Dr. Kristie Ogilvie

AACSB WORKSHOP: 3 JUNE 2011

Agenda“Gems” in the CBPAIntroduction of AACSBAoL / Curriculum in Relation to AACSBCurriculum Mapping DefinedSyllabi AnalysisHands On WorkshopFeedback from AACSB

CBPA GemsNumerous activities unknown at the College

levelNumerous activities in individual

concentrations or coursesMelissa Hartmann, MGMT 306Dr. Anna Ni, PA 315Dr. 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

AACSB / Accreditation

AQ/PQ Graduate Courses

Digital MeasuresPublication

QualityStandard 2, 9, 10*

Strategy / Mission

Standard1-15

Assurance of Learning

UndergraduateGraduateMSAOffsite & Online

Standards 16-21*

Documentation

Liaison:1.AACSB Contact2.University

Relations

Milestones:3.Interim Report4.5th Year Report5.On Site

Visitation

Director of Accreditation (Ogilvie)

Dean**

*Focus of Interim Report , 5th Year Report and Visit** Dean Rose is a current mentor and peer reviewer for AACSB

Analyst (Flynn)

Strat. Plan. Com

(Stull) Dean

INTRODUCTION TO AACSB

AACSB, An IntroductionAACSB 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 AmericaIn Process 184 – Mostly International.

StandardsStandards

Description of requirementsLess 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 6-15Assurance of Learning - Standard 16-21

AACSB AccreditationInitial accreditation must cover all

standardsMaintenance of accreditation covers the

areas of weakness from last 5 year visitCBPA: AoL and Faculty Qualifications

Upon initial accreditation an interim report is due 2.5 years into accreditation cycleCBPA: 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 LearningStudent 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 LearningDefinition

Assurance of Learning FrameworkCreate 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 LearningAACSB 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 LearningLearning 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 MaterialLeadership, Globalism, Teamwork,

Information Technology, Oral Communication, Written Communication, Ethical Reasoning, Problem Solving, etc.

Assurance of LearningLearning 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 LearningAssessment

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 LearningMethodology

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, MSACommunication, OralCommunication, WrittenProblem Solving Skills

Innovative for UG/MBAEthical Reasoning SkillsInformational Technology

Not included for MSA General and Specific Management

Knowledge and SkillsAccounting 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 DefinedEthical 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 LearningData Collection Methodology

Method UG MBA MSAOral Communication

Course Eval. MGMT302 MGMT685 ACCTG 615

Written Communication

Essay PA315 MGMT685 Comp

Problem Solving Essay INFO309 INFO 609 CompEthical Reasoning Essay PA315 MGMT685 ACCTG 620Information Technology

Project INFO309 INFO609 NA

MGMT Specific Content Skills*

Exam/Essay MGMT 490 Comp 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 NecessaryProviding Syllabi to Department

Need the population of syllabiHistorically takes 2 months to collect syllabi

Provide to department ASC each term.Respond to emails requesting syllabi.

Consider Learning GoalsIndividuallyCore Areas GroupsCurriculum Committee

AoL Maturing its FrameworkAs faculty are refining their syllabus, the AoL

methods are maturing.Past system was a static evaluationRed/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 findingsBy next AY, we will have a mature curriculum

map, from a variety of sources and maturing the framework.

Assurance of LearningIndirect Measures: Syllabi

Written Oral Ethics2008 2009 2010 Sp2011 2008 2009 2010 Sp2011 2008 2009 2010 Sp2011

FIN 313 33% 50% 0% 75% 0% 0% 0% 0% 0% 0% 0% 50%FIN 314 33% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 50%SCM 304 75% 50% 0% 60% 0% 0% 25% 0% 0% 0% 0% 20%

MGMT 302 100% 100% 100% 80% 100% 40% 80% 80% 67% 100% 100% 100%MGMT330 75% 75% 80% 100% 25% 75% 40% 50% 75% 100% 80% 100%MKTG 305 0% 0% 33% 17% 0% 0% 0% 17% 60% 100% 71% 100%

PA 315 100% 100% 33% 50% 0% 33% 0% 0% 50% 66% 100% 50%MGMT 490 25% 71% 29% 50% 50% 100% 100% 90% 50% 57% 14% 100%INFO 309 100% 50% 80% 100% 67% 50% 100% 83% 83%

2011: Green = 19 Yellow = 2 Red = 62010: Green = 11 Yellow = 2 Red = 142009: Green = 14 Yellow = 3 Red = 10

*Will mature system at UG level and redefine categories.**Graduate categories will go through same cycle.

