IS SPRING 2017 3 3

6 6

Kimberly Whitehead Fulltime Assistant BUS550 Olx FALL 2016 3 3

Kimberly Whitehead Fulltime Assistant BUS550

HYB–

GR FALL 2016 3 3

Kimberly Whitehead Fulltime Assistant BUS550 Olx SPRING 2017 3 3

9 9

Mark Williamson Parttime Instructor BUS530 Olx SPRING 2017 3 3

3 3

Lisa Witzig Parttime Instructor BUS555 Olx FALL 2016 3 3

Lisa Witzig Parttime Instructor BUS555 Olx SPRING 2017 3 3

6 6

List of faculty teaching MBA courses in Fall 2016 – Spring 2017 by Full time / Part time

FirstName LastName Rank Course Mode Term Year

Cr

hr

Cont

hr

John Duncan Fulltime Professor BUS525

HYB–

GR SPRING 2017 3 3






Miren Ivankovic Fulltime Professor BUS540

HYB–

GR SPRING 2017 3 3




HYB–

GR FALL 2016 3 3



HYA–

GR SPRING 2017 3 3


HYA–

GR FALL 2016 3 3


HYA–

GR FALL 2016 3 3


HYB–

GR SPRING 2017 3 3



HYB–

GR FALL 2016 3 3






HYA–

GR SPRING 2017 3 3

Chris Neuenschwander Fulltime Associate BUS525

HYA–

GR FALL 2016 3 3


HYA–

GR FALL 2016 3 3



HYB–

GR SPRING 2017 3 3


Gordon Smith Fulltime Associate BUS510

HYB–

GR FALL 2016 3 3


HYB–

GR FALL 2016 3 3


HYA–

GR SPRING 2017 3 3



Kimberly Whitehead Fulltime Assistant BUS550

HYB–

GR FALL 2016 3 3


102 102 72%

Justin Bateh Parttime Instructor BUS510 Olx FALL 2016 3 3

Justin Bateh Parttime Instructor BUS510 Olx SPRING 2017 3 3

William Hanson Parttime Instructor BUS530 Olx FALL 2016 3 3



Emily McCorkle Parttime Instructor BUS525 Olx FALL 2016 3 3

Emily McCorkle Parttime Instructor BUS525 Olx SPRING 2017 3 3

Scott Quatro Parttime Instructor BUS590 Olx SPRING 2017 3 3

David West Parttime Instructor BUS560 HYB-GR FALL 2016 3 3

David West Parttime Instructor BUS560 IS SPRING 2017 3 3

Mark Williamson Parttime Instructor BUS530 Olx SPRING 2017 3 3

Lisa Witzig Parttime Instructor BUS555 Olx FALL 2016 3 3

Lisa Witzig Parttime Instructor BUS555 Olx SPRING 2017 3 3

39 39 28%

TOTAL 141 141

List of faculty teaching MBA courses in Fall 2016 – Spring 2017 by rank

FirstName LastName Rank Course Mode Term Year

Cr

hr

Cont

hr

John Duncan Fulltime Professor BUS525 HYB–GR SPRING 2017 3 3




Miren Ivankovic Fulltime Professor BUS540 HYB–GR SPRING 2017 3 3


Jeff Moore Fulltime Professor BUS501 HYB–GR FALL 2016 3 3





Jeff Moore Fulltime Professor BUS501 HYA–GR SPRING 2017 3 3

Kent Saunders Fulltime Professor BUS515 HYA–GR FALL 2016 3 3


Kent Saunders Fulltime Professor BUS515 HYB–GR SPRING 2017 3 3


Joe Spencer Fulltime Professor BUS590 HYB–GR FALL 2016 3 3

Joe Spencer Fulltime Professor BUS555 HYA–GR SPRING 2017 3 3

54 54 38%



Chris Neuenschwander Fulltime Associate BUS525 HYA–GR FALL 2016 3 3

Gordon Smith Fulltime Associate BUS510 HYB–GR FALL 2016 3 3

12 12 9%



Evie Maxey Fulltime Assistant BUS505 HYA–GR FALL 2016 3 3

Evie Maxey Fulltime Assistant BUS505 HYA–GR FALL 2016 3 3

Evie Maxey Fulltime Assistant BUS505 HYB–GR SPRING 2017 3 3



Kimberly Whitehead Fulltime Assistant BUS550 HYB–GR FALL 2016 3 3


27 27 19%

Bruce Lockhart Fulltime Instructor BUS530 HYB–GR FALL 2016 3 3


Bruce Lockhart Fulltime Instructor BUS590 HYA–GR SPRING 2017 3 3

Justin Bateh

Part

time Instructor BUS510 Olx FALL 2016 3 3

Justin Bateh

Part

time Instructor BUS510 Olx SPRING 2017 3 3

William Hanson

Part


William Hanson

Part


William Hanson

Part


Emily McCorkle

Part


Emily McCorkle

Part


Scott Quatro

Part


David West

Part

time Instructor BUS560 HYB-GR FALL 2016 3 3

David West

Part

time Instructor BUS560 IS SPRING 2017 3 3

Mark Williamson

Part


Lisa Witzig

Part


Lisa Witzig

Part


48 48 34%

TOTAL 141 141

Appendix E List of Faculty Research Achievements

Papers presented:

Kaufinger, P., Neuenschwander, C, & Peddicord, C. (2017). The Economic Consequences of the Retail Inventory Method. Presented at the 2017 Academic and Business Research Institute, Ashville, NC, March 2017.

Smith, G. “An Introduction to Calculus at the Principles Level in Economics,” at the National Economics Teaching

Association Conference, October 27-28, 2016. Neto, R., Moore, J., Diaz-Cruz J., & Polega M. “Teachers’ Attitudes Towards Classroom Observation and Debriefing

Practices”. Team presentation of qualitative research at the Eastern Educational Research Association (EERA) in February 2017 in Richmond, VA.

Moore, J. & Erdener, M. “Moral Development In Undergraduate Business Students In Turkey”. Presentation of qualitative

research at the Eastern Educational Research Association (EERA) in February 2017 in Richmond, VA. Moore, J. & Hanson, W. Model of Business Ethics in Morocco: raising honor or preserving honor. Paper presented at

Academy of Management conference in Anaheim, CA. Academy of Management August 2016. Moore, J. & Hanson, W. “Cultural Transformation for Mutual Actualization”. Presentation of qualitative research at the

Eastern Educational Research Association (EERA) in February 2017 in Richmond, VA. Witzig, L., Spencer, J., Meyers, K. (2016). Traditional vs. Online Universities: Who Is Using Social Media Marketing?

Association of Marketing Theory and Practice 2017 National Conference. Paper, Presentation and proceedings. Spencer, J. Witzig, L., J., McMahon, D., Meyers, K. (2016). Sales Force Adoption and Usage of LinkedIn: Four Sales

Organization Cultural Dependencies. Society for Marketing Advances, Presentation and proceedings. Frazier, J. W. (2017). Using A Single Product Cost Function To Predict Economies Of Scale In College Athletic Departments:

The Case Of The Football Championship Subdivision Institutions. This paper was presented at the 2017 IABPAD Conference.

Ivankovic, M. “Growing up in Communist Yugoslavia,” at the Freedom Week – Northwood University, recorded on 4/10/17.

http://www.northwood.edu/fw/ Johnson V. Advance Care Planning: It’s Your Story. July 2016. SC Coalition for Care of the Seriously Ill Johnson V. Making Advance Directives Meaningful. May 2017. Society for Teachers of Family Medicine Whitehead, K. “Maximizing Asset Recovery: Establishing a Disposition Tool,” 47th Annual Meeting of the Southeast Region

of the Decision Sciences Institute in Charleston, SC, February 2017. Whitehead, K. “Qualitative Examinations of Supply Chain Collaboration and their Contribution to the Research Stream,” 47th

Annual Meeting of the Southeast Region of the Decision Sciences Institute in Charleston, SC, February 2017. Publications: Kaufinger, G., & Neuenschwander, C. (2016). Harold’s Stores, Inc. International Journal of Business Cases and Applications,

16. Retrieved from http://www.aabri.com/jfa.html,. Ziegler, P., & Neuenschwander, C. (2016). Over-The-Counter delivery failures: Characteristics which predict naked short

selling. Journal of Finance and Accountancy, 21. Retrieved from http://www.aabri.com/jfa.html

Maxey E. and Moore, J.R. (2017). Impetus for Culture Transformation: Disabled Employee Pre-Hire Training. In S. Frasard & F. Prasuhn (Eds.), Handbook of Research on Training Evaluation in the Modern Workforce. (pp. 116-126) Hershey, PA: IGI Global.