Less than 50% and

No ImprovementLess than 50%, but improving

50% or more

Learning Goals into Individual CoursesEthics:

Covered in most core textbooksCovered in a Special Topics lectureTake home assignment considering any topic in

business in relation to ethicsJournal 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 DefinedCurriculum 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 curriculumillustrate where skills should be identified and at

what levelassist 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, OralCommunication, WrittenProblem Solving Skills

Innovative for UG/MBAEthical Reasoning SkillsInformational Technology

Not included for MSA General and Specific Management

Knowledge and Skills

Learning Goals Exercise 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 | I, D | | Written Communication | I, D | | Ethical Reasoning | D | | Problem Solving | D | | Information Technology | | | MGMT Specific Skills | 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 AccountingAccounting

Information SystemsEntrepreneurial

ManagementFinanceHuman ResourcesInformation

ManagementInformation

Management Information

Assurance and Security Management

International BusinessManagementMarketingReal EstateSports and

Entertainment Management

Supply Chain and Transportation Management

**Specialty areas and minors not listed.

Current Curriculum Lower Division Core Upper Division Core Cntn

ACCT 211. Intro Acctg I

FIN 313. Business Finance

ACCT 212. Intro Acctg II

INFO 101. Intro to Information Tech.

MGMT 230. Business Law

SCM 210. Applied Bus Stats

Math Requirement

**MGMT306

FIN 314. Corp. Financial Mgmt

INFO 309. Info. Mgmt

MGMT 302 (or PSYCH). Mgmt & Org Behavior

MGMT 330. Legal Enviro. of Bus.

*MGMT 490. Strategic Mgmt

MKTG 305. Marketing Principles

PA 315. Gment-Business Relations

SCM 304. Princ. of Supply Chain Mgm

MKTG

INFO

SCM

ACTG

FIN

Real Estate

ENTP

HR

MGMTCourse Embedded Measures for AoL

*One core course can be taken concurrently with 490

** Upper Division Writing Requirement (not only MGMT)

ECON200 & 202

Curriculum SuggestionsType of Change:___ Sequencing ___ Removal of

course___ New Course ___ OtherIf new course, placement in curriculum: Core, Concentration, Program?

Explanation: __________________________________________________________________________________________________________________________________________________________________

Near Term ObjectivesFinalize AoL Framework in Spring 2011Conduct pilot assessments beginning as early as

Summer 2011Finalize Strategic AoL Faculty committeeCurriculum Map finalized prior to next syllabi

assessment (Winter 2011)Compile Teaching Knowledge Factory BookHold regional conference for all AACSB schools

in Southern CaliforniaAACSB Library of documentationHold 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/OTeams 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 lessPublic Institutions are becoming financially

dependentOut of state / Country students given priority,

though not for Mission based reasonsThis needs a strong look at resulting

implicationsRecommendation: Increase in-state tuition,

decrease out-of-state/country tuition

Blue Ribbon CommitteeUpdate of standards with recognition of

the issues and “continuously improve” the accreditation process

2011 CommitteeMembers - 21 Deans/Provosts and 2 AACSB

representativesRecognizes major issues and concerns at a

strategic level~5 years to adapt to new standards

Previous Blue Ribbon Committee (2003)

Required research for accreditationRecognized importance of PQ facultyFocused on strategic managementImproved global applicability to standardsIntroduced Assurance of Learning (AoL)

ICAM 2011

2011 Blue Ribbon Committee TopicsFaculty Intellectual Contributions

Research and Teaching RelationshipMore consistent definition of participating and

supporting designationsFaculty employment at more than one institutionDeployment of international partnerships, especially

with non-AACSB schoolsScope: Institutional rather than school (major issue

with international schools)

Long term moving to multiple levels or models of accreditation.