Moore, J., Hanson, W. (2017). “Model of Business Ethics in Morocco: raising honor or preserving honor”. Paper accepted

for publication in Journal of Leadership, Accountability and Ethics.

Frazier, J. W. (2016). Existence of Economies of Scale within Athletic Departments at Power Five Conferences Colleges and Universities. International Journal of Business and Economics Perspectives, Volume 11, Number 1.

Saunders, K. Bible Readings or New Articles in Undergraduate Corporate Finance: A Teaching Methodology Comparison Christian Business Academy Review, 2017, 12, 126-135

Saunders, K. Is There a Difference between Investing and Gambling? A Christian Perspective Journal of Biblical Integration

in Business, 2016, 19, 57-71

Appendix F List of MBA graduates

DECEMBER,2016GRADUATES Total=14

Last First Middle GraddateCobb Coursey Christina 12/16/2016Dease Mark Hunter 12/16/2016Donaldson Jared R. 12/16/2016Duerk Ryan Tidrick 12/16/2016Edwards Thomas Everett 12/16/2016Evans Samantha Alley 12/16/2016Petrinovich Mara 12/16/2016Porter David 12/16/2016Puri Gautam 12/16/2016Ransom Steve Allen 12/16/2016Swygert Danielle Brooke 12/16/2016Walker-Carlson KathleenBrandy M. 12/16/2016Woods Jeremy Ray 12/16/2016Yingst Grant 12/16/2016

MAY,2017GRADUATES Total=27

Last First Middle GraddateAlexander Meredith Isbell 5/13/2017Bailey Julia Lynn 5/13/2017Buchan Trisha 5/13/2017Connor Jill Marie 5/13/2017Daniel Kevin Martin 5/13/2017Ekaitis Derek Lee 5/13/2017Faria Danilo Alberto 5/13/2017Faria Karen RaimoChing 5/13/2017Felder Mallory Dennis 5/13/2017FloresHernandez Daniel Alejandro 5/13/2017Li Xiangbin 5/13/2017McClure R.J. 5/13/2017Moore JeanMichel 5/13/2017MooreFox Alyssa Grace 5/13/2017Nunez Maria M. 5/13/2017Pacek,II Michael Stanley 5/13/2017Page Laura Ashley 5/13/2017Price Carly Elizabeth 5/13/2017Ramsey Melissa Ann 5/13/2017Rosenberger Beth 5/13/2017Rosenberger Jonathan Michael 5/13/2017Rutter Jonathan James 5/13/2017Smalls Salena Sherease 5/13/2017Smith Jeremiah 5/13/2017

Wachter David Luke 5/13/2017Webb Jon Codi 5/13/2017Wright James Henry 5/13/2017

Appendix G Results of MBA alumni event survey

Graduationyear

2010 5 Firstyearofprogram

2011 0

2012 2

2013 3

2014 3

2015 1

2016 4

2017 6

24 Outof147alumni

Industry Banking 3 13%

Education 5 21%Healthcare 3 13%Services 9 38%Other 4 17%

24

MBAImpactonCareer Advancement 6 46%

ProfessionalDevelopment 7 54%

13

ApplicationofMBAKnowledgetoCurrentEmploymentAccounting–Finance 3 18%Leadership&Management&Servant 5 29%Management 2 12%Marketing 2 12%Strategy 2 12%Other 3 18%

17

InfluenceofServantLeadership

Changedme:decisionmakingprocess 4 19%Godlymissionfocused:Integratefaithatwork 3 14%

Practicalapplication:Changedmyperspective 5 24%

Supportothers:otherssuccessful 8 38%Other 1 5%

21

Appendix H MBA graduate exit survey – recent alumniAndersonUniversityMBAAlumniSurveyMay30th2017,8:11pmMDT

Q1 – Since graduation have you been:

# Answer % Count

1 Promoted 39.13% 9

2 Received a New Position 13.04% 3

3 New Job 47.83% 11

Total 100% 23

23 responded out of 35 which is 66%

Q2 - Please list your current position

Plant Manager

Assistant manager

ATO Development Coach

Residence Director

Accounting Support Specialist

Accountant

Store Manager Sherwin-Williams

Business Application Analyst

Project Supervisor

Accountant

Assistant Men's Basketball Coach at Anderson University

Human Resources Coordinator

Senior Practice Manager

Packaging Engineering Manager

Market Development Manager

Benefits Manager

Accounting Application Support Specialist

Graduate Assistant - International Programs Office

Anderson University Assistant Baseball Coach

Office receptionist

Senior Practice Manager at SRHS

Application Analyst

Senior Graphic Designer

Employee Relations Manager

Q3 - Since graduation, have you received a pay increase?

# Answer % Count

1 Yes 17.14% 6

2 If Yes, By How Much? 20.00% 7

3 No 62.86% 22

Total 100% 35

If Yes, By How Much?

If Yes, By How Much?

$5,000

$15,000 however this was done before graduation, not after.

$5,000

20%

Q4 - Since graduation, have you received any recognition in the workplace?

# Answer % Count

1 Yes 48.57% 17

2 No 51.43% 18

Total 100% 35

Q5 - Did your employer offer scholarship program or tuition assistance programs for furthering your education?

# Answer % Count

1 Yes 17.14% 6

2 If Yes, How Much? 45.71% 16

3 No 37.14% 13

Total 100% 35

63% received tuition assistance from their employer to pay for their MBA

If Yes, How Much?

If Yes, How Much?

Full tuition

100%

$5,250/year

10,000

Fully Paid

4000/year

7500 a year

up to 2500

$4000/year

Up to $8,000 a year

Q6 - During this economic downturn, do you feel as if your MBA has helped with your job security?

# Answer % Count

1 Yes 77.78% 28

2 No 22.22% 8

Total 100% 36

Q7 - Which of the following would you say is the most important reason why you wanted to obtain your MBA? Check

only one

# Answer % Count

1 To increase my potential for higher future earnings 30.56% 11

2 To improve my chances for promotion 16.67% 6

3 To increase my knowledge of how businesses should work 5.56% 2

4 To improve my skill set 5.56% 2

5 To become more versatile 19.44% 7

6 To become more valuable to a firm 16.67% 6

7 To improve my managerial abilities 5.56% 2

8 Other: 0.00% 0

Total 100% 36

Q8 - Please select your gender:

# Answer % Count

1 Male 50.00% 18

2 Female 50.00% 18

Total 100% 36

Q9 - What is your age group?

# Answer % Count

1 22-30 63.89% 23

2 31-40 22.22% 8

3 41-50 2.78% 1

4 51-60 2.78% 1

5 61 and over 8.33% 3

Total 100% 36

Q10 - In what industry are you currently employed?

# Answer % Count

1 Manufacturing/Distribution 25.00% 9

2 Service 11.11% 4

3 Health Care 13.89% 5

4 Education 19.44% 7

5 Financial 8.33% 3

6 Export/Import 5.56% 2

7 Government/Non-Profit 0.00% 0

8 Other: 16.67% 6

Total 100% 36

Other:

Technology

Retail

Telecomm. (Human Resources)

HR Consulting

Q11 - Which best describes your position at your place of employment?

# Answer % Count

1 Staf 36.11% 13

2 Manager 38.89% 14

3 Executive 13.89% 5

4 Professional 11.11% 4

Total 100% 36

Q12 - What area/courses in the MBA have you enhanced your career?

# Answer % Count

1 Accounting/Finance/Economics 25.00% 9

2 HR/Operations Management 13.89% 5

3 Leadership and Ethics 44.44% 16

4 Marketing 8.33% 3

5 Supply Chain Management 2.78% 1

6 Health Care Management 5.56% 2

7 Other: 0.00% 0

Total 100% 36

Q13 - Are there any other courses you would like to see added to the program or new specializations?

Marketing Specialization

Offer or help student to find an internship during the program.

Accounting

Conflict Resolution in the Work Place

N/A

IT

A more in depth accounting class would be nice. The accounting course was a general overview.

No

for those who are coming out of college a class on benefits i.e 401K, insurance, how to manage stock, would be

helpful

Person Finance

No

Q14 - In addition to the MBA Newsletter, what other resources would you like to see offered at Anderson

University?

# Answer % Count

1 Seminars 28.13% 9

2 Workshops 15.63% 5

3 Social Networking 31.25% 10

4 Career Development Classes 21.88% 7

5 Other: 3.13% 1

Total 100% 32

Q15 - Do you feel the MBA was worth the investment?

# Answer % Count

1 Yes 83.33% 30

2 No 16.67% 6

Total 100% 36

Q16 - Would you recommend the MBA program at Anderson University to others?

# Answer % Count

1 Yes 88.57% 31

2 No 11.43% 4

Total 100% 35

2016-2017 Graduate Program Annual Report – June 1, 2017 · 2016-2017 Graduate Program Annual...

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